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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Al Amin: Jurnal Kajian Ilmu dan Budaya Islam Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Education and Linguistics LETS: Journal of Linguistics and English Teaching Studies Mudabbir: Journal Research and Education Studies Edu Research : Jurnal Penelitian Pendidikan Al Lughawiyaat Educazione: Journal of Education and Learning Jurnal Ilmiah Multidisiplin Ilmu
Akhrif Yahsya
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Kegiatan Pagi dalam Meningkatkan Disiplin Siswa di SD Negeri 026 Huraba Akhrif Yahsya; Muhammad, Fazlur; Novita Rahmadani; Nurhakikah; Ici lassie Rahmah Rama Dhani; Khoirunnisah Hsb; Muhammad Pauzan; Nur Azizah Pulungan; Abdur Rahman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47468

Abstract

This study aims to examine the implementation of morning activities in improvingstudent discipline at SDN 026 Huraba through Field Experience Practice (PPL). Field observations indicate that SDN 026 Huraba implements various forms of positive habits that involve students from the very start of daily activities. These activities begin with a morning greeting, a group prayer, singing the national anthem, and a 10-minute literacy sessionbefore instruction begins. Teachers involvestudents in monitoringclassroom cleanlinessand the orderlinessof seating arrangements. Research findings indicate that morningactivities have a positive impact on improving student discipline. This isevident in increased punctuality, neatness of attire,compliance with rules, and active participation in school activities.In addition, religious activities such as reciting the Yasin also play a role inshaping students’ religious character. Habits formed through daily routinesare able to instill a disciplined attitude gradually withoutcoercion. Thus, the implementation of morning activities can be one of theeffective strategies for improving student discipline in elementary schools.
Politeness Strategies in Cross-Cultural Academic Communication between Mandailing Natal Students and Culturally Diverse Lecturers Yahsya, Akhrif; Santoso, Didik; Antonio, Joemar; Suadi, Suadi
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2193

Abstract

Although politeness in academic communication has been widely discussed in pragmatic studies, limited research has examined how students from local cultural backgrounds employ politeness strategies when interacting with lecturers from different cultural backgrounds in Indonesian higher education settings. This gap is important to address because differences in cultural norms and communication styles may lead to misunderstandings and affect the effectiveness of lecturer–student interaction. This study aims to investigate the politeness strategies used by Mandailing Natal students when interacting with lecturers from different cultural backgrounds at STAIN Mandailing Natal. This study employed a qualitative pragmatic research design with a sociopragmatic approach. The participants consisted of 15 Mandailing Natal students and 6 lecturers from non-Mandailing cultural backgrounds. The data were collected through classroom observations, audio-recorded lecturer–student interactions, academic consultation recordings, semi-structured interviews, and field notes. The data were analyzed using pragmatic discourse analysis based on Brown and Levinson’s politeness theory. The findings reveal that students predominantly employed negative politeness strategies, including indirect expressions, hedging, apologetic forms, and softened statements to show respect and minimize imposition toward lecturers. Students frequently avoided direct disagreement and tended to communicate cautiously due to cultural values emphasizing respect for authority and social harmony. In contrast, lecturers generally used more direct communication styles when giving feedback, instructions, and asking questions. These differences in communication styles sometimes created misunderstandings during classroom discussions and thesis supervision sessions. Students often hesitated to ask for clarification, while lecturers sometimes interpreted students’ silence as passiveness or lack of preparation. The study concludes that politeness strategies in lecturer–student interaction are strongly influenced by cultural values, social hierarchy, and academic roles. The findings highlight the importance of pragmatic and intercultural awareness in higher education communication in order to reduce misunderstandings and support more effective academic interaction.
A Qualitative Needs Analysis of English for Biology Students in Academic and Research Contexts Akhrif Yahsya
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.2494

Abstract

English plays an increasingly important role in biology education as students are required to access international scientific literature, conduct research, and communicate scientific findings. However, English courses offered in many Biology Education programs continue to emphasize General English, which may not adequately address students' academic and disciplinary needs. This study aimed to explore the English language needs of Biology Education students within academic and research contexts through the lens of English for Specific Purposes (ESP). A qualitative descriptive design was employed, involving semi-structured interviews with six undergraduate Biology Education students and one Biology lecturer at State Islamic College of Mandailing Natal (STAIN Mandailing Natal), who were selected using purposive sampling based on their direct involvement in biology teaching, learning, and academic research. The collected data were analyzed using Braun and Clarke's thematic analysis. Four major themes emerged from the analysis: (1) English as an essential tool for accessing scientific literature and laboratory resources, (2) challenges in understanding scientific terminology and producing academic English, (3) the mismatch between General English instruction and Biology students' disciplinary needs, and (4) expectations for an English for Biology curriculum emphasizing academic reading, scientific writing, oral presentation, and research communication. The findings demonstrate that Biology Education students require English not merely for everyday communication but primarily for developing academic literacy and research competence. The study suggests that English courses in Biology Education should be redesigned based on systematic needs analysis and aligned with authentic disciplinary communication. Such curriculum development is expected to better prepare students for undergraduate research, scientific publication, and participation in international academic communities.
Integrating Pragmatics into English Language Teaching: Challenges and Opportunities Akhrif Yahsya
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.2840

Abstract

Pragmatic competence has become an essential component of communicative competence in English language teaching (ELT), yet its integration into English as a Foreign Language (EFL) classrooms remains limited. This study investigates how English teachers integrate pragmatics into classroom instruction, the challenges they encounter, and the opportunities that support pragmatic instruction in Indonesian EFL contexts. Employing a qualitative descriptive design, the study involved eight English teachers from two public senior high schools in Panyabungan, North Sumatra, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and supporting teaching documents and analyzed using Braun and Clarke's thematic analysis. The findings revealed three major themes. First, teachers integrated pragmatics through explicit instruction of speech acts, contextual role-play, authentic audiovisual materials, and discussions of pragmatic failure. Second, teachers encountered several pedagogical and contextual challenges, including limited pragmatic content in textbooks, difficulties in assessing pragmatic competence, insufficient confidence in teaching culturally embedded meanings, first-language interference, limited exposure to authentic English communication, and examination-oriented learning. Third, several opportunities facilitated pragmatic instruction, including digital technology, the flexibility of the Merdeka Curriculum, the integration of Mandailing cultural values, and collaboration through the English Teachers' Working Group (MGMP). The study concludes that although pragmatic instruction remains constrained by various structural factors, Indonesian EFL teachers demonstrate considerable pedagogical creativity in promoting communicative competence. The findings highlight the importance of strengthening teacher professional development, improving instructional materials, and incorporating pragmatic competence more systematically into English language curricula and assessment.
A Pragmatic Analysis of Speech Acts in Instructional Videos and Their Role in Enhancing Students’ Comprehension Yahsya, Akhrif
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14402

Abstract

This study examines the role of speech acts in instructional videos and their impact on students’ comprehension in an English as a Foreign Language (EFL) context. Drawing on Pragmatics and speech act theory proposed by John Searle, this research aims to identify the types of speech acts used in instructional videos, analyze their pragmatic functions, and explore how they influence students’ understanding. This study employed a descriptive qualitative design with a pragmatic discourse analysis approach. The data were collected from instructional videos and semi-structured interviews involving 30 undergraduate students at STAIN Mandailing Natal. The findings reveal that directive speech acts dominate instructional discourse, accounting for approximately 65–70% of all utterances. However, the effectiveness of these directives varies depending on their degree of explicitness. Direct instructions significantly enhance comprehension, while indirect and mitigated forms often lead to pragmatic failure. The study also identifies several instances of misunderstanding, where students interpret indirect directives as optional rather than obligatory. These findings indicate that pragmatic clarity plays a crucial role in determining the effectiveness of instructional communication. This study contributes to the fields of pragmatics and educational technology by highlighting the importance of linguistic factors in digital learning environments. It suggests that effective instructional videos should prioritize explicit and pragmatically appropriate language to support students’ comprehension and engagement. Keywords:‎ Pragmatics, Speech Acts, Instructional Videos, EFL, Comprehension
Co-Authors Abdur Rahman Ahmad Rosyadi Antonio, Joemar Atikah, Luri Desiana Desiana Didik Santoso Fitriani Hafsohtul Zakiyah Hasibuan, Sri Wahyuni Ici Lassie Rahmah Rama Dhani Khoirunnisah Hsb Marlina Marlina Muhammad Pauzan Muhammad, Fazlur Novita Rahmadani Nur Aminah Nur Azizah Pulungan Nur Mawaddah Nurhakikah Rahmad Hidayat Lubis Rigon Hasibuan Riski Padilah Sartika Dewi Harahap Siregar, Ayu Meita Puteri Suadi Suadi Sumita Ulfah Tamara, Indah Tri Pratiwi Winda Amalia