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Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30255953     EISSN : -     DOI : 10.61132
Core Subject : Education,
Languange, Linguistic, Communication & Media
Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Sastra Bahasa, sastra inggris, dan Ilmu Bahasa. Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris menerima artikel dalam bahasa Inggris dan bahasa Indonesia
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris" : 6 Documents clear
Teacher Talk Analysis in the Learning Video ”Descriptive Text’’ from MAS PONPES Darul Qur’an Through Sinclair and Coulthard Model Halimahtu Saddiah; Ivana Rasikah Azzahra; Susi Eria Agustina; Yoga Marcell Karosekali
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2307

Abstract

This study aimed to analyze teacher conversations in the “Descriptive Text” learning video from MAS Ponpes Darul Qur'an using Sinclair and Coulthard's discourse model. With a qualitative descriptive design, data were collected through video observation and transcribed to identify exchanges, movements, and actions in classroom interactions. The results show that the Initiation–Response–Follow-up (IRF) structure dominates classroom discourse, with teachers taking most of the initiative through questions, explanations, and directions, while students generally provide brief and limited responses. Teacher follow-ups are mostly evaluative, using praise and confirmation, which helps maintain motivation but does not expand student cooperation. The discussion highlights that while this teacher-centered approach ensures clarity, structure, and regularity, it also limits opportunities for students to provide longer and more creative responses. The study concludes that teacher talk has a dual role: as a facilitator of learning and as an obstacle when it is too dominant. More varied strategies, such as open-ended questions and in-depth feedback, are recommended to create a more interactive and student-centered classroom environment.
Milton Model Language Patterns in English Language Teaching Advertisements on Instagram Olga Wansyan; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2310

Abstract

This paper explores the use of Milton's Language Pattern Model in English Language Teaching (ELT) advertisements on Instagram. Drawing upon Ellerton's (2006) Milton Model framework and Searle's (1969) Speech Act Theory, with a specific focus on illocutionary acts, this research aims to identify the types of Milton Model patterns present in these advertisements and analyse how they are utilized to influence potential learners. Qualitative content analysis was applied to 30 ELT advertisements from Indonesian Instagram accounts. The results show that 15 out of 20 Milton Model language patterns have been identified, accumulating 78 instances. There were four patterns that become the most common patterns, which are Universal Quantifier (13%), Pace Current Experience (13%), Presupposition (12%), and Unspecified Verb (12%). The findings of the present study demonstrate that advertisers use of Milton Model language patterns in order to implicitly make claims, develop connections with their audience, and guide the audience to the direction of desired actions. This is accomplished by using vagueness, emotional connection, and assumed truths to enhance the persuasive impact, while also utilizing linguistic functions as assertive and directive illocutionary acts. This research expands a valuable insight by uniquely integrating the analysis of Milton Model language patterns with illocutionary functions as assertive and directive acts and specific advertising objectives, offering a novel, multi-layered framework for understanding digital persuasion in the English Language Teaching (ELT).
The Application of Sinclair & Coulthard Verbal and Nonverbal Model Analysis in Teaching Descriptive Text Deviara Lestari; Laura J R Sitorus; Nazwa Inaya Sani; Ribka Manurung
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2312

Abstract

This study aimed to analyze the application of Sinclair and Coulthard’s verbal and nonverbal model in teaching descriptive text to 11th-grade students. Using a qualitative descriptive approach, this research was conducted through Classroom Discourse Analysis based on a recorded English teaching session at MAS Darul Azhariyun. The data consisted of the teacher’s and students’ verbal and nonverbal interactions, transcribed and categorized according to Sinclair and Coulthard’s (1975) framework, including exchange, move, and act. The findings revealed that the classroom interaction was predominantly teacher-centered, structured through the Initiation–Response–Feedback (IRF) sequence. However, despite the teacher’s dominant role, interactive moments occurred through group discussions, presentations, and questioning sessions that encouraged student participation. Nonverbal communication such as gestures, facial expressions, and tone were found to reinforce meaning, support comprehension, and maintain engagement. The study identified that while students’ responses were often short, the teacher’s scaffolding and feedback effectively maintained communicative flow and ensured lesson coherence. These findings suggest that the integration of verbal and nonverbal discourse based on Sinclair and Coulthard’s model contributes to clearer instructional structure, improved classroom interaction, and increased student attentiveness. It also highlights the potential of discourse analysis as a reflective tool for teachers to evaluate communication strategies and promote more interactive, meaningful language learning environments.
The Structure of Classroom Talk: Applying the Sinclair & Coulthard Model in Teaching Descriptive Text Ami Girsang; M. Rafif Zaki Ramadhan; Rina Trie Syahputri; Sandra Sridevi Hutapea; Zuraima Fitriani Salim
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2316

Abstract

This study aims to explore the use of classroom talk in Indonesian EFL classrooms, specifically when teaching descriptive texts. Utilizing Sinclair & Coulthard's (1975) discourse analysis theory, the study focuses on the Initiation-Response-Feedback (IRF) model, which offers a framework for analyzing classroom interactions. By applying this model, classroom discourse can be broken down into a hierarchical structure that includes Exchanges, Moves, and Acts. This structure allows for a detailed examination of teacher-student communication, making its subtle nuances more explicit and accessible for analysis. The IRF model is widely recognized for its applicability and effectiveness in identifying the functional roles of utterances in classroom talk. One key observation from this study is that teacher-led initiation and questioning often dominate the discourse, with students primarily responding to the teacher’s prompts. The study suggests that the implications of the IRF model can help teachers reflect on their communication patterns and improve their teaching methods. By transforming teacher-centered scaffolding into a more student-centered approach, teachers can foster more effective interactions that enhance student engagement and learning. The study also highlights the importance of using the IRF model as a diagnostic tool for improving classroom communication practices and encouraging more dynamic and student-oriented teaching methods.
Pembuatan Digital Storytelling dalam Pembelajaran Bahasa Jerman Nurul Nabila; Indah Aini
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2318

Abstract

This study employs the 4-D development model (Define, Design, Develop, and Disseminate) adapted from Thiagarajan et al. (1974) to develop a Digital Storytelling medium using Canva for the topic “Family” in Senior High School (SMA/MA). A needs analysis was conducted in the Define phase, revealing that students experienced difficulties in listening and speaking. In the Design phase, a context-based story medium with illustrations, texts, and German audio narration was created. During the Develop phase, the product was validated by two experts. A German language instructor reviewed the material and deemed it suitable for use without revisions. The material validation results showed that the medium is usable without revision, as the material was rated clear, systematic, complete, engaging, and easy to understand. The material expert’s evaluation covered five categories, resulting in a total material score of 95. A media expert evaluated the medium along with audio and video content. The media expert’s assessment included ten categories, resulting in a total media score of 95. Meanwhile, data validation indicated that the medium can be further used with minor revisions, such as enhancing visual elements to make it more dynamic and adjusting audio quality to improve listening comfort. The results of this study show that the development process of the Digital Storytelling medium using Canva for the “Family” topic in Senior High School successfully produced an engaging and communicative product that matches the characteristics of beginner German language learners. This medium contains a story on the theme “Family,” complemented by illustrations, texts, and audio content. The developed video has been uploaded to the YouTube platform to facilitate access for teachers and students.
An Analysis of Culture Shock and the Coping Strategies in the Outsourced Movie Agnes Salsabilla; Putri Rindu Kinasih
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2320

Abstract

Culture shock is a phenomenon that is experienced by someone who moves to an environment with a culture that is different from their own just as happened to Todd Anderson in the Outsourced movie. This study used a qualitative method to analyze the main character, Todd Anderson, who was sent to India from America. Todd went through five stages of culture shock based on Adler’s theory. In the contact stage, he was still integrated with his American culture. In the second stage, Todd experienced stress and frustration as his ability to relate, connect, and engage with others fell apart. He also felt alienated from the Indian locals. Todd looked for a relationship with the Americans during the third stage. In the fourth stage, Todd freed himself from previous defensiveness towards Indian culture. In the fifth stage, Todd was able to build trust and sensitivity to the Indians, and Todd accepted all the similarities and differences between Indian culture and American culture. Todd also applied all strategies based on Plummer’s theory. Todd looked for a new support group and enriched his life in India. Todd then discovered Indian social taboos that should be avoided. Finally, Todd developed an understanding of Indian culture. Overall, this study concludes that although culture shock occurs in stages, it can be overcome through embracing the local way of life, as Todd did in the film, and ceasing to reject it.  

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