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INDONESIA
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya
Published by Universitas PGRI Madiun
ISSN : 25799037     EISSN : 25798944     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2025)" : 3 Documents clear
Off-Record Politeness Strategy in The Day After Tomorrow Film Yohana, Selya Nedjua Resti; Ambarwati, Rosita; Sucihati, Theresia Budi
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/linguista.v9i1.22834

Abstract

This study examined the use of off-record politeness strategies in the film The Day After Tomorrow, focusing on their role in crisis communication. The analysis was based on Leech’s politeness principle to evaluate the level of politeness and on Brown and Levinson’s theory to classify the strategies used. Eighteen utterances containing off-record strategies were identified and analyzed. Among the sub-strategies, presuppose was found to be the most frequently used, indicating that characters often relied on shared assumptions to communicate politely during high-pressure situations. The findings demonstrated that indirectness through off-record strategies served as a pragmatic tool to reduce the impact of face-threatening acts and maintain social harmony. This study concluded that politeness in crisis contexts is effectively conveyed through indirect speech, especially by using presuppositions. The results offer insights for further research on politeness in various communicative settings and potential applications in language education and discourse analysis.
Engaging Young EFL Learners Through English Monopoly Dolopo, Firslady; Setyowati, Lestari
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/linguista.v9i1.24084

Abstract

Vocabulary learning is a fundamental component of early English as a Foreign Language (EFL) instruction, providing the foundation for young learners’ communicative competence. To support vocabulary acquisition, instructional approaches should be concrete, engaging, and developmentally appropriate. This study aimed to develop an interactive English Monopoly-based board game for Grade 1 EFL learners and examine its feasibility and classroom reception. A Research and Development (R&D) approach guided by the ADDIE instructional design framework was employed, functioning as a design model rather than a research method. The instructional media was developed through the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observations, student response questionnaires, and teacher feedback forms. The study adopted a descriptive qualitative approach supported by descriptive quantitative data, focusing on feasibility, usability, and user responses. The findings indicate that the board game is a feasible instructional medium, fostering high levels of student enjoyment, motivation, engagement, collaboration, and active participation. These results highlight the potential of physical, game-based media to support interactive vocabulary learning in early EFL classrooms.
Navigating academic and sociocultural challenges: Indonesian EFL pre-service teachers’ experience in an ESL teaching practicum Rifai, Irfan; Ayu Kartika, Vira; Ibrahim, Syazliyati
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/linguista.v9i1.24132

Abstract

This paper reports a qualitative case study examining Indonesian EFL pre-service teacher trainees’ experiences of an international teaching practicum at upper secondary schools in the Philippines. Drawing on narrative accounts from three teacher trainees and employing thematic analysis, the findings reveal two prominent themes related to the challenges encountered during the teaching practicum in an ESL context: academic-related and sociocultural aspects. The findings indicate that differences in the status of English and accent use significantly affected the trainees’ emotions and perceptions. In addition, differences in the focus of the curriculum and syllabus, as well as the higher level of instructional materials used in the host schools, required the trainees to make greater efforts to learn and adapt. Regarding sociocultural aspects, the most salient challenges were related to unfamiliar cultural practices that the trainees needed to address with professional sensitivity. This study suggests that international teaching practicum involves not only academic demands but also broader social and cultural dimensions that require teacher trainees to be anticipative and culturally responsive. Therefore, teaching practicum programs should provide greater exposure to intercultural awareness and the development of global teaching skills.

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