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All Journal LLT Journal: A Journal on Language and Language Teaching ELS Journal on Interdisciplinary Studies in Humanities
Kanasya, Alfonsa Vina
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Maxim Violation in “Dilbert” Comic Strips Kanasya, Alfonsa Vina; Bram, Barli
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 3 (2022): September
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.47 KB) | DOI: 10.34050/elsjish.v5i3.22388

Abstract

This research investigates the conversations in the “Dilbert” comic written by Scott Adams. The data came from the dialogues in the comic “Dilbert.” They were analyzed using Gricean Maxims of Conversations. This qualitative study used content analysis as the data of this research is text. This research aimed to analyze the maxims that were violated in this comic to create humor and the reason why the characters were violating the maxims during conversations. Fifteen comic strips from the website dilbert.com were chosen and analyzed. The results show that the characters mostly violate maxims of relevance since they need to come up with an excuse for the given questions or avoid accusation. They also violate the maxim of quality as they sometimes lie too in order to get out of the situation or accusation.
UNRAVELLING THAI EFL UNDERGRADUATE STUDENTS’ MOTIVATION-ENGAGEMENT PROFILES IN ACADEMIC WRITING ALONG WITH THEIR CHALLENGES Averina, Fidelis Elleny; Kanasya, Alfonsa Vina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.8985

Abstract

Carrying out academic tasks requires some skills, one of which is writing. In countries where English is regarded as a foreign language, it can be particularly challenging for the students to master this skill since they are EFL beginning learners who are still developing. This requires students to possess good motivation-engagement which can help them to accomplish the demanded tasks. Derived from the rationale, this research aimed to unravel Thai EFL Undergraduate students’ motivation-engagement profiles Academic Writing and the challenges. These challenges they encountered might negatively impede their motivation-engagement. This descriptive qualitative research utilized a Likert-scale questionnaire and one section of open-ended questions that were distributed to sixty-eight Xavier Learning Community (XLC) students in Chiang Rai, Thailand. The findings showed that adaptive cognition became the most dominant motivation-engagement profile followed by adaptive behavior, impending cognition, and maladaptive behavior. In addition, it was revealed that the students in XLC showed a good motivation-engagement profile in Academic Writing despite the challenges that they encountered. These challenges include language use, paraphrasing, coherence, and cohesion. The result of this research is beneficial for educators and writing teachers, especially in designing instructions to sustain students’ motivation-engagement profiles.
Co-Authors Averina, Fidelis Elleny Bram, Barli