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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogi : Jurnal Pendidikan dan Pembelajaran
Komala Sari, Lusi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Perlocutionary Acts In The Film Bidaah Cinta: A Pragmatic Analysis Of Walids Character And Its Educational Implications Komala Sari, Lusi; Azila, Nur; Apakama, Lusi Mgbemgasha
Pedagogi : Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/pedagogi.v5i1.3339

Abstract

This study investigates the perlocutionary acts of Walid, a central character in the Indonesian film Bid'ah Cinta. It focuses on how his utterances not only function as commands or instructions but also help build ideological and moral authority. Using a pragmatic approach based on Speech Act Theory—particularly J.L. Austin’s concept of perlocutionary acts—the research analyzes selected dialogues to identify the power dynamics and ideological messages embedded in Walid’s speech. The analysis shows that Walid’s language influences other characters psychologically and morally. It portrays him as a dominant figure who shapes beliefs and behaviors. These findings have meaningful implications for language and literature education. They highlight the value of teaching students to recognize how language in literary texts reflects and reinforces social values. Integrating film dialogue analysis into the classroom can enhance students’ pragmatic skills, critical thinking, and appreciation of context in communication.
THE EFFECT OF USING THE FLIPPED CLASSROOM MODEL ON THE ABILITY TO WRITE FACTUAL TEXTS STUDENTS OF THE INDONESIAN LANGUAGE STUDY PROGRAM Hayu Afdetis Mana, Lira; Komala Sari, Lusi; Harti, Laspida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.23005

Abstract

This study aims to examine the effect of the Flipped Classroom learning method on the ability to write factual texts, including reconstruction texts, explanation texts, and procedural texts. The Flipped Classroom method shifts the traditional learning paradigm by moving theoretical learning activities outside the classroom and focusing classroom activities on discussions and practice. This study uses a quantitative approach with an experimental design. The research sample consists of 67 students randomly selected from three different classes. The experimental group used the Flipped Classroom method, while the control group used the traditional learning method. The results showed a significant improvement in the ability to write factual texts in the experimental group compared to the control group. This improvement is attributed to more intensive interaction between students and teachers, as well as opportunities for students to better understand the material through self-directed learning. This study concludes that the Flipped Classroom method is effective in improving students' ability to write factual texts and recommends the application of this method as an alternative in writing instruction.
Co-Authors Apakama, Lusi Mgbemgasha Azila, Nur Hayu Afdetis Mana, Lira Laspida Harti