Studies on adaptation for younger audiences tend to mull over around the film adaptation of children classics. Adaptation of textual, visual, and operative elements for younger audiences in the context of literary texts with ergodicity like apps, comics, animation films, and games is understudied. This case study based descriptive qualitative study aims at exploring and investigating the phenomenon and how this adaptation is exercised. This study employs Siddharthan's text simplification, Genette's hypertextuality, Nikolajeva's Barthesian proairetic decoding for younger audiences, and Huizinga's play-function and play-mood to address the language aspects of ludic adaptation, Aarseth's ergodic literature and Sander's adaptation to address the literary aspects, and Rajewsky's intermediality to address the medial aspects. Drawing upon the theories and employing Spradleyan analysis, we argue that adaptation for younger audiences is best termed ludic adaptation, an adaptation aimed at establishing a playful communication involving textual, visual, and operative adjustments for younger audiences through transmodalization, transstylization, and transformation of the source texts. In adapting the apps, comics, animation films, and games into their simplified versions, the adapters employ what we call as babyfication, chibification, bambification, and cherubification. Scholars of language and literary studies might apply ludic adaptation to reveal how adaptation

The necessity for a children’s picturebook to generate a proairetic decoding by the children influences translators to deliver the messages of the source text as explicit as possible. This condition leads the translators to implement amplifications aimed at detailing particular information. Though a proairetic reading is achieved through amplification, negative impacts follow the implementation. This qualitative experiential study involves nine children picturebook translators. Exchanging insights and translated texts in a focused group discussion (FGD) comprising of English to Indonesian and English to Javanese children picturebook translators, we found that a typology of amplification technique constructed specifically for children picturebook translation is required to provide a guideline for the translators when forced to apply amplification. The result of the translation data, supported by FGD, indicates that amplification is classifiable into three function-based types namely naturalizing, synchronizing, and stylizing amplifications. These amplifications, when applied, generate four impacts namely congruity losses, effect rendering, reading level deviation, and deviation on the purposes of the children’s picturebooks. These impacts deal with verbosity and thus requiring a further concern on verbosity level acceptance.

Competition between universities to gain market attention requires various strategies, including the activities of the institution's branding. University branding is obligatory to publicize their existence and values, which differ from competitors, whether in scientific values or other elements. However, sometimes stakeholders to not understand the "branding map" of the competitors surrounding campuses. This study aims to reveal the university's branding using the concept of archetypes written by Mark and Pearson. Twelve archetypes are commonly used for branding: the innocent, the explorer, the sage, the hero, the outlaw, the magician, the regular guy, the lover, the jester, the caregiver, the creator, and the ruler. The data in this research is in the form of text and pictures taken from logos, slogans, visions, and missions of 13 Islamic universities under the Ministry of Research, Technology and Higher Education and the Ministry of Religious Affairs. The study shows that nine of the twelve archetypes appear in Islamic universities. The nine archetypes are the sage, the caregiver, the creator, the explorer, the hero, the innocent, the ruler, the regular guy, and the lover. Each Islamic University has multiple archetypes at once. Therefore, campus branding used in marketing and publication programs can use the most dominating archetypes.

This article is aimed at describing the differences of tutoring process and the responses of tutees related to the tutors classified as peer and cross age The research underlying this article applies descriptive-qualitative method. The data were obtained from observation, document analysis and interview. The findings show that there are advantages and disadvantages of both models. Peer tutors were more familiar to the tutee. It built better communication and high motivation in the classes. Meanwhile, cross-age tutors tended to be respected by tutee that made them easier in organizing the classes. On the other hand, peer tutors looked less serious and were often ignored by tutees. Similarly, cross-age tutors faced difficulties in preserving their attittudes since they were taken as the models by their tutees.