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HOW METAPHORS IN LINGUISTIC STUDIES SHAPE A LINGUISTIC IDENTITY (BAGAIMANA METAFORA DALAM STUDI LINGUISTIK MEMBENTUK IDENTITAS LINGUISTIK) Heni Subagiharti; Diah Syafitri Handayani; Liesna Andriany
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6335

In linguistic studies, one element that needs to be considered is how metaphor functions as an identity. Using words or word combinations in a manner that is not intended to convey their literal meaning is an example of a metaphor. Because of this, we can deduce that metaphor possesses a linguistic identity and functions as a point of view. This study uses qualitative research, which refers to research that does not get its findings via statistical processes or other types of calculation. The research in question processes pliable and malleable sorts of data. This makes it possible to adjust the data structure while the research is still in progress. The study's findings indicate that metaphor can be described as a disclosure of something that has a figurative meaning. That metaphor is linked to other types of figurative language, such as metonymy and personification. Metaphors can be studied as a branch of linguistics and analyzed based on the elements of sentences or the structures of sentences. It has been demonstrated via the study of languages that the components of metaphors consist of literal expressions as well as imaginative ones that are metaphorical.

HOW METAPHORS IN LINGUISTIC STUDIES SHAPE A LINGUISTIC IDENTITY (BAGAIMANA METAFORA DALAM STUDI LINGUISTIK MEMBENTUK IDENTITAS LINGUISTIK) Heni Subagiharti; Diah Syafitri Handayani; Liesna Andriany
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6335

In linguistic studies, one element that needs to be considered is how metaphor functions as an identity. Using words or word combinations in a manner that is not intended to convey their literal meaning is an example of a metaphor. Because of this, we can deduce that metaphor possesses a linguistic identity and functions as a point of view. This study uses qualitative research, which refers to research that does not get its findings via statistical processes or other types of calculation. The research in question processes pliable and malleable sorts of data. This makes it possible to adjust the data structure while the research is still in progress. The study's findings indicate that metaphor can be described as a disclosure of something that has a figurative meaning. That metaphor is linked to other types of figurative language, such as metonymy and personification. Metaphors can be studied as a branch of linguistics and analyzed based on the elements of sentences or the structures of sentences. It has been demonstrated via the study of languages that the components of metaphors consist of literal expressions as well as imaginative ones that are metaphorical.

DIRECTIVE ILLOCUTIONARY ACTS IN JAPANESE TEEN MOVIES PEACH GIRL AND MISEINEN DAKEDO KODOMO JANAI Ghaisani Adnjani CH; Mulyadi; Diah Syafitri Handayani
Leksema: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2023)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v8i1.6067

This study aimed to describe the meaning of directive illocutionary speech acts in two Japanese movies entitled Peach Girl and Miseinen Dakedo Kodomo Janai. The directive illocutionary act is the most frequently used speech act in everyday life. In Japanese language, the meanings of these speech acts are often misinterpreted by Japanese language learners, so that the meanings of the speeches are not conveyed properly. In the movies Peach Girl and Miseinen Dakedo Kodomo Janai, the characters use a lot of directive illocutionary speech acts. Therefore, it is worth to conduct a deeper study regarding the meaning of those directive speech acts. This research used speech act theory proposed by Searle (1979) and applied descriptive-qualitative method. The results show that there are 10 meanings of directive illocutionary speech acts with their own structural characteristics, namely command (used in polite language form) order (with V~te form), beg (with the word onegai), request (with V~te form), invitation (with invitation form V~ou), deny (with ~nai form), advise (with V~nda form), prohibition (with V~nai form), warn (with V~te form and particle ~ne), and ask (with keigo form).

Pembelajaran di Era Teknologi Digital – Sebuah Kajian Literatur Roswani Siregar; Heni Subagiharti; Diah Syafitri Handayani; Syamsul Bahri Surbakti; Efendi Barus
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 6, No 4 (2024): Journal of Education, Humaniora and Social Sciences (JEHSS), May
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jehss.v6i4.2003

The use of technological devices has brought changes in learning methods and strategies in the last decade. This article aims to describe a general overview of what educators have done in dealing with learning in the digital era in the last five years. The method used in this study is a literature review, namely by examining the results of 38 reports about learning using digital technology published in journals and proceedings between 2018 and 2023. Based on the results, several important aspects regarding learning in the digital era were found, namely from the perspective of various learning activity results in the last five years. The findings of this study show that digital-based teaching is not just about optimizing technology or the internet in developing students' thinking potential but is also related to developing students' attitudes, behavior, and personality. Apart from that, collaboration between educators and students is also important to maximize the impact of technology on learning. With the right approach, technology can become a powerful tool in achieving educational goals and allows its use to be tailored to students' needs.

TRANSFORMING ENGLISH LANGUAGE EDUCATION: INNOVATIVE APPROACHES AND BEST PRACTICES Heni Subagiharti; Diah Syafitri Handayani
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 2 (2024): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i2.1518

Learning English is a mandatory subject and must be followed from elementary school to university level in accordance with the ongoing training plan in Indonesia. Students have difficulty mastering a new language, especially English, and teachers who are not native English speakers make it difficult for students to master it. As a result, some of the examples presented may be due to human error. It is accepted that changing English language learning through learning media will reduce weaknesses, difficulties in understanding learning and reduce human errors. This procedure includes media as an instrument to develop learning, one of which is through games, slides and interesting pictures. According to the instructions at each level of learning, this technique further develops learning for students. Apart from that, students are also enthusiastic about learning, can make coordinated efforts more easily between students, the environment and reality and are enthusiastic about progressing independently according to their respective abilities and interests.

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