Bahan ajar keterbacaan berorientasi direct instruction adalah bahan ajar yang dikembangkan dengan menggunakan model pengembangan Fenrich. Orientasi direct instruction dalam bahan ajar didominasi dengan penggunaan tahapan DI yang dikembangkan oleh Eggen dan Kauchak. Tahapan tersebut terdiri atas introduksi, presentasi, latihan terbimbing, dan latihan mandiri. Selanjutnya, Penelitian ini bertujuan untuk mendeskripsikan kualitas bahan ajar yang terdiri atas kevalidan, kepraktisan, dan keefektifan. Untuk mengetahui kualitasnya, bahan ajar diuji cobakan pada mahasiswa PBSI FKIP UMSurabaya dengan menggunakan metode penelitian deskriptif kuantitatif. Sejalan dengan metode, teknik pengumpulan data yang digunakan adalah angket dan tes. Berdasarkan hasil pembahasan, dapat disimpulkan bahwa bahan ajar memiliki ratarata persentase sebesar 80%. Presentase tersebut diintepretasikan menjadi valid atau layak. Untuk kepraktisan, bahan ajar dinilai 83% atau sangat baik oleh mahasiswa. Selanjutnya, ketuntasan hasil belajar siswa juga mnunjukkan tuntas atau semua mahasiswa dapat menyelesaikan tugas dengan baik.
Satirical Strategy on The Sengklekman Official Youtube Video and Its Relevance Towards Indonesian Learning ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan wujud strategi menyindir pada video youtube Sengklekman Official dengan menggunakan teori strategi off record Brown & Levinson. Sengklekman Official merupakan chanel youtube yang menayangkan kartun humor tentang keluh kesah masyarakat yang diintepretasikan melalui kehidupan tokoh Ian dan teman-temannya. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan teknik simak catat. Berdasarkan hasil penelitian, ditemukan penggunaan strategi off record, yaitu give hint, give association clues, presuppose, understate, overstate, use tautologies, be ironic, use metaphors, use retorical question, be vague, give over-generalize, dan displace H. Di antara strategi menyindir yang digunakan, strategi off record overstate dan displace H adalah yang paling dominan. Hal tersebut dikarenakan tuturan dalam video Sengklekman Official cenderung berlebih-lebihan dan mengandung tuturan yang tidak mengacu kepada lawan tutur secara langsung. Dalam pembelajaran Bahasa Indonesia, hasil penelitian ini relevan dengan materi teks anekdot untuk mendukung tercapainya KD 3.5, 4.5, 3.6, dan 4.6 di kelas X SMA.Kata kunci: Strategi menyindir, sengklekman, strategi off recordABSTRACTThis study aims to describe the form of a satirical strategy on the Sengklekman Official youtube video using Brown & Levinson's off record strategy theory. Sengklekman Official is a YouTube channel that broadcasts humorous cartoons about public complaints which are interpreted through the figure lives of Ian and his friends. The method used in this research is descriptive qualitative with note-taking technique. Based on the results of the study, it was found the use of off record strategies, namely give hint, give association clues, presuppose, understate, overstate, use tautologies, be ironic, use metaphors, use rhetorical questions, be vague, give over-generalize, and displace H. In Among the satirical strategies used, the strategy of off record overstate and displacement H is the most dominant. This is because the speech in the Sengklekman Official video tends to be excessive and contains speech that does not refer to the interlocutor directly. In learning Indonesian, the results of this study are relevant to anecdotal text material to support the achievement of KD 3.5, 4.5, 3.6, and 4.6 in class X Senior High School.Keyword: Satirical strategy, seklekman, strategy off record
Learning foreign language needs several ways. One of the ways is collocation. Collocation is considerably prominent in learning foreign language due to the influence in language comprehension. The high proficiency in collocation reflects high proficiency in foreign language comprehension. It is therefore this study aims to scrutinize the collocation which used in twelve grade English Textbook. this study applied corpus software, namely antconc. the first step for collecting the data, was changing the data from pdf to txt and process it in antcont for finding the top twenty wordlist. Then, find the top twenty sentences based on the lexical which find from wordlist. Based on the antcont process, the finding illustrates that only two types of collocation which occurred in twelve grade English textbook. It can be reflected that twelve grade English textbook limited provided collocation. Although, it is very crucial as learning material plays significant role in teaching learning process. As a result, this study is estimated to gain insight about in teaching English as foreign language, especially teaching media in textbook.
Online learning is increasingly used around the world due to covid-19. Therefore, this research aims to investigate on conversation analysis that focuses on how the teacher’s question which can engage students’ interaction in classroom. It is known that it is very complex in engaging students ‘in online class, especially first grade primary students. While prior studies regarding online class interaction has not been scrutinized in detail regarding how teacher’s question and students’ responses. Therefore, this study eager to analyzes the teacher and students’ conversation in online class. This study employed qualitative method. The data collected from a series of classroom zoom video. In addition, the data analysis has three stages. First, reduction the utterance, it is based on the question formatted types. Second, coding the data and analyzed the data based on question formatted types. The third is concluding in order to find in the questions-formatted types in online classroom. The types are preserve the sequential implication, slightly alter the sequential implications, following student’s question, and deviant case. The result illustrates in this research is slightly later the sequential implications as the only type which occurred in first grade primary school online classes. It occurred because in online classes it is very demanding to engage student’s attention in online classroom. It is therefore teacher gave questions and pointed directly to students. Consequently, this study implicates on how the pedagogical insight in teaching online learning.
Hate Speech Act in Whatsapp StatusHate speech acts on social media often become criminal law complaints offenses with the aim of obtaining justice. This study uses a qualitative descriptive method that aims to describe hate speech acts on Whatsapp status. The research data comes from the screenshot of the Whatsapp status obtained by the researcher from BAP (News of the Judiciary), the researcher as a linguist witness. The data presented in the BAP according to the chronology or context of the event were analyzed using Searle's speech acts. Based on the analysis, the writer found several kinds of hate speech acts, namely (1) insulting expressive and warning directives; (2) derogatory expressive and directive (giving warning); (3) expressive accusing and assertive (giving statements); (4) assertive accusing, assertive inciting, expressive insulting, and threatening commissive; (5) commissive, challenging, and expressive insulting; (6) expressive contempt and assertive accusing; (7) derogatory expressiveness; (8) assertive accusing, expressive insulting; (9) commissive threats; (10) expressive insulting, assertive admitting, and assertive accusing.AbstrakTindak tutur kebencian dalam media sosial sering menjadi delik aduan hukum pidana dengan tujuan memperoleh keadilan. Penelitian ini menggunakan metode deskriptif kualitatif dan bertujuan mendeskripsikan tindak tutur kebencian dalam status Whatsapp. Data penelitian berasal dari tangkapan layar status Whatsapp yang diperoleh peneliti dari BAP (Berita Acara Peradilan) peneliti sebagai ahli bahasa. Data yang disajikan dalam BAP sesuai dengan kronologi atau konteks peristiwa dan dianalisis menggunakan teori tindak tutur Searle (1975). Hasil penelitian menunjukkan bahwa ada beberapa tindak tutur kebencian, yaitu (1) ekspresif menghina dan direktif memberi peringatan; (2) ekspresif menghina dan direktif (memberi peringatan); (3) ekspresif menuduh dan asertif (memberikan pernyataan); (4) asertif menuduh, asertif menghasut, ekspresif menghina, dan komisif mengancam; (5) komisif, menantang, dan ekspresif menghina; (6) ekspresif menghina dan asertif menuduh; (7) ekspresif menghina; (8) asertif menuduh, ekspresif menghina; (9) komisif mengancam; (10) ekspresif menghina, asertif mengakui, dan asertif menuduh.
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