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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Pendidikan dan Pemberdayaan Masyarakat Paradigm: Journal of Language and Literary Studies Jurnal Pendidikan Anak
Liann Camille Davalos Perez
Mindoro State University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PRAGMATIC LEVEL ANALYSIS OF ‘AKU’ BY CHAIRIL ANWAR POETRY TRANSLATION Annisa Nurul Firdausi; Liann Camille Davalos Perez; Teguh Setiawan
PARADIGM: Journal of Language and Literary Studies Vol 6, No 1 (2023): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v6i1.20451

Abstract

This study examines the poem translation of ‘Aku’ by Chairil Anwar into ‘Me’ translated by Burton Raffel. 'Aku' was written in 1943, while the translation was done years later in 1970. Poetry translation can be a challenging yet exciting field to discuss. This study investigates the pragmatic level and the strategy used in translating the poem. While translating poetry, one must understand the implied and inferred meaning of the poet. Thus, the translation must also be able to provide the same image as the original. This study employed a descriptive-qualitative study and applied the analysis of Nida and Taber’s (1974) translation strategy. The result shows that pragmatic devices such as context, speech act, and maxim can be used to understand better the context, tone, and theme of the poetry. The analyses of the strategy are also conveyed to get the inferred meaning of both the original poet and translator. The translator uses sense-for-sense translation to grasp the same image on the target text. Although the translated work’s diction, rhyme, and metaphor are not as depth as the original work, the translated work’s emotion and sense can still be felt as the original work.
PRAGMATIC LEVEL ANALYSIS OF ‘AKU’ BY CHAIRIL ANWAR POETRY TRANSLATION Annisa Nurul Firdausi; Liann Camille Davalos Perez; Teguh Setiawan
PARADIGM: Journal of Language and Literary Studies Vol 6, No 1 (2023): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v6i1.20451

Abstract

This study examines the poem translation of ‘Aku’ by Chairil Anwar into ‘Me’ translated by Burton Raffel. 'Aku' was written in 1943, while the translation was done years later in 1970. Poetry translation can be a challenging yet exciting field to discuss. This study investigates the pragmatic level and the strategy used in translating the poem. While translating poetry, one must understand the implied and inferred meaning of the poet. Thus, the translation must also be able to provide the same image as the original. This study employed a descriptive-qualitative study and applied the analysis of Nida and Taber’s (1974) translation strategy. The result shows that pragmatic devices such as context, speech act, and maxim can be used to understand better the context, tone, and theme of the poetry. The analyses of the strategy are also conveyed to get the inferred meaning of both the original poet and translator. The translator uses sense-for-sense translation to grasp the same image on the target text. Although the translated work’s diction, rhyme, and metaphor are not as depth as the original work, the translated work’s emotion and sense can still be felt as the original work.
Literature Study: Analysis of Social Studies Learning in Developing Students’ Character at the Elementary School Level Ni Luh Ketut Jenutri Sari Devi; I Nyoman Sudirman; Ni Luh Putu Vina Dewi; Ni Komang Ayu Ratnadi; Ni Kadek Wulan Citrawati; Liann Camille Davalos Perez
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.86489

Abstract

This study aims to analyze and examine Social Studies learning in developing students’ character at the elementary school level. The research employs a qualitative method with a literature review approach. The findings from the literature review indicate that Social Studies learning tends to contribute to the development of elementary school students’ character, particularly when implemented through contextual, participatory, and student-centered learning approaches. Various studies emphasize that IPS content not only provides knowledge about social, cultural, economic, and historical aspects but also encompasses moral and humanitarian values that can be internalized through appropriate teaching strategies. This study is expected to offer a theoretical contribution in the form of a systematic literature synthesis and a practical contribution as a reference for teachers and curriculum developers to optimize the role of IPS as a vehicle for character education in elementary schools.
Ethno-Project-Based Learning as a Community-Based Education Model for Preserving the Cultural Heritage Monica Widyaswari; Tri 'Ulya Qodriyati; Mustakim; Shobri Firman Susanto; Liann Camille Davalos Perez
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v13i1.87708

Abstract

Cultural heritage plays a strategic role in shaping local identity and strengthening learners’ character. The Ethno-Project-Based Learning model is a project-based instructional approach that integrates local cultural values as sources of learning, innovation, and skill development. This study aims to examine the implementation of this model within a learning community that collaborates with cultural figures and the local society, focusing on the transmission of Topeng Malangan culture as part of the local wisdom of the Greater Malang region. This research adopts a qualitative case study approach. Participants include cultural practitioners, community members, and learners from various age groups. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings indicate that: (a) Ethno-Project-Based Learning is implemented through culturally grounded projects such as mask-making, traditional dance, and folklore storytelling, enabling contextual and experience-based learning; (b) learner engagement emerges through intergenerational collaboration, where cultural figures, facilitators, and youth interact as co-learners; and (c) the internalization of cultural values, such as responsibility, solidarity, and cultural ethics—is reflected in learners’ participation, attitudes, and creative outputs during the learning process. These findings suggest that the model contributes to the transmission of cultural heritage by fostering active participation, meaningful engagement, and the internalization of value within the learning community. In this context, Topeng Malangan serves not only as a subject of study but also as a medium for character formation through the appreciation of embedded moral and cultural values. Keywords: ethno-project-based learning, community education, cultural heritage, cultural preservation
Strengthening the Character of Responsibility in 5-6 Year Old Children through Class Agreements Intan Nur Aini; Mursid Mursid; Naila Fikria Afrih Lia; Liann Camille Davalos Perez
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2311

Abstract

 The topic of strengthening the character of responsibility in early childhood is important because this skill forms the foundation of self-regulation, which supports children’s social competence and lifelong learning. This study aims to describe the process of strengthening the character of responsibility in 5–6-year-old children through the implementation of class agreements during play activities. The research used a descriptive qualitative approach with instruments including participant observation, in-depth interviews with the teacher, and documentation of learning activities, involving children in group B as research subjects and the class teacher as the main informant. Data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing to understand the practice of class agreements in context. The results indicate that class agreements were developed collaboratively through open discussions between the teacher and children and were consistently applied during play, fostering responsibility evidenced by children’s ability to tidy play tools, maintain cleanliness, help peers, and recognize the consequences of their actions. The practical implications suggest the importance of participatory child involvement in creating class rules to build early self-regulation and recommend further research across other educational levels or with more intensive parental involvement.
Co-Authors Annisa Nurul Firdausi I Nyoman Sudirman Intan Nur Aini Mursid Mursid Mustakim Naila Fikria Afrih Lia Ni Kadek Wulan Citrawati Ni Komang Ayu Ratnadi Ni Luh Ketut Jenutri Sari Devi Ni Luh Putu Vina Dewi Qodriyati, Tri Ulya Shobri Firman Susanto Teguh Setiawan Widyaswari, Monica