Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Usia Dini TRANSFORMATIKA: Jurnal Bahasa, Sastra, dan Pengajarannya
Lusiana, Meyta
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Kepribadian Tokoh dalam Naskah Drama Mega-Mega Karya Arifin C. Noer: Kajian Psikologi Sastra: Character's Personality In The Play Mega-Mega By Arifin C. Noer: A Study Of Literaly Psychology Lusiana, Meyta; Sadida, Arina; Putri, Ristin Dwi; Meliani, Niken; Wariyanti, Endang
Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 3 (2025): TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v9i3.2821

Abstract

This study examines the personality of the characters in the play Mega-Mega by Arifin C. Noer through a literary psychology approach with Sigmund Freud's psychoanalysis theory, which includes id, ego, and superego. This study aims to understand the psychological dynamics of the characters in the drama as well as how intrinsic elements such as theme, character, characterization, setting, mandate, and language style support the representation of inner conflict and social reality. Using a descriptive qualitative method, data were collected through documentation techniques from the dialog, actions, and monologues of the characters in the script. The analysis showed that characters such as Mae, Retno, Panut, Koyal, Tukijan, and Hamung reflect different personality structures. Mae shows the dominance of the superego with her loving motherhood, while Retno is dominated by the id through her impulsiveness and anger. Panut displays the ego in his attempt to balance desire and reality, while Koyal is trapped in the illusions of the id. Tukijan and Hamung display stubbornness and cynicism respectively, reflecting ego and superego. The theme of alienation and social inequality strengthens the psychological portrayal of the characters, supported by the setting such as the square and the bitter atmosphere that enlivens the narrative. This study concludes that Mega-Mega not only presents social conflicts, but also the psychological complexity of humans grappling between instinctive urges, logic, and morality, reflecting the reality of life in marginalized communities.
Applying Syntax Bootstrapping to Facilitate Early Language Skills in Children with Autism Nur, Nur Lailiyah; Lestariningrum, Anik; Ratnawati, Vivi; Lusiana, Meyta; Putri, Farika Nuria
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.58872

Abstract

This study investigates the role of syntactic bootstrapping as a linguistic strategy to support language development in children with autism within inclusive elementary education settings. Syntactic bootstrapping refers to the process by which learners use syntactic cues to infer the structure and meaning of utterances. Employing a qualitative case study design, the research involved classroom observations, in-depth interviews with teachers, and document analysis of autistic students in an inclusive school context. The findings reveal that syntactic bootstrapping strategies, when systematically adapted to the cognitive and linguistic profiles of children with autism, enhance their ability to comprehend sentence structures and improve both receptive and expressive language skills. Specifically, structured exposure to patterned sentences and guided interaction with syntactic cues were found to facilitate more accurate interpretation and production of utterances. The study offers several practical implications. First, it highlights the need for teachers to integrate syntax-focused scaffolding techniques into daily instruction, such as explicit modeling of sentence structures and repetition of patterned input. Second, it suggests the development of instructional materials that emphasize consistent and meaningful syntactic patterns. Third, at the policy level, the findings support the inclusion of linguistically-informed intervention strategies in teacher training programs and inclusive education guidelines to ensure more equitable learning opportunities for children with autism.
Co-Authors Anik Lestariningrum Meliani, Niken Nur, Nur Lailiyah Putri, Farika Nuria Putri, Ristin Dwi Sadida, Arina Vivi Ratnawati Wariyanti, Endang