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All Journal Jurnal Pendidikan Dasar Journal of Linguistics, Literacy, and Pedagogy
Annisa, Dira
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Humanities Education Languange, Linguistic, Communication & Media Other

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Metaphorical Analysis and the Meaning of Song “Another One Bite the Dust” By Queen Zulaika, Adristi Yajna; Artanti, Chairinnisa; Alivia, Cut Putri; Annisa, Dira; Putri, Dian Marisha
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.20292

Abstract

A metaphor is a figure of speech that contrasts two unrelated items and helps communicate complex ideas or emotions by drawing on familiar or concrete concepts. Metaphor is often utilized in poetry, novels, films, songs, etc. This study provides a metaphorical analysis of the lyrics of "Another One Bites the Dust," a hit song by the British rock band, the Queen, published in 1980. Using a semantic approach, the study investigates the numerous layers of meaning provided by the song's lyrics, which have been interpreted variously by fans and critics throughout the years. The paper offers a detailed analysis of the song's metaphors and the function of the metaphors, including analyzing the metaphor "another one bites the dust" as a euphemism for death in one Santa Fe High School shooting in 2018, one of the deadliest mass shootings in the United States. The study concludes by reflecting on the song's lasting popularity and cultural relevance and the difficulties and opportunities associated with understanding metaphorical meaning in popular music. Based on the analysis, the writers discovered 15 metaphor data and 4 metaphor functions in the lyrics of "Another One Bites the Dust.”
DESKRIPSI KETERAMPILAN MEMBACA SISWA KELAS AWAL DI SEKOLAH DASAR INKLUSIF Annisa, Dira; Haifaturrahmah; Mariyati, Yuni
Jurnal Pendidikan Dasar Vol. 16 No. 2 (2025): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v16i2.61125

Abstract

Inclusive education aims to provide equal opportunities for all students, yet challenges persist in foundational skills, particularly reading literacy. This descriptive qualitative study aimed to comprehensively describe the reading skills of early-grade students (Grades I–III) and the adaptive strategies implemented by teachers at SDN 20 Mataram. Data were collected through structured observation, in-depth interviews with Class Teachers and Special Assistant Teachers (GPK), and documentation. The findings, based on purposive sampling, show a heterogeneous distribution of reading skills, with a significant 30% of students categorized as Not Yet Fluent, comprising Students with Special Needs (PDBK) and regular students facing specific learning difficulties. This group primarily struggles with technical fluency, low motivation, and difficulties in phoneme grapheme association. Teachers address this gap through differentiated practices, implementing (1) Individual Learning Programs (PPI) for PDBK, (2) Multisensory and Planned Repetition Strategies to enhance technical skills, and (3) flexible classroom management, including strategic student placement. The study concludes that successful literacy development in inclusive settings is highly dependent on continuous collaboration between class teachers and GPK in designing responsive and adaptive pedagogical strategies. The implications of this research suggest that the descriptive insights into students’ reading skills and teachers’ adaptive strategies can serve as an empirical foundation for developing more effective and sustainable literacy intervention models in inclusive elementary schools
Co-Authors Alivia, Cut Putri Artanti, Chairinnisa Haifaturrahmah, Haifaturrahmah Mariyati, Yuni PUTRI, DIAN MARISHA Zulaika, Adristi Yajna