Journal of Research on Language Education

Techniques in Translating Terms Related to Islam in the Sundanese Folklores

Erlina Zulkifli Mahmud — 2026-02-05

This article discusses the translation of Islam-related terms in Sundanese folklore as an example of multiple translations involving Sundanese, Indonesian, and English. Using qualitative research methods, it studies the translation techniques used for Islam-related terms in folklore. While terms related to Islam may be non-equivalent in English, they are not in Indonesian. Therefore, it is the ideal tool for studying how terms related to Islam are translated into both target languages, rather than using strategies for non-equivalence. This research employs the translation techniques of Molina and Albir to understand how terms related to Islam are translated into the two target languages. The objectives are: (1) locating all terms related to Islam in the source text, (2) identifying the translation techniques used in both target texts, and (3) determining whether the equivalents in the target texts maintain the same meaning as in the source text. The results show that: (1) Thirty-four terms related to Islam were found in eleven out of thirty folklore texts. (2) The techniques identified in the English text are more varied than those in the Indonesian text. (3) The equivalents in the English text tend to be generalized, while those in the Indonesian text mostly are not.

CONVERSATIONAL ANALYSIS OF DELL HYMES’ SPEAKING MODEL IN DONALD TRUMP AND VOLODYMYR ZELENSKY MEETING

Jamaluddin Nasution — 2026-02-18

This study examines the communicative dynamics of the public meeting between Donald Trump and Volodymyr Zelensky by integrating Conversation Analysis (CA) with Dell Hymes’ SPEAKING model. The research aims to uncover how power relations, diplomatic strategies, and communicative norms are constructed through real-time interaction. Using eight selected excerpts from the meeting, the analysis focuses on turn-taking, interruptions, preference organization, tone, footing, and the broader contextual elements that shape meaning. The findings reveal that Trump consistently dominates the discourse through extended turns, directive speech acts, and repeated interruptions, positioning himself as the controlling figure in the interaction. Zelensky, in contrast, employs politeness strategies, emotional appeal, and self-repair to maintain diplomatic face, though these attempts are frequently overshadowed by Trump’s assertive style. The SPEAKING model further demonstrates that the Setting and Participants’ roles create a performative atmosphere influenced by media presence, while the Key and Norms reflect a shift away from conventional diplomatic politeness toward confrontational framing. Overall, the study shows that diplomatic encounters are not merely informational exchanges but sites where political identities, power asymmetries, and strategic messaging are negotiated through interaction.

REIMAGINING NATURE-BASED EDUCATION: ECO-PEDAGOGY IN PRACTICE AT SANGGAR ALAM (SALAM) ECO-SCHOOL YOGYAKARTA

Bayu Ananto Wibowo — 2026-03-09

Ecological consciousness develops through lived experience, not instruction alone. This qualitative case study examines how Sanggar Anak Alam (SALAM) Eco-School in Yogyakarta, Indonesia enacts eco-pedagogy through nature-based learning, community participation, and local ecological knowledge. Data were collected over three months through interviews with students, parents, and educators, participant observation of daily activities, and analysis of curriculum documents and student projects. Four findings emerged. Students developed ecological sensitivity through direct engagement with gardens, animals, and natural cycles rather than through classroom teaching. The school's emphasis on autonomy allowed children to pursue projects aligned with their interests, fostering creativity and intrinsic motivation. Educators functioned as facilitators who accompanied inquiry rather than authorities who transmitted knowledge. Community members participated actively in learning, and parents reported that children's environmental awareness influenced household practices. SALAM's model suggests that eco-pedagogy requires structural transformation—permeable boundaries between school and environment, between institution and community. For Indonesia and other nations facing ecological challenges, such alternatives to conventional schooling merit serious attention.