EXPLORATION OF CHARACTER EDUCATION VALUES
IN ES IST ALLES EITEL POETRY
BY ANDREAS GRYPHIUS
Sjuul Juliana Lendo1.
Nurmin Samola2 German Language Education.
Faculty of Language and Arts Universitas Negeri Manado.
Tondano.
Indonesia Email: Sjuullendo@gmailcom Abstract : This study aims to describe the values of character education contained in the poem Es ist Alle Eitel, the work of a German writer named Andreas Gryphius.
This study uses a qualitative approach with content analysis method based on semiotic analysis, in this case semiotic analysis based on the semiotic theory of Charles Sanders Pierce.
The results of the analysis show that in this poem there are semiotic signs in the form of indexes and symbols, which reflect the values of character education.
The index sign is found more than the symbol sign.
While the icon sign is not found in this Furthermore, the character education values contained in this poem are the character of believing and loving God, sincere faithful, humble, empathetic, intelligent responsibility and love for the environment.
The results showed that in this poem there are semiotic signs in the form of indexes and symbols, which are used as a means to express the values of character education, and are dominated by indexical signs.
The iconic sign is not found in this poem.
The results of this study are of course limited and cannot be generalized as the same findings and accepted by all readers/researchers of this poem.
The results of this study, of course, will only serve as a comparison for further research, if anyone will examine this poem Keywords : Icon.
Index.
Character.
Peirce.
Symbol.
Semiotic INTRODUCTION Literary works are basically a means to instill the values of life.
Literary works are created based on the experiences and observations of writers about the life around them (Muassomah et al.
, 2.
The experiences outlined in literary works, whether in the form of poetry, prose or drama, can all be used as lessons about the values of life and can contribute to the formation of ethics, morals and character of the reader.
The values of life contained in literary works are not explicitly expressed by writers in their works (Farkhodovich, 2.
Moreover, in works in the form of poetry that only use limited words, in-depth analysis or study is needed to be able to express the meaning or message to be conveyed.
There are several approaches to the study of literary works that can be used to explore the meanings or values contained in literary works.
One of them is the semiotic approach (Hardiman, 2.
The semiotic approach is a study that emphasizes the study of signs in poetry, based on the principle that the overall structure of a literary work contains signs in the form of words, phrases, sentences and other elements, where all of these signs contain certain This research is entitled "Exploration of Character Education Values in Es ist alles eitel's Poem by Andreas Gryphius" using a semiotic approach and aims to describe the character education values JELLT (Journal of English Language and Literature Teachin.
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contained in this poem, which are implied through icon signs, indexes and symbols.
symbols, as the semiotic theory proposed by Charles Sanders Peirce.
Research on literary genres of poetry, especially German poetry, conducted by people who are involved in German literature .
tudents, teachers, lecturers, writers, etc.
In the poetry of Andreas Gryphius, the semiotic approach of Peirce has never Therefore, this research is important to be carried out.
From a theoretical perspective, this study provides a clearer picture of the application of Charles Sanders Peirce's semiotic theory in the study of poetry, specifically in exploring the values of character Meanwhile, from a practical Andreas Gryphius was a German writer who lived in the Baroque era .
, precisely in the era of the thirty year war, namely the war between Catholics and Protestants, which took place from 1618 to 1648.
He is one of the leading writers.
Germany in the 17th Gryphius wrote this sonnet-type poem in 1637, when the Thirty Years' War was currently raging.
Gryphius was born on October 11, 1616 in Glogow.
Poland, to a Lutheran priest family.
His father's name is Paul Greif and his mother's name is Anne Erhard.
Gryphius's works are colored by pessimism driven by the vanitas .
motive, caused by the experience of the horrors of thirty years of war and the existence of his life being orphaned as a child.
Apart from writing poetry, he also wrote several plays that carried the themes of fortitude and religious steadfastness.
He also writes comedies with themes of illusion and Gryphius died on July 16, 1664 in his hometown.
The poem Es ist alles eitel is a poem with Baroque characteristics, which represents the two main themes of this literary period, namely mortality and This poem is in the form of a sonnet, consisting of 14 lines, where the first two stanzas consist of 4 lines each and are called the quartette part .
uantren, octav.
, the second two stanzas consist of three lines each and are called the terzette part .
, sec.
The rhyme of this poem in the first two stanzas is a hug rhyme .
, while in the first stanza the rhyme is ccd terzette and the second stanza rhymes eed.
This poem is written using the present tense.
The vocabulary used in this poem can be grouped into two groups, namely vocabulary about nature and In general, this poem wants to convey a message so that people do not only think and do temporal worldly things but also think about eternal spiritual Understanding and Scope of Character Education Values Character education values are values identified based on cultural values and national character that are instilled and grown through educational efforts.
The term character education values is also often equated with the term pillars of character education (Melati et al.
, 2.
There are also those who call it aspects, character traits, domains, and dimensions.
Many experts have identified and formulated the values of character education according to their respective One of them is stated by Ratna Megawangi, the originator of character education in Indonesia.
(Melati et al.
quotes nine pillars of noble character, namely: .
God's love and truth.
Responsibility, independence, .
Trustworthiness, .
respect and courtesy, .
caring and cooperative, .
Confident, creative and unyielding, .
Fair and leadership spirit, .
Kind and humble, .
Tolerant and peace-loving.
The formulation of other character education values is (Ariyanti, 2.
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education pillars, which include the areas of mind, feeling, physical/body and heart.
This refers to the activities of thought, taste, heart and exercise.
Included in the thinking domain are intelligent values .
ords, numbers, pictures, self-regulating music, relating to other people, flora, faun.
, critical .
urious, reflective, ope.
, creative, productive, innovative and knowledgeable/technology.
Taste includes being friendly, appreciative, helpful, simple, humble, not arrogant, wise, forgiving, easy to work with, mutual cooperation, caring, prioritizing the public interest, civilized, polite, nationalist.
religious, pious, honest, trustworthy, fair, responsible, integrity, loyal, sincere, sincere, empathetic, generous, big-hearted, firm stance (Milchram et al.
, 2.
While the sports domain includes discipline, sportsmanship, tough, reliable, resilient, cheerful, persistent, hard working.
Muslich .
4, p.
further cites the opinion of the US Character Counts Coalition, which describes the six pillars of character (The Six Pillars of Characte.
of the Josephson Institute of Ethics.
The six pillars of character in question are: trustworthiness .
, respect .
aving respec.
, responsibility .
, fairness .
, caring .
, citizenship .
ocial responsibilit.
Based on the description of the meaning and scope of character education values that have been put forward by the Josephson Institute of Ethics above, as well as a description of the values of character education from other sources (Ramadhanti & Safitri, 2.
, the researchers have compiled these opinions and formulated them in ten values of character education, namely: the character of believing and loving God, sincere character, loyal character, humble character, cheerful character, empathetic responsible character, and optimistic character, as well as the character of love for the environment/nature.
These ten characters are basically included in three main relational domains, namely .
the realm of human relations with God, .
the realm of human relations with each other, and .
the realm of human surrounding environment.
The values of character education are then used as the main reference in analyzing the poems that are the study material in this study.
This formulation is made with consideration efficiency and effectiveness of the analysis results as well as to facilitate the analysis Following this is an explanation of the values of character education in The character of believing and loving God The character of believing and loving God is related to religious attitudes, namely the character in a relationship with God, believing in the existence of God and therefore the mindset, words and actions are always based on divine values and religious teachings.
Sincere Character A sincere character is one that makes others feel safe, not worried about being cheated or lied to.
People who have a sincere character, always tell the truth.
never makes up, pretends, makes excuses, or distorts facts.
He has the principle to say that "yes is yes" and "no is no".
He is always honest and open.
Loyal Character People who are loyal in character, can always be trusted and relied on.
He always keeps his promises, has a strong commitment, is willing to sacrifice, and does not have a traitorous character.
Humble Character Humility is different from low selfesteem which is a weakness.
Humble character actually reveals self-strength.
Only a strong soul can be humble.
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Humble people can recognize and appreciate the advantages of others.
he can make different people above him feel valued and make different people below him feel less inferior.
Cheerful, creative and innovative Cheerful or easy going character is a character that makes it easier for someone to feel the happiness of life.
Not everyone has this character, cheerfulness is not defined from a person's facial expressions or body, but from the tendency of his heart Cheerful people are people who can enjoy life, do not like to complain, and always try to achieve happiness.
He can laugh at situations, other people, and also He tends to entertain and encourage others.
Cheerful people take life He doesn't like to enlarge small problems, he even makes big problems into small ones.
He doesn't like bringing up the past and doesn't worry about the He doesn't want to be bothered and stressed about issues that are out of his Empathy Character The character of empathy is a very admirable character.
An empathetic person is not only a good listener, but he can also put himself in the shoes of others.
When there is a conflict he always tries to find the best solution for both parties and loves He does not impose his own opinion and will.
He always tries to understand and understand other people.
Always open to helping others.
Confident and courageous character The character of self-confidence is only owned by people who can accept themselves, as they are, realize who they are, what their strengths and weaknesses are, because they can accept and appreciate the strengths and weaknesses of Confident people easily adapt to new environments and situations.
knows what he has to do and can do it When faced with difficulties, he remained strong and did not allow himself to be carried away in sadness and despair.
Confidence will grow the courage to make decisions and act.
Confidence and courage are two things that cannot be separated.
Responsible Character Responsible character is the character to carry out obligations seriously.
When he made a mistake, he dared to admit it.
When experiencing failure, he will not look for a scapegoat to blame.
Even when he felt disappointed and hurt, he would not blame anyone.
He realizes that he himself is responsible for whatever he experiences and feels.
Responsible people will also always be disciplined, work hard and be Intelligent and optimistic character:
Intelligent people always think and act carefully, quickly and precisely.
He is always optimistic and tries to see things from a positive point of view, even in bad He prefers to talk about the good than the bad of others.
He prefers to talk about hope than despair.
He prefers to find solutions to frustration, prefers to praise than criticize and always has dreams and visions far ahead to be realized.
proactive and anticipatory and responsive in responding to any situation.
Environmental love character:
People who have the character of loving the environment will always pay attention to the cleanliness and beauty of the environment, respect and appreciate nature, always pay attention to the balance of the environment and take part in efforts to preserve nature .
lants and animal.
, and do not exploit nature for their own Based on the description above, it can be concluded that the character values that need to be instilled through education, including through the field of literature, are all virtue values, moral and ethical values, which can direct human life to JELLT (Journal of English Language and Literature Teachin.
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create harmonious relationships.
with God, with fellow human beings and with the environment or the natural surroundings.
In other words, character values are all values of life that direct humans to build harmonious relationships, both vertically and horizontally.
Poetry and Character Building Poetry as a form of literary work taught in formal educational institutions has many functions, including developing an attitude of understanding one another, developing the ability to interpret and providing opportunities for learners to voice their opinions (Erawati, 2017.
Sigvardsson, 2.
In general, literary functions include recreational functions and pedagogical functions (Syahfutra et , 2.
, literary works is not only entertaining, but also can provide moral values that can refine character and support formation of character and personality based on faith and devotion.
The role of literary works in character building, where there are research results showing that students who like to read literature, art and culture books generally have positive characters, such as a strong stance, more respect for honesty, and other positive attitudes (Muassomah et al.
This will show that reading literary works means educating and advising oneself directly.
Literature as part of art is the main capital for character education, because basically there is no literary work that teaches readers to do evil.
Literary works are education itself, literary works are morals, character, even religion.
The objectives of learning literature in schools, as stated in the 2004 curriculum, as follows (Santika, 2.
: .
students are able to enjoy and utilize literary works to develop their personality, broaden their horizons of life, and improve their knowledge and language skills, .
Indonesian intellectuals.
He also quoted Siswanto's opinion as saying "through literature we can develop students in terms of balance between spiritual, emotional, ethical, logical, aesthetic and kinesthetic, development of life skills, lifelong learning and overall education and Character education through literature is part of efforts to prepare and shape the younger generation and society whose sustainability is based on moral Thus the development efforts carried out will be able to find, refresh and revive the spirit of freedom, individual RESEARCH METHOD This study uses a qualitative approach.
Qualitative approach is an approach with data that appears in the form of words, which are collected in various ways .
bservations, interviews, documents, recording.
and includes three main lines of activity, namely data reduction, presentation data and verification/drawing conclusions (Rijali, 2019.
Santika, 2.
The method used is content analysis based on a semiotic approach.
The term semiotics comes from the Greek semeion, which means sign.
Semiotics is the science of signs, semiotic or semiology means the systematic study of signs (Bullock, 2.
, semiotics is the study of signs and all that is related to them.
Ferdinand de Saussure and Charles Sanders Peirce are the two founders of In other words, the ontological and epistemological basis of semiotics is laid by these two philosophers.
Saussure, who is known as a modern linguist, and even dubbed as the father of modern linguistics, based his semiotic concept on linguistics and used the term semiology, while Peirce colored his semiotic concept with the philosophy of pragmatism and logic and used the term semiotics.
The semiotic approach used is based on the semiotic theory of Charles Sanders Peirce, which suggests three types of signs, based on the relationship between the sign and what the sign refers to.
The three types of signs in question are icons.
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indexes and symbols (Habibi et al.
, 2.
The poem will be analyzed semiotically to see how these three signs are used by the poet to express the values of character education implicitly and therefore must be explored and explored.
This semiotic analysis includes two main procedures, namely heuristic reading and hermeneutic (Al-Sohbani & Zrekat, 2022.
Muassomah et al.
, 2.
explains that heuristic reading is the reading of literary works based on their linguistic structure or semiotics based on the conventions of the first-level semiotic system.
Hermeneutic reading is reading based on literary conventions according to the second level semiotic system, with the aim of giving meaning or interpretation.
Qualitative research in literature must pay attention to several things, including: .
Researchers are the main instrument who must read literary works carefully.
Research is not oriented to numbers but to words .
Emphasizing on the research process, not on the results, because literary works always have multiple interpretations.
data analysis is inductive.
Prioritizing meaning in the discussion (Carlos & Suzuki, 2.
Data The main data source was taken from the text of the poem Es ist alles eitel by Andreas Gryphius, which was quoted from the bilingual German Anthology of Poetry entitled Blauer Abend in Berlin, written by Bertold Damshyuser and Ramadhan KH .
The data in question is in the form of words, phrases, sentences in this poem.
The steps of data analysis refers to the flow of qualitative analysis namely data conclusion drawing/verification (Rijali.
The concrete steps carried out in each of these stages can be explained as Data reduction: At this stage, the poem is read repeatedly as part of the heuristic reading as a first-level semiotic system, namely according to language After repeatedly reading the poem Es ist alles eitel and getting a good understanding of the content of the poem from a linguistic point of view, a selection process is carried out, focusing attention on the data that will be used as analysis material, classifying and classifying or coding the data.
data in the form of words, phrases or sentences in poetry, which refer to icons, indexes and symbols, which reflect the values of character education.
Data Presentation: After the data is selected and classified, in line with the semiotic analysis procedure, at this stage a hermeneutic reading is carried out, where the data taken from the entire structure of the poem are interpreted and given meaning based on literary conventions .
, namely the semiotic system.
second level.
The literary convention that gives meaning is the convention of the continuity of expression, which is caused by three things, namely the substitution of meaning, the deviation of meaning and the creation of meaning.
After the poetry is interpreted and given meaning, the data is presented in the form of a narrative description, supported by a table containing a summary of the analysis results, which explains the semiotic signs in the form of icons, indexes and symbols that reflect the values of character Conclusion Drawing/Verification:
After the hermeneutic reading is done and the data has been analyzed and presented description/summary table, the next step is to draw conclusions or discuss the results of the analysis.
Drawing conclusions from a qualitative analysis in the field of literature is unique, because it is more subjective than qualitative analysis in other fields of science.
The meaning and conclusions drawn from the results of literary research depend more on the researcher, but in certain cases it must still be confirmed with other things outside the JELLT (Journal of English Language and Literature Teachin.
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subjectivity of the researcher, for example discussing with experts or colleagues, relearning background of the author's life and sociocultural factors of literary texts.
FINDINGS AND DISCUSSION
Semiotic Analysis Es ist alles eitel Du siehst, wohin du siehst, nur Eitelkeit auf Erden.
Was dieser heute bolt, reit jener morgen ein.
Wo jetzt und Stydte stehn, wird eine Wiese sein.
Auf der ein Schyferskind wird spielen mit den Herden.
Was jetzt und prychtig blyht, soll bald zutreten werden.
Was jetzt so pocht und trotzt, ist morgen Asch und Bein.
Nicht ist, das ewig sei, kein Erz, kein Marmorstein.
Jetzt lacht das Glyck uns an, bald donnern die beschwerden.
Der hohe n Taten Ruhm mu wie ein Traum vergehn.
Soll denn das Spiel der Zeit, der leichte Mensch, bestehn? Ach, was ist alles dies, was wir vor kystlich achten.
Als schlechte Nichtigkeit, als Schatten.
Staub und Wind.
Als eine Wiesenblum, die man nicht Noch will, was ewig ist, kein einig Mensch betrachten.
All in vain You see, wherever you look, there's nothing but vanity in the world.
What is founded today, remodeled tomorrow by another.
Where there are now cities, there will be pastures.
Where the shepherd boy will play with the sheep What is now blooming beautifully, will quickly be trampled on.
What is now pounding and fighting, will become dust and bones tomorrow Nothing lasts forever, not even iron and marble.
Now happiness smiles upon us, trouble rumbles soon.
The fame of great deeds must vanish like a Can such a meager human be able to withstand the games of the times? Ah, what is all this, that we find delicious? Only void, only shadow, dust and Only flowers in the grass, never to be found again! What is truly eternal, not a single human being is willing to look at it.
Heuristic reading Linguistically, there are not too many grammatical deviations in this poem.
other words, in general the poem is composed using actual German grammar.
The only visible deviation is the use of the word 'und' in lines 3 stanzas 1 and line 1 stanzas two, which are grammatically incorrect and can be grammatically excluded, because they will not affect the meaning of the sentence denotatively, but are intentionally carried out in sentences.
This is because it has a connotative meaning, namely to emphasize the accumulation of the meaning of transience or futility which is described in this poem.
Examples of grammatically incorrect sentences are: Wo jetzt und Stydte stehn .
ine 3 stanza .
Auf der ein Schyferskind wird spielen mit den Herden .
ine 4 stanza .
Was jetzt und prychtig blyht .
ine 1 verse .
The word und in array 3 stanza 1 and line 1 stanza 2, when removed does not affect the meaning of the sentence denotatively, but is used to emphasize the JELLT (Journal of English Language and Literature Teachin.
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meaning of futility.
Likewise, the sentence in array 4 stanzas 1 is a modality sentence, therefore the modality word wird should be in the final position of the sentence, but to create a repetition of the final sound in array 1 and array 4, and also to create rhymes with abba hugs, the grammar is deliberately ignored.
Hermeneutic Reading Line one in the first stanza is an introduction to enter into the situation that the poet wants to convey, namely about futility or mortality.
I lyrically greeted the interlocutor with 'Du'.
, as a sign of intimacy, therefore the greeter with confidence and courage asked 'Du' to look 'Du siehst, wohin du siehst, nur Eitelkeit' (You see, wherever you look, it's just in vai.
The next lines in stanzas 1 and 2 are a picture of futility.
The antithetical dictions in stanzas 1 and 2, such as 'bauen' .
and 'einreien' .
o destro.
, as well as Stydte .
which turned into Wiese .
, once prychtig blyht .
looming flower.
now zutreten .
tepped dow.
step o.
Today reigns .
ocht und trot.
tomorrow remains dust and bones (Asch und Bei.
Today is happy (Glyc.
tomorrow is troubled (Bechwerde.
, showing a change from good to bad.
This change occurs because of irresponsible human activities.
War is one of the factors that can turn good things into bad, as described in this poem, which was created against the backdrop of 30 years of war.
Changes that are not good which are marked by dictions that have negative connotations, such as einreien, zertreten.
Asch und Bein, donnern, beschwerden in the context of this poem are an index of irresponsible human actions, which bring down and destroy each other.
At the same time, it provides a picture of the human character who is unable to build a life together with nature and with other humans who should be safe.
Implicitly these indexical words want to remind how important it is for people to have intelligent character in acting, not destroying and bringing down each other.
On the other hand, dictionaries with positive connotations, such as bauen, prychtig blyht, das Glyck, are indexical dictionaries that refer to the meaning of good, constructive, constructive human attitudes and actions that bring happiness in living together.
Dictions referring to nature and living things such as Erden.
Stydte.
Marmorstein.
Wiese.
Schyferkind.
Herden, blyht (Blume.
, are also indexical signs that refer to the diversity of nature that must be These dictions are used by the author to remind the reader about the importance of having a character that loves the environment, to be able to protect and care for the environment.
The meaning of futility is further emphasized in line 7: 'Nichts ist, das ewig sei, kein Erz, kein Marmorstein' .
othing lasts forever, neither iron nor marbl.
This sentence wants to emphasize the meaning that nothing .
is eternal .
in this world.
Even the strong and mighty .
epicted by iron and marble, which is by nature durable and stron.
will surely end.
This sentence contains humility and an acknowledgment of human limitations.
Erz and Marmorstein's diction in line 7 is a symbol of strength, power, glory that is not eternal and should not be proud of, emphasized by the refutation words nichts and kein.
The sentence in line 7 is meant to remind people to have a humble character, not to be arrogant and arrogant, even though they are strong, rich or Furthermore, in line 8 stanza 2, the sentence with the personification style of 'Jetzt lacht das Glyck uns an, bald donnern die Beschwerden' (Now happiness smiles at us, trouble rumbles soo.
, gives an illustration that happiness does not always exist in life.
Happiness can be immediately .
replaced by trouble.
'Thus, the JELLT (Journal of English Language and Literature Teachin.
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personification sentence in line 8 is an index of the uncertain, difficult and happy reality of human life that can change in an Larik 8 is also a reminder of the importance of intelligent character values in responding to every life change that Line 9, stanza 3 Der hohen Taten Ruhm mu wie ein Traum vergehn .
The fame of the act in question is referring to what the rulers and honorable people do, all of which will surely end up like a dream (Trau.
This certainty is emphasized by the use of the word 'mu' .
The phrase Der hohen Taten Ruhm is an index of all the deeds of honorable and powerful people.
These lines and dictions, especially Taten Ruhm's phrase der hohen, want to remind us of the value of being responsible, honest and sincere when we have power and honor, always displaying great deeds, because one day everything will end like a dream.
Line 10, stanza 3 is the rhetorical question 'soll denn das Spiel der Zeit,der leichte Mensch, bestehn?' (Can humans survive the game of the times?).
Life is like a theater game and humans are the The phrase 'Spiel der Zeit' .
he game of time/ag.
is referring to life and trying to explain how time plays a very important role in human life and that life is a game of the times.
This phrase also wants to explain about the hypocrisy of the rulers carried out on the stage of life which causes suffering for the weak .
eichte Mensc.
The phrase 'Spiel der Zeit' is an index of life in the world and reflects the value of character being responsible for everything that is created and carried out in this life The last stanza is the answer to the question posed in line 11 ' Ach, was ist alles dies, was wir vor kystlich achten? (Ah, what is all this, that we find delicious?).
By using the first-person plural wir .
, the poet puts himself together with all the others who are with him, who question the meaning of this life.
The answer to this question is found in the last stanza, especially in lines 1 and 2, that all that is good is like a shadow, dust and wind, which soon disappear without a 'Als schlechte Nichtigkeit, als Schatten.
Staub und Wind / Als eine Wiesenblum, die man nicht wiederfindt !' (Only nothingness, only shadows, dust and wind, / Only flowers in the grass that can't be found agai.
Line 2 of the closing stanza .
'Als eine Wiesenblum, die man nicht wiederfindt' is actually part of the verse contained in the Bible.
Psalm 103:15,16, which is used by Gryphius to emphasize his view of life as a person who believes in God about who man is.
AuAs for man, the days of his life are like grass, like flowers in the field, when the wind crosses him, he is no more, and his place knows him no more.
Thus this line reflects the character of trust and love in God.
The poet wants to remind, that everything in this world, including humans, will pass and not last forever.
Thus Schatten.
Staub.
Wind and Wiesenblum in this context are indices of everything in this world that is used by Gryphius to emphasize his view of life as a person who believes in God about who humans are.
AuAs for man, the days of his life are like grass, like flowers in the field, when the wind crosses him, he is no more, and his place knows him no more.
Thus this line reflects the character of trust and love in God.
The poet wants to remind, that everything in this world, including humans, will pass and not last forever.
Thus Schatten.
Staub.
Wind and Wiesenblum in this context are indices of everything in this world that is used by Gryphius to emphasize his view of life as a person who believes in God about who humans are.
AuAs for man, the days of his life are like grass, like flowers in the field, when the wind crosses him, he is no more, and his place knows him no more.
Thus this line reflects the character of trust and love in JELLT (Journal of English Language and Literature Teachin.
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God.
The poet wants to remind, that everything in this world, including humans, will pass and not last forever.
Thus Schatten.
Staub.
Wind and Wiesenblum in this context are indices of everything in this world that is and the place doesn't recognize him anymore.
Thus this line reflects the character of trust and love in God.
The poet wants to remind, that everything in this world, including humans, will pass and not last forever.
Thus Schatten.
Staub.
Wind and Wiesenblum in this context are indices of everything in this world that is and the place doesn't recognize him anymore.
Thus this line reflects the character of trust and love in God.
The poet wants to remind, that everything in this world, including humans, will pass and not last forever.
Thus Schatten.
Staub.
Wind and Wiesenblum in this context are indices of everything in this world that is The last line in verse four is a solution to all existing problems, which the poet wants to offer when addressing the transience or futility of life in the world.
The line 'Noch will, was ewig ist, kein einig Mensch betrachten' (Which is truly eternal, not even a single human has been willing to look at i.
This closing sentence has a very broad meaning.
With this expression the poet wants to remind that there are actually things that are eternal .
, but are not noticed by humans.
The eternal is God, the human soul and the These are the things that people should pay attention to.
The phrase 'was ewig' here is an index of God's existence, which is eternal and eternal.
This phrase reflects the character values of trusting and loving God.
The results of this study will be summarized in and included in the table Table 1.
Results of Analysis of Character Education Values in Poetry Es ist alles eitel Character Education Values Believe and love God stanza, line.
Content Semiotic sign Referring to the meaning -stanza 4, line 1, 2 Diction: Schaten.
Staub.
Wind.
hadow, dust,win.
-index -everything in the world, which is impermanent in nature, the -God is eternal / eternal - stanza 4, line 3 Diction: ewig.
Loyal Humble -stanza 4, line 3 Sentence: Noch will, was ewig ist, kein einig Mensch .
hich is truly eternal, people don't want to look at i.
-stanza 2, line 7 Sentences: Nichts ist, das ewig sei, kein Erz, kein Marmorstein .
o one is a servant, neither -index -index -importance of living faithful to God -index -recognition of human limitations JELLT (Journal of English Language and Literature Teachin.
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iron nor marbl.
-Diction:
Marmorstein Responsibility Sincere Intelligent -strength, glory, not for arrogance Erz, .
ron, -stanza 3, line 1 Phrase: der hohen Taten Ruhm .
ame and fam.
Love -index -responsible for everything that is -stanza 3, line 2 Phrase: das Spiel der Zeit .
ame of the age.
-index -stanzas 1 and 2 Diction: bauen, prychtig blyht.
Glyck .
uilding up, blooming, -index -symbol -all good deeds that are given sincerely to others, as a form of -index Human actions that are not good, need a smart attitude in acting -stanzas 1 and 2 Diction:
einreien, beschwerden .
emodel, stomp, roar, troubl.
Line 8 sentence: Jetzt lacht das Glyck uns, bald Beschwerden .
ow happiness smiles, but soon troubles roa.
-symbol Verses 1, 2 and 4 Diction:Erden,Stydte.
Wiese.
Wiesenblum.
Schyferkind.
Herden.
Erz Marmorstein Based on the results of the analysis, this poem uses semiotic signs in the form of indexes and symbols to express the values of character education.
The icon mark is not found in this poem.
This is because in literary works it is difficult to find signs that have a similar relationship between the signifier and the signified.
the two signs that appear, the index and the symbol, the index sign is the most widely used compared to the symbol.
Indeed, in literary works, it is the index sign that appears the most (Rao, 2.
, a sign that shows the relationship or closeness of existence between the sign and the one it refers to, or as a sign that represents the -index -index -Human actions that will be accounted for later Life is uncertain, happiness can suddenly turn into trouble.
You have to be smart about whatever - the diversity of nature that must be preserved by humans reference source with way of pointing or linking it explicitly or implicitly with other sources of reference (Lee & WakefieldRann, 2.
Furthermore, the results of the analysis show that this poem contains many character education values.
The character values hat can be extracted from this poem are the character of believing and loving God, being loyal, humble, sincere, empathetic, responsible, intelligent and loving the environment.
All these character values are not expressed explicitly in the poem, but are implied and must be explored.
And this exploration becomes the task of semiotic analysis.
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ISSN : 2599-0373
Semiotic analysis serves to make all implicit things explicit, because literary works, especially poetry, are works that use indirect language or contain indirect The indirectness of this expression is caused by three things, namely the replacement of meaning, deviation of meaning and creation of meaning (Aminin et al.
, 2018.
Ghazani.
This research has supported several theories of literary criticism, such as the hope horizon theory of Hans Robert Jauss .
, the semiotic theory of Charles Sanders Pierce .
, the theory of character education from Thomas Lickona .
and other education experts.
This research is a literary criticism research whose purpose is to give meaning and find the values contained in poetry.
Research like this is certainly different from research in other fields of science, because giving meaning to a literary work is subjective and individual.
Literary criticism research is an activity that allows the creation of a dialectical relationship between literary texts as a sign system and .
ritics/researchers, expert.
, who have their own horizon of expectations (Jauss 1974.
Pradopo, 2.
This is where the important role of the reader lies.
A literary work can only have meaning if there is a reader who gives A literary work may be given different meanings by different readers.
even the same work can be given different meanings by the same reader at different The meaning of a literary work is Readers' appreciation of a literary work can change from time to time, from generation to generation.
The results of this study are of course limited and cannot be generalized as the same readers/researchers of this poem.
The results of this study, of course, will only serve as a comparison for further research, if anyone will examine the poem Es ist alles eitel by Andreas Gryphius.
CONCLUSION
The poem Es ist alles eitel is a poem created by Andreas Gryphius with the background of the thirty years war situation in Germany (Europ.
, therefore the impact of the thirty years war is more or less depicted in this poem.
This poem carries two main themes of German literature of the Baroque period, namely vanity and immortality.
The results showed that in this poem there are semiotic signs in the form of indexes and symbols, which are used as a means to express the values of character education, and are dominated by indexical signs.
The iconic sign is not found in this poem.
This poem contains many values of character education, namely the character of believing and loving God, being loyal, humble, sincere, empathetic, responsible, intelligent and loving the environment.
REFERENCES