Intertextuality as the Strategy to Motivate Minangkabaunese Students to Do Learning Tasks

Abstract

Abstract-Since most students currently feel neglected to do learning task seriously and honestly, lecturers of English should find strategies which might contribute to the process of learning. One alternative strategy is using intertextuality when communicating learning tasks. Therefore, this research investigated types of intertextuality reflecting the lecturers' hegemony on the students of Teacher Training and Education College, Indonesian Republic Teachers' Association called STKIP PGRI to do learning and why the intertextuality could increase their motivation to do learning tasks. To answer the research questions, she applied qualitative research with Critical Discourse Analysis (CDA). Data were collected by recording lecturers' discourses, and analyzed by coding, categorizing, interpreting, and reporting. Findings show that five types of intertextualitywere used by lecturers, depicted their hegemony on students. They include a claim, warning, sarcasm, challenge, and a parody. Intertextuality can cause the students to be motivated to do learning tasks, mainly if it directly touches their soul. However, if it hurts their heart, it will not be useful to motivate the students. Thus, it is suggested for lecturers and teachers not to use intertextuality which may hurt the students' feeling.