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All Journal JOURNAL OF LANGUAGE Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Jurnal Pengabdian Nusantara
Wan Anayati
Universitas Islam Sumatera Utara
Religion Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Penerjemahan Parikan Jawa Bahasa Indonesia sebagai Sumber Pembelajaran Kajian Linguistik Fungsional Sistemik Mayasari; Zuindra; Misla Geubrina; Muhizar Muchtar; Wan Anayati
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.73477

Abstract

This study is motivated by the importance of understanding interpersonal meaning in the translation of cultural texts, particularly Javanese parikan, which encompasses not only linguistic aspects but also social and cultural values. The study aims to analyze interpersonal meaning variation in the translation of Javanese parikan into Indonesian using the Systemic Functional Linguistics approach and to examine its implications for language learning. This research employs a descriptive qualitative method with data sourced from parikan in the book Parikan-Pantun Jawa. The sample consists of 100 clauses selected through purposive sampling. Data analysis focuses on identifying mood and residue structures to examine interpersonal meaning shifts between source and target texts. The findings reveal that low variation dominates at 62%, followed by moderate variation at 25% and high variation at 13%. These results indicate that most interpersonal structures in the source text are preserved in the translation due to the grammatical similarities between Javanese and Indonesian. Furthermore, the study shows that parikan can be utilized as a contextual learning resource, as it helps students understand the relationship between linguistic structure and social function. Therefore, the Systemic Functional Linguistics approach is not only effective for translation analysis but also relevant for developing culturally based language learning.
Rigid Social Structure of the Nineteenth-Century England in Jane Austen’s Novel Pride And Prejudice Kesya Aprillia Balqis; M. Manugeren; Wan Anayati
JOURNAL OF LANGUAGE Vol 8, No 1: May 2026
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v8i1.13286

Abstract

This study examines the rigid social structures of nineteenth-century England as depicted in Jane Austen's Pride and Prejudice. The research investigates how inflexible social hierarchies, characterized by distinct class stratifications—upper, middle, and lower classes—constrained individual agency, particularly among women. The analysis focuses on four pivotal dimensions: marriage as a social transaction, social hierarchy and etiquette, land and wealth ownership, and the manifestations of prejudice and discrimination. Despite extensive scholarship on Austen's social critique, limited attention has been paid to the interaction between class stratification and individual agency within the specific context of nineteenth-century English property relations. Employing a Marxist literary framework, this research elucidates how material conditions fundamentally shaped character motivations, interpersonal dynamics, and socioeconomic opportunities. Through a qualitative analysis of dialogue, narration, and descriptive elements within the novel, the findings demonstrate how stringent social norms limited individual autonomy and engendered pervasive conflict between personal desires and societal imperatives. This study contributes to existing scholarship by revealing how Austen's narrative simultaneously critiques systemic inequality while exposing the psychological constraints imposed on middle-class women within a patriarchal property system. Ultimately, this study highlights Austen's sophisticated critique of the systemic injustices inherent in the nineteenth-century British class system, while underscoring the enduring relevance of these themes within contemporary social contexts.
The Effect of Reading Aloud on Students’ Reading Comprehension at GKPS 13 Sibarou Junior High School Erika Sianturi; Rachel Silalahi; Jerico Damanik; Herman Herman; Bernieke Anggita Ristia Damanik; Yanti Kristina Sinaga; Wan Anayati; Rahmawati Rahmawati
Jurnal Pengabdian Nusantara Vol. 4 No. 1 (2026): JANUARI
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i1.124

Abstract

This research investigates how effective the Problem Based Learning (PBL) method is at improving students’ understanding of reading through narrative texts in SMP GKPS 13 Sibarou. The study was motivated by the finding that numerous eighth-grade students struggled with grasping text organization and main concepts in their reading materials. To tackle this challenge, the teacher adopted PBL techniques by offering students real-world problems related to narrative text analysis, which they addressed collectively through reading aloud, discussions, and presentations. The research included 14 students who were paired up, and it utilized worksheets, observation forms, reading comprehension assessments, and documentation as tools. Activities were crafted to encourage students to recognize the organization of narrative texts, apply past tense verbs, and derive meaning through guided inquiry. The reading aloud method aided learners in enhancing their pronunciation, fluency, and understanding of the texts. The findings indicated a significant improvement in students' narrative text comprehension, along with heightened confidence, involvement, and critical thinking skills. The incorporation of PBL encouraged teamwork and a more profound engagement with the content. This method is advantageous for English educators looking to develop meaningful, student-focused learning experiences.
Co-Authors Bernieke Anggita Ristia Damanik Erika Sianturi Herman Herman Jerico Damanik Kesya Aprillia Balqis M. Manugeren Mayasari Misla Geubrina Muhizar Muchtar Rachel Silalahi Rahmawati Rahmawati Yanti Kristina Sinaga Zuindra Idris