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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Esteem Journal of English Study Programme Jurnal Caksana: Pendidikan Anak Usia Dini Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Adat dan Budaya Indonesia English Education: English Journal for Teaching and Learning Jounal of Education and Teaching (JET) Prominent : Journal of English Studies Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks Journal of English Education and Linguistics Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan English Education and Applied Linguistics Journal (EEAL Journal) Journal of Language and Pragmatics Studies Khirani: Jurnal Pendidikan Anak Usia Dini Abdi Masyarakat UIKA Lantern: Journal of Language and Literature English Education: English Journal for Teaching and Learning ALFIHRIS: Jurnal Inspirasi Pendidikan
Hanifah Oktarina
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Co-creation in English teaching: Enhancing student engagement and learning in an English language education program Sahyoni, Sahyoni; Damanik, Lia Agustina; Oktarina, Hanifah
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.51

Abstract

Innovative teaching approaches that foster active learning are increasingly recognized as essential in modern education. One such approach is co-creation, which emphasizes student engagement, collaboration, and shared responsibility in the learning process. This study aims to explore the implementation of co-creation in teaching Basic Grammar, Basic Writing, and Translation and analyse its impact on student learning outcomes. A qualitative research methodology was employed, focusing on students enrolled in the English Language Education Program. Data collection methods included focus group discussions, classroom observations, and interviews to gain insights into students’ experiences with co-creation-based instruction. The study was conducted at a higher education institution specializing in English language education. The findings reveal that various co-creation techniques—such as peer feedback, collaborative writing projects, grammar exercises, and interactive translation tasks—positively influenced student engagement, autonomous learning, and critical thinking. Students demonstrated a greater sense of responsibility in their learning, enhanced communication skills, and improved comprehension of language concepts. Additionally, co-creation facilitated a more interactive classroom environment where students actively contributed to the learning process rather than being passive recipients of knowledge. Overall, the study concludes that co-creation is an effective pedagogical strategy that enhances learning experiences in English language instruction. Its implementation fosters collaboration, motivation, and deeper understanding of grammar, writing, and translation. However, further research is recommended to examine quantitative impacts on student achievement, assess its applicability in broader educational settings, and explore potential challenges in implementation. Future studies may also investigate ways to optimize co-creation methods for different learning styles and subject areas.
Mood Structure of Male and Female Teacher’s Talk in the Classroom Resdilla Pratiwi; Hanifah Oktarina
English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v8i01.2674

Abstract

The aim of the study is to describe how mood structures are realized in male and female teachers’ talk in the classroom. A qualitative research was applied where male and female teacher who teach in SMA N I Batahan involved in this research. The data was collected through audio video recording, observation sheet, and taking note. The finding of this study revealed that there are two ways that have been found in realization of mood structure of male and female teachers talk, namely, typical clause mood, and non-typical clause mood. In typical clause mood, there are three ways that have been found, namely statement that realized in declarative mood, then, command that realized in imperative mood, after that question that realized in interrogative mood. Besides that, in non-typical clause mood, it just found two ways in realization of mood  structures of male and female teachers’ talk, namely question that realized by modulated declarative, then command is realized by declarative. Based on those, it can be conclude that there is no differences between male and female teachers in realizing mood structure in  the classroom.
Using Clock as an Instructional Media for Teaching Telling Time Nurkholijah, Nurkholijah; Nasution, Yuni Sari; Oktarina, Hanifah; Dewi , Sinta
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2620

Abstract

This research discusses the use of clocks as a learning medium in teaching time telling. The purpose of this article is to describe the use of clock media in Telling Time learning and to determine students' interest and enthusiasm in learning using learning media, namely clock media, in learning English clocks. The methodology used in this research uses a qualitative descriptive method; the research sample is students 8th grade at 6thstate junior high school in Panyabungan, North Sumatra. Data collection in this research was through observation, interviews, and was unstructured. Meanwhile, the results of interviews with grade 8 students revealed that they had never learned to use Learning Media in the Talking Time material, but they learned to tell time by understanding the contents of the textbook and listening to the teacher's explanation, without having to listen to the teacher's explanation. In short, it can be said that teaching using a learning environment in the learning process in class makes them more enthusiastic about learning and more interesting.
A COMPARATIVE STUDY OF ENHANCE AND IMPROVE IN L1 AND L2 ACADEMIC WRITING Hasibuan, Apriyanti; Oktarina, Hanifah
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19363

Abstract

Lexical verbs like enhance and improve are crucial in academic writing, signaling change, development, and authorial stance. However, their use by native (L1) and non-native (L2) English writers remains underexplored. This comparative study investigates the frequency, grammatical patterns, and stance-related functions of these verbs in journal articles by L1 and L2 authors. Using AntConc and Partington et al.’s (2013) evaluative stance framework, the study analyzes syntactic and semantic usage. Results show that while both groups use the verbs correctly, L1 writers prefer abstract, passive, and nominalized structures that reflect disciplinary conventions and subtle evaluation. L2 writers, however, favor active constructions and concrete collocations, often linked to observable outcomes or instructional contexts. These differences reveal varied approaches to expressing stance and rhetorical positioning, suggesting that L1 writers demonstrate greater awareness of disciplinary norms. The study emphasizes the role of verb choice and syntactic form in academic identity construction and offers implications for academic writing instruction, particularly in supporting L2 writers’ engagement with disciplinary discourse.
Pelatihan Tarjamah untuk Peningkatan Kompetensi Bahasa Arab Santri Pondok Pesantren Al Mandily Panyabungan Hakim, Rani Ismil; Darman, Isra Hayati; Oktarina, Hanifah
Warta Pengabdian Andalas Vol 32 No 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jwa.32.3.323-334.2025

Abstract

This community service project on Arabic translation training at Al-Mandiliy Islamic Boarding School, Panyabungan, Mandailing Natal, aimed to improve students’ proficiency in Arabic, with a focus on translation skills. Utilizing the Participatory Action Research (PAR) approach, the program actively involved students and teachers in identifying problems, planning solutions, implementing training, and conducting joint evaluations. The training consisted of several phases: problem identification, participatory planning, interactive implementation, reflection, joint evaluation, and sustainable follow-up. The results demonstrated significant improvement in students' understanding of Arabic-to-Indonesian translation techniques and strategies, particularly in conveying meaning within appropriate contextual frameworks. Despite these gains, challenges such as limited vocabulary, inadequate grammar mastery, over-reliance on literal translation, and difficulty in constructing well-formed Indonesian sentences were observed. Reflection and evaluation phases revealed substantial progress in the students' translation competence. Overall, the training not only enhanced the students' Arabic skills but also contributed to the broader improvement of educational quality at the boarding school. These outcomes are essential for strengthening students’ capacity to comprehend Islamic texts and prepare them for academic, religious, and social responsibilities.
HOW BBC CONSTRUCTS TRUTH: TRANSITIVITY AND MODALITY IN SUDAN CONFLICT Hanifah Oktarina; Syihabuddin; Mahardhika Zifana
Lantern: Journal of Language and Literature Vol. 12 No. 1 (2026): Volume 12 Number 1 March 2026
Publisher : Fakultas Hukum dan Sosial Humaniora Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/lantern.v12i1.7864

Abstract

The Sudan civil war, designated by the United Nations as the world's largest humanitarian crisis, has generated extensive international media coverage yet remains critically under-examined in discourse scholarship regarding how conflict knowledge is constructed and whose voices are authorized to define truth. This study employs Systemic Functional Linguistics (SFL) integrated with Critical Discourse Analysis to investigate how BBC Indonesia and BBC International construct agency distribution and epistemic authority in explainer articles about the Sudan conflict. Through qualitative transitivity and modality analysis of two comparable November 2025 articles, this research examines how linguistic choices reveal ideological positioning regarding who acts, who suffers, and whose knowledge counts as legitimate. Findings demonstrate systematic patterns across both outlets which are passive constructions and nominalization obscure military actors' responsibility for civilian casualties; asymmetric agency attribution constructs RSF as violent aggressors while rendering structural dimensions invisible; and a three-tier epistemic hierarchy privileges Western institutional voices (US, HRW) with definitive modality, grants international bodies (UN) investigative authority, while relegating local Darfuri voices to subjective belief-based positioning. Critically, these patterns converge regardless of outlets' geographic positioning, Indonesian regional versus British global, revealing what Foucault identifies as "capillary power": the circulation of Western-centric knowledge frameworks through institutionalized journalistic norms that transcend individual bias or national interest. This convergence demonstrates that transforming conflict representation requires not merely diversifying media sources but fundamentally challenging the embedded "regimes of truth" determining whose knowledge is recognizable as legitimate in global journalism, with implications extending beyond African conflict reporting to broader questions of epistemic justice in international media
Meningkatkan Kreativitas Anak Usia Dini melalui Kegiatan Kolase di RA Yaa Bunayya Desa Mompang Julu Soraya Hasyim Hasibuan; Annisa Wahyuni; Hanifah Oktarina
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v3i1.1191

Abstract

This research aims to increase the creativity of early childhood through collage activities at RA Yaa Bunayya, Mompang Julu Village. The method used was Classroom Action Research (PTK) with group B research subjects consisting of 10 students. Data collection was carried out through observation sheets and documentation, with a focus on aspects of fluency, flexibility, originality and creative development. The research results show that collage activities can increase children's creativity. In cycle I, 20% of children showed very good development, 50% were as expected, 20% were starting to develop, and 10% were not yet developing. In cycle II, there was a significant increase, with 70% of children developing very well, 20% as expected, and 10% starting to develop. These findings indicate that collage not only improves children's fine motor skills, but also encourages their creative expression. Therefore, it is recommended that collage activities be used as a learning method that is routinely implemented in early childhood education. It is hoped that this research can make a positive contribution to the development of children's creativity and become a reference for educators in optimizing learning.
Penerapan Model Pembelajaran Word Square untuk Meningkatkan Motivasi Belajar Siswa pada Pembelajaran Indahnya Kebersamaan Kelas 4 MI Al-Hasanah Wakiah Tussukria; Parulian Siregar; Hanifah Oktarina
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 2 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i2.527

Abstract

Studi ini menunjukkan bahwa siswa di kelas IV MI Al- Hasanah memiliki motivasi belajar yang rendah untuk pembelajaran kebersamaan. Dengan asumsi guru mata pelajaran masih menggunakan motode konvensional. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan dan motivasi belajar siswa pada pembelajaran indahnya kebersamaan pada mata pelajaran IPS. Penelitian tindakan kelas dilakukan pada 19 siswa di kelas IV dan teknik pengumpulan data yang digunakan observasi, dokumentasi, dan angket. Analisis data yang digunakan mencakup aktivitas guru, aktivitas belajar siswa, dan angket mengajar Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan model pembelajaran lingkaran membuat siswa lebih termotivasi untuk belajar indahnya kebersamaan MI Al- Hasanah. Dengan menerapkan model ini, siswa lebih terlibat aktif dan bersemangat dalam pelajaran. Hasil observasi menunjukkan peningkatan aktivitas belajar siswa, aktivitas guru, dan basing angket dari sebelum tindakan hingga siklus l dan ll. Pada siklus l, motivasi siswa rata-rata 60%, tetapi meningkat menjadi 79,07% setelah siklus ll, dengan kategori tinggi. Dengan demikian, terbukti bahwa siswa lebih termotivasi untuk belajar tentang indahnya kebersamaan dengan menggunakan model pembelajaran word square.
Ideological Framings and Linguistic Representations of the Palestinian-Israeli Conflict in UNGA 2025 Speeches Mahardhika Zifana; Adi Hidayat; Hanifah Oktarina
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 21, No 1 (2026): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v21i1.38973

Abstract

The Palestinian-Israeli conflict remains one of the most contested issues in international diplomacy, with discourse surrounding the conflict functioning as a crucial arena in which geopolitical power relations are constructed, negotiated, and contested. This study investigates how Global North countries, Muslim-majority states, and Global South countries articulate their ideological positions and linguistic representations of the conflict through speeches delivered at the United Nations General Assembly (UNGA) in 2025. Unlike the United Nations Security Council, whose structure privileges major powers through veto authority, the UNGA allows broader participation from both dominant and marginalized states, thereby making it an important arena for examining competing geopolitical narratives. The urgency of this investigation is further intensified by growing international polarization following the escalation of violence in Gaza and the increasing use of genocide accusations within diplomatic discourse. Employing Fairclough's three-dimensional Critical Discourse Analysis (CDA) and Halliday's Systemic Functional Linguistics (SFL), this study aims to reveal the relationship between micro-level grammatical choices and macro-level geopolitical orientations. The findings reveal systematic disparities among the state groups analyzed. The United States tends to background Israeli military actions while foregrounding Hamas, using the events of October 7, 2023, as the principal framework for its security-oriented interpretation. In contrast, Pakistan, South Africa, and Brazil explicitly use the term “genocide,” while Indonesia foregrounds humanitarian suffering without explicitly employing the term. Pakistan's discourse incorporates personalized narratives of victimization, whereas South Africa adopts a predominantly legal-institutional framing grounded in international law. The United Kingdom, meanwhile, manifests hegemonic positioning through a discourse of shared responsibility that enables simultaneous condemnation of humanitarian violations and preservation of strategic alliances. Consequently, this study demonstrates that contestation over the Palestinian-Israeli conflict is not merely a disagreement over political events, but also a broader struggle for dominance over international discourse itself. The relationship between 142 countries supporting genocide-related accusations and a single veto-holding power further illustrates the widening gap between international normative consensus and the realities of geopolitical power during a period of hegemonic crisis. Methodologically, this research demonstrates how systematic linguistic analysis can ground ideological interpretation in observable grammatical patterns, while theoretically positioning Palestinian-Israeli discourse as a metonym for wider contestation over whether international order should be governed by legal universalism, moral-religious principles, or security pragmatism aligned with hegemonic interests.
PENGEMBANGAN PANDUAN SENI TARI BERBASIS VIDEO UNTUK MENINGKATKAN MOTORIK KASAR PADA ANAK USIA DINI DI RA AL-JUNAIDIYAH Nada Riani; Annisa Wahyuni; Hanifah Oktarina
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 7, No 2 (2024): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v7i2.2145

Abstract

Proses Pengembangan Panduan Seni Tari Berbasis Video Pada Aspek Perkembangan Motorik Kasar Pada Anak Usia Dini Di RA Al-Junaidiyah; Kelayakan Pengembangan Panduan Seni Tari Berbasis Video Untuk Meningkatkan Motorik Kasar Pada Anak Usia Dini Di RA Al-Junaidiyah.Pengembangan media pembelajaran berbasis video ini bertujuan meningkatkan keterampilan motorik kasar anak usia dini di RA Al-Junaidiyah menggunakan metode Research & Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Proses dimulai dengan analisis informasi dari buku, jurnal, dan observasi lapangan, diikuti dengan desain dan pengembangan konten video tari. Validasi oleh ahli materi dan media menunjukkan bahwa media ini sangat layak digunakan. Evaluasi lebih lanjut dari guru dan siswa mengkonfirmasi bahwa media ini efektif, mudah digunakan, dan berhasil meningkatkan keterampilan motorik kasar anak-anak. Hasil penelitian penggunaan media video panduan seni tari efektif dalam meningkatkan keterampilan motorik kasar anak-anak. Video memungkinkan peniruan gerakan secara interaktif dan berulang. Meskipun ada tantangan seperti keterbatasan peralatan dan kebutuhan pelatihan guru, media ini menunjukkan skor kelayakan yang tinggi: 89,2% untuk materi, 80% untuk media, dan 91,2% dari responden guru. Penelitian menggunakan metode R&D dengan model ADDIE, melibatkan analisis, desain, pengembangan, implementasi, dan evaluasi. Validasi ahli dan evaluasi pengguna akhir menunjukkan bahwa media ini sangat layak dan berhasil meningkatkan keterampilan motorik kasar anak di RA Al-Junaidiyah.
Co-Authors Adi Hidayat Ali Masran Daulay Annisa Wahyuni Annisa Wahyuni Annisa Wahyuni Apriyanti Hasibuan Damanik, Lia Agustina Dede Hafirman Said, Dede Dewi , Sinta Eri Kurniawan Eva Devi Sofyawati Hasdina, Niken Isra Hayati Darman Khoirul Imam Lubis, Siti Nurhaliza Mahardhika Zifana Muhammad Ari Sahputra Nada Riani Nasution, Amanda Sari Nasution, Yuni Sari Nurkholijah, Nurkholijah Parulian Siregar Putri Amanda Rahmi Seri Hanida Rani Ismil Hakim Resdilla Pratiwi Riani, Nada Rinaldi Supriadi Sahyoni Sahyoni Sahyoni, Sahyoni Samhani Siregar Sinta Dewi Sinta Dewi Soraya Hasyim Hasibuan Soraya Hasyim Hasibuan Syihabuddin Torkis Lubis Wahyuni, Annisa Wakiah Tussukria Zifana, Mahardhika