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All Journal Tell : Teaching of English Language and Literature Journal Jurnal Pendidikan : Riset dan Konseptual
Noftriana, Eka
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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An Analysis of Flouting Maxims to Create Humor in Stand Up Comedy by Raditya Dika Noftriana, Eka; Ratnadewi, Dwijani; Wijaya, Armeria
Tell : Teaching of English Language and Literature Journal Vol 2 No 2 (2014): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v2i2.2172

Abstract

The result of this research may give more understanding of the use of flouting maxims on the script of Stand up comedy. The speech act in the script of stand up comedy Raditya Dika part 1 on July 2012 tend to flout the maxim for some reasons and explain the kinds of maxims that are flouted in the script of stand up comedy and explain how the maxims are flouted to create humor. This study applies Grice’s theory This research is qualitative research. To collect the data the writer selected the utterances of raditya Dika which contain Flouting Maxims then classified the data based on the types of flouting maxims. The result of this study conclude that there are several types of flouting maxims, such as the flouting maxims of manner which are found in the script of stand up comedy by Raditya Dika, beside that there are several reasons that make Raditya Dika used flouting maxims
Meningkatkan Kemampuan Tata Bahasa Siswa Melalui Penggunaan Wayground Quiz pada Kelas XI Sekolah Menengah Atas Noftriana, Eka; Musyarofah, Lailatul
Jurnal Pendidikan : Riset dan Konseptual Vol 10 No 2 (2026): Volume 10, Nomor 2, April, Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v10i2.1459

Abstract

This classroom action research investigates the effectiveness of Wayground Quiz in improving the grammar mastery of eleventh-grade students at a senior high school. The study was conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. The participants were eleventh-grade students whose main difficulties included the use of tenses, subject–verb agreement, and pronouns. Data were collected through grammar tests, classroom observations, and students’ questionnaires. The results indicate that the implementation of Wayground Quiz significantly enhanced students’ grammar achievement as well as their motivation and participation in learning. Quantitatively, students’ mean grammar scores improved from 65.50 in the first cycle to 82.15 in the second cycle, showing a 25.42% increase and surpassing the minimum mastery criterion. Qualitative findings from observations and questionnaires reveal that students became more active, confident, and enthusiastic during grammar activities. They responded positively to the digital quiz features such as immediate feedback, time limits, and competitive elements, which made grammar practice more engaging and less monotonous. The study concludes that integrating Wayground Quiz into grammar instruction can effectively improve students’ grammar performance and create a more enjoyable and interactive learning environment for senior high school students
Co-Authors Armeria Wijaya, Armeria Lailatul Musyarofah, Lailatul Ratnadewi, Dwijani