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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Community Development Journal: Jurnal Pengabdian Masyarakat Inteligensi : Jurnal Ilmu Pendidikan International Journal of English and Applied Linguistics (IJEAL) CrossOver:Journal of Adaptation Studies
Cattleya Wahyu Pravitha
Universitas Merdeka Malang
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Other

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PEMEROLEHAN BAHASA INDONESIA SEBAGAI B2 (BAHASA KEDUA) PADA ANAK DOWN SYNDROME DI LKS DARUL AZHAR Erma Lestari; Cattleya Wahyu Pravitha; Muhammad Yusi Kamhar
Inteligensi : Jurnal Ilmu Pendidikan Vol 5, No 1 (2022): Inteligensi Vol.5 No.1
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v5i1.3501

Abstract

This study aims to determine the acquisition of Indonesian as a second language in children with Down syndrome. This research is important to be improved in order to improve the ability to speak Indonesian because it is the language of unity in Indonesian society. The research used qualitative method with samples obtained from 20 children with special needs at the LKS Darul Azhar orphanage through interviews and dialogue with children with special needs at the LKS Darul Azhar orphanage. These children are Down syndrome children who are introduced to Indonesian as B2 or a second language to learn, although not as fast as ordinary children. Environmental support and teaching methods for acquiring a second language greatly affect the tempo of acquiring B2. The acquisition of a second language (Indonesian) in Down Syndrome children needs to be developed because it has a positive impact on the development of communication which is also supported by the process of acquiring learning through training in vowel errors, preliminary tests through pronunciation of words and expressions, finding and characterizing lexical and grammatical.
REVITALISASI AREA ENTRANCE BRIDGE WISATA AIR PLPBK KOTA MALANG Cattleya Wahyu Pravitha; Galuh Efrata Ederey; Lea Immanuelle Susanto; Sonya Ambar Dwi K
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 4 (2023): Volume 4 Nomor 4 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i4.20235

Abstract

Dalam rangka pengabdian kepada masyarakat, program PkM dilaksanakan sebagai program lanjutan Wisata Air Penataan Lingkungan Permukiman Berbasis Komunitas (PLPBK) di Kelurahan Sukun, Kota Malang. Latar belakangnya adalah keinginan untuk meningkatkan kualitas lingkungan permukiman dan mempromosikan partisipasi aktif masyarakat dalam pembangunan wilayah mereka sebagai kawasan wisata. Program PkM ini memberikan kontribusi berupa revitalisasi infrastruktur, termasuk pembangunan pergola, penghijauan, dan pengecatan area Entrance Bridge di RW 6 Kelurahan Sukun. Unsur keterbaruan terletak pada pendekatan kolaboratif antara tim PkM dan kelompok masyarakat yang terlibat langsung dalam perencanaan dan pelaksanaan program dengan fokus pada peningkatan kapasitas masyarakat dalam pengelolaan lingkungan permukiman. Metode yang digunakan adalah tahap perencanaan, pelaksanaan, dan evaluasi program. Observasi dan analisis digunakan untuk mengukur dampak program, termasuk peningkatan estetika lingkungan dan tingkat partisipasi masyarakat. Hasil utama mencakup perbaikan infrastruktur yang dapat dilihat secara visual, serta peningkatan partisipasi masyarakat dalam pembangunan lingkungan mereka. Hal ini menggambarkan implementasi teori keterlibatan masyarakat dalam praktiknya, dengan tim PkM dan masyarakat bekerja bersama untuk mencapai tujuan bersama. Kesimpulan utama adalah bahwa program revitalisasi PLPBK di Kelurahan Sukun, Kota Malang, berhasil meningkatkan daya tarik kawasan dan partisipasi masyarakat. Rekomendasi yang diusulkan adalah melanjutkan kerjasama antara pemerintah daerah dan masyarakat dalam pengembangan program lanjutan yang berfokus pada pembangunan berkelanjutan dan peningkatan kapasitas masyarakat dalam pengelolaan lingkungan permukiman.
Exploring the pragmatics of 'Don't Look Up' movie script: An analysis of illocutionary acts Ifttitach Khoirotun Nisa’; Cattleya Wahyu Pravitha
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 8, No 2 (2023): December 2023
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v8i2.11736

Abstract

This study examines illocutionary acts in Adam McKay's film Don't Look Up. Randall and Kate, two amateur astronomers, are the main characters in this movie who make the startling discovery that a comet is heading straight for Earth, posing a catastrophic threat to all life on the planet. This study is intended to provide information about illocutionary acts found in the movie script of Don't Look Up. The writers employ a qualitative approach in studying the types of illocutionary acts found in “Don’t Look Up” movie script. The script consisted of 127 pages and all the pages are used as the data. The data collection procedures are first, read the movie script. Second, identified the utterances that contain illocutionary acts. Third, classified the utterances that are found in movie script based on the five types of illocutionary acts. The writers then analyzed the data by using the theory of Searle (1968) to explore the most found type of illocutionary act in the movie script. The writers concluded that this movie contains five types of illocutionary acts: 29 percent assertive, 19 percent directive, 5 percent commissive, 39 percent expressive, and 8 percent declarative. According to the data, the most common category found in this movie is expressive for many unexpected, sad, funny, annoying, romantic, and other expressive words are voiced in the movie script.
The Effect of Project-Based Learning on Students’ Speaking Ability in English Education Programs Cattleya Wahyu Pravitha; Evan Afri
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9466

Abstract

This study aims to explore the effect of Project-Based Learning on students’ speaking ability in English Education Programs. The research is motivated by the continuing difficulty experienced by EFL students in developing oral communication skills, particularly in terms of confidence, fluency, pronunciation, vocabulary use, and active classroom participation. This study employed a qualitative case study approach to understand how students experienced project-based speaking activities in a specific classroom context. The participants consisted of English Education students enrolled in a speaking course and one lecturer who facilitated the implementation of Project-Based Learning. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ project outputs, reflective notes, and learning materials. The data were analyzed thematically to identify recurring patterns and meanings related to students’ speaking development. The findings revealed three major themes: increased speaking confidence through repeated oral practice, development of speaking ability through authentic and collaborative projects, and continuing linguistic and psychological challenges during project implementation. These findings indicate that Project-Based Learning supports speaking development not only by improving students’ oral performance but also by creating a more communicative, collaborative, and reflective learning environment. The study contributes to the understanding of speaking ability as a socially mediated competence shaped by interaction, peer support, lecturer facilitation, and meaningful language use. The findings imply that lecturers should design project-based speaking activities with clear stages, structured feedback, and equal opportunities for student participation. Further research is recommended to examine the long-term impact of Project-Based Learning across different EFL contexts.
A STRUCTURED FRAMEWORK FOR ANALYZING LITERARY-TO-FILM ADAPTATIONS: THE C-U-P-C-A-K-E MODEL Cattleya Wahyu Pravitha; Obeng Owusu-Boateng; Octa Pratama Putra
CrossOver Vol. 6 No. 1: June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/crossover.v6i1.15652

Abstract

Although literary-to-film adaptations are widely used in higher education, empirical accounts of how novice or non-expert readers actually receive and organize the multimodal layers of such adaptations remain scarce. This study examines how the C-U-P-C-A-K-E (Character, Universe, Plot, Cinematography, Acting, Key message, and Editing) structures audience reception when applied by novice readers. Employing a qualitative case study design grounded in audience reception theory, the study analyzed the written essays of five English literature students at a private institution in Jakarta before and after engaging with the film adaptation of The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe, using thematic analysis. Findings show that participants' pre-intervention reception was fragmented and plot-centric, reflecting the cognitive demands of processing multi-track visual texts without a structuring lens. Participants focused on similar aspects of the adaptation, including cinematography and editing, which had not been discussed previously. However, they interpreted these aspects differently, resulting in markedly different thematic readings of the same adaptation. This pattern indicates that structured attention can shape the scope of novice audience reception without collapsing individual interpretive agency. Beyond its contribution to adaptation studies, the framework carries practical implications for fostering multimodal literacy in upper-level ELT courses.
Co-Authors ERMA WIDYA LESTARI, ERMA Evan Afri Galuh Efrata Ederey Ifttitach Khoirotun Nisa’ Lea Immanuelle Susanto Obeng Owusu-Boateng Octa Pratama Putra Sonya Ambar Dwi K