This study aims to identify and map the subdialects of Cirebon-Indramayu Javanese based on word/phrase forms and their meanings, and to analyze their dialectal relationships. This study is a sociolinguistic study, using a direct method (field survey), which involves collecting data by directly visiting respondents. Based on the research findings, there are 57 dialectal vocabulary items from Cirebon-Indramayu Javanese originating from four sub-districts in Cirebon Regency and six sub-districts in Indramayu Regency: Gegesik, Susukan, Kapetakan, and Tukdana (Cirebon Regency), and Kedokanbunder, Kertasemaya, Krangkeng, Sakagumiwang, Sindang, and Balongan (Indramayu Regency). Based on the results of the vocabulary and meaning study of the 57 vocabularies, 4 subdialects of Cirebon Javanese and 6 subdialects of Indramayu Javanese were identified and mapped, namely the Cirebon dialect: (1) Gegesik subdialect; (2) Susukan subdialect; (3) Kapetakan subdialect; and (4) Tukdana subdialect. The subdialects for Indramayu Javanese are: (1) Kedokanbunder subdialect; (2) Kertasemaya subdialect; (3) Kerangkeng subdialect; (4) Sakagumiwang subdialect; (5) Sindang subdialect; and (6) Balongan subdialect. The Javanese subdialects in several areas in Cirebon and Indramayu are proven to have quite significant differences and contain elements of absorption from Javanese and Sundanese dialects.

The application of the teacher's interaction style by arranging speech with directive speech is a superior ability in Indonesian language learning. This is because teachers are required to implement Indonesian learning that can develop critical, creative, communicative, and collaborative characters in students. Therefore, this study aims to describe speech switching through how to take over the turn of speech and provide a turn of speech with directive speech as a form of applying the teacher's interaction style in Indonesian learning to increase students' active participation in developing critical, creative, communicative, and collaborative skills. The approach used in this study is the classroom discourse approach. This class discourse approach directs analysis on data obtained from formal and planned conversation interactions (plan discourse). The focus of this conversation interaction lies with the teacher, as the determinant of the topic of conversation. The three main things appear in this Indonesian learning research in the form of: (1) students give honest responses to learning stimulants provided by teachers, (2) students submit more opinions on the information conveyed by the teacher or on the opinions submitted by other students, provide more information, (3) students make their own learning conclusions in their own language and way, Both individually and in groups, (4) students make optimal use of their activities, respond to learning stimuli provided by teachers, (5) students who ask questions, both to teachers and to other students, and (6) students make their own assessments of the results of their work.

This study aims to describe the verbal creativity of student practitioners in the Microteaching course. The aspects discussed include verbal creativity based on the categories of flexibility, fluency, originality, and elaboration. Each category is described based on the level of scores (high or low) and the corresponding forms. The results of this study show that: (a) the level of fluency of students in generating many ideas is highest in word production. The forms of word production in the fluency category, based on the most frequently produced word classes, are nouns. Based on word meaning, most students tend to produce denotative meanings. This reflects a tendency to use words in their general or literal sense. (b) the level of flexibility of microteaching student practitioners is high. In terms of form, student practitioners demonstrate high flexibility in sentence form and sentence use, but lower in sentence length, imagination, and fantasy. (c) the level of originality of microteaching student practitioners is high. The forms of students’ verbal creativity originality include five aspects: originality in theme, original solution or ending, humorous elements in sentences, the use of self-created words or names, and the originality of the respondent’s writing style. (d) the level of elaboration of student practitioners is high. Meanwhile, the forms of elaboration include four aspects: aesthetic quality, emotional content, empathy, and personal elements, while the elements of direct narrative sentence conversation and the use of quotations are not fulfilled.

This study investigates the representation of cidra (heartbreak or betrayal of promise) and the construction of Javanese masculinity in Didi Kempot’s song lyrics through a sociopragmatic approach. Drawing on seven songs from four albums, the analysis proceeds in three steps: (1) segmenting the lyrics into expressive speech acts, (2) interpreting them through affective cultural scripts, and (3) situating the findings within masculinity discourses. The results reveal a tripartite model of male emotionality: (1) loyalty and patience that affirm Javanese cultural values, (2) emotional fragility expressed through crying and complaint, which challenges the script of stoic masculinity, and (3) resignation (lilo) as a culturally sanctioned coping mechanism. These dimensions converge into the concept of hybrid masculinity, which reconciles normative ideals with emotional expressions previously deemed inappropriate for Javanese men. Theoretically, this study contributes a sociopragmatic framework for analyzing emotional speech acts in non-Western contexts and positions popular music not only as a reflection but also as a site for reshaping gender norms. Practically, it demonstrates how Didi Kempot’s songs function as a form of collective cultural therapy, offering insights for culturally sensitive approaches to men’s mental health.

This study aims to analyze the dynamic interplay between social structures and individual agents in Madurese political culture as depicted in Achmad Supardi's short story “Pelean Klebun” and the representation of Madurese culture in its political culture. The research used qualitative method with a sociological approachbased on Anthony Giddens. The results of this study reveal the depiction of the duality of structuration in the relationship between structure and agents in recursive and decursive forms. The recursive structure reinforces traditional power hierarchies by positioning established elites (blater, kiai, Klébun) in political processes, while the decursive structure represents countervailing democratic principles that theoretically allow non-elites to participate in village head elections. The representation of Madurese political culture in this literary work is depicted through the social background of Madura and its various phenomena, including the defense of dignity in village head elections.

Indonesia is a multilingual country that has various ethnic languages based on its ethnicity and region. For that, maintaining the ethnic language is a crucial issue in Indonesia. The purpose of this study is to portray fisherman children’s ability to read in the ethnic language (Madurese language) and investigate how the local Education policy supports the ethnic language of the fisherman community. The present study approach employed a mixed-method design. Sixteen (aged around 10 – 11 years old) Madurese children were involved in this study. Reading aloud, reading comprehension tests, and interview were used as the instruments in this study. The study was conducted within 3 weeks. The results of the study revealed that (1) the children's reading comprehension is much affected by the Madurese speech level (formal and informal) of vocabulary mastery and topics in the text. (2) children’s reading aloud was influenced by the L2 (National language) orthography system. (3) the absence of teachers who can teach the Madurese language is the most prominent reason for not providing the Madurese Language as local content in the primary school. This study highlights the critical need for local government intervention to provide qualified Madurese language teachers in school to preserve and promote ethnic language literacy. Additionally, it underscores the importance of early childhood exposure to literacy practices in within language within the family environment.

This study investigates the effectiveness of Gemini AI-assisted storytelling therapy as an innovative approach to addressing speech delays in early childhood. Through qualitative methodology incorporating case studies, literature review, and action research with children aged 6-8 years, participants engaged in therapeutic storytelling sessions facilitated by Gemini AI, which generated personalized narratives based on individual abilities while providing real-time analysis of verbal responses. The AI system's adaptive algorithms continuously refined story content to match each child's developmental progress, creating an engaging learning environment throughout the intervention period. Sessions gradually increased linguistic complexity while incorporating children's preferences, fostering both communicative skills and emotional investment. Data collection included pre- and post-intervention assessments, recorded therapy sessions, parental interviews, and AI-generated progress reports tracking specific speech parameters. Results demonstrated significant improvements in vocabulary acquisition, sentence structure, and speaking confidence, with children exhibiting increased engagement during sessions while scheduling flexibility enhanced parental involvement. The findings confirm that AI-assisted storytelling therapy represents an effective intervention for speech delays, as the personalized content and real-time assessment capabilities complement traditional speech therapy approaches, potentially expanding accessibility to quality intervention while providing a scalable solution for the growing demand for specialized speech services.

Multimodal literacy texts in Indonesian language learning in primary schools are needed to improve students' literacy skills holistically, along with the demands of the digital era that require students to understand various forms of visual, audio and digital-based texts. Literacy is an important skill in the industrial revolution 4.0 era, but literacy skills in Indonesia are still relatively low, especially in reading and numeracy literacy. The school implemented a multimodal literacy strategy that includes integrating text with visual and audio media, implementing collaborative learning, writing activities and utilising technology. The purpose of this study is to describe the implementation strategy of multimodal literacy texts in improving Indonesian literacy skills at Bulukantil State Elementary School, Surakarta. This study used a qualitative approach method, data collection techniques through interviews, observation, and documentation. The results showed that the integration of visual and audio media can increase students‘engagement in understanding the text; collaborative learning develops students’ social skills and digital literacy; and writing activities help students strengthen memory and communication skills. The utilization of technology allows access to more diverse learning resources, making learning more interactive and engaging. Overall, the results of this study can be concluded that the implementation of multimodal literacy texts is effective in improving students' Indonesian literacy skills, preparing them for the computer-Based National Assessment, as well as building positive character, creativity, activeness and independence.

Child violence in educational settings is often rooted in mimetic desire, which provokes rivalry and emotional tension among students. This study investigates the dynamics of mimetic desire, rivalry, violence, and reconciliation as portrayed in Rasa, a novel by Tere Liye. Employing a descriptive qualitative approach with thematic analysis, the research applies René Girard’s theory of mimetic desire, focusing on the interconnected concepts of desire, rivalry, and reconciliation. Textual elements such as dialogue, narrative perspective, and character development are systematically examined through six analytical stages: data familiarization, coding, theme development, thematic review and coherence checking, theme definition and naming, and interpretive narrative construction. To ensure the reliability and validity of the findings, the study incorporates intra-coder consistency testing—by re-coding at different times—and peer debriefing for collaborative validation. The results reveal that Lin’s mimetic desire to emulate Jo’s academic success and social interactions with Nando leads to escalating rivalry, ultimately manifesting in conflict and interpersonal violence. This unmanaged mimetic rivalry results in emotional manipulation, symbolic violence, and social exclusion, reflecting real-world school dynamics. Significantly, Rasa also offers a narrative resolution through self-reflection and reconciliation, positioning literature not only as a mirror of school-based violence but also as a pedagogical tool. This study contributes to Indonesian literary scholarship by integrating mimetic theory into the analysis of contemporary fiction and enriches educational discourse through an empathy-driven approach to character education and conflict prevention.

The ACEP cycle is a modified form of the APOS learning theory, which is designed as a pedagogical strategy consisting of four main elements: (A) Activities, (C) Class discussion, (E) Exercises, and (P) Performance. This cycle modification is applied to improve students' writing skills, especially their writing skills. The main focus of this study is to evaluate the effectiveness of the ACEP cycle in improving students' expository writing skills, as well as to analyze the relationship between the application of the ACEP cycle and learning motivation towards improving these writing skills. The ACEP cycle implemented in two junior high schools in Bogor Regency was evaluated using a mix-method method. The research sample was taken from the total population using a random (probabilistic) sampling approach. The research tools (questionnaires, interviews, and writing assessments) have been previously validated. The results of this study can be seen from the results of ANOVA with a sig value = 0.036 and Fh = 4.639, so H0 is rejected and H1 is accepted. This means that there is a significant interaction effect of the ACEP cycle and learning motivation on students' exposition writing skills.