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TINDAK TUTUR DIREKTIF GURU DALAM PEMBELAJARAN BAHASA INDONESIA KELAS VIII DI MTS SUNAN KALIJOGO KALIDAWIR TULUNGAGUNG 教师在苏南卡利约戈卡利达维尔图隆加贡市印尼语第八班学习中的指导性言语行为
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.10
Sofi Halimah Mawadah, M. Jazeri
The aims of this study were to describe 1) the form of teacher directive speech acts in learning Indonesian in class VIII at MTs Sunan Kalijogo Kalidawir Tulungagung, 2) the function of teacher directive speech acts in learning Indonesian in class VIII at MTs Sunan Kalijogo Kalidawir Tulungagung. This research is a descriptive qualitative research. The source of the data came from the Indonesian class VIII teacher at MTs Sunan Kalijogo Kalidawir Tulungagung. The data collection techniques used were in the form of participatory observation, documentation and free-of-conversation listening techniques. The data were obtained from learning Indonesian on the material structure and linguistic elements of drama texts in class VIII MTs Sunan Kalijogo Kalidawir Tulungagung. The results of the research on teacher directive speech acts in Indonesian Language Learning Class VIII at MTs Sunan Kalijogo Kalidawir Tulungagung found: (1) 6 forms of directive speech acts including requests, questions, prohibitions, giving permission, and advice, (2) the function of directive speech acts The functions found include the functions of asking, pressing, asking, interrogating, instructing, directing, wanting, prohibiting, allowing, agreeing, advising, suggesting, suppressing and advising, instructing and asking, instructing and prohibiting, and the last one suggesting and prohibiting.
本研究为描述性定性研究。数据来源于苏南卡利约戈卡利达维尔图隆加贡 MTs 学校八年级印尼语教师。采用的数据收集技术包括参与式观察、记录和自由交谈倾听技术。数据来源于苏南卡利约戈卡利达维尔图隆加贡印尼语学校八年级戏剧课文的材料结构和语言要素学习。在苏南-卡利约戈-卡利达维尔-图隆加贡 MTs 八年级印尼语学习中教师指令性言语行为的研究结果发现:(1) 6 种指令性言语行为的形式,包括请求、提问、禁止、允许和建议;(2) 指令性言语行为的功能 所发现的功能包括询问、催促、请求、询问、指示、引导、希望、禁止、允许、同意、建议、暗示、压制和建议、指示和询问、指示和禁止以及最后一种建议和禁止。
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引用次数: 0
PERMAINAN BAHASA SINDIRAN DALAM PROGRAM STUND UP COMEDY BERTAJUK SOMASI PADA PODCAST YOUTUBE DEDDY CORBUZIER (KAJIAN PRAGMATIK) deddy corbuzier's youtube podcast 上名为 "somasi "的 stund up 喜剧节目中的讽刺语言游戏(语用学研究)
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.012
Iswatul Latifah, Kingkin Puput Kinanti, Endang Setiyo Astuti
This research aims to describe: (1) satirical language games in Somasi content on Deddy Corbuzier's YouTube channel, (2) the meaning of language styles in language games in Somasi content on Deddy Corbuzier's YouTube channel. The theories in this research are language games and satirical language styles. This type of research is descriptive qualitative. The data source for this research is Deddy Corbuzier's YouTube channel. The research data is in the form of quotations of words that can be formulated as satirical language games based on the speech in the Somasi content on Deddy Corbuzier's YouTube channel. Based on data analysis and discussion, the research results showed that speakers used 31 pieces of satirical language games. The satirical language games found were abbreviation, reduplication, antonymy, deviation from the maxim of politeness, and deviation from the maxim of cooperation. The dominant language game of satire in the subpoena content on Deddy Corbuzier's YouTube channel is satire. The satirical language game in the Somasi content on Deddy Corbuzier's YouTube channel is a medium for conveying anxiety and criticism, but it is conveyed in a humorous way by comedians as speakers on Deddy Corbuzier's YouTube channel so that the satire and anxiety are conveyed well but do not hurt the feelings of the person being satirized.
本研究旨在描述:(1) Deddy Corbuzier 的 YouTube 频道上索马西语内容中的讽刺性语言游戏;(2) Deddy Corbuzier 的 YouTube 频道上索马西语内容中语言游戏的语言风格含义。本研究的理论是语言游戏和讽刺语言风格。本研究属于描述性定性研究。本研究的数据来源是 Deddy Corbuzier 的 YouTube 频道。研究数据的形式是根据 Deddy Corbuzier YouTube 频道上的 Somasi 内容中的讲话,引述可被表述为讽刺语言游戏的词语。根据数据分析和讨论,研究结果显示,发言者使用了 31 个讽刺语言游戏。发现的讽刺语言游戏包括缩写、重复、反义、偏离礼貌格言和偏离合作格言。在 Deddy Corbuzier 的 YouTube 频道的传票内容中,占主导地位的讽刺语言游戏是讽刺。Deddy Corbuzier 的 YouTube 频道上的 Somasi 内容中的讽刺语言游戏是一种传达焦虑和批评的媒介,但它是由 Deddy Corbuzier 的 YouTube 频道上的喜剧演员作为发言人以幽默的方式传达的,这样既很好地传达了讽刺和焦虑,又不会伤害被讽刺者的感情。
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引用次数: 0
IMPLEMENTASI DAN PERMASALAHAN ASESMEN FORMATIF DALAM KURIKULUM MERDEKA PADA PEMBELAJARAN TEKS CERAMAH DI SMA MUHAMMADIYAH 10 SURABAYA 泗水穆罕默迪亚第十高级中学在讲读课文学习的独立课程中实施形成性评估的情况和问题
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.01
Rakmat Faisal, Heni Subandiah, Z. Fanani
The selection of assessment forms is essentially influenced by the applicable curriculum, the characteristics and subjects taught, which encourages the possibility of using more diverse and complex assessment models, techniques, and instruments. However, in practice, only a few assessment models, techniques, and instruments are used, which certainly impacts the validity and reliability of the assessment results. This research is basically conducted to analyze the implementation of formative assessment in assessing speaking skills in lecture text learning. This is important to be done in order to understand the results and problems that arise during its implementation. The research method used in this study is qualitative, using data collection techniques such as observation, interviews, and documentation, with the research location being at Muhammadiyah 10 High School in Surabaya.
评估形式的选择主要受所适用的课程、特点和所教科目的影响,这就为使用更多样、 更复杂的评估模式、技术和工具提供了可能。然而,在实践中,只有少数评估模式、技术和工具被使用,这无疑会影响评估结果的有效性和可靠性。本研究的基本目的是分析形成性评估在讲读课文学习中口语技能评估中的实施情况。这对于了解其实施过程中产生的结果和问题非常重要。本研究采用定性研究方法,使用观察、访谈和文献等数据收集技术,研究地点在泗水穆罕默迪亚第十中学。
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引用次数: 0
REPRESENTASI MAKNA TANDA/SIMBOL DALAM FILM VICTOR FRANKENSTEIN (2004) KARYA MARY SHELLEY 电影《弗兰肯斯坦的胜利》(2004)玛丽-雪莉的代表作
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.09
Nensilianti Nensilianti, Yuliana Yuliana, R. Ridwan
Frankenstein is a 2004 American horror film adapted from the 1818 novel Frankenstein by Mary Wollstonecraft Shelley; or, Modern Prometheus. This film tells the story of a scientist, namely Victor Frankenstein, whose ambition is to create life. Victor Frankenstein's ambition unknowingly brought havoc in his life. Victor Frankenstein is a Swiss natural sciences student who resurrects artificial humans made from dead body parts using an electroshock device. Everyone his creation meets including himself is motivated to hate him. The monster, abandoned and lonely, attacks its maker, who eventually perishes. In this study, the authors examine the representation of the meaning of symbols in the 2004 Victor Frankenstein film using Charles Sanders Pierce's semiotic approach. Researchers used descriptive qualitative research methods. The descriptive qualitative research method is research that tends to use analysis and focuses on in-depth observations. The results of this study indicate that the researcher found 17 symbols with different meanings in the "Victor Frankenstein film".
弗兰肯斯坦》是 2004 年上映的一部美国恐怖片,改编自玛丽-沃斯通克拉夫特-雪莱 1818 年创作的小说《弗兰肯斯坦》;或《现代普罗米修斯》。影片讲述了科学家维克多-弗兰肯斯坦的故事,他的野心是创造生命。维克多-弗兰肯斯坦的野心在不知不觉中给他的生活带来了巨大的灾难。维克多-弗兰肯斯坦是一名瑞士自然科学专业的学生,他利用电击装置复活了用死人身体器官制造的人造人。他的创造物遇到的每个人,包括他自己,都对他怀恨在心。被遗弃的怪物孤独地攻击自己的制造者,最终毁灭。在本研究中,作者使用查尔斯-桑德斯-皮尔斯(Charles Sanders Pierce)的符号学方法研究了 2004 年《弗兰肯斯坦》电影中符号意义的表现。研究人员采用了描述性定性研究方法。描述性定性研究方法是一种倾向于使用分析并侧重于深入观察的研究方法。研究结果表明,研究人员在 "维克多-弗兰肯斯坦电影 "中发现了 17 个具有不同含义的符号。
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引用次数: 0
OPTIMALISASI MEDIA DIGITAL QUIZLET SEBAGAI MEDIA PEMBELAJARAN BIPA UNTUK KETERAMPILAN BERBAHASA 将 Quizlet 数字媒体作为 bipa 语言技能学习媒体进行优化
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.03
Yulia Ika Putri Pradiani, Zarya Amalia, M. Mirnawati, H. Muzaki
BIPA learning is growing rapidly, with many foreign speakers who have an interest in learning Indonesian. Innovation in BIPA learning is needed, and one of the innovations is utilising digital media in the form of applications and web that provide interesting features and can be utilised in learning. The Quizlet application is one of the digital media that can be used for learning because it has various features. This research aims to describe the use of Quizlet in BIPA learning. This research uses a qualitative approach with a literature study method. In this study, researchers used similar studies or studies that have a relationship with the use of Quizlet applications as BIPA learning media. The results of this study indicate that Quizlet has features that can be used as a BIPA learning medium for language skills. The features that can be used as a medium of learning include flashcards, learn, spell, write, test, and match. This study also shows that the Quizlet application can be used to support learners’ mastery of new vocabulary and terms.
BIPA 学习发展迅速,许多讲外语的人都有兴趣学习印尼语。BIPA 学习需要创新,而创新之一就是利用应用程序和网络形式的数字媒体,它们提供了有趣的功能,可用于学习。Quizlet 应用程序是可用于学习的数字媒体之一,因为它具有多种功能。本研究旨在描述 Quizlet 在 BIPA 学习中的使用情况。本研究采用定性研究法和文献研究法。在本研究中,研究人员使用了与使用 Quizlet 应用程序作为 BIPA 学习媒体有关的类似研究或研究。研究结果表明,Quizlet 具有可用作语言技能 BIPA 学习媒介的特点。可用作学习媒介的功能包括闪存卡、学习、拼写、书写、测试和匹配。本研究还表明,Quizlet 应用程序可用于帮助学习者掌握新词汇和术语。
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引用次数: 0
VARIASI VERBA PENGARUH PENANDA PERSONA DAN KALA PADA BAHASA-BAHASA DI TANAH PAPUA 塔纳巴布亚语言中受人称和时态标记影响的动词变异
Pub Date : 2024-01-30 DOI: 10.21776/ub.hastawiyata.2024.007.01.013
G. Mantiri
Papuan area known as ethnic and language variety. In language aspect, Papuan languages have uniqueness. The most unique is have person and tense marker in verb. The present of person and tense marker making many verb forms. In addition, there are two types of languages. The types are Austronesian and Non-Austronesian, and two types of sentence structure are SOP and SPO. This research aims to describe verb forming of Papuan languages because person and tense markers. And also, to compare verb forming process of Papuan Austronesian and Non-Austronesian, and more SOP and SPO languages structure.
巴布亚地区以民族和语言多样性著称。在语言方面,巴布亚语言具有独特性。最独特的是动词中有人称和时态标记。人称和时态标记的现在时使动词形式多样。此外,还有两种语言类型。句子结构有 SOP 和 SPO 两种。本研究旨在通过人称和时态标记来描述巴布亚语言的动词构成。同时,比较巴布亚奥斯特罗尼西亚语和非奥斯特罗尼西亚语的动词形成过程,以及更多的 SOP 和 SPO 语言结构。
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引用次数: 0
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Hasta Wiyata
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