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All Journal KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Langkawi: Journal of The Association for Arabic and English ELS Journal on Interdisciplinary Studies in Humanities JURNAL PengaMAS Linguistik Indonesia Community Development Journal: Jurnal Pengabdian Masyarakat ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat SWARNA Al Lughawiyaat International Journal of Education and Humanities JGEN : Jurnal Pengabdian Kepada Masyarakat
Maricar, Farida
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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PELATIHAN PENGGUNAAN APLIKASI PEMBELAJARAN BAHASA INGGRIS BAGI PARA GURU DAN SISWA DI KOTA TERNATE Sutaryo, Sutaryo; Latif, Saiful; Hasan, Nurprihatina; Maricar, Farida
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Publisher : LPPM UNIVERSITAS KHAIRUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/pengamas.v6i2.4558

Abstract

Teknologi informasi dan komunikasi yang berkembang pesat secara signifikan mempengaruhi dunia pendikan.  Penggunaan  media  pembelajaran berbasis  teknologi  informasi  dan komunikasi  dalam  pembelajaran  Bahasa Inggris  sebagai  salah  satu  inovasi  dalam pembelajaran  sangat  membantu  guru  dan siswa  dalam  mengoptimalkan  proses pembelajarannya. Unutk itu para guru perlu membekali pengetahuan dan keterampilan terkait penggunaan teknologi untuk membantu mereka bersama para siswanya dalam pembelajaran Bahasa Inggris baik di sekolah maupun di rumah. Kegiatan Pengabdian kepada Masyarakat (PkM) ini diharapkan dapat membekali para guru bahasa Inggris SMA/MA/SMK pengetahuan dan keterampilan terkait penggunaan teknologi aplikasi untuk meningkatkan proses pembelajaran Bahasa Inggris. Metode yang dipakai dalam PkM ini adalah presentasi, demonstrasi, diskusi, dan angket dengan Google Form. Presentasi, demonstrasi, dan diskusi dilakukan pada saat pelaksanaan pelatihan. Sementara survey dengan angket melalui Google Form dilakukan setelah pelaksanaan pelatihan untuk melihat respon peserta terhadap pelaksanaan pelatihan. Hasil PkM dalam bentuk pelatihan penggunaan aplikasi pembelajaran Bahasa Inggris menunjukkan bahwa para peserta sangat antuasias terhadap pelatihan tersebut. Para peserta memandang bahwa pelatihan itu sangat bermanfaat bagi pengembangan professional mereka sebagai guru dan berharap adanya kegiatan PkM selanjutnya dengan melibatkan MGMP Bahasa Inggris sebagai salah satu upaya pengembangan guru yang profesional.
Noun Phrase in the USS Feed Instagram Captions Fajrhi, Nur; Maricar, Farida
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12861

Abstract

A noun phrase (NP) is a syntactic category that plays an important role in forming a sentence, along with a verb phrase. The form required at least one noun as the head, and may be accompanied by  pre- and post-modifiers. This study aims to examine whether NP structures continue to play a vital role in shaping meaning in emerging forms of communication. This study was carried out in three stages: data collection, data analysis, and presentation of results.  The data were collected through observation, while the basic technique employed was tapping. The data used is the 10 most popular USS Feed Instagram post captions during April.  In the data analysis, the data were classified into NP’s categorisation based on (Quirk, Randolph; Greenbaum, Sidney; Leech, Geoffrey; Svartvik, 1985). The data were then presented both formally and informally. The result shows that out of 10 Instagram captions, a total of 310 NPs were identified, 193 basic NPs, and 117 complex NPs. The basic NPs appear in the form of a noun and its premodifier (s), while a post-modifier or both pre-modifiers and post-modifiers may accompany the complex NPs. The complex NP can sometimes be confusing because it includes too much information within one structure.
The Interplay of Individual Differences and Explicit Pragmatic Input on the Effectiveness of EFL Learners’ Grammar Development Adam, Sutisno; Sailuddin, Sartika Putri; Maricar, Farida
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12394

Abstract

This study explored the impact of explicit pragmatic input instruction on grammatical development among intermediate-level English as a Foreign Language (EFL) learners, focusing on the moderating role of individual differences, including cognitive ability and learning preferences. Conducted with 65 university students enrolled in a compulsory grammar course, they were randomly assigned to either an experimental group receiving instruction that integrated pragmatic functions within grammar teaching or a control group receiving traditional form-focused grammar instruction. Pre- and post-tests assessed grammatical proficiency, while cognitive ability and learning preferences were measured to evaluate their influence on learning outcomes. Quantitative analyses, including paired-samples t-tests, repeated-measures ANOVA, and hierarchical regression, revealed that the experimental group exhibited significantly greater grammatical improvements than the control group. Moreover, learners with higher cognitive abilities and visual or kinesthetic learning preferences benefited more substantially from explicit pragmatic input instruction. Qualitative data from interviews and classroom observations complemented these findings by highlighting increased learner engagement, motivation, and pragmatic awareness in the experimental group. Participants reported that pragmatic-contextualized activities fostered meaningful grammar learning and practical application in communication, in contrast to the more mechanical learning experiences of the control group. The results underscore the effectiveness of integrating pragmatic input with grammar instruction and emphasize the need to tailor teaching approaches to individual learner profiles. The implications for EFL pedagogy include adopting multimodal, context-rich grammar teaching strategies to enhance communicative competence. This study contributes to advancing evidence-based practices that bridge grammatical knowledge and pragmatic use in diverse contexts of language learning.
Co-Authors Abdulrahman, Safrudin Adam, Sutisno Ahmad, Irfan Amin, Safrudin Fitriningsih Pratiwi Mahmud Hasan, Nurprihatina Ibrahim, Gufran A. Juvita, Juana Kalasun Ismail Muhamad, Hujaefa Hi Nur Fajrhi Nurfani, Nurfani Nurprihatina Hasan Nurprihatina Hasan Ode Mulae, Sunaedin Ramis Rauf S. Tawari, Rudi Saiful Latif, Saiful Sailuddin, Sartika Putri Subuh, Rahma Do Sulmi Magfirah Sutaryo Sutaryo Sutaryo Sutaryo Tawari, Rudi S.