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All Journal PeTeKa Jurnal Hata Poda
Erna Ikawati
Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Education Languange, Linguistic, Communication & Media

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Teachers’ Politeness Strategies in Building Educative Interaction in Elementary Schools Irma Desni; Erna Ikawati
Jurnal Hata Poda Vol 5, No 1 (2026)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/hatapoda.v5i1.20795

Abstract

Polite language plays an important role in the learning process because it helps teachers build positiverelationships with students in elementary schools. As language role models, teachers need to use polite,friendly, and easy-to-understand language so that the learning atmosphere becomes comfortable andenjoyable. This study aims to describe how teachers apply language politeness when interacting withstudents and to explain its influence on the learning process. This research uses a qualitative approachwith a descriptive method. Data were collected through classroom observations, interviews withteachers, and documentation, and then analyzed in stages to draw conclusions. The results show thatteachers use various polite language strategies, such as giving instructions in a gentle manner, choosingpositive words, addressing students warmly, and providing verbal praise and encouragement. Theselanguage practices make students feel respected, more confident, and willing to participate actively inlearning activities. In addition, the use of polite language helps develop students’ polite behavior,mutual respect, and positive character. Therefore, teachers’ language politeness functions not only as ameans of communication but also as an important element in character education and in creatingeffective educational interactions.
Teachers’ Pragmatic Strategies in Motivating Elementary School Students to Learn Harol Hamonangan; Erna Ikawati
Jurnal Hata Poda Vol 5, No 1 (2026)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/hatapoda.v5i1.20793

Abstract

This study investigates how teachers apply pragmatic strategies to enhance elementary schoolstudents’ learning motivation. Pragmatic strategies are viewed as communicative practices that gobeyond the delivery of lesson content, emphasizing appropriate, contextual, and persuasive languageuse that positively shapes classroom interaction. Using a descriptive qualitative design, data werecollected through observation, interviews, and documentation involving elementary school teachersand students. The results reveal that teachers utilize various pragmatic strategies, including directivespeech acts with persuasive intent, humor to build a relaxed learning atmosphere, and praise orrewards to strengthen motivation. Teachers also adapt their language to students’ developmentallevels and consider their sociocultural contexts. These practices effectively stimulate both intrinsicand extrinsic motivation among students. In conclusion, teachers’ pragmatic competence contributessignificantly to creating supportive classroom environments, fostering enthusiasm for learning, andincreasing student engagement. Developing teachers’ pragmatic awareness is therefore essential tosustaining and enhancing students’ motivation in the learning process.
MENYIMAK SEBAGAI PROSES KOGNITIF AKTIF: PERSPEKTIF LINGUISTIK, NEUROLINGUISTIK, DAN PEDAGOGIS Nur Asiah Jamil Nasution; Erna Ikawati
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 4 (2025): PeTeKa : Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i4.1654-1662

Abstract

Menyimak merupakan keterampilan berbahasa yang berperan sebagai fondasi perkembangan kemampuan berbahasa lainnya. Artikel ini bertujuan menganalisis keterampilan menyimak sebagai proses kognitif aktif dengan mengintegrasikan perspektif linguistik, neurolinguistik, dan pedagogis. Penelitian dilakukan melalui kajian pustaka terhadap referensi mutakhir tahun 2020–2025. Secara linguistik, menyimak dipahami sebagai proses pemahaman bahasa lisan yang melibatkan analisis struktur fonologis, sintaksis, dan semantis. Dari perspektif neurolinguistik, menyimak merupakan aktivitas simultan yang melibatkan area pendengaran dan pusat bahasa di otak, termasuk korteks auditori dan area Broca–Wernicke. Sementara itu, secara pedagogis, menyimak merupakan keterampilan yang dapat dikembangkan melalui strategi metakognitif, penggunaan media multimodal, dan lingkungan belajar interaktif. Artikel ini menegaskan pentingnya pembelajaran menyimak yang berbasis strategi dan dukungan teknologi untuk membantu peserta didik memaksimalkan proses internalisasi makna. Kajian ini memberikan kontribusi bagi pengembangan model pengajaran keterampilan menyimak dalam pembelajaran bahasa, khususnya di era digital yang menuntut kemampuan mengolah informasi secara cepat dan kritis.
Synthesizing Effective Instructional Strategies for Enhancing Speaking Skills in Primary Education: A Qualitative Meta-Synthesis of 34 Empirical Studies Syawal Fitrah Harahap; Erna Ikawati
Jurnal Hata Poda Vol 4, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/hatapoda.v4i2.19055

Abstract

This study synthesizes effective instructional strategies for enhancing speaking skills among primary school learners through a qualitative meta-synthesis of thirty-four empirical studies. The analysis examines convergent findings across communicative, narrative, multimodal, collaborative, and formative approaches to identify core mechanisms supporting oral language development. Results indicate that meaningful communicative interaction, structured narrative organization, multimodal reinforcement, peer-based collaboration, and continuous formative feedback collectively contribute to substantial improvements in fluency, coherence, and expressive clarity. The cross-method consistency suggests that speaking proficiency emerges not from isolated techniques but from the interplay of cognitive, affective, and social learning processes. The resulting conceptual model offers an integrated framework for teachers to design holistic speaking instruction. Practically, this study highlights the importance of interactive, multimodal, and collaborative strategies in strengthening communication competence in primary education.
Co-Authors Harol Hamonangan Irma Desni Nur Asiah Jamil Nasution Syawal Fitrah Harahap