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The Hindi Swear Words Used by Indians: A Descriptive Qualitative Study Dharmasanti, Ni Made Utari; Budasi, I Gede; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1816

Abstract

This research aims to (1) identify swear words used by Indians, (2) analyze their forms, (3) examine their functions, and (4) explore their references. It employs a qualitative descriptive method and was conducted in Nusa Penida, Klungkung Regency, Bali. Data were collected through document analysis and interviews with three informants selected based on specific criteria. The researcher acted as the main instrument, supported by an analysis sheet and interview guides. The findings reveal a total of 33 Hindi swear words. In terms of form, 15 are monomorphemic, 12 polymorphemic, 3 noun phrases, and 3 independent clauses. Regarding function, 18 swear words are used to discredit others, 7 to provoke, and 8 to provide emotional catharsis. As for references, the words relate to sex activity (8), excrement (2), animals (4), personal background (4), bodily functions (8), and death (1). These results show that Hindi swear words are varied in structure, purpose, and reference, reflecting both the emotional intensity and cultural context in which they are used. This study enhances the understanding of Indian sociolinguistics by demonstrating how swearing serves not only as verbal aggression or expression, but also as a reflection of societal values, interpersonal dynamics, and cultural identity.
Mandarin Swear Words Used by Chinese: A Descriptive Qualitative Study Hayuni, Nyoman Tri; Budasi, I Gede; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1817

Abstract

Swear words, while often considered taboo, have played a significant role in human communication. This study aimed to identify the Mandarin swear words used by Chinese speakers, analyze their forms, references, and functions. The research was conducted using a descriptive qualitative design. Primary data were collected through document analysis and interviews. The researcher acted as the main instrument, supported by document analysis sheets and interview guides. Three informants were selected based on predetermined criteria. The data were analyzed descriptively using the theory of Miles and Huberman (1984). The results of the study showed that there were 34 Mandarin swear words used by Chinese speakers. In terms of form, 13 were classified as words, consisting of 1 monomorphemic word and 12 polymorphemic words; 12 were phrases, and 9 were clauses. With regard to their references, five categories were identified: sex (5), excrement (2), animal names (2), mental illness (3), and personal background (5). Furthermore, five functions of Mandarin swear words were found: expressing emotion (8), drawing attention (5), social group identity (2), aggression (18), and regressive (1). These findings highlight the various ways in which swear words are employed in Mandarin, revealing their communicative purposes and sociolinguistic relevance.
Analyzing Coherence and Cohesion in Eleventh Graders’ Descriptive Paragraphs at SMA N 1 Sawan Dewi, Ni Kadek Kasandra; Adnyani, Ni Luh Putu Sri; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1845

Abstract

This study aimed to analyze how eleventh-grade students of SMA Negeri 1 Sawan in the 2024/2025 academic year construct coherent paragraphs and how they apply cohesive devices in their writing. This study employed a mixed-methods approach, which combines qualitative and quantitative descriptive techniques. Data collection was carried out through the documentation of 22 paragraphs written by students, but only 20 of these paragraphs met the analysis criteria. The main instruments in this study were the coherence assessment rubric and the cohesion frequency table. According to the findings of this study, 90% of the paragraphs were found to be coherent, with an average coherence score of 84.35%. However, 10% did not have adequate coherence. The most frequently used cohesive devices included references, substitutions, ellipsis, conjunctions, and lexical cohesion, with references and conjunctions being the most prevalent. These findings highlight the importance of targeted teaching strategies in enhancing students' writing competence, particularly in developing logical flow and sentence connectivity within an academic context. Therefore, this study concludes that although most students can construct coherent and cohesive descriptive paragraphs, there is still a need for improvement in the application and variation of cohesive devices.
Exploring Translanguaging Practices of English Teachers in Classroom Interaction Ningrum, Sabila Puspita; Paramarta, I Made Suta; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1944

Abstract

This study aims to explore the application of translanguaging by English teachers during learning activities. The primary focus is to identify the types of translanguaging employed by teachers, determine its frequency across different phases of learning, and examine the reasons behind its use. A descriptive qualitative method was employed, utilizing classroom observations and in-depth interviews with two English teachers as participants. The results reveal that translanguaging consistently occurred in three phases of learning: pre-activity (24 instances), core activity (65 instances), and post-activity (18 instances). Teachers primarily used translanguaging to provide instructions, explain materials, ask and answer questions, give affirmations, offer praise, and manage classroom interactions. The findings further indicate that translanguaging appeared most frequently during core activities, particularly when explaining grammar and facilitating discussions. The teachers’ reasons for using translanguaging included enhancing student comprehension, sustaining engagement, and fostering emotional connections. This study concludes that translanguaging is an effective pedagogical strategy in multilingual classrooms, as it supports students’ understanding and fosters an inclusive learning atmosphere. Nevertheless, the findings are limited by the small number of participants and the single-site context; therefore, further research with a broader scope is recommended.
Evaluating a multimodal digital book's impact on ESP students' learning outcomes Laksana, I Putu Yoga; Padmadewi, Ni Nyoman; Suarcaya, Putu; Utami, I.G.A Lokita Purnamika; Ramendra, Dewa Putu
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.82230

Abstract

The use of digital books in EFL setting has become widespread, eliciting responses. However, the evaluation on the multimodal digital book using a Kirkpatrick model of evaluation is limited. This study focused on the evaluation of the use of multimodal digital book in English for Business Course toward the students"™ English competence and behavioral outcomes. 60 students were involved in this study. The integration of Kirkpatrick evaluation model and mixed-method approach used as the research design. Moreover, interviews were used to acquire qualitative data, while surveys, pre- and post-test results, and performance ratings were used to collect quantitative data. The result showed overwhelming feedback from the students which showed over 85% of the scores on every aspect. Pre-and post-test result then showed a significant result with a large effect size (Cohen's d = 1.917). Furthermore, based on six practical activities and a final project result, the students"™ business English skills were steadily improved. Based on the UTAUT model framed, the students also showed the digital book"™s high levels of acceptability and perceived use. The findings also showed the multimodal digital book challenges conventional methods of teaching ESP.
TABOO IN BALINESE LANGUAGE SPOKEN IN MUNDEH VILLAGE: A DESCRIPTIVE QUALITATIVE RESEARCH Satriya Wibawa, I Putu Gede; Budasi, I Gede; Ramendra, Dewa Putu
Jurnal Impresi Indonesia Vol. 3 No. 1 (2024)
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v3i1.4515

Abstract

Study This aims To identify ( 1) taboo words, (2) forms of taboo words, and (3) references used in public Village Mundeh, Tabanan. Study This uses the qualitative descriptive. The data type uses primary data instrument study as a table sheet. The deep data collection study technique uses interviews with three original people, Villagin e Mundeh, with criteria that have been set. Procedure Data analysis begins with data collection, data reduction, data presentation, and writing a conclusion. Research data in the form of a taboo word in the environment Narayanan, pawing, palemahan, form taboo, and a reference from taboo the. Study This adopts a theory from Frazer (1955), which discusses taboo names and words, and a theory from Montagu (1973), which discusses oath swear. Results show that 5 data were found in the environment parhyangan, 5 in the environment palemahan, and 32 in the environment pawongan. For taboo Names, 6 data were found for words, 13 for swearing words, and reference to taboo is appropriate with theory from Laksana (2009) found data for 12 references. The conclusion from the study This shows that the most data found in the environment pawongan as many as 32 words.
The Implementation of Bilingual Education at Singaraja Montessori School Sugiani, Ni Nyoman; Budasi, I Gede; Ramendra, Dewa Putu
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.92

Abstract

Bilingual education has become increasingly prominent in Bali, driven by the rapid growth of globalization and tourism. This study explores the implementation of bilingual education at a Montessori school, focusing on its application in the classroom, the benefits perceived by teachers, and the challenges encountered. Employing a qualitative research design, data were gathered through classroom observations, semi-structured interviews, and document analysis. Three teachers were selected as participants using purposive sampling. The instruments used included observation checklists, interview guides, and note-taking protocols, with data analyzed through qualitative content analysis. The findings indicate that the school integrates both the Montessori and Merdeka curricula, applying Content and Language Integrated Learning (CLIL) and translanguaging strategies. A strong bilingual education model is adopted by the teachers. Reported benefits include enhanced language proficiency, improved career prospects, increased intercultural awareness, and the enrichment of pedagogical practices. However, several challenges were also identified, such as restrictive school policies, varying teacher backgrounds, and entrenched academic culture. This study contributes to the growing body of knowledge on bilingual education in non-Western, multicultural contexts by providing empirical evidence on curriculum integration and bilingual instructional strategies. It offers practical insights for policymakers, school leaders, and educators seeking to implement or refine bilingual programs, particularly in regions influenced by tourism and globalization. Furthermore, it highlights the need for institutional support and professional development to overcome systemic and pedagogical challenges in bilingual teaching environments.
Grammatical Errors Committed by Students in Writing Cause and Effect Paragraphs Widyasari, Ni Putu; Ramendra, Dewa Putu; Utami, Ida Ayu Made Istri
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 2 (2022): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.528 KB) | DOI: 10.36663/tatefl.v3i2.429

Abstract

The purpose of this study was to identify the grammatical errors and analyze the sources of grammatical errors committed by students in writing cause and effect paragraphs. This research used a mixed-method design as the research design. The data were collected through document collection of mid-term tests and final tests. The subjects of this study were students in two classes of the English Language Education Program. The results of this study showed that the types of grammatical errors in students' writing were omissions 54 errors (44%), misformation 37 errors (31%), addition 28 errors (23%), and misordering 3 errors (2%). The total errors committed by students in their paragraph writing were 122 errors. Meanwhile, the source of errors in students' writing was caused by intralingual transfer 82 (67%), interlingual transfer 35 (29%), and communication strategies 5 (4%). In writing, it is encouraged to check grammar through grammar checking that are available in order to reduce grammar mistakes and make the massage of the writing clearer. Teachers are encouraged to pay attention to students’ grammar and use teaching technique that can improve students’ grammar.
Taboo in Balinese Language Spoken in Nusa Penida Based on Tri Hita Karana Concept Tristiani, Ni Kadek Ita; Budasi, I Gede; Ramendra, Dewa Putu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.646

Abstract

This study aimed at identifying taboo words of Balinese language spoken in Nusa Penida based on the concept of Tri Hita Karana. Descriptive qualitative was used as the research design of this study. There were three of local people in Nusa Penida recruited as the research informants by using purposive sampling technique. The data were collected by conducting interview and taking-note. The instruments were interview guide and note or check-list. The obtained data were analyzed by using qualitative data analysis method consisting of data reduction, data display, and conclusion drawing. The finding showed that there were 60 taboo words of Balinese language spoken by the local people in Nusa Penida Island. It was found that there were eight forms of taboo words spoken by local people in Nusa Penida Island, such as; metaphor, metonymy, and euphemism, abusive, cursing, obscenities, blasphemies, swearing, and expletive. It also discovered that there were 16 categories of references used, such as; parents name, animal name, God name, name of people who have died, name of relatives, mentioning genitals, sexual activity, specific jobs, bodily function, wisdom of ruler, illness, nature, name of spirits, personal pronoun, specific activity.
Content and Language Integrated Learning in Bilingual Education: : What Can We Learn from the Previous Studies? Kadek Nila Hendra Yani; I Gede Budasi; Dewa Putu Ramendra; Luh Putu Artini; I Ketut Trika Adi Ana
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.704

Abstract

CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.
Co-Authors ., Dewa Gede Rai Bisma Putra ., Dewa Gede Rai Bisma Putra ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Eva Patra Sari ., Gusti Ayu Andiani ., Gusti Ayu Andiani ., Gusti Putu Candra Widnyana ., I Gede Andre Agasi ., I Gede Andre Agasi ., I Gede Juliadnyana ., I Gede Juliadnyana ., I Gede Widiana Pradana ., I Gede Widiana Pradana ., I Gusti Agung Putu Samiasri ., I Gusti Agung Putu Samiasri ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Budaartha ., I Putu Ambara Putra ., I Putu Ambara Putra ., I Putu Ratama ., Ida Ayu Novia Ari Swandewi ., Ida Ayu Novia Ari Swandewi ., Iffatul Muslimah ., Iffatul Muslimah ., Ika Yogi Wirawan Putra ., Ika Yogi Wirawan Putra ., Intania Harismayanti ., Intania Harismayanti ., Kadek Yeyen Meyasa ., Kadek Yeyen Meyasa ., Ketut Asri Primayani ., Km Triyunita Yani ., Km Triyunita Yani ., KOMANG TRI DARMA ., Luh Gede Kirana Sukma ., Luh Gede Kirana Sukma ., Luh Made Wina Jayanti ., Luh Made Wina Jayanti ., Luh Widiyaswary ., Made Arsana ., Made Intan Kusuma Dewi ., Made Intan Kusuma Dewi ., Maria Cynthia Meilina ., Ni G. A. Kd Sukma Dwijayanti ., Ni G. A. Kd Sukma Dwijayanti ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Warmasari ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Sukareni ., Ni Luh Wayan Verayanti ., Ni Luh Wayan Verayanti ., Ni Nyoman Indah Ayu Maharani ., Ni Pt Repin Cemara Dewi ., Ni Putu Sri Merta Utami ., Ni Putu Sri Merta Utami ., Ni Wayan Ria Candra ., Ni Wayan Ria Candra ., Prof. Dr.I Ketut Seken, M.A. ., Prof. Dr.I Ketut Seken, M.A. ., Pt Maysadevi Kusuma ., Pt Maysadevi Kusuma ., Putu Cendhani Sari Suartana ., Siti Juliani Putri Sulandari ., Siti Juliani Putri Sulandari ., Sophiarini Putu Yulia ., Vivien Hartini Laksmi Magga ., Vivien Hartini Laksmi Magga Aditiya, I Gede Rizky Adnyani, Ni Luh Putu Sri Agus Adi Yasmita . Agustini, Made Ari Dwita Anak Agung Gede Yudha Paramartha Anita Sofia Veronia Ariantari, Pande Kadek Dea Aridana, I Komang Japar Arisuta, Pande Gede Darma Ayu Kadek Surya Maharani Chrisna Putri Arief Utami Dewa Ayu Eka Agustini Dewa Komang Tantra Dewantara, Kadek Andre Karisma Dewi, Agung Ayu Putu Septia Dewi, Iga Lokita Purnamika Utami Dewi, Komang Putri Dewi, Ni Kadek Kasandra Dharma, Ketut Pande Bagus Wahyu Surya Dharmasanti, Ni Made Utari Eka Setiawati, Ni Luh Elmiani, Ni Wayan Santi Era Marsakawati, Ni Putu G.A.P. Suprianti Gasella, S A GD Hoki Artha Tama Wijaya Gede Mahendrayana Gusti Ayu Putu Ari Utami Hayuni, Nyoman Tri Hendrayani, Kadek Nila Hilda, Livia I Gede Budasi I Gede Nurjaya I Gede Rizky Aditiya I Gede Sumerjaya ., I Gede Sumerjaya I Kadek Suarsana . I Ketut Trika Adi Ana I Komang Japar Aridana I Luh Meiyana Ariss Susanti I Made Liantana Riasa ., I Made Liantana Riasa I Nyoman Adi Jaya I Nyoman Adi Jaya Putra I Nyoman Laba Jayanta I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Citra Yudha ., I Putu Citra Yudha I Putu Eka Adi Sanjaya ., I Putu Eka Adi Sanjaya I Putu Galan Brahmanusi ., I Putu Galan Brahmanusi I Putu Gede Parma I Wayan Suarnajaya I Wayan Swandana I Wayan Wira Praditya I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu Teguh Kesari Wirata ., Ida Ayu Teguh Kesari Wirata Ida Bagus Putrayasa Ida Bagus Putu Arjun Adinata Jaya, I Nyoman Adi Juniarta, Adi Krisna Kadek Dhea Paramitha Amara Putri Kadek Dwi Candra Oktariana Kadek Nila Hendra Yani Kadek Yudha Septiawan Kadek Yudiana Komang Tuti Irmawati ., Komang Tuti Irmawati Kurniawan, Mas Adi Laksana, I Putu Yoga Lestari, Ni Putu Candra Widiya Luh Desi Karunia Lestari ., Luh Desi Karunia Lestari Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arniati ., Made Arniati Made Dharma Susena Suyasa Mahajendra, Pande Gede Baba Mahardika, Kadek Manik Puspita, Ni Nyoman May Anggara Jiwa Hanuraga ., May Anggara Jiwa Hanuraga Ni Komang Arie Suwastini Ni Komang Julia Dewi Ni Komang Suciati Ni Luh Dewi Antari ., Ni Luh Dewi Antari Ni Luh Putu Riska Agustiawati Ni Made Astiti Sari . Ni Made Dita Sintadewi . Ni Made Meyra Reditya Devi Ni Made Ratminingsih Ni Nyoman Manik Puspita Ningrum, Sabila Puspita Pande Agus Putu Dharma Putra Pandita, Sang Putu Ari Paramarta, I Made Suta Prof. Dr. I Made Sutama,M.Pd . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putra, Komang Bayu Widhyasmara Putri, Kadek Dhea Paramitha Amara Putri, Ni Luh Wiji Adnyani Putu Adi Krisna Juniarta Putu Adi Krisna Juniarta Putu Niken Praweda Yanti Putu Suarcaya Rany Prihastuti, Luh Putu S A Gasella Sacani, Ketut Catur Arya Saniada, Komang Nova Sari, Nyoman Arina Putri Sari, Yulnada Satriya Wibawa, I Putu Gede Sinta Ary Gasella ., Sinta Ary Gasella Sugiani, Ni Nyoman Sumaniari, Ni Wayan Rosi Sutrini, Ayu Nyoman Tantri, Ade Asih Susiari Tristiani, Ni Kadek Ita Utamayana, I Wayan Yoga Wardani, Ni Komang Sri Wicaksana, GDA Widyasari, Ni Putu Wulandari, Ni Luh Putu Titin Yuda Pradana, Wayan Radita