An Ethnographic Study of Collaborative Meaning-Making in an English Language Club Through Bumi Manusia
DOI:
https://doi.org/10.1234/prosiding.v2i1.5244Kata Kunci:
Negosiasi Identitas, Bumi Manusia, Subtitle Bahasa Inggris, Pembelajaran Bahasa, Etnografi, Studi PascakolonialAbstrak
abstrak-Penelitian etnografi ini menyelidiki proses negosiasi identitas di kalangan mahasiswa Indonesia melalui aktivitas menonton dan mendiskusikan film Bumi Perempuan (2019) dengan subtitle bahasa Inggris di Klub Bahasa Inggris, IKIP PGRI Bojonegoro. Dengan desain studi kasus, data dikumpulkan melalui diskusi kelompok terfokus, jurnal reflektif, dan observasi partisipan, kemudian dianalisis secara tematik. Temuan menunjukkan bahwa pengalaman kolektif ini menciptakan “zona kontak mnemonik,” di mana para peserta secara aktif menafsirkan wacana kolonialisme dan perlawanan. Subtitle bahasa Inggris berfungsi sebagai filter mediasi ganda—memperjelas makna sekaligus membuat mereka menyadari bias terjemahan. Proses ini memperkuat identitas nasional melalui kebanggaan kolektif dan mentransformasikan identitas linguistik, di mana bahasa Inggris bergeser dari sekadar keahlian asing menjadi alat artikulasi kritis untuk membahas sejarah nasional dalam percakapan global. Penelitian ini berkontribusi pada teori identitas pascakolonial dan pembelajaran bahasa, sekaligus menawarkan model praktis Pembelajaran Terpadu Konten dan Bahasa (CLIL) yang menggabungkan kesadaran sejarah, kemahiran berbahasa, dan kewarganegaraan global.
Kata kunci: Negosiasi Identitas, Bumi Manusia, Subtitle Bahasa Inggris, Pembelajar Bahasa, Etnografi, Studi Pascakolonial.
Abstract- This ethnographic research investigates the process of identity negotiation among Indonesian students through the activity of watching and discussing the film Bumi Perempuan (2019) with English subtitles at the English Language Club, IKIP PGRI Bojonegoro. With a case study design, data is collected through focused group discussions, reflective journals, and participant observation, then analyzed thematically.Findings suggest that these collective experiences create “mnemonic contact zones,” in which participants actively interpret discourses of colonialism and resistance. English subtitles function as a double mediation filter—clarifying meaning while making them aware of translation bias. This process strengthened national identity through collective pride and transformed linguistic identity, in which English shifted from being simply a foreign craft to a critical tool of articulation for discussing national history in global conversations.This research contributes to theories of post-colonial identity and language learning, while offering a practical model of Content and Language Integrated Learning (CLIL) that combines historical awareness, language proficiency, and global citizenship.
Keywords: Identity Negotiation, Human Earth, English Subtitles, Language Learners, Ethnography, Post-Colonial Studies.
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