Beffekolah
Perkembangan Sosial Pada Anak Tunarungu Yang Belum
Sela Harry, Beatrilcs Novianti Bunga & Indra Yohanes Kiling
Literacy Skill In Reading Comprehension: A Skill Development
gusanaterny Ully
Process
.... .............. 1-7
............. 8-17
A
Introducing Content And Language Integrated Learning (CLIL) ..............
Nowiani R. Manafe
A Semiotics Analysis On John Mccrae's "In Flanders Fields"
And R.W. Lilliard's "America's Answer"
Nandy Intan Kurnia
t8-23
24-3r
Non-Native English Speaker Teachers' Identity
Leni Amelia Suek
32-43
How To Teach English As A Second Or Foreign Language
Better In Rural Areas? .................
Welmince Djulete
44-s2
A Comparative Analysis Of Audiolingual Method And Commrmicative Language Teaching
Approach In Teaching Speaking
Bonik Amalo
6t-67
Sinkronisasi Materi Matematika Wajib Dengan Materi Matematika Peminatan Sesuai Silabus
Kurikulum 2013 Pada Sekolah Menengah Atas ..........
68-76
Jonias Tbisuta
Institusi Positif Di Nusa Tenggara Timur .......................
Indra Yohanes Kiling dan Beatrilc Novianti Bunga
llttrtifr'lr alclr
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Jurlr.t Tr.n Goflna.t Edutrs.i
Volutrc 04 No.ot,
f.r.t
2ot3
@ Lembaga Pembinaan dan Pengembangan pembelajaran (Lp3) Undana
tff
Penanggung ,awab
L€mbaga Pembinaan dan Pengembangan Pembelajaran
Universitas Nusa Crndana (LP3 Undana)
D€wan Penyunting Ahli
Prof. Dr. I.G. Bagus Arjana, MS
Prof. Dr Felix Sanga, M.Pd
Prof. Dr Drs. Singkir Hudijono, SH, M.Si
Prof. Felix Tans. Ph,D
Dr.
Tetty Setiawaty, M.Pd
Dr Uda Geradus, M.Pd
Dr.
Thontjie Makmara, M.Pd
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Dr GunadiTjahyono, M.Pd (Ketua)
Dr, Chaterina A Paulus, S.Pi, M.si . (S€kretaris)
Ir, Johanis Ly, M.sc. (Anggota)
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Edibr
Yunita R. Bani Bili, S.Pd, M.Ung
Tata Usaha
Christyn N. Aha, SH
Tamar Lapudooh, SE
Yulius Ataupah
Erna Wie t-awa
Daniel Nomleni
.ur-a
-'r*rrnasi
.n'an*
Edukasi (JTEd) diterbitkan oleh @ Lembaga Pembinaan dan Pengembangan Pembelajaran (LP3
(Undana).lTEd terbit 2 (dua) kalidalam setahun Maret dan Oktober. dan dikirimkan secare
rvl.sa Cendana
r7taE rF.r-i2 arEgota dan penyumbang naskah (artikel). Untuk anggota )rang berlangganan dikenakan biay?
': l:E f-{ xi tahun. tnformasi berlangganan atau membeli kopian jurnal yang lain silahkan hubungi Christyn Aha
llryir-@,satsa,JTEd,@ungLP3Undana.Penfui-Kupang,NTITelp.085237041115atau(0390)8819.14
IS5 :2252-5106
Jurnal Translormasl Edukasl
Volume 04' No. oI', Marct 2oas
Daftar Isi
k:-.:nba.ngan Sosial Pada Anak Tunarungu Yang Belum Bersekolah
fu.; 7trr,-. Beatriks Novianti Bunga & Indra Yohanes Kiling
L.o:=r
..................1-7
Skill In Reading Comprehension: A Skill DevelopmentProcess..........................................8-17
Att-cr;:erm, Ully
:::g Content And Language Integrated
',,2. ?- .\lanafe
j'ryi?
lraming (CLL)
.....
............18-23
t,.nia
-r,rc :.i
-.h -{s A Second Or Foreigrr Language
.,',n r:'e
Low-:
\lenjawab Kesulitan Belajar Individual Siswa
- ,i4
lqrss
-
Oi -\udiolingual Method And Communicative
tfu.ala
Wajib Dengan Materi Matematika Peminatan Sesuai
.or -:r; -.:. Jo\\anfi
"Et
Language Teaching
Bunga
:E sra1 E furnal. Keputusan editu jumal be$ibt
-*
a*
tetap. Segala bi dan hal-hal
nffipakan bnggmg jawan staf edituial dan/atau editu, relainl@n
1r +ruit
ISSH:2252-5106
Ju rna I T ran sfo r ma s i Edu ka s i
A SEMIOTICS ANALYSIS ON JOHN MCCRAE'S "IN FLANDERS FIELDS"
AND RW. LILLIARD'S "AMDRICA'S ANSWER"
NANDY INTAN KURNIA
Dosen Bahasa dan Sastra, Jutusan Pendidikan Bahasa Inggris,
PBS Universitas Negeri Yog)akarta
ABSTRACT
Penelitian ini berhtjuan untuk mengkaji lebih datam puisi yang ditulis John McCrae beriudul
"In Flander Fields" dan karya RW Lilliard beriudul "America's Answer" dengan menggunalcan
analisis semiotika. Pada puisinya, McCrae berusaha untuk memberilan kesempatan bagi para
saat Perang Dunia I untuk menyampaikan kegundahan merelea, sedangkan
prajurit
-puisi yang telah tewas
Liiliard adalah respon dai generasi muda Amerika atas semud kegundahan Wra praiurit
tersebut.
Dalam menganalisa kedua puisi di atas, penulis menggunokan tel*tik penelitian kepustakaan
dan data yang dikumpulkan diinalisis melalui metode analisis deskriptif Berdasarkan hasil
penelitian
ini, Ampak jelas bahwa McCrae "In Flanders Fields" dan Lilliard "America's Answer"
-menggambarkan
impit @ nilai-nitai budaya dasar, yabti manusia dan keindahan; manusia dan
p"ndiritoor; manusila dan kegelisahan; dan yang terakhir adalah manusia dan tanggung iawab'
Keywords: Semiotirs Analysis' the basic culturul 1,dl es, poetry'
INTRODUCTION
For a long time, people have enjoyed
the World War I. Based on an article entitled
ln
"Flanders Field and Replies to Flanders Field",
of
literarure. The others read literature since it
this poem 'remains to this day one of the mos
teaches them so many things. Basically, there
is obvious that this poem touches the hearts
arc so many reasons why literalure has
many readers since
reading literature.
It gives them
pleasure.
fact, to entertain people is the basic purpose
a
readers
to enjoy literature, every literary work
is written in such an amazing way by
a
its
mirror
which reflects human life. It deals with some
aspect of human
life and experience. As stated
by Moody (1987), literature can show its
reader the real picture
of situation in the world
writer's attention for several reasons. First
previously mentioned, this poem was
during the World War
chance
I
and it tries to gi
for the dead soldiers to
speak
mind. Second, this poem is able to
many people's heart with its simple form
deeper meaning. Third. this poem is
written by a professional poet. Mccrae
and human affairs.
One of the examples of literary work
as
writer of this poem is a doctor and soldier
which discusses the world and human affairs is
"the lst Brigade Canadian Field Artillery"
a poem which is
"The Great War 1914-1918: Inspiration for
"[a Flanders Fields". This is
written by John McCrae and its story is told
poem 'In Flanders Fields' by John McCrae
from the perspective of dead soldiers during
Fourth,
24
i
talks about human'
"In Flanders Fields" has caParred
of what the PurPose of
writer. Every poetry, play and novel is
it
affairs.
prominent place in many people's heart.
Regardless
memorable war poems ever written". Thus,
it is because this
poem discuss
Volume 04, No. 01, Maret 20
; -,nal Transformasi Edukasi
kosi
::-ran's affairs which enable its readers to
g:--l pleasure and also teach them about
two poems are taken from a book entilled The
r.-::-an's issues.
Besides, as argued
The last, there are many Poets who try
udul
zkan
0ara
gkan
iurit
kaan
dan
rts
of
nan's
article
's poem in the heart of the
values.
: : =m
McCrae
.{
:
-
r poems as poems which can lncrease
{:1. Ioward their own countries. Seeing
nr*s:asrd by those American poets by
Moreover, literary texts are not produced from
will also relate th€ discussion of this
poem with of the discussion of the cultural
LITERATURE REVIEW
Structuralism and Semiotics
Structuralism cannot
r
it is not easy to clarifu
firndamental
have similar objects and methods. He explains
ftrther that the structuralism analysis
of
a
::al1 thilgs.
systems, but which can be regarded as sign
structures."
r --ETh
and the compiled data
irc"gh
descriptive analysis
L o:r- -}j s research tried to
-,r'ii :-c a.oah ze human affairs
-
rrnten bv two different
:rs=e smiotic theorv.
:r- .mrdrsrs of this research
r -trr Flanden Fields" and
r -liimr= i
Uf-
On the other hand,
semiotic
analysis "deals, instead of themes and gsneral
-n.r'.."r-- s the research, the writer
rr
2015
QOO2),
not signs proper, as for instance the kinship
$" (tn
abott
working through the existence of
-': pleasure. but it also can teach
$,'t{
}ae')-
continued
literary text 'may deal with models which are
lier in
tb
is
readers more than
m but
for
each other since semiotics
differences between those two subjects as they
|
as the
from semiotics. Both subjects are correlated to
E -s klosr as one of literary genres
an:i re separated from the issue of
n: -'ulrure It also means that those
I{ETHOD
not
separated
structuralism. As commented by Surdulescu
nitten
s
bs
theory. She decides to
=miotics
:f,--= subj€cts found in both poems
u
as
apture
culture.
Moreover, many readers regard
the
rsl
history, social and
m-:. ,-omplete, the writer will also discuss
.:::-s poem as the examPle of how
rEG :3n siYe the
d
of
the culture's absence. Thus, the writer of this
most
it
11),
'.-:..:rca's Answel'. Therefore, to make this
l.i=an affairs and cultural values that
us,
by Teeuw (1983:
context
],:c:-s deeper. She wants to study further
ield",
People'
literary texts cannot be separated from the
:3;E. Ihus, the writer tries to study those
titled
of the American
[ :.,e response to McCrae's poem. One of
.tr 3\amples is R.W. Lilliard with his
hasil
per"
Best Loved Poems
Arsrver". Those
tr:.-:i15
meaning, with the way
in which meaning
produced by the structures
of
is
interdependent
signs, by codes and conventions."
Swanepoel et.al (in Ntsonda" 2009: 9)
stated that
the semiotics' concept is derived
from the Greek Word semeion which means as
"sign". Thus, Semiotics
is a
study that
concemed with everything that can be counted
as significantly replacing something
else.
Cobley and Jansz (in Sobur,2003: 15) add that
25
Jurna I Transformas i Eduka si
ir
society and culture as signs'
it is "simply the analysis of signs or the study
phenomena
of the functioning of sign sYstems."
This study tries to scruinize systems,
des,
and
As previously explarned, semiotics is a
conventions which allow those signs to have a
signs. Sign itself has two aspects'
certain meaning. Thus, literary studies which
They are signifier and signified. Signifier is
use semiotics approach attempt to analyse
literary texts as certain sign syst€ms and
study
of
the formal form
(written/spoken) which
signifies something called as signified'
Whereas, signified is something which is
determine what kind
signed by the signifier (meaning/concept)' As
meanings.
by Bressler (1992. 92)"
explained
enable those literary texs
signified
(a
concePt): signs =
Poetry is a system
It
of
uses language as
However, the language
According to Koentjaraningrat (2000:
of
Those values are relaled to the things which
its'
the community members see as
poetry
in their daily life
According to Riffaterre (1978:
language activity.
medium'
will
be
conversation'
l),
poetry is a
Its' language will not be the
with the language that is used by many
people during their communication. It has its'
same
own structure. He explains further that poetry
uses indirect expression. The causes of this
indirectness are: displacing
of
meaning,
distorting of meaning and creating of meaning'
(in N*onda 2009: l0),
that in relation to the reading of
SwanePoel
also argues
190), cultural values are the concepts that live
sign that has
different from the language that is used by
people
have certain
in the minds of most of community members'
signifier.signified."
meaning.
to
The Basic Cultural Values
parts: he signifier (a wriuen or spoken mart)
a
conventions that
'Saussure
proposed that words are signs made up of two
and
of
valuable'
precious and important in their
Therefore, those values can serve as
lives-
guidelines that give direction and ori
to tllem to
create
a good
and
society.
In this studY, the writer
uses
concept of basic cultural values that are
from the theory
of
basic cultural
sci
proposed bY Nugroho and Muchji (1
Those values are:
(1) human, love
affection; (2) human and sublimity; (3)
and hope; (4) human and way
of life;
(
human and responsibility; (6) human
poetry, a semiotic approach has a tendency to
anxiety; (7) human and affliction; (8)
direct the reading of a poem towards sigrrs that
and equity.
are seen as dominant communicative factors'
Therefore,
it
helps the listener and the reader
of a certain poem to construct and receive the
message that the poem tries to deliver'
Moreover, as staled by Preminger (in
Pradopo, 2OO7:
26
l2l),
semiotics see social
The BiograPhY of John A. McCrae and
Short Glance to His Poem's Background
As written in "In Flanders Fields:
Study Guide", John A. McCrae is a
colonel and physician in the Army
of
Volume 04, No. 01, Maret 20
"'
:.
Transformasi Edukasi
': : Jso a university professor in Canada.
"::
:he First World War
in
1914, he was
-: -i dre First Brigade of his country
i!f*- -- Ir 1915, when the soldiers of allied
il r : :. Germans, McCrae and his artillery
w . :-: :n tle town ofYpress in the Flanders
::
-.utenant Alexis Helmer,
- ::::
in
the
of Ypres.
--: :roted in "The Great War 19 14.: -i:
=rion for the poem "In Flanders
I
. :
.
:bl
rr:::-:cr:
i
n
McCrae", McCrae was second
r--rl
the l"t Brigade of Canadian
- :-j:rg
this second battle of Ypres
In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and rrr the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
loved, and were loved, aad now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep. though poppies grou
In Flanders fields.
McCrae's "In Flanders field" consist
uu' ;,1513 believed that the death ofhis
"* \{{rae's
.q:
inspiration
to write
his
--i: Flanders
Field".
t
:
I
\..:-: _1ne
;
John McCrae's "In Flanders Fields"
lgium. Suddenly, on May 2, 1915,
Be
,d :": '.\iuress the death of his best friend,
-
DISCUSSION
to
another article entitled
rmiu;: i-:ld Poem: The World's Most
i::
\{::rorial
r.r: \l-{ne"-
Poem
By Lieutenant
of three (3) stanzas and 15 lines. It tries to give
voice
to the
dead soldiers who have died
during the war.
first
stanza
It
can be seen clearly that the
of this poem discusses
human and sublimrty. The
about
first line portrays
rvhen one of McCrae's
the beauty of the Flanders fields which has a
:;areeant-Major Cyril Allison,
lot ofpoppies grow in its ground, -in Flanders
:::- He met McCrae who was
.!lrt&Dr : n ambulance parked 'h few
@ :',.r of Ypres, Belgium." Later
c;:s \{cCrae writing his "In
fields the poppies blow-.T\e second line gives
rcg:
rryr
,::
;fe.cs-
,EE:-
I
after McCrae was done
=i
ri
eq rq.
grow in the Flanders fields. As it is mentioned
in the 2"d line. those beautifirl poppies grow in
a row and they are functioned as the mark
of
:are his poem to Allison
the dead soldiers' graveyard, -That mark our
'.r
place; ...
crd. Allison was really
lll h :,:<:II. as he Stated '"The
* Elis :,!13m
WaS an exact
1 !E i=:: Ln front ofus both. He
fr
d"
more description about the flowers whrch
rL.; -: that line because the
being blown that
::. - ,rind "
":*-
-
(line 3).
The portrayal of sublimity can also be
seen in the 4m and 5m lines
dead soldien, as the speaker
depict the graceful picture
::::
2
01 5
of the
poem,
of some larks
that
still fearlessly sing and fly freely in the sky,
although below them the guns are fired
continuously, as
ti
of this stanza. The
if they
are not afraid
to die,
-
27
Jurna I Transfo r mas i Eduka si
The larks, still bravely singing,
fly/
their loved ones are forcefully taken away
Scarce
from them.
heard amid the guns below.-
The second starza is about human and
Almost similar to the second stanza,
affliction. Human cannot avoid affliction.
Sometimes in their lives th€y have to face
the third stanza of this poem still deals with
problems that cause them to feel agony. It can
speaker
be in the form
of
the negative feeling that are possessed by the
physical, psychological
of the poem. This starza talks about
human and anxiety. It is clear that human
always have to face many problems
torture or both of them. The dead soldiers
in life
can be
which they cannot run from them. Sometimes
from the 6h lines, -We are the Dead,
those problems can make them feel insecure
Short days ago-, the use of the capital letter on
since they are not only have to face those
the word 'dead' and 'short' means that those
problems,
soldiers want everybody to see the reality that
answers for those problems by themselves.
highlighted their recent condition.
seen
It
but also have to frnd the bes
they have lost their soul a couple ofdays ago.
Related to the discussion of McCrae's
Then, they continue to describe their agony by
"In Flanders Fields", realizing that they no
giving two different descriptions. The first
longer can fight and serve for their country.
description is related to their lives before they
then those dead soldiers express their arxieqt
lose their souls, and the second one is the
description when they had died. In line 7 and
to the future generations. At first, the dead
soldiers want the future generations to
8, those soldiers portray how beautiful their
continue their struggle against
lives used to be. They can enjoy the radiance
foe since they feel that they have failed to
fight, -Take up out quarrel with the foe:/ To
-the sunset g/ow-. They also
stated that their lives are full of loves. They
of dawn and
have got lots
see
of love from their surroundings
and they express their loves toward those
people who have given them a lot
Loved and were loved...
-.
of love,
-
However, sadly,
tleir
countn
you from foiling hands we throw- (line
continue their fight against their enemy,
torch; be yours to hold
where they used to live and they also cannot
all of their
feel the love of those people who love them
cannot rest in peace
anlenore since now they are dead They are
continue their struggle even though they
-... and now
rested
we lie/ In Flanders felds.-. Based on those
description, one can sense ihe pain that the
fields,
It seems like
their comfortable lives and happiness u'ith
-
it high.- (line 12).
They force the future generations to fight
dead soldiers feel after they died.
-
11). Those dead soldiers ask the future
generations to fight with a high dignity
they cannot enjoy the beauty of the world
buried under the Flanders field,
I0
strength since the dead soldi
if
there is no one who
in a beautifi.rl place like
the
-If ye break fdith with us rlho diei lli
shall not sleep, though poppies gtowi
Ftanders
*
fields- (line 13 15). The last
lines of this poem (line 13
- 15) show that
dead soldiers feel anxious, they are
,a
Volume 04, No. 01, Maret 2015
- "tns./brmasi Edukasi
::.:: \'ill
be no one can continue their
, _-ainst their enemy. Thus, they want
: ,iure that the future generations will
r:
:heir effort
ir
to fight against their
+1at the dead soldiers
will not die in
clue about the speakers' background.
It
is
clearly seen that the speakers of this poem are
the American since the title of this poem is
"America's Answer". Or in other words, the
word 'America' in the title refers to
the
speaker of the poem.
The speakers of this Poem want to
convince the dead soldiers that they have take
- .-lierd's "America's Answer"
: : peace, ye Flanden dead.
J:: ---3I l'e so bravely led
:" .: up. And we will keep
all the responsibilities from the hands of the
dead soldiers to protect their country. They
will continue to fight against their enemy just
:-:
,,. uh l'ou who lie asleep
;"-:: : ;ross to mark his bed,
: r ri.em flelds.
,
like the things that are done by the dead
soldiers, -7ke fight that ye so bravely led/
'
:-= \e have died for naught.
. 'Irew to us we caught.
I -: :a,rds rvill hold it high,
-: : :: .-- s light shall never die!
We've tqken up...- (lne 2
-.:
r--::l
'-
the dead soldiers by saying thal those soldiers
should not be worried since they are not fight
fields.
for
-.:.'d's
poem entitled "America's
:::-:rsts of two (2) stanzas and
12
-:., :oem talks about human and
- :- The discussion of responsibility
-:
:::d
to the discussion of human's
., : t'act. every human has his/her
" *::rs and all of his/her life heishe
:: :
:
to show his/her responsibilitY
:: l\\X
duties.
-:ard's poem, the speaker of the
-
r:sser"
3).
The speakers keep trying to convince
the lesson that ye taught
::;:rs
-
nothing and as the American future
generations they have take all the duties that
are given by the dead soldiers
of
Flanders
for naught.l
caught.- (lne 7 -
fields, -Fear not that ye have died
The torch ye threw to us we
8, stanza 2). Convincingly, the speaker stated
that there are a lot of people who
will support
and continue to fight to keep the America's
independence since they have leamt so many
meaningfirl lessons from the struggle of the
dead soldiers
in the
Flanders fields, -Ten
opens this poem by
million hands will hold it high,/ And freedom's
- soldiers who were buned in
:r r :r rest in peace,
-REST YE in
- 'c:,s dead.- (line 1). In line 2 r..uu- r :: his poem can see who exactly
: ' :: poem is. As stated in those
light shall never die!/ We ve learned the lesson
:-
:
::;
of this poem is more
rrir ':..3t. since it uses plural subject
=ealer
- r :-:: ::'*ris poem also gives another
that ye taught/ In Flanders
felds.
- (line 9 -
t2).
Based on the above explanatlon,
it
is
clear that Lilliard's poem entitled "America's
Ansrver"
is
discussing about human and
responsibility. As previously mentioned, the
speakers
of the
poem are trylng
to
convince
29
Ju rna
I Transforma si Eduka si
the dead soldiers who are died and buried in
Flanders Fields that they can continue to fight
the enemy since they are firlly
against
conscious that
it
is their duties to fight for the
America's freedom.
CONCLUSION
There are
a lot of
literary works
(poetry/ novel/ play) which talk about the
world and human affairs. The examples of
poetry which discuss those subjects are John
McCrae's
"ln
Flanders Fields" and R.W.
Lilliard's "America's Answer". In this study,
the writer tries to scrutinize both poems by
using semiotics theory.
Based on the findings that have been
explained in the previous section,
concluded that McCrae's
and
"In
it
can be
Flanders Fields"
Lilliard's "America's Answer" portray the
issue
of humanity and cultural values.
There
are four (4) basic cultural values that can be
found in those two poems, namely human and
sublimity; human and aftliction; human and
anxiety; and tlre last one
is
human and
responsibility.
Seeing the above fact,
it is clear that
literary texts can also be used as a medium to
gain pleasure and to get deeper understanding
of human's affairs. Thereforc, the writer would
like to
encourage many people, especially
educators to give a special place to literature in
their classrooms since
it
can enable tJreir
to experience a new wa) to gain
happiness and it also allow them to get tJIe
deeper understanding of problems that many
students
humans have to face in their lives.
30
Volume 04, No. 01, Maret 2015
.e'-i-
Transformas i Edukasi
-
M[IoGRAPHY
Richard and Marvin Klotz. 1980. Literature: Ihe Human Experience.New York: St.
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3,*ien
Fields:
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Study Guide". Retrieved from http://wrw.cummingsstudvquides.net/
_
*rus
-:rr,,lgs5,iFlanders.html (Access on September 2lth, 2014).
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Srytember, 2014).
,:eima (EA.). 1936. The Best Loved Poems of the American People. New York: Doubleday.
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r
lmt
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. L B. 1987. Literury Appteciation: A practical
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\f,'n
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*r
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3l