Garuda - Garba Rujukan Digital

Bridging Assessment Knowledge and Practice: Pre-Service EFL Teachers’ Assessment Literacy in Evaluating Pragmatic Competence Entika Fani Prastikawati; Senowarsito; Dodi Mulyadi; Maria Yosephin Widarti Lestari
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2864

This study emerges from the recognition that language assessment literacy (LAL) is critical for designing assessments congruent with a communicative language teaching approach to EFL contexts, especially concerning pragmatic competence, an underrepresented area of classroom assessment. Based on the multidimensional LAL framework proposed by Glenn Fulcher, this study investigated pre-service EFL teachers' learning about language (LAL) during teaching practicum. Using an explanatory sequential mixed-methods design, 68 sixth semester pre-service teachers were involved. Overall, LAL was moderate (M = 2.89), with moderate scores in both task design (M = 2.81) and rubric development ability as well as confidence when creating these tasks associated with high perceived challenges to their implementation (M = 3.78). These qualitative results show that much pragmatic competence is evaluated indirectly, focusing more on vocabulary and grammar than appropriateness of content. These results reflect a gap between theory and practice. Therefore, the study points out that more professional-oriented and field-sensitive training is required to reinforce pragmatic assessment in EFL teacher education.

CAMPUR CODE PADA CAPTION INSTAGRAM INFLUENCER SULAWESI SELATAN: PILIHAN BAHASA SEBAGAI TINDAKAN IDENTITAS SOSIAL Yulianti; Ika Septiana; Senowarsito
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14977

Penelitian ini membahas fenomena penggunaan campur kode yang terjadi dalam teks caption para influencer di Instagram yang berasal dari Sulawesi Selatan. Tujuan penelitian ini adalah untuk mengenali berbagai bentuk campur kode yang digunakan, menganalisis pola pemilihan bahasa yang muncul, serta memahami fungsi dari campur kode tersebut sebagai bentuk tindakan identitas sosial yang dilakukan oleh para influencer. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan menganalisis data dengan metode analisis konten. Data dikumpulkan dari 50 caption Instagram yang diterbitkan oleh 5 influencer asal Sulawesi Selatan, yang masing-masing memiliki jumlah pengikut berkisar antara 10.000 hingga 500.000 akun, dalam periode Januari 2025 sampai Mei 2026. Hasil penelitian menunjukkan bahwa kode campuran Indonesia-Inggris paling banyak digunakan dengan persentase 84%, diikuti oleh kode campuran Indonesia-Makassar/Bugis sebesar 12%, serta kode campuran tiga bahasa yang mencapai 4%. Pilihan bahasa dalam caption Instagram berperan sebagai (1) penunjuk identitas yang modern dan kosmopolitan, (2) cara menunjukkan kedekatan dengan audiens lokal, serta (3) strategi dalam membentuk citra diri di dunia digital. Temuan ini menunjukkan bahwa penggunaan campur kode tidak hanya merupakan fenomena berhubungan dengan bahasa, tetapi juga merupakan tindakan sosial yang memiliki makna dalam membentuk dan menegosiasikan identitas sosial para influencer.

BAHASA MEDSOS SEBAGAI CERMIN IDENTITAS SOSIAL GENERASI Z DI INDONESIA PADA PENGGUNA TIKTOK Mutiara Basli Ali; Ika Septiana; Senowarsito
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15228

This study examines how language is used on the TikTok platform as a reflection of the social identities of Generation Z members in Indonesia. The language used by TikTok users is not only a means of communication but also serves as a symbol representing group identity, social values, and the shifting cultural dynamics occurring among the younger generation. The method used in this study is a descriptive qualitative method, employing a documentation and discourse analysis approach to various posts, comments, and captions generated by TikTok users aged 16 to 25. The results reveal three main patterns in language use: first, the alternation or mixing of Indonesian and English as a way to demonstrate a cosmopolitan identity; second, the use of slang terms from the community such as “no cap,” “slay,” and “bestie” as signs of warmth and unity within peer groups; and third, the deliberate use of regional languages as a form of expressing ethnic identity and pride in the local environment. These findings suggest that the language choices made by Generation Z on TikTok are deliberate strategies they employ to construct, display, and manage their social identities within the digital environment.

ANALISIS SOSIOLINGUISTIK PERSPEKTIF GENDER TERHADAP NASKAH DRAMA “SAMPEK ENGTAY” KARYA ANDRI WICAKSONO DAN DAN M. AHMAD JALIDU Dewi hartati Dewi Hartati; Ika Septiana; Senowarsito
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17425

This descriptive qualitative study aims to dissect the sociolinguistic aspects of gender in a drama script set within the early 20th-century Javanese-Chinese community. Through content analysis and critical discourse analysis methods, lingual units comprising the characters' dialogues, dictions, and metaphors are classified objectively to unravel the asymmetric power relations between masculine (report-talk) and feminine (rapport-talk) speech styles. The results show that within a patriarchal social structure, male characters utilize directive language, pejorative vocabulary, and domestication discourse as instruments of dominance to restrict women's mobility and silence their verbal authority. This condition forces women to internalize the hegemony that oppresses them. However, crucial findings prove that female subjects are not always passive. Through the character of Engtay, a dynamic practice of linguistic cross-dressing occurs in the form of identity disguise and the mastery of linguistic capital. Engtay cleverly adopts a formal-authoritative colonial legal register, engages in code-switching, manipulates institutional hygiene discourse through pseudo-theological arguments, and applies an off-record (indirect) communication strategy in the form of riddle codes. The data validity checking technique uses theoretical triangulation of feminist sociolinguistics and gender performativity to ensure the accuracy of the hermeneutic data. In conclusion, linguistic power is not a biological given but a social construction, thereby granting women full sociolinguistic flexibility to perform subversion, deconstruct patriarchal dominance, and negotiate gender equality in the public sphere.

The Effect of Principal Leadership on Elementary School Teacher Performance in Petungkriyono District, Pekalongan Regency Hanif Affan Eka Putra; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.719

This study aimed to examine the effect of principal leadership on elementary school teacher performance in Petungkriyono District, Pekalongan Regency. This research employed a quantitative approach using a survey method with a correlational ex post facto design. The population consisted of 147 teachers from 21 public elementary schools, with 118 teachers selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire developed based on principal leadership and teacher performance indicators. The collected data were analyzed using descriptive statistics, Pearson correlation analysis, and simple linear regression with the assistance of IBM SPSS Statistics 25. The results revealed that principal leadership had a positive and significant relationship with teacher performance (r = 0.756, p < 0.001). The coefficient of determination (R² = 0.571) indicated that principal leadership contributed 57.1% to the variation in teacher performance. Furthermore, the regression analysis produced a coefficient value of 0.492 with t = 12.435 and p < 0.001. These findings indicate that effective principal leadership is an important factor in improving elementary school teacher performance.

Teacher Well-Being Management for Enhancing Student Well-Being in Primary Schools Ucih Kursih; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/zzyfna71

Student well-being is increasingly recognized as an important indicator of educational quality, particularly in inclusive primary schools where diverse needs require supportive and collaborative learning environments. This study examined the effects of teacher well-being management, teachers’ digital literacy, and digital community collaboration on student well-being in public primary schools in Sragi District, Pekalongan Regency, Indonesia. A quantitative causal-associative survey design was employed, involving 116 teachers from 15 public primary schools selected through total sampling. Data were collected using validated and reliable five-point Likert-scale questionnaires and analyzed using descriptive statistics, simple linear regression, and multiple linear regression. The findings showed that teacher well-being management, digital literacy, and digital community collaboration positively and significantly affected student well-being, both independently and collectively. Teacher well-being management emerged as the strongest predictor, emphasizing the importance of personal agency, professional connectedness, and workload balance. These findings indicate that student well-being requires an integrated educational ecosystem that supports teacher well-being, strengthens digital capacity, and promotes meaningful school-community collaboration. The study highlights teacher well-being management as an organizational foundation for strengthening student well-being in inclusive primary education.

Teacher Learning Communities and Digital Literacy as Predictors of Learning Innovation: Evidence from Primary School Teacher in Pekalongan, Indonesia Sri Sunarti; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.735

The growing demand for adaptive and technology-supported learning requires teachers to develop innovative instructional practices through both professional collaboration and digital capacity. This study examined the predictive relationships between teacher learning communities, digital literacy, and learning innovation among primary school teachers in Tirto District, Pekalongan Regency, Indonesia. Employing a quantitative survey approach with an ex post facto design, this study involved 113 teachers from 19 primary schools using total sampling. Data were collected through Likert-scale questionnaires that were pilot-tested for item validity and internal consistency and analyzed using descriptive statistics, assumption tests, simple linear regression, and multiple linear regression. The findings indicated that teacher learning communities and digital literacy were positively associated with learning innovation. Simultaneously, both predictors explained 72.3% of the variance in learning innovation. Digital literacy demonstrated a larger standardized beta coefficient than teacher learning communities. This study contributes by integrating collective professional capacity through teacher learning communities and individual digital capacity through digital literacy as complementary predictors of learning innovation, encompassing value development, intellectual reasoning, scientific understanding, and internalization of learning values.

Innovative School Leadership, Teaching Factory Implementation, and Teacher Mentoring as Predictors of Soft Skills Development among Vocational Pharmacy Students Luqman Hakim; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/x4tmrt56

The transformation of vocational education requires schools to produce graduates with both technical competencies and soft skills aligned with workplace demands. This study examines the predictive relationships of innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring with students’ soft skills development in Pharmacy Departments of vocational schools in Pekalongan Regency. A quantitative approach with a cross-sectional ex post facto design was employed. The sample comprised 113 teachers from five vocational schools selected through total sampling. Data were collected using a Likert-scale questionnaire measuring students’ communication, teamwork, leadership, professional attitudes, creativity, problem-solving, adaptability, and independence based on teachers’ perceptions. Data were analyzed using descriptive statistics, assumption tests, and simple and multiple linear regression with SPSS. The results indicated that innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring were positively associated with students’ soft skills, both individually and simultaneously. The regression model explained 78.6% of the variance in students’ soft skills. These findings highlight the importance of integrating innovative leadership, industry-based learning, and teacher mentoring to enhance vocational graduates’ workplace readiness.

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