The research aimed at investigating how Lengger used the virtual sphere to negotiate their image to society. LenggerBanyumas was always stereotyped with the discourse of Queer, Gay, Bisexual, and Transgender (QGBT). Therefore, it ledto gender discrimination, not only on the stage but also in their daily life. Consequently, in this 4.0 era, Lengger neededto use social media in order to create a different image as an alternative way to negotiate the dancer’s gender identity.The method applied was Hine’s virtual ethnography method by applying Habermas theory. Respondents were interviewed virtually through video conference. Meanwhile, the data were collected through their Instagram. The results  show that Lengger constructs their image on social media to produce an image by performing double-identity; they are  feminine on the stage and masculine in real life. The first identity is a feminine dancer to reveal the image of a  professional drag dancer from Banyumas. However, Lengger elaborates the masculine identity in their dance performance by wearing the attribute of female dancers. Meanwhile, Lengger also reveals masculine identity in their real life. As identity is fluid, it indicates that the image will also never be fixed. Thus, this image is reproduced constantly in the virtual sphere as a negotiation towards society’s stereotyping.

Pandemi COVID-19 menimbulkan efek negatif terhadap pembelajaran di Taman Kanak-Kanak (TK). Para guru merasa pembelajaran daring tidak efektif sekaligus melelahkan. Mereka harus menghabiskan lebih banyak waktu, tetapi hasilnya jauh dari harapan. Tujuan pelaksanaan kegiatan pengabdian ini adalah untuk mengatasi permaslahan pembelajaran pembelajaran daring di TK, dengan memberikan penyuluhan dan pelatihan metode dan media pembelajaran daring. Dari hasil pelatihan, peserta mendapatkan suntikan semangat dan harapan baru untuk melaksanakan pembelajaran daring secara lebih baik melalui penggunaan aplikasi LearningManagement System LMS, yang memadukan pembelajaran sinkronus dan non-sinkronus. Selain itu, disarankan agar para guru lebih memanfaatkan pembelajaran secara berkelompok agar pelaksanaan pembelajaran lebih kondusif bagi anak-anak, dan secara waktu lebih efisien untuk para guru. Hal lain yang ditekankan adalah pentingnya melibatkan peran orang tua dalam pembelajaran daring.

This study discussed the animacy concept in Javanese. This is to show how the animacy concept is reflected on pronouns and parts of the body, and behavioral verbs (agentive) between human, animal, and thing. This is a descriptive qualitative study employing the data from Javanese compared to English and Indonesia to clarify the animacy concept. The theoretical perspective used to analyze is the animacy concept from Comrie (1989). The analysis reveals that Javanese has no pronoun for non-human (animal and things), as the case in Indonesian. Meanwhile, English has it and there are pronouns for third person non-human, singular and plural. However it does not distinguish between animals and things. Thus, Javanese and Indonesia apply animacy hierarchy in their pronoun system. Another hierarchy is seen in the words to refer to body parts. It is only Javanese showing distinct characteristics; it uses high variants to refer to the human body. The same case is also found in the verbs (action) done by the human agent. Meanwhile two other languages do not apply this animacy hierarchy. Thus, the animacy hierarchy has a strongest influence on Javanese grammatical system, compared to the other two.