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Sujinah Sujinah
Pasca Sarjana Pendidikan Bahasa Dan Sastra Indonesia UMSurabaya
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KESANTUNAN BERBAHASA DALAMDEBAT CALON WAKIL PRESIDEN 2024 DI AKUN YOUTUBE METRO TV Zainab; Sujinah Sujinah; Ngatma’in
PROCEEDING UMSURABAYA Vol 1 No 1 (2024): Proceeding Fakultas Keguruan Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.24093

Abstract

Penelitian ini bertujuan: (1) Tuturan antartokoh yang mengandung maksim kesantunan berbahasa dalam debat calon wakil presien 2024 di akun youtube metro tv. (2) Tuturan antartokoh yang mengandung ketidaksantunan berbahasa dalam debat calon wakil presiden 2024 di akun youtube metro tv, meliputi (a) maksim kebijaksanaan, (b) maksim kedermawanan, (c) maksim pujian, (d) maksim kerendahan hati, (e) maksim kesepatan, (f) maksim simpati. Teori yang digunakan adalah teori kesantunan berbahasa milik Leech. Metode penelitian yang digunakan adalah deskriptif kualitatif, sumber data yang digunakan debat calon waki presiden, teknik pengumpulan data yang digunakan adalah teknik dokumentasi, simak, dan catat. Hasil penelitian ditemukan sebagai berikut: (1) maksim kesantunan berbahasa dalam debat calon wakil presiden 2024 di akun Metro TV ditemukan lima maksim, meliputi, (1) maksim kebijaksanaan, (2) maksim pujian, (3) maksim kerendahan hati, (4) maksim kesepakatan, (5) maksim simpati, maksim yang tidak ditemukan adalah maksim kedermawanan, (2) ketidaksantunan maksim berbahasa dalam debat calon wakil presiden 2024 di akun youtube Metro TV ditemukan lima maksim, meliputi, (1) ketidaksantunan maksim kebijaksanaan, (2) ketidaksantunan maksim kedermawanan (3) ketidaksantunan maksim pujian, (4) ketidaksantunan maksim kerendahan hati, (5) ketidaksantunan maksim ksepakatan, ketidaksantunan maksim yang tidak ditemukan adalah maksim simpati.
DIAGNOSTIC ASSESSMENT AS AN EQUITY-ORIENTED PRACTICE: FICTION-BASED DEEP LEARNING FOR CULTURALLY AND SOCIALLY DIVERSE ELEMENTARY SCHOOL LEARNERS Sujinah Sujinah; Dian Karina Rachmawati; Henry Trias Puguh Jatmiko; Alvenita Putri Aulia; Mahesa Ishak Ramdhani; Bouchra Aboura
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10641

Abstract

In classrooms characterized by cultural and social diversity, diagnostic assessment is essential for determining students' academic preparedness and influencing how learners' identities are acknowledged or overlooked in educational decision-making. This research investigates cognitive and non-cognitive diagnostic assessment as practices aimed at equity within fiction-based deep learning, rooted in culturally responsive teaching (CRT) at the elementary school level. Employing a sequential mixed-methods approach, the study included validation of the assessment tool by experts and teachers, followed by pilot testing with 25 fifth-grade students from diverse cultural backgrounds. The cognitive assessment focused on understanding fictional texts, while the non-cognitive assessment examined students' learning preferences to gain insights into differences in affective and engagement aspects. The findings indicate significant differences in students' cognitive profiles and non-cognitive inclinations, highlighting the dangers of standardized instruction that disregards cultural differences, experiences, and identities. By incorporating culturally relevant fictional texts, diagnostic tools can more accurately reflect students' meaning-making processes, especially for those whose cultural experiences are often underrepresented in standardized assessments. However, the results also highlight the limitations of the instruments in eliciting high-level, critical responses, suggesting a need for more open and reflective assessment formats. This study adds to the research on culturally responsive assessment by redefining diagnostic testing as a pedagogical tool for inclusion rather than mere categorization. It offers practical implications for creating fiction-based immersive learning experiences that affirm students' identities, support differentiated instruction, and reduce the marginalization of culturally minoritized students. Future research should build on this work by using longitudinal and participatory methods that emphasize students' voices and sociocultural context.
Co-Authors Ach. Jauza Agus Budiman Agus Budiman Agustiani, Nurwulan Albaburrahim Ali Nuke Afandy Alvenita Putri Aulia Anas Ahmadi Angwidya, Fancy Anggraini Asror . Ayun, Qurrota Bouchra Aboura Chalimah Chalimah Dedy Wahyudi Dewi Ratna Sari Diniaty, Rossa Dwi Guntoro Eko Suoriyanto Eko Supriyanto Eko Supriyanto Elmirna, Nora Encik Savira Isnah Endang Suprapti Eni Soelistiowati Fajarisman Gunawan Fancy Anggraini Angwidya Fatin, Idhoofiyatul Haryanti, Tining Henry Trias Puguh Jatmiko Humaira, Husina Inayati Inayati Indah Kurniawati Indra Gunawan Indrastuti Apri Rumanti Insani Wahyu Mubarok, Insani Wahyu Jauza, Ach. Jayawarsa, A.A. Ketut Kusnarto kusnarto, kusnarto LA SAHARA, LA Lailatul Irmiah Leny Ocktalia Luh Putu Ratna Sundari Lusi Afritrianita Agtha Isnandar M. Azadien Nuzul Zhuhuri M. Ridlwan, M. Mahesa Ishak Ramdhani Margaret, Swisci Maria Endang P Maria Endang Pudyastuti Maria Endang Pudyastuti Maria Endang Widyastuti Mar’atus Sholihah Mawaddah, Nir Mintowati Mintowati Misnawati Misnawati Mulyadi, Agus Nafisah Nafisah Nani Yunani, Nani Ngatma'in Ngatma'in Ngatma'in Ngatma'in Ngatma'in, Ngatma'in Ngatma’in Ngatma’in Ngatma’in Ngatma’in Ngatma’in, Ngatma’in Ngatmain Ngatmain Ngatmain, Ngatmain Ngatma’in Ningsih, Rina Dirgahayu Novieanti, Linggar Iba Pheni Cahya Kartika Pheni Cahya Kartika Pheny Cahya Kartika Prasetyawati, Dian R. Panji Hermoyo RACHMAWATI, DIAN KARINA Rahma, Ulfa Rindiyani Saada Omar Sakti Sakti Sholekhah, Siti Siti Aminah Siti Sholekhah Suher Suher Suher, Suher Sulistyowati, Heny Sunarsih Sunarsih Sunarsih Sunarsih Susi Darihastining Susi Darihastining Suyoto Suyoto Tining Hariyanti Ulfa Sufiya Rahmah Umi Nur Qomariyah Wiwi Wikanta Wiwik Mardiana Yarno, Yarno Yeni Rahmawati Yuliani Yuliani Yunita, Vika Zainab