This research discusses the great turmoil that occurred in October 2022 in the education environment of Samarinda City regarding the issue of removing teacher incentives. Thousands of teachers carried out demonstrations using written language contained in slogans. Slogans were used to protest against the circular letter from the Mayor of Samarinda concerning the alignment of incentives for teachers and education personnel. Critical discourse analysis was conducted to understand the meaning of the written language in the demonstration's slogan. Observation techniques, unstructured interviews, and photo documentation were also used as supporting methods in data collection. The research uses Norman Fairclough's three-dimensional analysis, which uses three main dimensions: the text, discourse, and social practice. This three-dimensional analysis can provide a more comprehensive and critical understanding of slogan language in a broader social, political, and cultural context. It can help reveal the power, meaning, and social implications of slogans and understand how slogans influence action and change in society.
The habit-forming program is designed by schools/madrasas to accustom learners to habituation. Indonesian language learning materials can participate in habit-forming programs. The purpose of this study is to describe the participation of Indonesian language learning in the habit-forming program in terms of Indonesian language learning materials. Researchers used descriptive naturalistic qualitative methods to describe what materials in Indonesian language learning can participate in the habit-forming program at MAN 2 Samarinda. The data sources and samples in this study were students in grade XI. Researchers used triangulation techniques to collect data while testing the credibility of different data from the same source. The data analysis technique of this research uses the model developed by Creswell, namely: (1) organizing and preparing data; (2) reading all data; (3) coding; (4) describing coding; (5) constructing data. The results of this study show that Indonesian language learning materials in class XI can participate in the habit-forming program. The stimulus-response of Indonesian language learning in the habit-forming program, among others: Indonesian language learning materials as a form of habituated stimulus; and the participation of Indonesian language learning materials in the habit-forming program as a form of habituated response.
Pesantren, or Islamic boarding school, is one of the places where speech acts occur between teachers and students. The linguistic phenomena in the Islamic boarding school environment are very diverse. This study aimed to describe teachers' speech acts in learning the Indonesian language in class VIII at Islamic Boarding School Salsabila Samarinda, focusing on exploring locutionary, illocutionary, and perlocutionary acts. This study used a qualitative descriptive research method to describe the phenomenon. The data source was the teacher's speech in Indonesian language learning. The data collection techniques used in this research were observation, recording, and transcription. In this study, the data obtained were the results of recordings that were transcribed to obtain written notes from the subject. The data analysis techniques used were collecting, analyzing, and interpreting data. The results showed that the speech acts found in Indonesian language learning are locutionary acts in the form of news and question, illocutionary acts in the form of directive utterances, and perlocutionary acts of convivial and motivational functions. The locutionary acts spoken by the teacher in the Indonesian language learning process were 52 utterances, illocutionary acts were 30 utterances, perlocutionary acts were 25. The teacher’s speech acts in the boarding school environment have particular characteristics like using Islamic terms, Arabic language, and containing religious motivation in the utterances. The results of this research might have implications to contribute to insights about locutionary, illocutionary, and perlocutionary acts in the boarding school environment.
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