Thursday, September 10, 2026
Blog Dr. Faizal Risdianto: My post in Kaskus English Forum
Blog Dr. Faizal Risdianto: My post in Kaskus English Forum: English • 07-07-2011 19:46 Do U agree if smoking will be permanently Prohibited in Public Places 3 18.3K 475 English Education & Liter...
Blog Dr. Faizal Risdianto: Boso Jowo kuwi luwih simpel tinimbang Boso Enggres
Blog Dr. Faizal Risdianto: Boso Jowo kuwi luwih simpel tinimbang Boso Enggres: Boso Jowo kuwi luwih simpel tinimbang Boso Enggres. Iki buktine: 1. Walking slowly on the edge (side) of the road: MLIPIR 2. Falling backwa...
1. Walking slowly on the edge (side) of the road: MLIPIR
2. Falling backward and then hitting own head: NGGEBLAK
3. Falling/tripping forward (and may hit own face): KEJLUNGUP
4. Smearing one's body with hot ointment or liquid and then massaging it: MBLONYOHI
5. Got hit by a truck that is moving backward: KUNDURAN TRUK
6. Hot pyroclastic cloud rolling down a volcano: WEDHUS GEMBEL
7. A small, sharp thing embedded inside one's skin: KESUSUBEN
8. Things getting out from a container accidentally because of gravity: MBROJOL
9. Get hit by thing collapsing on top of one's head/body: KEMBRUKAN
10. Drinking straight from the bottle without using a glass, where the whole bottle tip gets into the mouth: NGOKOP
11. Difficult to open eyes because something is shining very bright: BLERENG
12. Hanging on tightly to something to be inert: GONDELAN
13. Being overly active carelessly with eyes opened wide: PECICILAN
14. Releasing "wind" from the body through a coin drawn across the back skin's surface: KEROKAN
15. Finding by accident something good or functional/valuable/useful without looking for it: NDILALAH
16. Expression or gesture due to a sudden appearance (of something): MAK JEGAGIK
17. Very surprise of an unexpected experience: NJENGGIRAT
18. Water comes out from the mouth uncontrollably: NGENCES
19. Doing something nonchalantly with your finger: UTEK-UTEK
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:
Membuat komedian terlihat rendah hati
Ia tidak selalu memosisikan dirinya sebagai orang yang lebih pintar daripada penonton.Menciptakan kedekatan dengan penonton
Penonton sering berpikir, “Wah, saya juga pernah begitu.”Mengurangi risiko menyinggung orang lain
Daripada menjadikan orang lain sebagai sasaran lelucon, komedian menjadikan dirinya sendiri sebagai “target”.Mengubah pengalaman negatif menjadi sesuatu yang menghibur
Kegagalan, rasa malu, kesalahan, atau pengalaman canggung dapat diolah menjadi humor.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.
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