https://e-journal.unair.ac.id/ETNO <p>Etnolingual is a Journal of Linguistics studies under the Department of Master Program on Linguistics, Faculty of Humanity, Universitas Airlangga for the first time in May 2017. As a forum for researchers, linguists, lecturers, and students to publish and discuss their research findings, this journal focuses on the studies of cultural linguistics and other linguistic studies. This journal is published twice a year, i.e. in <em>May</em> and <em>November.</em></p><p> </p><p> </p><p>Since the first publication in May 2017, this journal has become an international open access peer-reviewed online journal that implements a full electronic system using the Open Journal System (OJS). This online system provides an ease of access for the authors to oversee the publication progress of the author as well as the other academics to follow the most recent findings on linguistics issues.</p><p> </p><p>As a multidisciplinary journal on a national scale that covers a various issues in the study of linguistics, this journal is focused on highlighting the links between language and culture of all societies in the world. Nevertheless, other linguistics issues such as First, Second and Foreign Language Teaching and Acquisition, Language Planning, Translation, Clinical Linguistics, Pragmatics and pure linguistic studies, are also accepted.</p><p> </p><p> </p><p> </p><p><strong>Published By:</strong></p><p>Master Program on Linguistics, Faculty of Humanity, Universitas Airlangga</p><p>Fakultas Ilmu Budaya</p><p>Kampus B UNAIR</p><p>Jl. Dharmawangsa Dalam</p><p>Surabaya-60286 </p><p> </p><p>Email: etno@journal.unair.ac.id</p> Department of Master of Linguistic, Universitas Airlangga en-US ETNOLINGUAL 2580-0280 <div id="custom-2"><p align="justify">1. Copyright of this journal is possession of Editorial Board and Journal Manager, by the knowledge of author, whilst the moral right of the publication belongs to the author.</p><p align="justify">2. Legal formal aspect of journal publication accessibility refers to Creative Commons Atribusi-Non Commercial-ShareAlike (CC BY-NC-SA),implies that publication can be used for non-commercial purposes in its original form.</p><p align="justify">3. Every publications (printed/electronic) are open access for educational purposes, research, and library. Other that the aims mentioned above, editorial board is not responsible for copyright violation.</p></div> https://e-journal.unair.ac.id/ETNO/article/view/49722 <p><em>Penelitian ini dilakukan sebagai upaya melihat strategi pengajaran yang tepat untuk digunakan dalam proses pembelajaran Bahasa Indonesia. Pembelajaran yang melibatkan game menjadi motivasi yang besar bagi siswa. Seiring kemajuan teknologi, siswa menjadi semakin akrab dengan gadget. Fenomena ini juga dapat mendorong guru untuk menggunakan media game yang meningkatkan antusias dan memotivasi siswa dalam proses pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif yang diperoleh dari hasil observasi dan wawancara. teknik analisis data menggunakan teknik model interaktif Miles dan Huberman (2019): &nbsp;reduksi data (data reduction), pemaparan data (data display), dan penarikan kesimpulan (conclusion/verifying). Hasilnya menunjukkan bahwa bahwa guru dituntut untuk dapat membuat siswa menangkap pelajaran dengan cara yang cukup khas dan menyenangkan sehingga mereka menikmati dan merasa senang. Dengan demikian, pembelajaran berlangsung dengan kondusif dan efisien.</em></p> Fitriya Fitriya Amanda Yustina Putri David Segoh Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0 2024-12-10 2024-12-10 8 2 141 167 10.20473/etno.v8i2.49722 https://e-journal.unair.ac.id/ETNO/article/view/61570 <p style="font-weight: 400;">Penelitian ini mengkaji nama-nama sate di Jawa Timur dari perspektif semantik untuk mengungkap makna dan nilai-nilai sosial budaya yang terkandung di dalamnya. Dengan menggunakan metode deskriptif kualitatif, penelitian ini menganalisis 22 nama sate yang diperoleh melalui observasi lapangan dan wawancara. Hasil penelitian menunjukkan bahwa penamaan sate di Jawa Timur dapat diklasifikasikan berdasarkan keserupaan, plesetan, sifat khas, bahan, dan inovasi. Makna di balik nama-nama tersebut mencerminkan kearifan lokal, kreativitas linguistik, dan nilai-nilai sosial budaya masyarakat Jawa Timur. Analisis semantik mengungkapkan bahwa nama-nama sate tidak hanya berfungsi sebagai penanda kuliner, tetapi juga sebagai representasi identitas, humor, dan filosofi masyarakat setempat. Lebih lanjut, penelitian ini menemukan bahwa penamaan sate sering kali mengandung unsur metafora yang menggambarkan karakteristik hidangan atau konteks sosial budayanya. Keberagaman strategi penamaan yang ditemukan juga mencerminkan adaptabilitas bahasa dan budaya Jawa Timur dalam menghadapi perubahan dan inovasi kuliner, sambil tetap mempertahankan identitas lokal. Penelitian ini memberikan wawasan penting tentang bagaimana bahasa, khususnya dalam penamaan kuliner, dapat menjadi cerminan dinamika sosial dan budaya suatu masyarakat, serta berkontribusi pada pemahaman yang lebih dalam tentang hubungan antara bahasa, makanan, dan identitas budaya.</p> Muhammad Wildan Suyuti Nurul Khairumi Rahma Cahya Ningrum Mashud Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0 2024-12-10 2024-12-10 8 2 168 186 10.20473/etno.v8i2.61570 https://e-journal.unair.ac.id/ETNO/article/view/63042 <p>Penelitian ini bertujuan untuk menguji pengaruh teknologi Augmented Reality (AR) dan Artificial Intelligence (AI) terhadap antusiasme dan akseptansi siswa dalam pembelajaran bahasa di sekolah dasar. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan desain cross-sectional. Data dikumpulkan melalui kuesioner yang didistribusikan kepada 200 siswa sekolah dasar di Sidoarjo. Analisis dilakukan menggunakan model Structural Equation Modeling (SEM) berbasis Partial Least Squares (PLS). Hasil penelitian menunjukkan bahwa teknologi AR dan AI berpengaruh signifikan terhadap antusiasme siswa, dengan nilai β sebesar 0,186 (p = 0,002) untuk AR dan β sebesar 0,649 (p = 0,000) untuk AI. Selain itu, AR juga berpengaruh langsung terhadap akseptansi siswa dengan nilai β sebesar 0,201 (p = 0,020), sementara AI berpengaruh terhadap akseptansi dengan β sebesar 0,223 (p = 0,012). Antusiasme siswa berperan sebagai mediator signifikan dalam hubungan antara penggunaan teknologi dan akseptansi, dengan pengaruh tidak langsung AI melalui antusiasme sebesar β = 0,149 (p = 0,003) dan AR sebesar β = 0,043 (p = 0,040). Nilai R² untuk antusiasme adalah 64,3%, dan untuk akseptansi adalah 35,8%. Penelitian ini menyimpulkan bahwa penggunaan AR dan AI mampu meningkatkan antusiasme dan akseptansi siswa terhadap pembelajaran bahasa. Kedua teknologi tersebut dapat menciptakan pengalaman belajar yang lebih interaktif dan personal, yang secara signifikan meningkatkan penerimaan siswa terhadap metode pembelajaran berbasis teknologi.</p> Rikke Kurniawati Suyatno Bambang Yulianto Setya Yuwana Sudikan Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0 2024-12-10 2024-12-10 8 2 187 208 10.20473/etno.v8i2.63042 https://e-journal.unair.ac.id/ETNO/article/view/49727 <p>This article contains students' pair work interactions on developing their speaking skills in speaking class. Pairing students for their speaking practice was more effective than grouping the students. But in this study that was not always the case. There are some requirements to complete the effectiveness of pair-work interaction. Thus, to collect the data, the author observed a speaking class in one of the universities in Surabaya with the consent of the faculty and the lecturer. The collected data will be analyzed using interactive analysis techniques and was presented in a descriptive form. There were two classes that were observed with 26 students in first class and 27 students in second class. When the students present are an odd number the lecturer will make it one group with three people. The lecturer lets the students have freedom to choose their own partner. The topic that was given to the students was "Welcoming Visitor”. From the observations the task was more successfully carried out by the second class than the first class. Pairs in the first class are less active than the second class. This can be seen from when they discussed how they proceed with the assignment of this speaking class. Based on the experience of this current study it is advisable to observe pair-work activities within smaller student groups than those of the current study, as observing large-scale pairs can be overwhelming for the observer. When observing large-scale pairs it is advisable to employ more than two observers. Thus the results would yield richer information and enhanced result consistency when monitoring a class engaged in pair work.</p> Amanda Yustina Putri Fitriya Fitriya David Segoh Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0 2024-12-10 2024-12-10 8 2 209 223 10.20473/etno.v8i2.49727 https://e-journal.unair.ac.id/ETNO/article/view/66676 <p><strong><em>Abstract: </em></strong><em>During COVID-19, some teaching strategies for vocabulary, as with other materials, cannot be re-adopted since the teaching activities have shifted to online. Language teachers started providing students with educational videos taken from YouTube to overcome this situation. Using technology, mainly YouTube, to learn English has persisted since the Covid-19 pandemic. Despite being a trend nowadays, vocabulary teaching strategies on videos for English learning on YouTube are relatively unexplored. Therefore, this study aims to investigate the vocabulary teaching strategies on Learn English with Papa Teach Me YouTube channel. This study adopted a qualitative approach. The data of this study were obtained from a playlist titled “English Vocabulary” on Learn English with Papa Teach Me. The data were analyzed using Harmer‟s (1991) vocabulary teaching strategies. The findings show that Learn English with Papa Teach Me applied five of seven vocabulary teaching strategies proposed by Harmer (1991), which are: (1) mime, action, and gesture; (2) picture; (3) explanation; (4) enumeration; and (5) translation. Three strategies that were most frequently used are mime, action, and gesture (59 times), picture (54 times), and explanation (51 times). Therefore, this study recommends the utilization of (1) mime, action, gesture, (2) picture, and (3) explanation strategies for teachers. Teachers can combine these strategies to catch students‟ attention, help them understand the vocabulary context, and enhance their memorization ability.</em></p> <p><strong><em>Keywords:</em></strong><em> educational videos, online teaching, vocabulary teaching strategies</em></p> <p><em>&nbsp;</em></p> Paradesa Septian Almira Fidela Artha Sulistya Ningrum Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0 2024-12-14 2024-12-14 8 2 224 244 10.20473/etno.v8i2.66676