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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Al Ishlah Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat ELT-Lectura Indonesian Journal of Economics, Social, and Humanities JOURNAL OF ENGLISH FOR ACADEMIC EDUKATIF : JURNAL ILMU PENDIDIKAN JURNAL PENA EDUKASI JALL (Journal of Applied Linguistics and Literacy) Unri Conference Series: Community Engagement Mosharafa: Jurnal Pendidikan Matematika International Journal of English and Applied Linguistics (IJEAL) Journal of Educational Sciences International Journal of Educational Best Practices Jurnal Didaktik Matematika
Dahnilsyah Dahnilsyah
English Education Study Program Universitas Riau, Faculty Of Education, Pekanbaru
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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PERAN MOTIVASI KERJA PADA ORGANISASI DI INDONESIA Muthia Sandra Riphasa; Marnita Marnita; Mahdum Mahdum; Dahnilsyah Dahnilsyah; Fadly Azhar
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1216

Abstract

This study aims to provide a comprehensive mapping of the role of work motivation in Indonesian organizations through a Systematic Literature Review (SLR) of 15 national and international articles published between 2020 and 2025. The review is motivated by inconsistent empirical findings regarding the relationship between work motivation and employee performance, indicating that the effectiveness of motivation is strongly shaped by contextual factors such as organizational culture, leadership style, compensation, and work structure. The SLR method involved systematic database searches, article selection based on inclusion criteria, full-text reading, data extraction, and thematic synthesis to identify patterns of relationships among variables. The analysis reveals three main patterns: motivation as a direct determinant of performance, motivation functioning as a mediating variable between organizational factors and performance, and motivation that shows no significant effect, particularly within bureaucratic government institutions. These findings demonstrate that work motivation is not universal but is highly dependent on the organizational ecosystem. The novelty of this study lies in its thematic mapping of the most recent five-year literature, integrating various organizational contexts in Indonesia to provide an updated and comprehensive scientific overview that supports the development of evidence-based human resource management policies
ESENSI INTEGRITAS DALAM KEPEMIMPINAN BERKARAKTER DISEKOLAH Nurin Farzana; Nurul Hidayati; Mahdum Mahdum; Fadly Azhar; Dahnilsyah Dahnilsyah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1217

Abstract

Objective: This study aims to explore the essence of integrity in character-based leadership in schools through contemporary national and international literature reviews. The main focus is understanding how the concept of integrity is explained in educational leadership literature and how integrity shapes effective character-based leadership practices in schools. Methods: The research employs a narrative literature review approach by analyzing articles from SINTA, Scopus, DOAJ, ERIC, and Google Scholar databases published between 2020-2025. Selection criteria include topics on integrity in educational leadership, ethical leadership, and character leadership with focus on their influence on teacher performance and school environment. Results: Findings indicate that integrity is a core value that stands independently in educational leadership, encompassing dimensions of honesty, fairness, transparency, and moral consistency. Integrity shapes effective leadership practices through four pathways: fairness and moral consistency, moral exemplary, building trust, and creating a positive school culture. Cross-country studies prove that principal integrity significantly influences teacher trust, work motivation, organizational citizenship behavior, and overall school quality.
KEPEMIMPINAN KOLABORATIF UNTUK MENGELOLA GENERASI Z DI TEMPAT KERJA: TANTANGAN DAN PELUANG TERKINI Agung Prasetya; Mahdum Mahdum; Fadly Azhar; Dahnilsyah Dahnilsyah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1222

Abstract

Generation Z is beginning to dominate the workforce and brings unique characteristics such as high digital literacy, a focus on flexibility, a need for meaningful work, and a preference for open and participatory communication. This situation requires organizations to adapt their leadership styles to optimally manage their potential. This study aims to analyze the application of collaborative leadership in managing the Generation Z workforce and identify emerging challenges and opportunities in efforts to improve motivation, productivity, and work engagement. This study used a literature review method by examining scientific articles, global employment survey reports, and academic studies related to leadership and workforce generations. The results show that collaborative leadership is effective in building an inclusive work culture, encouraging active participation, and increasing innovation through trust-based relationships and two-way communication. However, its implementation still faces challenges such as value gaps between generations, demands for rapid feedback, and structural adaptations in organizations that are still hierarchical. On the other hand, these challenges can be strategic opportunities through the use of collaborative technology, adaptive leadership training, and designing flexible work systems that suit the needs of the younger generation.
SYSTEMATIC LITERATURE REVIEW ON EFFECTIVE TEACHER COMMUNICATION STRATEGIES Afifa Thahira; Indah Nabila Fitri; Mahdum Mahdum; Fadly Azhar; Dahnilsyah Dahnilsyah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1223

Abstract

This study aims to identify and compare effective communication strategies used by educators in two distinct educational contexts: teacher–student communication in schools and lecturer–student communication in higher education. Employing a Systematic Literature Review (SLR) approach, this study analyzed 15 relevant articles published between 2015 and 2025 that were selected from several reputable databases, including Scopus, ERIC, Google Scholar (SINTA 2–4), and various international journals. The selection process involved systematic screening, inclusion criteria, and quality assessment to ensure the relevance and rigor of the reviewed studies. The findings reveal several similarities in the communication strategies applied across both educational levels, particularly in the use of clear instructional messages, effective feedback mechanisms, nonverbal communication, and the development of positive interpersonal relationships between educators and learners. However, notable differences were also identified. At the school level, communication strategies tend to focus on instructional clarity, structured interaction patterns, scaffolding, classroom management, and emotional support for students. In contrast, communication at the university level emphasizes facilitating in-depth discussions, fostering academic autonomy, applying teacher immediacy, providing academic consultation, and strengthening students’ motivation.
KEWIBAWAAN PEMIMPIN DALAM MEMBANGUN BUDAYA POSITIF DI SEKOLAH Nurmalasari Nurmalasari; Tara Duhana; Mahdum Mahdum; Fadly Azhar; Dahnilsyah Dahnilsyah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1228

Abstract

Objective: This study aims to analyze how authoritative leadership contributes to the development of a positive school culture through a systematic review of national and international studies. Methods: A Systematic Literature Review (SLR) was conducted by selecting ten relevant articles based on predefined inclusion criteria. The analysis involved data extraction, thematic categorization, and narrative synthesis to identify key patterns across the literature. Results: The synthesis reveals that authoritative leadership is characterized by moral integrity, trust-building capacity, exemplary conduct, and consistent leadership practices. Five major themes emerged: (1) leadership grounded in integrity and trust; (2) strengthening positive culture through pedagogical and collaborative practices; (3) the role of leadership in establishing fairness and positive discipline; (4) principal role modeling as a driver of values and character; and (5) authoritative leadership as a guide for school vision, values, and transformation. Findings indicate that authoritative leaders help create a safe, harmonious, and supportive environment through moral example and value reinforcement. Novelty: This study provides an updated thematic framework on the strategic role of authoritative leadership in building positive school culture, offering holistic insights relevant for strengthening leadership practices in the educational context.
The Impact of Verbal Bullying on Elementary School Students' Learning Motivation Astrid Ramadhanti; Dinda Aurilia; Sari Mardiah; Dahnilsyah Dahnilsyah
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2420

Abstract

Abstract: Verbal bullying is one of the factors inhibiting student learning motivation. Motivation is the foundation for students to achieve maximum learning outcomes, which in turn serve as the basis for determining the attainment of expected competencies. Therefore, it is crucial to comprehend the connection between verbal bullying and student motivation for learning. This study aims to explore the impact of verbal bullying on student learning motivation in elementary schools and provide recommendations to mitigate its negative effects on the school environment. Moreover, it creates a positive culture in schools. This study employs a qualitative research approach, utilizing the Systematic Literature Review (SLR) method. The findings indicate that verbal bullying significantly reduces elementary school students’ learning motivation by causing psychological distress, such as low self-confidence, anxiety, and social isolation. These negative effects disrupt students’ engagement in the learning process, ultimately hindering their academic performance. Early intervention and consistent anti-bullying measures are essential to prevent long-term educational setbacks. Thus, creating a supportive school environment through collaboration among educators, parents, and policy-makers can help mitigate the impact of verbal bullying and foster positive student development.Keywords: learning motivation; primary school; verbal bullying
A Transformational-Generative Analysis of Spoken Syntax in TikTok Podcasts: A Study on the Deddy Corbuzier Channel Segment “KTP Wonogiri... Ngomongnya British Abis!!” Robi'ah Laila; Hapni Nurliana H. D Hasibuan; Dahnilsyah Dahnilsyah; Nur Azizi; Sayyidah Khansa
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.21819

Abstract

This research discusses the syntactic analysis of spoken sentences in the Deddy Corbuzier Channel podcast on TikTok. The purpose of this study is to describe how sentence structures in spoken language differ from written language and to identify how they reflect Chomsky’s theory of Transformational-Generative Grammar (TGG). This study uses qualitative methods. The research data were taken from selected podcast transcripts from TikTok. To answer the research questions, the researcher applied Chomsky’s theory (1957, 1965) focusing on the relationship between deep structure and surface structure in sentence formation. The results reveal that although the deep structures of the utterances are grammatically correct, the surface structures often show spoken features such as topic fronting, lexical substitution, repetition, fillers, and clause fragmentation. These forms occur naturally in spontaneous conversation and are not considered grammatical errors. Furthermore, the analysis shows that spoken sentences tend to prioritize clarity, emphasis, and emotional expression rather than formal grammatical
Discourse Markers in Indonesian EFL Classroom Interaction: A Mixed-Method Study ofenior High School English Teachers in Riau Suhardi; Jismulatif; Dahnilsyah
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/wwfk1e72

Abstract

Discourse markers (DMs) are pragmatic resources that organize spoken discourse and help teachers manage classroom interaction. Although previous studies have documented DM frequency in EFL teacher talk, relatively little work in Indonesian and Riau secondary-school settings has integrated corpus-based frequency patterns with a subsequent functional analysis of the same classroom discourse. This study therefore investigates the types, frequency, and communicative functions of DMs used by English teachers in Senior High Schools in Tambusai Utara, Riau, Indonesia. Ten English teachers participated, and classroom interaction was audio-recorded and transcribed for corpus analysis. The quantitative phase identified and normalized DM tokens using AntConc and Fraser’s (1999) procedural-function criterion; the qualitative phase then selected high-frequency DM instances from the corpus for contextual functional interpretation using Fung and Carter’s (2007) framework. The corpus contained 1,108 DM tokens in approximately 21,974 words of teacher talk. Elaborative markers were the most frequent category (37.09%), followed by inferential (27.71%), topic change (26.62%), and contrastive markers (8.57%). The most frequent individual markers were okay (470), and (308), and so (203). Their uses covered structural, interpersonal, referential, and cognitive functions, including topic transitions, continuity, consequence, summaries, comprehension checks, and response elicitation. The results describe how DMs are distributed and function within the observed teacher talk; they do not directly establish effects on student learning or interactional competence. The findings suggest that teacher education can benefit from explicit awareness of DM functions, contextual selection, and interactional use.
Co-Authors Afifa Thahira Afrianto Daud Afrizona Niken Trisna Agung Prasetya Astrid Ramadhanti Atni Prawati Ayu Sulistyaningsih Azra Zakiah Darmadi Dea Ayu Wulandari Dinda Aurilia Dita Dita Emelia Agustianti Erni Erni Fadly Azhar Fauziah Fauziah Fingky Sinthya Ghulami Afra Rulya Hafizt Muhamad Islami Hapni Nurliana H. D Hasibuan Hartono Tjoe Hilmer Marulitua Simatupang Indah Nabila Fitri Indah Tri Purwanti Jesi Alexander Alim Jismulatif, Jismulatif Joleha, Joleha Mahdum Mahmud Alpusari Mangatur Sinaga Marnita Marnita Masyhur Masyhur Medina Sophie Anggini Mitri Irianti Muhammad Syarfi Muthia Sandra Riphasa Neni Hermita Noval Rivaldo Novia Yuliana Anita Nur Azizi Nurin Farzana Nurlaili Suriyani Nurmalasari Nurmalasari Nurul Hidayati Nyayu Muharomah Arviyolla Precian Agung Assyafi’I Rahma Vivianita Ranisha Pristania Rusdi Reka Hayati Rahmah Riyantama, Muhammad Yogi Robi'ah Laila Sari Mardiah Sayyidah Khansa Shabrina shabrina Suhardi Suhardi Suhardi Syofia Delfi Tara Duhana Tsani Latifa Windi Wulandari Yahya Gunawan Yeni Anggrayni YUSTINA YUSTINA Zariul Antosa Zetra Hainul Putra Zetra Hainul Putra