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Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia
Published by Universitas PGRI Sumatera Barat
ISSN : 24428485     EISSN : 24606316     DOI : https://doi.org/10.22202/jg
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia (2442-8485) & (2460-6316), well-known as GRAMATIKA, is an international forum for original research focused on identities as local contexts, like an identity in linguistics, identity in literature, and identity in language education in global and local contexts, especially in Indonesia. These may include but are not limited to various fields, such as we are interested in interdisciplinary studies examining how issues of linguistics, literature, and education in language influence individual and community identities. In order to publish in GRAMATIKA, a study must have an overview of previous research or theoretical concepts that are packaged to justify the novelty/uniqueness of this study and central focus on local, foreign, minority, heritage, or indigenous languages (or non-standard dialects) and their intersection with either identity and/or education in language, linguistics and literature. We welcome a variety of topics, theoretical orientations, and methodological approaches (both qualitative and quantitative). Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia published by Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas PGRI Sumatera Barat, in collaboration with Asosiasi Dosen Bahasa dan Sastra Indonesia (ADOBSI) and Perkumpulan Pengelola Jurnal Bahasa dan Sastra Indonesia serta Pengajarannya (PPJB-SIP). Issues are published biannual (April and October) in English since 2020. Submissions are open year-around. However, before submitting, please ensure that the manuscript within Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia is written in English or Bahasa Indonesia and follows our focus and scope and author guidelines. Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia has been accredited by the Ministry of Research, Technology and Higher Education, the Republic of Indonesia in 2018 (SINTA 3). Now, Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia has been accredited SINTA 2 (2020) by the Ministry of Research, Technology and Higher Education, the Republic of Indonesia started from Volume 6 Number 1 (2020). The last accreditation is valid until 2025.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 241 Documents
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CRITICAL DISCOURSE PEDAGOGY IN ACADEMIC TRANSLATION INSTRUCTION: A DESIGN-BASED STUDY WITH INDONESIAN POSTGRADUATE STUDENTS Misnah Mannahali; Jufri Jufri; Maemuna Muhayyang; Salam Salam
Jurnal Gramatika Vol 12, No 2 (2026): Autumn Issue (October–March)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i2.11351

Abstract

Postgraduate writers in Global South multilingual contexts must negotiate not only English-language accuracy but also the discursive and epistemic expectations of international academic publishing. Conventional academic translation instruction privileges linguistic equivalence while giving limited attention to authorial positioning, ideology, power, and the circulation of local knowledge. This study developed and examined a Critical Discourse Pedagogy model for academic translation instruction. The model combines critical pedagogy, critical discourse analysis, and Southern epistemology through five stages: critical reading, discourse analysis, dialogic interpretation, academic translation, and critical reflection. Southern epistemology was operationalized through comparisons between local and dominant knowledge assumptions, discussion of whose knowledge is legitimized, and reflective positioning during translation decisions. Using design-based research, the model was implemented with 48 postgraduate students at an Indonesian university over ten weeks. Data were collected through pre- and post-intervention assessments, classroom observations, semi-structured interviews with 12 participants, and analysis of translated texts. We examined quantitative changes using paired-sample tests, while analysing qualitative data thematically and integrating findings by research question. Scores increased significantly across five competency dimensions (p < .001), while students’ accounts and texts shifted from predominantly literal translation toward contextual, rhetorical, discourse-aware decision-making. The study contributes an operational pedagogical architecture and adaptable design principles rather than a new standalone theory. However, the single-site pre-post design, absence of a comparison group, and lack of delayed follow-up limit causal and long-term claims.

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