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A SEMANTIC COGNITIVE ANALYSIS OF IDIOMS IN BATAK TOBA WEDDING CEREMONIES Tiarnita Maria Sarjani Siregar; Adel Pinola Br Ginting; Deviara Lestari; M. Rafif Zaki Ramadhan; Nurfarah
International Journal of Teaching and Learning Vol. 2 No. 5 (2024): MAY
Publisher : Adisam Publisher

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Abstract

This research delves into the semantic cognitive analysis of idioms in Batak Toba wedding ceremonies, examining the customary terms and their meanings in the pre-wedding, wedding ceremony, and post-wedding stages. Drawing from previous studies and employing qualitative methods, the study classifies the terminology based on process, actors, and cultural objects. It analyzes these terms' lexical, grammatical, and cultural meanings, highlighting their significance in Batak Toba culture. The study reveals the intricate layers of meaning embedded in these customary terms and underscores their importance in understanding the rich cultural heritage of the Batak Toba people. The research explores how these idioms bridge literal and figurative meanings through a cognitive semantics lens, reflecting the community's values and beliefs. The findings contribute to the broader discourse on cultural semantics and enrich our understanding of Batak Toba wedding ceremonies' linguistic and cultural intricacies.
Analysis of Verbal and Nonverbal Communication in Grade 11 EFL Classroom Interaction Adel Pinola Br Ginting; Dinda Khairani Pratiwi; Dinda Nurul Fadillah; Nurfarah Nurfarah; Naufal Nasution
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 4 (2025): Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v3i4.2308

Abstract

The aim of this study is to analyze verbal and non-verbal communication in an English as a Foreign Language (EFL) classroom by using the Sinclair and Coulthard (1975) model of classroom discourse. Although many studies have examined verbal interaction in EFL classrooms, few have discussed how verbal and non-verbal communication work together to support effective learning. To fill this gap, this research focuses on identifying the types and frequency of verbal and non-verbal communication used by the teacher and students during classroom interaction. This study used a descriptive qualitative method. The data were taken from an 80-minute video recording of an eleventh-grade English class at MAS Darul Quran. The recording was transcribed and analyzed based on Sinclair and Coulthard’s framework, which includes three main levels: Exchange (Informing, Directive, Question–Answer), Move (Initiation, Response, Feedback), and Act (Questioning, Explaining, Agreeing, Refusing, Revising, Appraising). The findings show that the classroom interaction was mainly teacher-centered. The teacher dominated the talk through Initiation moves, mostly in the form of questions, explanations, and instructions, while students gave short and simple responses. Feedback was used less often and mostly as short praise or confirmation. The teacher also used various non-verbal behaviors such as gestures, eye contact, movement, and changes in voice tone to direct attention and motivate students. The results suggest that combining verbal and non-verbal strategies can create a more interactive and engaging classroom atmosphere that supports student participation and understanding.