GYNOCRITICISM AND BINARY OPPOSITION IN WHO SAID IT WAS SIMPLE AND A WOMAN SPEAKS BY AUDRE LORDE
GYNOCRITICISM AND BINARY OPPOSITION IN WHO SAID IT WAS SIMPLE AND A WOMAN SPEAKS BY AUDRE LORDE -
The Body of Woman and Woman’s Rights as Portrayed in Rupi Kaur’s milk and honey Based on Elaine Showalter’s Gynocriticism
In the time of modern writing, women writers are increasingly free in raising the theme of their writing. Women are no longer reluctant to write things related to a woman’s body and it’s issue. T his research aim s to analyze the body of women and woman’s rights as portrayed in Rupi Kaur’s milk and honey (2014). This research belongs to library research that applied descriptive qualitative method with gynocriticism approach. Reading and selecting data techniques were used to collect the data. 28 poems raise the theme of the body of a woman and its issue used as the data in this research. To analyze the body of woman and woman’s rights in milk and honey,  gynocriticism theory by Ellaine Showalter were used. T he result of the analysis shows that: 1) Woman’s body is described into three aspects, that is objectification of the body, owner of the body, and strength of the body. 2) There are three ways for a woman to embrace their rights. First, a woman is asked to be able to accept and acknowledge herself as she is. Second, a w oman is expected to love and consider herself precious and equal to a man. Third, w omen must be able to help and to support other women in fighting for their rights.
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)