Enggar Anisa Fitria, Ali Imron Al Ma’ruf

Language Style in Ancur Podcast and Its Utilization as Student Learning Motivation

Introduction

Language style in ancur podcast and its utilization as student learning motivation. Explore Ancur Podcast's language styles (metaphor, euphemism) and their impact on Gen Z student learning motivation, including fully funded scholarship info.

Abstract

Generation Z has widely utilized podcasts with various appealing popular languages in the last decade. This research aims to examine the Ancur Podcast about students' learning motivation, as evidenced by the World Top 20 Education Poll forum in 2024, where Indonesia ranked 67th out of 203 countries in the field of education, which is one of the causes of declining student motivation. This study aims to describe the language style used in the conversations of the Ancur Podcast as a medium to motivate students to learn, employing a hermeneutic approach based on Jurgen Habermas's theory. This research utilizes a descriptive qualitative method through observation and note-taking to identify the language styles and the sentences that motivate students in their learning. Based on the analysis results regarding the use of language styles in the Ancur Podcast audio, several figures of speech are employed, such as metaphor, metonymy, euphemism, cynicism, tautology, correction, and exclamation. The percentage of usage for these figures of speech includes metaphor 11%, metonymy 16%, euphemism 37%, cynicism 5%, tautology 5%, correction 11%, and exclamation 16%. The form of motivation obtained from this Ancur Podcast audio consists of information regarding fully funded further education (Bachelor's, Master's, and Doctorate) scholarships, along with guaranteed salaries and promising facilities.

Review

This study delves into a highly relevant and timely topic, exploring the language style employed in the Ancur Podcast and its potential to motivate Generation Z students, particularly in light of Indonesia's recent ranking in global education polls. The research appropriately targets a contemporary medium that resonates with the target demographic, acknowledging the evolving landscape of student engagement. The stated aims to describe language style and its motivational impact are clear, and the chosen descriptive qualitative method, complemented by observation and note-taking, appears suitable for identifying linguistic features. The integration of Jurgen Habermas's hermeneutic theory, while ambitious, signals an intention for deeper interpretive analysis, which could yield valuable insights into communicative dynamics if effectively applied. However, several aspects of the abstract require further clarification and robust justification. The direct causal link between Indonesia's 67th ranking in the "World Top 20 Education Poll forum in 2024" and *declining student motivation* needs to be thoroughly established and supported by evidence, as national rankings often encompass broader systemic factors beyond individual student drive. Methodologically, the application of Habermas's hermeneutic theory is not clearly articulated within the framework of identifying figures of speech and their percentages; the abstract presents a list of language styles (metaphor, metonymy, etc.) and their quantitative usage, which leans more towards a content analysis than a deep hermeneutic interpretation of communicative action. Furthermore, while the research identifies specific figures of speech and their frequencies, the abstract fails to adequately connect *how* these particular language styles directly function as motivational tools. Instead, the "form of motivation" is presented as content-based information about scholarships and facilities, leaving a significant gap in explaining the interplay between the identified linguistic forms and the motivational content. In conclusion, this research tackles a pertinent issue with a promising approach to understanding how modern media can influence student motivation. To enhance its scholarly contribution, the study would benefit from a more explicit and detailed explanation of how Habermas's hermeneutic theory is integrated into the analysis of language style, moving beyond mere identification to a deeper interpretation of meaning and communicative function. Crucially, the connection between the identified figures of speech and their direct role in conveying or amplifying the motivational content (e.g., scholarship information) needs to be rigorously elaborated. Strengthening the justification for the link between national education rankings and student motivation, alongside a more focused qualitative interpretation of the linguistic findings, would significantly bolster the study's impact and clarity.

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