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All Journal Cakrawala Pendidikan RETORIKA: Jurnal Ilmu Bahasa Passage Language Literacy: Journal of Linguistics, Literature, and Language Teaching Syntax Literate: Jurnal Ilmiah Indonesia JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education IZDIHAR TLEMC (Teaching and Learning English in Multicultural Contexts) JOLLT Journal of Languages and Language Teaching JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Social Sciences and Humanities Reviews Al Ibtida: Jurnal Pendidikan Guru MI
Budi Hermawan
Universitas Pendidikan Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Violations of The Cooperative Principle and Their Implications in The Context of The Animated Film Spongebob Squarepants: A Pragmatic Study M. Asroruddin Thayyib; Budi Hermawan; Rinaldi Supriadi
RETORIKA: Jurnal Ilmu Bahasa Vol. 11 No. 2 (2025)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.11.2.2025.414-422

Abstract

Both the speaker and the interlocutor are aware that there are rules governing their actions, language use, and interpretation of the actions and utterances of the interlocutor. Each participant in the speech act is responsible for their actions and deviations from linguistic rules in the linguistic interaction. The purpose of this study is to describe violations of the principles of conversational cooperation and implicature found in the Spongebob Squarepants animated film episode Cinta Tetangga. The research method used in this study is a qualitative descriptive research method. This study was conducted by observing and then analyzing excerpts from the main character's conversations that contain violations of cooperation and implicatures found in the film. The results of this study four maxims were violated: the maxim of quantity with 5 instances of violation, the maxim of quality with 2 instances of violation, the maxim of relevance with 6 instances of violation, and the maxim of manner with 2 instances of violation. In addition to cooperation violations, implications were found regarding the violation of the four maxims. The implicature of the maxim of quantity includes providing information, expressing objection, informing, requesting assistance, and advising. The implicature of quality includes knowing the data and feeling afraid. The implicature of relevance includes diverting the conversation, following the data, refusing to assist, and informing about the data. Finally, the implicature of the maxim of manner includes covering up ignorance and covering up something.
Korean Language in Bandung City Public Space: A Landscape Linguistic Study Adhea Tsabitah Sulistiyo; Yanty Wirza; Budi Hermawan
RETORIKA: Jurnal Ilmu Bahasa Vol. 11 No. 2 (2025)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.11.2.2025.387-394

Abstract

This study aims to examine the existence of Korean language in public spaces in Bandung City through a Linguistic Landscape approach. Korean language is increasingly found in various public sectors, particularly in the culinary, beauty, non-formal education, and banking sectors. Data was collected through photographic documentation of signage in eight districts, which was then analyzed based on spatial distribution, language combination forms (monolingual, bilingual, and multilingual), and their socio-cultural functions. The findings reveal that Korean is not only used as a communication tool but also as a symbol of identity and cultural capital in public spaces. The patterns of combining Korean with Indonesian and English reflect marketing strategies, modernity, and symbolic values influenced by globalization and Korean popular culture. These findings confirm that the public spaces of Bandung serve as an arena for interaction between local and global values, reflecting the sociolinguistic dynamics of contemporary urban society.
Maintaining Local Languages in the Elementary Schools in Indonesia through Pierre Bourdieu’s Cultural Reproduction Strategies Mohammad Andi Hakim; Eri Kurniawan; Wawan Gunawan; Budi Hermawan
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.17345

Abstract

AbstractThis research examines cultural reproduction strategies for maintaining local languages in elementary schools in Indonesia. The academic struggle for local language maintenance programs needs to be refined with alternative thinking and solutions. The study was conducted using a qualitative approach and a library research and outlines various findings regarding local language maintenance programs in elementary schools. Maintaining local languages in the management of elementary schools in Indonesia can be done through Pierre Bourdieu’s cultural reproduction strategies through programs orientated towards strengthening aspects of 1) Habitus, which focuses on externalizing awareness of the importance of preserving local languages; 2) capital, which focuses on resources and supporting capacity for local language preservation; and 3) arena, which focuses on educational and learning activities. The design of strengthening local language preservation through habitus is carried out in several steps: 1) applying linguistic knowledge; 2) promoting language loyalty, pride, and awareness of norms; 3) engaging in literature on language preservation and authenticity; and 4) fostering a positive language attitude. Meanwhile, the capital strengthening program through resources and carrying capacity is carried out: 1) the implementation of the Indonesian Language Policy; 2) the promotion of family, neighborhood, and religious values; 3) linguistic diversity. The strengthening program implemented through the arena includes: 1) strategies that include formal learning, extracurricular activities, and mandatory activities; and 2) technology, documentation, and revitalization.Keywords: habitus, capital, arena, cultural reproduction.AbstrakPenelitian ini mengkaji strategi reproduksi budaya dalam pemertahanan bahasa daerah pada sekolah dasar di Indonesia. Perjuangan akademik terhadap program pemertahanan bahasa daerah perlu disempurnakan dengan pemikiran dan solusi alternatif. Penelitian ini dilakukan dengan pendekatan kualitatif dan telaah pustaka untuk menguraikan berbagai temuan mengenai program pemertahanan bahasa daerah di sekolah dasar. Pemertahanan bahasa daerah dalam pengelolaan sekolah dasar di Indonesia dapat dilakukan melalui strategi reproduksi budaya Pierre Bourdieu melalui program yang berorientasi pada penguatan aspek 1) habitus, yang fokus pada eksternalisasi kesadaran akan pentingnya pelestarian bahasa daerah; 2) kapital, yang fokus pada sumber daya dan daya dukung pelestarian bahasa daerah; dan 3) arena, yang fokus pada kegiatan pendidikan dan pembelajaran. Rancangan penguatan pelestarian bahasa daerah melalui habitus dilakukan dengan beberapa langkah: 1) penerapan pengetahuan linguistik; 2) mempromosikan kesetiaan berbahasa, kebanggaan, dan kesadaran terhadap norma; 3) menggeluti kepustakaan tentang pelestarian dan keaslian bahasa; dan 4) menumbuhkan sikap berbahasa yang positif. Sedangkan program penguatan kapital melalui sumber daya dan daya dukung dilakukan: 1) kebijakan Bahasa Indonesia; 2) keluarga, lingkungan sekitar, dan agama; 3) keberagaman bahasa. Program penguatan melalui arena tersebut adalah: 1) strategi meliputi pembelajaran formal, ekstrakurikuler, dan wajib; 2) teknologi, dokumentasi dan revitalisasi.Kata kunci: habitus, kapital, arena, reproduksi budaya.
TEACHER COGNITION AND EARLY MULTILITERACIES PEDAGOGY IMPLEMENTATION IN EFL CONTEXT R. Rizkiki Azkia Hidayat; Wawan Gunawan; Budi Hermawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13060

Abstract

This study investigates the initial implementation of multiliteracies pedagogy (MLP) in an English as a Foreign Language (EFL) classroom in Indonesia. Although the increasing complexity of language learning requires innovative pedagogical approaches, many EFL classrooms continue to rely on conventional teaching practices. In addition, limited studies have explored how teachers initially understand and apply MLP proposed by the New London Group in EFL contexts. Using a single-case qualitative design, this study involved one English teacher at an Indonesian senior high school. Data were collected through pre- and post-implementation interviews, classroom observations, and lesson plan documentation. The data were analyzed thematically to examine changes in teacher cognition and instructional practices during the implementation process. The findings indicate that the teacher’s understanding of pedagogy developed from a procedural focus on activities and media toward a more conceptual and pedagogically informed perspective. This shift was reflected in lesson design, questioning strategies, classroom interaction, and the teacher’s role in facilitating students’ meaning-making. Furthermore, the implementation process became a significant site for professional learning, fostering reflective and student-centered teaching practices. The study contributes to the growing discussion of MLP in EFL education by emphasizing the importance of supporting teachers in translating pedagogical frameworks into effective classroom practice and professional development.
Interaction-Driven Reading Comprehension Development in EFL Classrooms: A Qualitative Study of Collaborative MeaningMaking in Secondary English Education Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.197

Abstract

Background: Reading comprehension is a core component of EFL learning, yet many secondary classrooms still rely on teacher-centered instruction that limits interaction, engagement, and deeper interpretation of texts. Recent pedagogical perspectives suggest that collaborative classroom interaction can strengthen students’ comprehension and critical reading development. Aims: This study investigates how interaction-driven instructional practices support reading comprehension development in EFL classrooms, with particular attention to collaborative meaning-making during reading activities. Methods: A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents. Participants were selected purposively based on their involvement in interactive reading instruction. The data were analyzed using thematic coding and interpretative analysis. Results: The findings show that collaborative discussion and guided questioning increased student participation and supported deeper interpretation of texts. Students became more confident in expressing ideas and negotiating meaning with peers. Teachers also reported that interactive activities reduced reading anxiety and created a more supportive learning environment. However, differences in vocabulary mastery and learning motivation influenced the level of participation. Conclusion: Interaction-driven pedagogy plays an important role in improving reading comprehension in EFL classrooms by promoting collaborative meaning-making, reflective engagement, and active participation. The study highlights the value of structured interaction and scaffolded discussion in creating more inclusive, meaningful, and pedagogically effective reading instruction in secondary English education.
A Critical Discourse Analysis on a Teenager’s with Progeria to Share an Empowering Life Philosophy: A Case Study on TEDX Asnita Sirait; Budi Hermawan; Safrina Noorman; Chen Die
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17274

Abstract

This study aimed at investigating the strategy of a teenager with progeria to represent his identity and ideology through the analysis of transitivity and critical discourse analysis. This research applied a qualitative descriptive study. The data is taken from TEDx Talk https://www.youtube.com/watch?v=36m1o-tM05g entitled My philosophy for a happy life. The storyteller named Sam Bern told his life philosophy despite his disability due progeria disease. This study applied Fairclough’s approach (1989) on critical discourse analysis incorporating with Hallyday & Matthiessen’s SFL (2004) to the analysis of transitivity and discourse practice. The study found that the storyteller frequently used relational process with 39.79%, material process with 33.16%, and mental process with 24.62%. In relational process, the storyteller bravely defined himself, his condition, his sickness, and his struggle against progeria. Through material process, he represented himself as a dynamic and active person that even his disease or physical disability could not hinder him from doing what he could do. The study also found that Sam Bern showed his success in accepting himself as a child with progeria by trying to negotiate his identity and resilience. The implication of this study suggests that storytelling can be a powerful pedagogical resource for teachers and educators to promote resilience, identity formation, and positive values among students, particularly in contexts where personal challenges and diversity need to be addressed.
Peirce's Semiotic Analysis of the Ngalogat Symbols: The Process of Semiosis and Knowledge Construction among Students at the Miftahul Huda Islamic Boarding School in Tasikmalaya Wihandani Wihandani; Budi Hermawan; Syihabuddin Syihabuddin; Neidya Fahma Sunendar; Rohanda Rohanda; Ashinida Aladdin
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 2 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i2.43627

Abstract

This study aimed to identify the sources of semiosis in the ngalogat symbols at the Miftahul Huda Islamic Boarding School in Tasikmalaya and to explain how these sources shaped students' knowledge in reading classical Islamic texts. This study applied Charles Sanders Peirce's semiotics theory, focusing on six symbols: ari, eta, éta tetep, saha, naon, and ka. A qualitative descriptive method was employed. Data were collected through interviews with teachers and alumni, classroom observations, and questionnaires given to 30 Ma'had 'Aly students. The results showed three sources of semiosis: local conventions and arbitrariness, modification of form, and simplification of the Pegon script. The semiosis process took place hierarchically through grammatical identification (52%), individual interpretation (31%), understanding of the logatan system (14%), and structural function (3%). These findings indicated that ngalogat symbols functioned not only as a word-by-word translation tool but as a cognitive framework that shaped santri's grammatical understanding of Arabic.
Co-Authors Adhea Tsabitah Sulistiyo Ashinida Aladdin Asnita Sirait Asrie Joestika Auliarachma Awaliah, Yatun Romdonah Chen Die Dallyono, Ruswan Dea Putri Rafelina Didi Sukyadi Dingding Haerudin Emi Emilia Eri Kurniawan Gunawan, Wawan M. Asroruddin Thayyib Mohammad Andi Hakim Muhammad Aziz Nurdinsyah Neidya Fahma Sunendar Ni’matusy Syifa Auliya Nurul Alfiah Ajeng Wahyu Parmawati Parmawati* R. Dian Dia-an Muniroh R. Rizkiki Azkia Hidayat Raynesa Noor Emiliasari Raynesa Noor Emiliasari Rd Safrina Riesky Riesky Rohanda Rohanda RUHALIAH Dr., RUHALIAH Safrina Noorman Supriadi, Rinaldi Sutrisna Wibawa Syihabuddin Syihabuddin Tri Indri Hardini Wihandani Wihandani Yanty Wirza Yunita Ayuningsih Zalinda Salsabilla Firdausyiah