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All Journal Edumaspul: Jurnal Pendidikan Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA)
Yulandari Yulandari
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Politeness Strategies for Men on WhatsApp Social Media Yulandari Yulandari
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.342 KB) | DOI: 10.33487/edumaspul.v6i2.4341

Abstract

Men's politeness in social media is still often ignored. This article aims to describe male-language politeness strategies in group WA conversations. This research is descriptive qualitative. The population were all the speeches in the WA alumni/bachelor (GA) group and the class/student group (GK). Data collection in WA conversations was taken in August-September 2022. The data collection technique was by taking screenshots on the WA group. Then use the note-taking technique into MS Word. The data that has been collected is then coded based on Brown & Levinson's theory of politeness. The findings show that male conversational in GK tends to use blunt politeness strategies and positive politeness strategies. Whereas in GA, men tend to use positive politeness strategies and negative politeness strategies. This shows that the speech of men in GK tends to be less polite, especially if the interlocutor has close social distance with him. While in GA conversations, male speech tends to be more polite seen from the choice of using language politeness strategies. Men's utterances in GA conversations seem to rarely use frank politeness strategies even though their interlocutors have close social distances with them. This shows that the older a person is, the more careful they are in speaking. It is also inseparable from the educational factor. It is recommended that lecturers and other stakeholders to pay more attention to the politeness of the language of students, both male and female. By complying with the language politeness strategy, the relationship between the speaker and the speech partner will run harmoniously.Keywords: Gender, WhatsApp, Politeness Strategies, Education Level, Age.
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TSTS Yulandari Yulandari; Asmin Asmin
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 2 No. 1 (2023): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v2i1.748

Abstract

This research aims to find out the results of research analysis of students abilities through the Two Stay Two Stray (TSTS) type cooperative learning model from various literature, as well as to analyze the difficulties of students mathematical communication skills through the Two Stay Two Stray model. This type of research is descriptive qualitative and uses a literature study research method which was carried out at the Digital Library, Medan State University in July – September 2022. The instrument in this study was the author himself. The steps of this research are: (1) Designing the research. (2) Carry out the research design. (3) Analyze and provide conclusions on the results of the analysis. The analysis technique used in the selection of information related to data analysis techniques is the Miles and Huberman analysis technique. The data source used secondary data consisting of 5 journals. The conclusions of the results of this study show that: (1) The average results of tests of students mathematical communication abilities through the application of the TSTS model are: (a) The indicator of mathematical representation is 51.93%, (b) The indicator of writing/explaining mathematics was 40.31%, (c) The indicators describe is 37.94%. (2) There are several difficulties experienced by students and teachers are: (a) Students have difficulty connecting real objects, pictures, and diagrams into mathematical models, (b) Students lack confidence in communicating arguments and ideas in mathematical problems, ( c) Students are less thorough in working on questions, (d) Students have difficulty expressing mathematical ideas in the form of graphs, pictures, or tables, (e) Low student skills in understanding mathematical communication problems and drawing conclusions about mathematical communication problems, (f ) The role of the teacher is less than optimal in carrying out learning activities.
Co-Authors Asmin Asmin