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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Journal of Pragmatics and Discourse Research
Silalahi, Onasis
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Arts Education Languange, Linguistic, Communication & Media

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NEGOTIATING POLITENESS ACROSS CULTURES: A DISCOURSE ANALYSIS OF EXPLICITNESS AND DIRECTNESS IN TRANSLATING HAPPINESS SENTENCES Silalahi, Onasis
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1574

Abstract

This study examines the discourse strategies of explicitness and directness in translating The Subtle Art of Not Giving a Fck* from English (a low-context culture) into Indonesian (a high-context culture). Focusing on 35 “happiness-related” sentences, the research applies contrastive analysis framed by Hall’s high/low context cultural theory and Murtisari’s explicitation/implicitation typology. The analysis reveals that while Indonesian translations largely preserve the explicit and direct style of the English original, they frequently employ scalar explicitation by adding lexical items for clarification and categorical explicitation by adjusting for politeness and formality. These shifts reflect the high-context cultural preference for respectful and relational communication, often realized through lexical additions, passive constructions, and polite address forms such as Anda. However, some translations result in semantic deviations, where terms like happiness are rendered as kegembiraan (joy) rather than kebahagiaan (long-term happiness), subtly altering the meaning of the discourse. From a discourse perspective, these shifts demonstrate how translation negotiates cultural expectations, balancing the author’s direct style with the target culture’s politeness norms. The study argues that such micro-level changes have macro-level implications for understanding translation as a discourse practice: not merely transferring meaning but recontextualizing values, identity, and communicative style. While limited in scope to one text and theme, the findings underscore the importance of integrating discourse analysis into translation studies to uncover cultural ideologies embedded in language. Future research should extend to diverse genres and cultural contexts to further explore how translation mediates discourse across societies.
Enhancing Interpretative Reading Comprehension and Reading Interest through RADEC Integrated with Canva and Forms: A Quasi-Experimental Study in Indonesian Primary Schools Brilliananda, Cindy Cindhana; Rahaya, Ivana Septia; Silalahi, Onasis
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah (In Press)
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.20021

Abstract

This study aims to examine the effectiveness of the RADEC (Read–Answer–Discuss–Explain–Create) learning model integrated with Canva and Google Forms in improving elementary students’ interpretative reading comprehension and reading interest. A quasi-experimental design with a non-equivalent control group was employed, involving 99 fifth-grade students. Data were collected using essay-based tests and a Likert-scale questionnaire and analyzed using MANOVA. The results showed no significant difference at the pretest stage (p > 0.05), indicating comparable baseline conditions between groups. However, the posttest results revealed a significant difference (p < 0.001), confirming the effectiveness of the intervention. The experimental group demonstrated higher improvement in interpretative reading comprehension (gain = 6.06) and reading interest (gain = 8.57) compared to the control group. Effect size analysis indicated large effects (partial eta squared = 0.168 and 0.213), suggesting substantial practical impact. These findings indicate that the integration of structured inquiry-based learning with multimodal digital tools enhances both cognitive and affective dimensions of literacy. This study contributes to the development of technology-integrated pedagogy by demonstrating the effectiveness of combining the RADEC model with digital platforms to support higher-order reading skills and student engagement in primary education.
Co-Authors Brilliananda, Cindy Cindhana Rahaya, Ivana Septia