DUTIES: Education and Humanities International Journal

Politeness Maxims Analyzed in Taulany TV's Vlog, Showcasing Ayu Ting Ting's Large House

2025-06-08T21:58:56+07:00

This research aims to analyse the application of the maxim of politeness in Taulany TV vlogs, focusing on the episode featuring Ayu Ting Ting's house. The method used is qualitative content analysis of vlog videos by selecting relevant vlog samples and analysing conversation transcriptions to identify the application of the maxim of politeness. The results show that deviations from the maxim of quantity and maxim of relationship often occur when the speaker provides more information than necessary or makes statements that are not directly relevant to the previous discussion. This research provides new insights into the adaptation of the politeness maxim in the context of vlogs and emphasizes the importance of considering contextual factors in digital communication. It also contributes to the development of more effective and ethical communication theories.

Analysis of the Principle of Cooperation in the My Little Pony Movie "Dragonshy"

2025-06-08T22:05:52+07:00

This research delves into the exploration of cooperation principles depicted in the animated film "My Little Pony: Dragonshy." Drawing upon the Cooperative Principle Theory proposed by linguist Paul Grice, which emphasizes the importance of communicative cooperation, the study investigates how the movie exemplifies these principles through conversation. Through qualitative analysis, the study identifies them into two types, namely the category of Non-Observance and the type of Maxim. In the category of Non-Observance, there are five, namely: Flouting a Maxim, Violating a Maxim, Opting Out a Maxim, Infringing a Maxim, and Suspending a Maxim. This category is mostly Violating a maxim. Then in the type of Maxim there are four, namely Maxim of Quality, Maxim of Quantity, Maxim of Relevance, and Maxim of Manner. The most common maxim violation observed is in the Maxim of Relevance. For the conversational implicature it is concluded that particularized is the most of the seven data results.

Students' Perception of The Fondi Application in Improving Speaking and Listening Skills: Strengths and Challenges

2025-06-08T22:01:21+07:00

This study explores students' perceptions of the Fondi app in enhancing their English speaking and listening skills using a qualitative descriptive method. The researcher conducted interviews with two students regarding their experiences with the application. Findings indicated significant improvements in pronunciation, fluency, and confidence, along with better listening comprehension. Both students found the Fondi app very helpful for improving their English skills, noting its attractive interface and user-friendly design as key strengths. However, they also encountered challenges, including server downtime and bugs. Despite these issues, the students held a positive view of the app, recognizing its potential for facilitating real-world English practice. This study offers valuable insights into the benefits and challenges of using the Fondi app and provides recommendations for further enhancements, highlighting the importance of addressing technical issues to maximize its effectiveness in language learning.

The Implementation of Teacher Feedback to Improve Students Writing Skills in Junior High School

2025-06-08T22:08:25+07:00

This study investigates the implementation of teacher feedback to improve junior high school students' writing skills, focusing on common writing errors and the effectiveness of different types of feedback. English is a significant challenge for many Indonesian students, especially in grammar and syntax. Research using the Taxonomy of Surface Strategies (Dulay, Burt, & Krashen, 1982), established four main types of writing errors: omission, addition, misformation, and misordering. The study further examined teacher feedback by using Hattie and Timperley's (2007) model, which divides feedback into task, process, self-regulatory, and personal types. Data were collected through classroom observations, interviews, and analysis of students' written documents. The main results of the study show that omission errors are the most common among students, followed by addition errors, information errors, and sequencing errors. Feedback from teachers, especially those focusing on task type and process, proved to be very effective in helping students correct errors and improve their writing skills. The study also found that feedback that encourages students' self-regulation can improve their ability to self-correct errors, while personalized feedback helps increase students' motivation. The implications of this study suggest that comprehensive feedback strategies, which include error correction as well as writing process support, are essential to be implemented in English language learning in junior high schools in Indonesia, in order to sustainably improve students' writing skills.

Analysis Project-Based Learning of English Speaking Skills in Merdeka Curriculum

2025-06-08T22:03:41+07:00

This qualitative study explores the perceptions of teachers and 10th-grade students in senior high school on the use of Project-Based Learning (PjBL) to improve English- speaking skills within the Merdeka Curriculum. Data were collected through interviews, observations, and document analysis. Teachers observed that PBL effectively enhances student engagement, collaboration, and speaking confidence, though they noted challenges such as time constraints and varying English proficiency levels. Students reported that PjBL increased their confidence and motivation, as it allowed for self- expression and interactive learning. Classroom observations showed that PjBL promoted active student participation, with teachers facilitating and providing feedback on speaking skills. Document analysis highlighted improvements in students' creativity and vocabulary usage, despite occasional grammar issues. The study concludes that PBL, aligned with the Merdeka Curriculum, fosters English-speaking skills and encourages active learning, though additional support is needed to address challenges in collaboration and classroom management.