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A DEIXIS ANALYSIS OF THE NOVEL LAKON BY ARDINI PANGASTUTI BN Tri Pertika Wulandari; Rochimansyah
Jurnal Ilmu Bahasa, Sastra dan Pengajarannya Vol. 5 No. 1 (2026): Jurnal Ilmu Bahasa, Sastra dan Pengajarannya
Publisher : Department Javanese Literature and Language Education in Collaboration with Faculty of Teacher Training and Education Muhammadiyah University of Purworejo

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Abstract

The purpose of this study is to identify the types of deictics in the novel Lakon by Ardini Pangastuti Bn through a pragmatic analysis using George Yule’s theory. This is a qualitative study in the field of literature. The primary data sources in this study consist of all forms of deictics, including words, phrases, and clitics found in the novel Lakon, while the secondary data sources consist of books and articles that support the analysis. Data collection techniques include literature review, observation, and note-taking. The data analysis technique is content analysis, which involves a comprehensive examination of the text, while data presentation is conducted informally. The results of the study reveal three types of deictics in the novel Lakon, namely: 1) personal deictics, including: a) free-form first-person singular deictics, such as The results of the study reveal three types of deictics in the novel Lakon, namely: 1) personal deictics, including: a) free-form first-person singular deictics, such as aku and kula; right-bound first-person singular deictics, namely –ku; and free-form first-person plural deictics, such as awake dhewe. b) free forms of second-person singular deictics include kowe, awakmu, sampeyan, panjenengan, and njenengan; the right-bound form of second-person singular deictics is –mu; c) free forms of third-person singular deictics include dheweke; the right-bound form of third-person singular deictics is –e; 2) Spatial deictics found include the forms kene and mrene, which indicate a place close to the speaker; the forms kono and mriku, which indicate a place somewhat distant from the speaker; and the forms mrana and kana, which indicate a place far from the speaker; 3) Temporal deictics found include the form saiki, which refers to the present time. Deixis indicating the past or a time that has already occurred uses the forms semana, mbiyen, and biyen.
Efektivitas Video Pembelajaran dalam Meningkatkan Motivasi dan Hasil Belajar Siswa: Systematic Literature Review 2020–2025 Rochimansyah Rochimansyah; Ana Sofiyatul Azizah; Ristiyani Ristiyani; Janatun Nurani; Herlina Setyowati
Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa Vol. 4 No. 3 (2026): Juli : Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/yudistira.v4i3.2989

Abstract

Video has become a familiar learning medium because it combines sound, images, movement, and narrative in a form that is close to students’ everyday digital experiences. This study aims to synthesize the reported effects of video-based learning on learning motivation and learning outcomes in Indonesian educational contexts. A qualitative literature-study approach was used by reviewing publications indexed through Google Scholar for the 2020–2025 period. The source manuscript records an initial search of 1,870 items, a refined set of 56 publications, and 14 articles selected as the main body of analysis. The reviewed studies cover different educational levels and subjects, including Javanese language, Indonesian language, English, science, civics, phonology, and distance learning. Across the studies, video-based learning was generally associated with stronger attention, interest, active participation, and enthusiasm, while learning outcomes improved through higher average scores, increased mastery, and better performance compared with conventional instruction. Several studies also note limitations related to internet access, teacher preparation time, and uneven student participation. These findings suggest that video is most beneficial when used as a purposeful, accessible, and context-sensitive learning aid rather than as a substitute for meaningful teacher–student interaction.