UNDERSTANDING PRAGMATICS

 

https://drive.google.com/file/d/1N9K2E2DapfLBvCPZfivwc-NEeLWYYAND/view

Is it the same conception multimedia in ELT teaching vs multimodal in ELT learning?

 No, they are not the same conception, although they overlap in practice. In ELT, multimedia usually refers to the technological/media mix used to deliver instruction, while multimodal refers to the semiotic modes through which meaning is made and learned.[academic.oup][e-journal.undikma.ac][ihworld][thebioscan]

Core difference in conception

• Multimedia in ELT (teaching-focused, tool-oriented)

  • Defined as the integration of multiple media forms—text, audio, images, animation, video, interactive digital tools—to support teaching and learning.[thebioscan][scribd][kuey]
  • Emphasis is on what technologies/media are used in the classroom (e.g., videos, slides, audio recordings, apps).[scribd]
  • Often framed as a teaching aid or instructional resource to make lessons more engaging and to provide varied input.[thebioscan][scribd]

• Multimodal in ELT (learning-focused, meaning-oriented)

  • Defined as the use of multiple semiotic modes—linguistic, visual, aural, gestural, spatial—to construct and interpret meaning.[academic.oup][e-journal.undikma.ac][ihworld][files.eric.ed]
  • Emphasis is on how meaning is made through combinations of modes, not just which media are present.[academic.oup][ihworld][scitepress]
  • Grounded in social semiotics (Kress, van Leeuwen, New London Group): each mode contributes differently to meaning, and learners develop multimodal literacy (reading/creating multimodal texts).[academic.oup][e-journal.undikma.ac][scitepress][teachingenglishwithoxford.oup]

So:

• Multimedia = multiple media channels/tools (often digital) used in teaching.[thebioscan][scribd]
• Multimodal = multiple meaning-making modes (language, image, sound, gesture, layout) involved in communication and learning.[academic.oup][e-journal.undikma.ac][ihworld]

Where they overlap

In practice, multimedia resources are often multimodal texts: a video, for example, combines linguistic (speech, captions), visual (images, layout), aural (music, sound effects), and sometimes gestural (body language) modes. That’s why in classroom talk the terms can feel similar:[proceeding.unnes.ac][ritassida.weebly]

• A teacher using multimedia (e.g., a video lesson) is typically exposing students to a multimodal text.[thebioscan][proceeding.unnes.ac]
• A multimodal approach in ELT may use multimedia, but its theoretical focus is on how those modes work together for meaning-making, not just on the technology itself.[scitepress][proceeding.unnes.ac][proceeding.unnes.ac]

Implications for ELT

• If your focus is instructional design and tools (“What media should I use?”), you’re working with a multimedia conception.[thebioscan][scribd]
• If your focus is semiotic analysis and literacy (“How do students make meaning from language + image + sound + gesture?”), you’re working with a multimodal conception.[academic.oup][e-journal.undikma.ac][scitepress]
• A strong contemporary ELT stance often combines both: using multimedia resources deliberately to develop learners’ multimodal literacy.[teachingenglishwithoxford.oup][proceeding.unnes.ac][proceeding.unnes.ac]

Commedy terms: Laughing at our self

 Dalam dunia komedi, “mentertawakan diri sendiri” berarti menjadikan diri, pengalaman, kesalahan, kekurangan, kebodohan, atau kegagalan pribadi sebagai bahan humor, bukan selalu menertawakan orang lain.

Contoh sederhana

Misalnya seorang komedian berkata:

“Saya ini sebenarnya orang yang sangat disiplin. Setiap pagi saya bangun jam 5... untuk mematikan alarm, lalu tidur lagi.”

Di sini komedian menertawakan dirinya sendiri karena mengakui kebiasaan malas dengan cara yang lucu.

Contoh lain:

“Saya sudah belajar bahasa Inggris selama 20 tahun. Sampai sekarang kalau orang bilang How are you?, saya masih menjawab, ‘Yes.’”

Ia menggunakan kekurangannya sendiri sebagai sumber humor.

Mengapa teknik ini efektif?

Ada beberapa fungsi penting:

1. Membuat komedian terlihat rendah hati
   Ia tidak selalu memosisikan dirinya sebagai orang yang lebih pintar daripada penonton.

2. Menciptakan kedekatan dengan penonton
   Penonton sering berpikir, “Wah, saya juga pernah begitu.”

3. Mengurangi risiko menyinggung orang lain
   Daripada menjadikan orang lain sebagai sasaran lelucon, komedian menjadikan dirinya sendiri sebagai “target”.

4. Mengubah pengalaman negatif menjadi sesuatu yang menghibur
   Kegagalan, rasa malu, kesalahan, atau pengalaman canggung dapat diolah menjadi humor.

5. Membangun persona komedian
   Misalnya seseorang membangun karakter sebagai “orang yang kikuk”, “pelupa”, “terlalu serius”, atau “tidak pandai dalam urusan cinta”.

Tetapi “mentertawakan diri sendiri” bukan berarti merendahkan diri terus-menerus

Ini perbedaan yang penting. Self-deprecating humor yang sehat biasanya memiliki pesan:

“Saya tahu kekurangan saya, dan saya bisa melihat sisi lucu dari kekurangan itu.”

Bukan:

“Saya memang tidak berharga dan pantas dihina.”

Jadi, dalam komedi, mentertawakan diri sendiri adalah kemampuan melihat absurditas atau kelucuan dalam diri dan pengalaman pribadi, kemudian mengubahnya menjadi humor.

Dalam konteks teori humor dan pragmatik, teknik ini juga menarik karena dapat berfungsi sebagai strategi menurunkan jarak sosial, membangun rapport, menunjukkan humility, dan mengelola face. Ini bahkan bisa dikaitkan dengan konsep face menurut Goffman/Brown & Levinson dan Rapport Management Spencer-Oatey.

100 Bahasa Gaul Gen Alpha

 100 Bahasa Gaul Gen Alpha

Flex - Pamer kekayaan atau skill yang bikin orang melirik.
Lit - Super seru, bikin suasana meledak.
Bet - Bentuk persetujuan kayak "oke gas!".
Vibe Check - Ngecek mood atau aura seseorang.
FOMO - Takut ketinggalan momen asik yang lagi rame.
Sus - Kelihatan mencurigakan dan bikin ragu.
Clout - Popularitas atau pengaruh gede di medsos.
No Cap - Beneran serius, gak bohong.
Simp - Orang yang terlalu ngefans sama seseorang sampai bucin.
Drip - Outfit keren dan stylish abis.
Bussin' - Makanan yang enaknya keterlaluan.
Slay - Ngadepin sesuatu dengan hasil maksimal.
Ohio - Code buat hal yang cupu atau aneh.
Glow Up - Upgrade penampilan jadi makin kece.
Red flag - Tanda bahaya soal sifat buruk seseorang.
Tea - Info juicy atau gosip panas.
Lowkey - Diam-diam aja, gak mau ribut.
Highkey - Kebalikannya, jelas banget dan terbuka.
Green flag - Pertanda hubungan yang sehat dan bikin happy.

THE GOLDEN CUCUMBER GIRL

 https://drive.google.com/file/d/1t7jBdZ8a_dfPT5_qkwCmsoxgtm5eiJut/view?usp=sharing

Assalamu'alaikum wrwb.

To honorable judges, teachers, and my dear friends.

In front of you all, let me to intoduce myself. My name Humaira ... from SMP N 1 Tasikmadu. Today, I am very excited to share a wonderful story entitled “The Golden Cucumber Girl. “

THE GOLDEN CUCUMBER GIRL

Once upon a time, in a peaceful village in Central Java, Indonesia, there lived a kind and lonely widow named Mbok Sirni.

She lived alone in a small wooden house near a green forest. Every day, she worked hard in her garden. She grew vegetables, took care of her plants, and sold them in the village.

Although she was a kind woman, she often felt lonely because she had no child.

One evening, while she was sitting in front of her house, she looked at the sky and said, “I wish I had a daughter. I would love her and take care of her with all my heart.”

Suddenly, she heard a strange voice from behind the trees. “Mbok Sirni, I can give you a child.”

She was surprised and looked around. An enormous green giant named Buto Ijo appeared from the forest.

Mbok Sirni was frightened, but she was also very happy when she heard that she could have a child.

Buto Ijo gave her some cucumber seeds and said,

“Plant these seeds. You will have a beautiful daughter. But when she is seventeen years old, you must give her to me.”

Mbok Sirni was shocked. However, because she desperately wanted a child, she agreed to his condition.

She planted the seeds in her garden and took care of them every day.

A few months later, one cucumber grew bigger and brighter than all the others. It was shining like gold.

Mbok Sirni quickly picked the golden cucumber. When she opened it, she was amazed. Inside the cucumber was a beautiful baby girl.

Mbok Sirni was extremely happy. She named her Timun Mas, which means Golden Cucumber.

She raised Timun Mas with love. Timun Mas grew into a beautiful, brave, and kind-hearted girl.

Years passed quickly.

When Timun Mas was seventeen years old, Mbok Sirni remembered her promise to Buto Ijo. She became worried and told Timun Mas about the agreement.

She said,

“My dear daughter, I have something important to tell you. When you were a baby, I promised Buto Ijo that I would give you to him when you became seventeen.”

Timun Mas was shocked.

“Mother, what should we do?” she asked.

Mbok Sirni did not want to lose her daughter. She went to a wise hermit and asked him for help.

The hermit gave her four magical objects: cucumber seeds, needles, salt, and shrimp paste. He told Mbok Sirni,

“Give these to Timun Mas. When Buto Ijo comes, she must run as fast as she can and throw these objects behind her one by one.”