Sexism is a judgment made by society on how men and women are represented. This study investigates the use of sexism in languages called sexist languages and the reason why the characters uttered it in the movie Colette. Therefore, two theories are used in this study. The first theory is from Mills (2008) that divides sexist languages into overt and indirect sexism. Then, the second theory is by Weatherall (2002) who states that the usage of sexist languages is making women invisible, causing women to be defined narrowly, and making women get depreciated. By using a qualitative descriptive approach, this study explores sexist languages from the characters’ utterances. The research reveals that the movie Colette has six types of overt sexism, including naming, dictionaries, generic nouns, insult terms for women, semantic derogation, and sexism in name and title. Also, four kinds of indirect sexism of humor, presupposition, metaphor, and collocation are found. Both male and female characters use sexist language to show superiority as a result of making women invisible, to indicate one’s concern about their status because of society that defines women narrowly, and to point out one’s position as women always get depreciated by society’s prejudice. Keywords: sexist language, gender, sociolinguistics, film, Colette Abstrak: Seksisme adalah penilaian yang dibuat oleh masyarakat tentang bagaimana pria dan wanita direpresentasikan. Studi ini menyelidiki tentang penggunaan seksisme dalam bahasa yang disebut dengan bahasa seksis dan alasan mengapa para karakter dalam film Colette mengutarakannya. Oleh karena itu, dua teori digunakan dalam studi ini. Teori pertama adalah teori dari Mills (2008) yang membagi bahasa seksis menjadi bahasa seksis terang-terangan dan tersamarkan. Kemudian, teori kedua adalah milik Weatherall (2002) yang menyatakan bahwa penggunaan bahasa seksis membuat wanita tidak terlihat, membuat wanita terdefinisikan secara luas, dan menyebabkan nilai wanita menurun. Dengan menggunakan pendekatan deskriptif kualitatif, studi ini mengeksplorasi bahasa seksis dari perkataan para pemainnya. Penelitian ini mengungkap bahwa film Colette memiliki enam tipe bahasa seksis terang-terangan, yaitu penamaan, kamus, kata benda secara umum, istilah yang menghina wanita, pemutihan semantik, dan bahasa seksis dalam nama dan gelar. Studi ini juga menemukan bahasa seksis tersamarkan, yaitu humor, prasangka, metafora, dan kolokasi. Baik karakter pria maupun wanita mengungkapka bahasa seksis untuk menunjukkan superioritas sebagai hasil dari membuat wanita tidak terlihat, untuk menunjukkan keprihatinan seseorang terhadap status mereka karena masyarakat yang mendefinisikan wanita secara luas, dan untuk menunjukkan posisi seseorang karena wanita selalu terdepresiasi oleh prasangka masyarakat. Kata kunci: bahasa seksis, jenis kelamin, sosiolinguistik, film, Colette

This study aimed to investigate and identify the grammatical features of African American Vernacular English (AAVE) used in the song lyrics of the Indonesian Rapper Ramengvrl’s album, Can’t Speak English, and understand the underlying reasons for this AAVE use by applying the language and society of sociolinguistics approach. The data was analyzed using Wolfram’s theory of classification of grammatical features of AAVE in Ramengvrl’s songs to elaborate on the purpose of its use. The data analyzed were qualitatively collected by closely and thoroughly listening to the songs and reading the transcribed lyrics. The results are as follows: Ramengvrl employs 8 out of 13 grammatical features of AAVE. Those are copula/auxiliary absence, specialized auxiliary, subject-verb agreement, negation, remote “been,” nominals, non-standard pronouns, and question formation. Furthermore, this AAVE use by Ramengvrl is because of (1) the influences of Hip-hop artists, (2) the authenticity of Hip-Hop culture, and (3) as an anti-language to represent herself. Keywords: African-American Vernacular English, AAVE, hip-hop, identity

The full construction of the main character Falstaff, as a figure in the Shakespearean movie adaptation Chimes at Midnight, exists through the intertextual relationship between the film and the original Shakespearian plays. In this study, I argue that much of this intertextual material is non-existent in the film, but relies in its availability the audience’s own mind watching the film. By merely hinting at an incomplete material, the film recreates the entire feeling of a seemingly complete Shakespearean material with its original political preoccupations. This illusion of the complete text is shown in the isolated battle scenes that do not contribute much to the development of Falstaff, and the impotent military imageries in the film. However, the scenes where Falstaff’s foils are presented: the Earl of Worcester’s lies and the dying lamentations of Hotspur, are more evidently meant to give the impression that the film significantly adapt the original plays’ political motives that the film do not really concern itself with.  Keywords: Chimes at Midnight, Orson Wells, Intertextuality, Shakespeare, Falstaff, 1 Henry IV, 2 Henry IV

This study focuses on Old English nature-themed riddle texts from the Exeter Book, analyzing the natural imageries that are significant in investigating how the literary content of Old English riddles, as accepted forms of poetry, reveals the Anglo-Saxon culture of their original authors. I focus on the power structure in Anglo-Saxon society revealed in the riddles, by analyzing the topic of warlike nature in them, focusing on the riddles no. 3, “Storm”, no. 29 “Sun and Moon,” and no. 50, “Fire.” Natural experience described in these riddles is rendered by the Anglo-Saxons to reflect power hierarchy between male and female, servant and master, and human with God.  The Anglo-Saxon riddles identify and assign the potent warlike attributes and actions of nature, and assign them to the more powerful factions (God, Master, Male) over the weaker factions (Humans, Servants, Female). This is done by the authors as an acceptable cultural interpretation of these natural phenomena, put in the riddles to make it possible for the riddles’ intended Anglo-Saxon audience as clues to arrive at a culturally agreeable answer. Keywords: old English, old English riddles, natural imagery, old English poetry, war imagery Abstrak: Studi ini berfokus pada teks teka-teki (Riddles) Inggris Kuno (Old English) bertema alam dari the Exeter Book, dengan menganalisa imaji alam yang signifikan, untuk mengetahui bagaimana teka-teki Inggris Kuno, sebagai salah satu karya sastra berbentuk puisi, mengungkapkan budaya Anglo-Saxon dari penulis aslinya. Saya berfokus pada struktur kekuasaan (power structure) dalam masyarakat Anglo-Saxon yang terungkap dalam teks teka-teki, dengan menganalisis topik sifat suka perang di pada teka-teki no. 3, "Badai", no. 29 “Matahari dan Bulan,” dan no. 50, "Api." Pengalaman hidup mengenai alam digambarkan dalam teka-teki ini oleh para penulis Anglo-Saxon dengan mencerminkan hierarki kekuasaan antara laki-laki dan perempuan, hamba dan tuan, dan manusia dengan Tuhan. Teka-teki Anglo-Saxon mengidentifikasi dan menetapkan atribut dan tindakan alam yang suka berperang (warlike) kepada faksi yang lebih kuat (Dewa, Tuan, Laki-Laki) di atas faksi yang lebih lemah (Manusia, Pelayan, Wanita). Hal ini dilakukan oleh para penulis sebagai interpretasi budaya atas fenomena alam yang mereka lihat, dan dimasukkan ke dalam teka-teki untuk memungkinkan pembaca Anglo-Saxon sebagai petunjuk untuk sampai pada jawaban yang dapat diterima secara budaya. Kata kunci: old English, Inggris kuno, teka-teki Inggris kuno, imaji alam, puisi Inggris kuno, imaji perang

In the currently predominant online teaching environment, teachers use materials that are available on the Internet for their classes, be they paid content or otherwise. YouTube, as the most popular free video-sharing site, has been one of the sources of instructional material in the form of online videos. One very popular YouTube video, titled Vincent van Gogh's The Starry Night: Great Art Explained was used in the teaching of Art and Language Appreciation (Apresiasi Bahasa dan Seni) class in Universitas Negeri Malang in November 2021, and its use provides insight into using free video content in online teaching. This study intends to analyze the students' perceptions of the video's characteristics and values that make it as a good learning material for the teaching of the Art and Language Criticism (Apresiasi Bahasa dan Seni), as seen in the positive response of the class' students when they were asked to watch the video in class. The data of this study is the students' responses, in the form of essays of the summary and their opinion of the video. This study uses a qualitative approach to analyze the data and relate the findings of the students' responses to identify the good qualities of the video as instructional material. Students recognized the use of the video as a useful media as they learned new knowledge and life values. The video itself was reported to be easy enough to understand, it triggered their curiosity, and it was interesting to them.