Mendeskripsi Peran Konteks Pragmatik: Menuju Perspektif Cyberpragmatics

Rahardi, Kunjana

doi:10.31002/transformatika.v3i2.2333

Cited by 5 publications

(6 citation statements)

References 14 publications

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“…In addition, the context in the virtual era has shifted. Rahardi (2019) states that the context in the cyber era has undergone shifts, where the contexts included in the cyberpragmatic approach are social, societal, cultural, and situational contexts. In other words, Yus (2011) states that communication context covers cross-cultural differences, individual relationships with society, communication-specific contexts, social power, social distance, and coercion rating.…”

Section: Cyberpragmatic Contextmentioning

confidence: 99%

Positive politeness strategies during online learning: A cyberpragmatic study

Kusmanto

Widodo

2022

SiELE

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Language politeness and character education are crucial in the era of education disruption, particularly in terms of learning communication. Problems with language politeness happen when communication is mediated by electronic media, such as WhatsApp in particular, because it allows undergraduates to be more open in conveying their intentions, including to the lecturers regarding the learning goals. This study aims to describe the forms of language politeness during online learning in higher education. The study used a descriptive qualitative approach. The data of this study were utterances consisting of language politeness, and the data sources were undergraduates’ utterances to their lecturer. The data collection techniques were documenting, reading, and note-taking. The data were analyzed through referential identity, extra lingual interactive model, and politeness strategies proposed by Brown and Levinson (1987) and Maricic (2000). Cyberpragmatic perspective perceives the positive politeness strategies with the help of external context, in this case, the virtual learning context, to find out whether there were positive politeness strategies in the utterances. The findings indicate that positive politeness strategies during online learning using cyberpragmatic approach are represented in six forms: paying attention, using identity markers, looking for agreement, avoiding conflict, creating humor, and showing an optimistic attitude. This study recommends that positive politeness strategies can be used as a pillar of developing and strengthening character education in learning, especially in universities.

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Section: Cyberpragmatic Contextmentioning

confidence: 99%

Positive politeness strategies during online learning: A cyberpragmatic study

Kusmanto

Widodo

2022

SiELE

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“…Tanpa mendasarkan pada masyarakat dan budaya sebagai kesatuan hakikat itu, mustahil kajian dan pembelajaran bahasa dilakukan dengan baik. Selain bersifat metaforis, bahasa juga dipersepsi memiliki hubungan dengan dimensi-dimensi naturalistik (Kravchenko, 2016); Rahardi, 2020). Perspektif bahasa yang dipandang bertalitemali dengan masyarakat itulah yang melahirkan studi interdisipliner sosiolinguistik dengan segala tali-temalinya.…”

Section: Pendahuluanunclassified

“…Konteks siberteks visual menunjuk pada manifestasi grafis, warna, bentuk, dll. yang semuanya berkontribusi pada pemaknaan linguistik (Rahardi, 2020); (Orsini-Jones et al, 2019). Dalam berbagai buku ajar, misalnya saja, aspek-aspek pewarnaan dan gambar itu sekarang menjadi sangat penting untuk dikreasi dan dimunculkan.…”

Section: Pendahuluanunclassified

Persepsi Urgensi Inklusi Aspek-Aspek Multimodalitas Dalam Desain Model Pembelajaran Pragmatik Edukasional

Rahardi

2022

LOA

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Abstrak Tujuan penelitian adalah mendeskripsikan persepsi urgensi inklusi komponen-komponen multimodalitas dengan berbagai aspeknya ke dalam desin model pembelajaran pragmatik edukasional. Data penelitian kuantitatif berwujud angka-angka yang ditunjukkan dalam persentase atas respons pernyataan-pernyataan yang diberikan. Data jenis ini diperoleh dengan cara mendistribukan instrumen kuesioner melalui ‘google form’ kepada responden yang pernah mendapatkan perkuliahan pragmatik edukasional. Data kualitatif penelitian ini berupa aspek-aspek komponen konteks yang membentuk multimodalitas dan mencakup aspek linguistik, visual, spasial, gestural, dan aural. Metode pengumpulan data jenis kedua adalah metode simak dengan teknik baca dan catat khususnya untuk mendapatkan data kualitatif penelitian ini. Selanjutnya, data yang telah terkumpul diklasifikasi dan ditipifikasi serta dianalisis untuk mendapatkan angka-angka persentase persepsi urgensi inklusi dimensi-dimensi multimodalitas dalam desain model pembelajaran pragmatik edukasional. Metode analisis isi diterapkan untuk memberikan pemaknaan pada temuan-temuan angka kuantitatif berupa persentase persepsi urgensi tersebut. Hasil penelitian ini menunjukkan bahwa persepsi inklusi aspek-aspek multimodalitas meliputi aspek linguistik, visual, gestural, spasial, dan aural memiliki angka persentase yang sangat tinggi. Setiap aspek dipersepsi responden dengan angka persentasi setuju dan sangat setuju yang mendekati 100%. Dengan demikian dapat ditegaskan bahwa inklusi dimensi-dimensi multimodalitas dengan segala aspeknya urgen untuk dilakukan dalam pembelajaran pragmatik edukasional. Kata-kata kunci: Persepsi urgensi, dimensi-dimensi multimodalitas, pragmatik edukasional AbstractThe purpose of this research is to describe the perception of the urgency of including multimodality components with various aspects into the design of educational pragmatic learning models. Quantitative research data are in the form of numbers that are shown in percentages of the responses to the statements given. This type of data was obtained by distributing a questionnaire instrument through the 'google form' to respondents who had received educational pragmatics lectures. The qualitative data of this study is in the form of aspects of the cybertext context components that form multimodalities which include linguistic, visual, spatial, gestural, and aural aspects. The second type of data collection method is the reading method with between the line reading and note-taking techniques, especially to obtain qualitative data for this study. Furthermore, the data that has been collected is classified and typified and analyzed to get the percentage figures for the perception of the urgency of inclusion in the multimodality dimensions of educational pragmatic learning model design. The content analysis method is applied to give meaning to the findings of the quantitative figures in the form of the percentage of the perception of urgency. The results of this study indicate that the perception of inclusion of multimodality aspects including linguistic, visual, gestural, spatial, and aural aspects has a very high percentage. Each aspect is perceived by respondents with a percentage agree and strongly agree close to 100%. Thus, it can be emphasized that the inclusion of multimodality dimensions with all its aspects is urgent to do in designing educational pragmatics learning.. Keywords: Perception of urgency, multimodality dimensions, educational pragmatics

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“…The social context is different from the social context. The social context concerns vertical relationships (Rahardi, 2020). In the development of education, learners need to understand the social context because their role is to express themselves according to their social relationships.…”

Section: Integrating Variety Of Languages and Contexts In Learning St...mentioning

confidence: 99%

Exploring Language Variations in Text-Based Language Learning

Wuryaningrum¹,

Mulyono²

2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Sentence variants are discourse incarnations. Language education must be exploring how the social, cultural, and even societal contexts become a formula that is no longer absurd in discourse learning. This article examines students' perceptions of language variety in the main text types: narration, description, and argumentation. The movement from a social function to a scientific function requires an awareness that the needs of each discourse are different. This study collected data from observation and questionnaires. The steps of identifying, classifying, and interpreting the percentage results on these perceptions were carried out. In the second stage, the researchers conducted a literature review to provide recommendations for efforts that could improve the quality of the learning process and students' understanding of the text. Furthermore, this article shows the language features for each discourse that students need to learn. It is expected that students can apply the social function of discourse and the features of the language used so that the pragmatic aspect in constructing discourse context will be built in their knowledge. We conjecture the understanding of the sentence features of each discourse will be applicable to grow text writing skills.

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Mendeskripsi Peran Konteks Pragmatik: Menuju Perspektif Cyberpragmatics

Cited by 5 publications

References 14 publications

Positive politeness strategies during online learning: A cyberpragmatic study

Positive politeness strategies during online learning: A cyberpragmatic study

Persepsi Urgensi Inklusi Aspek-Aspek Multimodalitas Dalam Desain Model Pembelajaran Pragmatik Edukasional

Exploring Language Variations in Text-Based Language Learning

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