Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal JURNAL KONFIKS ENGLISH FRANCA : Academic Journal of English Language and Education TELL - US JOURNAL
Yuli Tiarina
State University of Padang
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Teacher Talk as Pedagogical and Moral Discourse in Indonesian Rural Islamic Schools. Cut Raudhatul Miski; Syahrul Ramadhan; Yuli Tiarina
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.15429

Abstract

This study examines the role of teachers' speech acts as both a learning discourse and a medium for instilling moral values ​​in rural Islamic schools in Indonesia through the integration of the IRF (Initiation–Response–Feedback) framework and Islamic communication principles (Qaulan). Using a qualitative descriptive design, data were collected through lesson recordings, classroom observations, and interviews with three teachers. The results indicate that classroom interactions are still dominated by the initiation stage, while student responses are brief and reactive, and teacher feedback is more evaluative than elaborative. Nevertheless, teacher talk consistently reflects Islamic communication values ​​such as qaulan ma'rufan, qaulan layyinan, qaulan baligha, and qaulan sadidan through polite speech, clear instructions, and positive reinforcement that support student character development. The significance of this study lies in its contribution to enriching understanding of how classroom discourse in rural Islamic schools combines pedagogical and moral functions. These findings fill a research gap on the implementation of Islamic values ​​in verbal classroom interactions and offer practical recommendations for improving teacher communication through the use of higher-order questions and elaborative feedback. This research is crucial for fostering more dialogic, inclusive, and meaningful learning in Islamic schools in rural contexts.
UNVEILING GENDER IDEOLOGY IN ENGLISH TEXTBOOKS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE Yeli Zastika; Syahrul Ramadhan; Yuli Tiarina
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10661

Abstract

This study examines the construction of gender ideology in English textbooks published by the Indonesian Ministry of Education and Culture in 2022. As official pedagogical documents, the textbooks play a strategic role in shaping students' gender understanding. This study aimed to identify and analyze gender representations in text and images to uncover the gender ideologies underlying the materials' construction. To answer the research questions, high school textbooks for grades X, XI, and XII served as data sources. Using a qualitative design with documentation and discourse analysis techniques, this study classified verbal and visual excerpts into ideological frameworks through a multimodal discourse analysis approach. The findings revealed three main ideologies: egalitarian, intensive parenting, and moderate traditional. Egalitarian ideology is reflected in the representation of women and men as professional, high-achieving, resilient, and creative subjects; intensive parenting is evident through the collaborative division of caregiving roles, while moderate traditional ideology is evident in the continued dominance of women in certain domestic tasks. These three ideologies indicate a hybrid gender discourse that reflects the negotiation between progressive and traditional values in government-published textbooks. Practically, these findings encourage the need for gender sensitivity audits in textbook development and critical pedagogy in the classroom. Theoretically, this research contributes to strengthening the understanding that gender representation in educational media is dynamic, layered, and reflects broader social changes in the context of national education.
MORPHOLOGICAL AND SYNTACTIC ERROR ANALYSIS AS A BASIS FOR DEVELOPING INDONESIAN LANGUAGE LEARNING STRATEGIES WITHIN A PEDAGOGY-DRIVEN FRAMEWORK Nadia Eka; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4rfegv10

Abstract

Language errors are still frequently found in students’ writing, particularly in explanatory texts that require precise word choice and clear sentence construction. This problem shows that students not only need to understand the content of the text, but also need to use Indonesian formally and effectively. This study aims to analyze morphological and syntactic errors in explanatory texts written by eleventh-grade students of MAN 2 Padang and to formulate learning strategy directions that suit students’ needs. This study employed a descriptive qualitative approach with an error analysis design. Data were collected through an explanatory text writing task and were analyzed through the stages of error identification, classification, and interpretation. The results showed that each text contained an average of 7–9 errors. The most frequent errors included the use of nonstandard words, informal abbreviations, affixation errors, ineffective sentences, double conjunctions, and unnecessary repetition of phrases or clauses. These findings indicate that students were able to construct the general structure of explanatory texts, but they were still weak in applying formal language rules. Therefore, writing instruction needs to be directed toward exercises that help students correct real errors in their own writing through pedagogical grammar, error-based learning, and guided revision. These strategies can help students write explanatory texts more clearly, effectively, and in accordance with Indonesian language rules.
COGNITIVE AND AFFECTIVE OUTCOMES OF STRUCTURED AND ANDRAGOGICAL APPROACHES IN TECHNOLOGY-BASED LANGUAGE LEARNING: A CROSSOVER STUDY Khadijah Ramadhanti; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/trqwde88

Abstract

The proliferation of digital technology in higher education language learning requires instructional approaches that align with the characteristics of adult learners. This study examines the comparative cognitive and affective outcomes of structured and andragogical technology-based approaches on language proficiency, motivation, and digital engagement using a within-subject crossover design. Thirty students at STKIP YDB Lubuk Alung were assigned to two counterbalanced groups: Group A (n = 15) followed a structured-then-andragogical sequence, while Group B (n = 15) followed the reverse, with a one-week washout period between treatments. Paired t-tests demonstrated that both approaches produced significant language proficiency gains (p < .001), yielding large effect sizes for structured instruction (d = 2.73; gain = +18.67 points) and andragogical learning (d = 2.47; gain = +19.70 points), with no statistically significant difference between them (p = .508, d = 0.12), a result confirmed by the Wilcoxon signed-rank test (p = .600). In contrast, andragogical instruction generated significantly higher motivation (M = 4.27; d = 2.54) and digital engagement (M = 4.18; d = 2.19) than structured instruction (p < .001). A near-zero correlation between engagement scores across the two conditions (r = .067) indicates that each approach activates qualitatively distinct engagement mechanisms. Significant and symmetric carry-over effects across both conditions (p < .001) suggest that sequential exposure to contrasting technology-based approaches yields cumulative learning benefits. These findings support a hybrid instructional model that combines the cognitive scaffolding of structured instruction with the affective autonomy of andragogical learning.
Co-Authors Cut Raudhatul Miski Khadijah Ramadhanti Nadia Eka Syahrul Ramadhan Yeli Zastika