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Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30255953     EISSN : 30313368     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 284 Documents
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Penerapan Pragmatik: Analisis Kebiasaan Tindak Tutur dan Kesantunan Berbahasa dalam Komunitas Mahasiswa Universitas Negeri Medan Adelia Rahma Dani; Annisa Pohan; Dinda Barqah Sulistiorini; Syahbrina Virgi Darmawan; Afza Rifa Yusda; M.Oky Fardian Gafari
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 5 (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.v3i5.2304

Abstract

This research analyzes the speech acts used by the student community at Universitas Negeri Medan in both academic and social interactions. Speech acts are the smallest components in communication that determine the meaning or intention of an utterance as conveyed by the speaker in accordance with a specific context or condition. The communication context consists of social contexts, which refer to the relationship between the speaker and the interlocutor. The purpose of this study is to identify the forms, principles, implicatures, deixis, and how various communication contexts influence the choice of speech acts and linguistic politeness. The methodology employed in this study combines methodological and theoretical approaches. The methodological approach is descriptive qualitative, while the theoretical approach applies pragmatic perspectives supported by literature review. The research methods include observation, interviews, audio recordings, transcription, and literature study by analyzing relevant sources. The findings reveal that in social interactions, students more frequently employ expressive and commissive speech acts to build and express emotions. Factors influencing this include situational context, the impact of media and technology, relationships with interlocutors, and cultural background. The study concludes that understanding speech acts is crucial for improving communication effectiveness among students in both academic and social settings. The implications of this research can be applied to the development of better communication strategies in educational environments and to enhance students’ awareness of polite and contextually appropriate language use.
Ambiguitas Leksikal dalam buku Anak -anak Amelia Bedelia Karya Herman Parish Sabrina Nurul Huda; Nur Utami Sari’at Kurniati; Ni Made Widisanti Swetasurya
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 5 (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.v3i5.2306

Abstract

This study aims to identify words that contain lexical ambiguity, explore their meanings, and classify them in the children’s book Amelia Bedelia by Herman Parish. The data were collected from the Amelia Bedelia Chapter Books series, which consists of twelve books published between 2013 and 2018. The analysis identified a total of 58 words with lexical ambiguity, including 46 instances of polysemy and 12 of homonymy. The classification of polysemy and homonymy is based on the semantic relatedness or unrelatedness between the multiple meanings of each word. The Amelia Bedelia stories effectively illustrate how children perceive and react to lexical ambiguity through the main character, Amelia, who is known for her literal interpretations of figurative language. This literal understanding often leads to humorous situations. Lexical ambiguity in these books functions not only as a source of entertainment but also as a valuable linguistic learning tool. Therefore, the stories contribute to language development in early childhood readers.
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.  
Analisis Analisis Nilai 8 Dimensi Profil Lulusan dalam Puisi-puisi Remaja Karya Amalia Najichah pada Antologi Puisi Berjudul Surat Dari Samudera Vani Indra Pramudianto; Eko Suroso
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 5 (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.v3i5.2333

Abstract

This study aims to analyze the representation of character values within the Eight Dimensions of Graduate Profiles aligned with the vision of the Pancasila Student Profile in Amalia Najichah’s poems from the anthology Surat dari Samudera (Letters from the Ocean). The research employs a qualitative approach using content analysis, complemented by stylistic and literary reception theories. The data consist of six poems analyzed based on eight character dimensions: Faith and Piety to God Almighty, Citizenship, Critical Thinking, Creativity, Collaboration, Independence, Health, and Communication. The findings reveal that all poems reflect these character values, with Citizenship and Collaboration as the most dominant dimensions. Stylistic analysis shows that the use of repetition, metaphor, and onomatopoeia not only enhances aesthetic quality but also reinforces moral and social messages. Meanwhile, reception theory analysis indicates that young readers can internalize these values cognitively, affectively, and socially through reflective and contextual reading experiences. The study concludes that youth poetry has strong potential as an effective medium for character education in the Merdeka Curriculum, both in intracurricular and co-curricular contexts. Therefore, Amalia Najichah’s works serve not only as aesthetic expressions of adolescence but also as strategic instruments for shaping a faithful, independent, collaborative, and Pancasila-oriented generation.
Metacognitive Awareness: Shaping Students’ Speaking Performance in the Hospitality Setting M Bambang Purwanto
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 3 (2025): May : 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.v3i3.1610

Abstract

This study aims to explore the role of metacognitive awareness in improving the speaking performance of hospitality vocational students. Using a mixed-methods design, this study involved 50 students of the Prasetiya Mandiri Polytechnic and combined quantitative data from the adapted Metacognitive Awareness Inventory (MAI) as well as role-play-based speaking tests, with qualitative data from in-depth interviews. The results of correlation analysis showed a significant positive relationship (r = 0.65) between metacognitive scores and speaking performance. The most dominant metacognitive strategies reported by students included self-monitoring during speaking and post-task reflection. These findings reveal that students with high metacognitive awareness tend to be able to manage their communication more effectively in professional situations. Research implications include the importance of integrating metacognitive training in vocational curricula, such as through reflective journals and communication strategy guides. The study also highlights a curriculum gap, where only 32% of respondents reported having received explicit training related to metacognitive strategies. Limitations include small sample sizes, so it is recommended that follow-up studies be conducted longitudinally and across institutions.

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