Pragmatics is a study that examines the meaning of speech based on the speech context. One of the studies is deixis. This research is motivated by the misconceptions on the use of nearly similar deixis in some public speech,which are often confused or considered to be same. Example is in the form of spontaneous speech. The purpose of this research is to describe the types and meanings of deixis contained in the speech of the ceremonial inspector at SD Negeri Sidorejo by using study of pragmatics studies and its use as a reference for teaching material in junior high school. The data in this study are ceremony inspector’s speech fragments containing deixis. Collecting data using the observation method with basic tapping techniques to record the ceremony inspector’s speech and the advanced techniques of note to convert the recorded to written form and collecting deixis in it. The data analysis technique used was qualitative data analysis, the equivalent method with the basic technique of Dividing Key Factors Technique to describe the types and meanings of deixis in the speech of the ceremonial supervisor. The result shows that the types of deixis found were matched with Yule’s theory, that is persona deixis (99 data), place deixis (26 data), and time deixis (24 data). The results can be used as a reference for Indonesian Class IX Basic Competence 3.3. Identifying ideas, thoughts, views, directions or messages in a persuasive speech about actual problems heard and read, and Basic Competence 3.4 Examining the structure and characteristics of persuasive speech about actual problems that are heard and read.
Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.
Penelitian ini berbentuk deskriptif kualitatif yang bertujuan untuk mendeskripsikan wujud pelanggaran prinsip kerja sama dan prinsip kesantunan dalam film Orang Kaya Baru, mendeskripsikan makna implikatur yang terkandung dalam film Orang Kaya Baru, dan mendeskripsikan implementasinya dalam pembelajaran teks anekdot. Metode pengumpulan data dalam penelitian ini menggunakan metode simak dengan teknik dasar sadap dan teknik lanjutannya teknik simak bebas libat cakap dan teknik catat. Pada tahap analisis data, peneliti menggunakan metode padan dengan teknik dasar pilah unsur penentu menggunakan daya pilah pragmatis, dan teknik lanjutan hubung banding memperbedakan. Adapun hasil analisis data disajikan dengan metode informal. Berdasarkan analisis data, terdapat pelanggaran pada setiap maksim dalam prinsip kerja sama dan prinsip kesantunan. Pelanggaran maksim-maksim tersebut menjadi penyebab munculnya implikatur percakapan dalam film Orang Kaya Baru. Adanya pelanggaran tersebut juga memberikan manfaat bagi pembaca, khususnya siswa. Melalui pemahaman tentang pelanggaran prinsip percakapan, diharapkan pembaca dapat menggunakan prinsip percakapan yang sesuai dalam berkomunikasi. Pemahaman mengenai implikatur dapat digunakan sebagai bahan ajar untuk mencapai tujuan pembelajaran pada Kompetensi Dasar (KD) 3.5 yaitu mengevaluasi teks anekdot dari aspek makna tersirat.
Penelitian ini memiliki tujuan yang dapat dirumuskan antara lain (1) mendeskripsikan peningkatan keterampilan berbicara melalui metode kooperatif teknik jigsaw pada peserta didik kelas III SD Negeri 3 Kedungbanteng Banyumas; dan (2) mendeskripsikan perubahan perilaku peserta didik kelas III SD Negeri 3 Kedungbanteng Banyumas setelah diberikan pembelajaran keterampilan berbicara melalui metode kooperatif teknik jigsaw. Metode yang digunakan yaitu PTK. Dalam metode PTK peneliti membantu pengajar mengatasi masalah belajar keterampilan berbicara di kelas. Hasil pembelajaran berbicara siklus I 45%, siklus II 55%, dan siklus III 70 %. Kualitas pembelajaran berbicara, siklus I 46%, siklus II 76%, dan siklus III 87%. Sesuai dengan hasil yang ditunjukkan, maka terdapat kenaikan tingat belajar keterampilan berbicara dengan metode kooperatif teknik jigsaw.
Students have difficulty in writing drama scripts. Teachers Indonesian are required to be able to develop teaching materials as a source of material information that is important for students to be skilled in writing drama scripts. Teaching materials developed by teachers should be charged with local wisdom and character education. This research aims to realize the learning materials of writing drama scripts loaded with local wisdom and character education. This research uses Research and Development (R&D) approach from Borg and Gall which is tailored to the needs of this research. This research and development resulted in teaching material writing drama scripts loaded with local wisdom and character education. As a learning material to write a drama script, the material contains six main parts: writing a drama script, intrinsic elements of drama, character education values, examples of local wisdom, examples of drama scripts that are charged with local wisdom and character education, and evaluations to measure students' competence. The procedure is divided into seven main stages, namely theoretical and practical analysis, analysis of the needs of students and teachers, prototyping, material expert tests, prototype revisions, product use tests, and product development of thinking-pair-sharing techniques writing drama scripts
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