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All Journal KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) International Journal for Educational and Vocational Studies Stilistika: Jurnal Pendidikan Bahasa dan Sastra INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Ksatra: Jurnal Kajian Bahasa dan Sastra Eunoia : Jurnal Pendidikan Bahasa Indonesia Jurnal Diksatrasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Indonesian Journal of English Teaching Cognitive Magister Scientiae
Mintowati, Maria
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PELANGGARAN PRINSIP KERJA SAMA GRICE DAN IMPLIKATUR DALAM PERCAKAPAN MAK BETI EPISODE ‘YOK SHOLAT YOK’: STUDI PRAGMATIK Akmaliyah, Gilda Rafa; Ramadhani, Mutiara; Wulandary, Lutfiyya Eka Putry Kusuma; Mintowati, Maria
Diksatrasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Vol 10, No 1 (2026): JURNAL DIKSATRASIA JANUARI 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/diksatrasia.v10i1.22117

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bentuk pelanggaran maksim dalam Prinsip Kerja Sama Grice serta implikatur yang muncul dalam percakapan pada video Mak Beti episode “Yok Sholat Yok”. Selain itu, penelitian ini juga mengungkap fungsi humor dan pesan moral yang dibangun melalui pelanggaran maksim tersebut. Penelitian ini menggunakan metode kualitatif dengan sumber data berupa tuturan para tokoh dalam video yang ditranskripsikan dalam bentuk tulisan. Analisis dilakukan melalui tahapan penyaringan data, pemaparan data, serta penarikan kesimpulan berdasarkan teori kerangka Grice. Hasil penelitian menujukkan bahwa pelanggaran maksim yang paling dominan adalah maksim kualitas, yang ditandai dengan penggunaan alasan tidak jujur yang digunakan para tokoh untuk menutupi maksud sebenarnya. Pelanggaran maksim kuantitas ditemukan pada tuturan yang memberikan informasi berlebihan. Pelanggaran maksim relevansi muncul melalui jawaban yang tidak sesuai topik, sedangkan pelanggaran maksim cara tampak pada tuturan ambigu, tidak langsung, dan bersifat hiperbolis. Setiap pelanggaran menghasilkan implikatur nonkonvensional yang memunculkan makna tersirat bedasarkan konteks. Secara keseluruhan, pelanggaran maksim dalam episode ini tidak hanya berfungsi untuk membangun humor, tetapi juga menyampaikan kritik sosial mengenai perilaku masyarakat dalam konteks religius dan sosial sehari-hari. Penelitian ini memberikan kontribusi terhadap kajian pragmatik dalam konteks komunikasi digital dan menunjukkan bagaimana humor dapat menjadi sarana penyampaian pesan moral dalam  budaya populer.
KETIDAKTERATURAN LEKSIKAL-GRAMATIKAL SEBAGAI TEKANAN KOGNITIF PADA PANGGILAN DARURAT ANAK: KAJIAN LINGUISTIK FORENSIK Ugama, Belvana Cetta; Dinna, Nova Rahma; Fadhila, Amara Shofy; Mintowati, Maria
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 7 Number 1 February 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v0i0.81392

Abstract

This study aimed to analyze lexical and grammatical speech irregularities as indicators of cognitive stress in emergency calls made by child witnesses. Using a forensic linguistic approach with the main theory of Speech Disfluency. This study used a qualitative descriptive design. The main data source in this study is a video of an emergency call 119 by a child named Carlos who was in a threatening situation, uploaded to the TikTok application via the account @kmtscript on May 17, 2024. In addition, secondary data were obtained from foreign media reports about Carlos's family (7-Year-Old Hero Calls 911, Saves Family, 2010). Data were collected using the free listening technique with conversational involvement. Data analysis was carried out using the flow model by Miles and Huberman through three main stages: data reduction, data classification, and data interpretation. The results show the dominance of lexical irregularities in the form of filled pauses "um" which imply major delays and difficulty in word retrieval due to heavy cognitive load, as well as lexical revision. Grammatical irregularities manifest as false starts, phrase repetitions, and abandoned utterances resulting from syntactic planning failures. The study concluded that these disfluencies are not simply speech errors but rather valid evidence of psychological trauma and extreme cognitive load when processing memories under threat.
USING ACRONYM STRATEGIES TO TEACH ENGLISH TENSES: A CASE STUDY OF NON-ENGLISH-SPEAKING BACKGROUND STUDENTS Mukhzamilah; Mintowati, Maria; Mulyono; Putra, Octa Pratama; Khushik, Ghulam Abbas
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7810

Abstract

The mastery of English tenses remains a significant challenge for many EFL learners, often exacerbated by traditional, abstract pedagogical methods that contribute to cognitive overload and performance anxiety. This study investigates the efficacy of food-based mnemonic acronyms as a cognitive scaffold to facilitate the learning and retention of grammatical structures. Adopting a qualitative research design, the study employs thematic analysis to examine the cognitive and affective shifts in the learning processes of four university students—BAW, PRN, JMM, and SDK—selected based on their diverse academic backgrounds and challenges with tense acquisition. The thematic analysis reveals that these associative tools function as vital "mental hooks," successfully lowering learners' affective filters and enhancing linguistic retrieval. The findings demonstrate a consistent transition from rote memorization and learning fatigue toward spontaneous, accurate, and organized linguistic production. Ultimately, this research provides empirical evidence that integrating creative, association-based mnemonics into the curriculum can improve grammatical fluency and transform the learning experience from a burdensome task into a structured and engaging cognitive process.
Co-Authors Agung, Sebastiano Bonarivo Akmaliyah, Gilda Rafa Bambang Yulianto Chrismantaru, Christian Nagata Dinna, Nova Rahma Fadhila, Amara Shofy Fatimah, Diva Nur Hartono, Raden Panji Herowati, Kurnia Sari Irfandi, Achmad Izzah, Ismatul Khushik, Ghulam Abbas Labibah, Jihan Mukhzamilah Mulyono Octa Pratama Putra Ramadhani, Moch. Fadil Amy Ramadhani, Mutiara Roisyah, Kholis Roni, Roni Santosa, Farihannum Shania Izza SLAMET SETIAWAN Sulistyo, Asmania Rizki Nurjannah Suyatno Suyatno Ugama, Belvana Cetta Wulandari, Ratna Dewi Eka Wulandary, Lutfiyya Eka Putry Kusuma