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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Language and Literature BAHASA DAN SASTRA Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar English Review: Journal of English Education JURNAL KONFIKS Al Ishlah Jurnal Pendidikan Indonesian EFL Journal Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Journal of Language and Literature Studies Studies in English Language and Education TELL - US JOURNAL COUNS-EDU: The International Journal of Counseling and Education
Yuli Tiarina
Universitas Negeri Padang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MORPHOLOGICAL AND SYNTACTIC ERROR ANALYSIS AS A BASIS FOR DEVELOPING INDONESIAN LANGUAGE LEARNING STRATEGIES WITHIN A PEDAGOGY-DRIVEN FRAMEWORK Nadia Eka; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4rfegv10

Abstract

Language errors are still frequently found in students’ writing, particularly in explanatory texts that require precise word choice and clear sentence construction. This problem shows that students not only need to understand the content of the text, but also need to use Indonesian formally and effectively. This study aims to analyze morphological and syntactic errors in explanatory texts written by eleventh-grade students of MAN 2 Padang and to formulate learning strategy directions that suit students’ needs. This study employed a descriptive qualitative approach with an error analysis design. Data were collected through an explanatory text writing task and were analyzed through the stages of error identification, classification, and interpretation. The results showed that each text contained an average of 7–9 errors. The most frequent errors included the use of nonstandard words, informal abbreviations, affixation errors, ineffective sentences, double conjunctions, and unnecessary repetition of phrases or clauses. These findings indicate that students were able to construct the general structure of explanatory texts, but they were still weak in applying formal language rules. Therefore, writing instruction needs to be directed toward exercises that help students correct real errors in their own writing through pedagogical grammar, error-based learning, and guided revision. These strategies can help students write explanatory texts more clearly, effectively, and in accordance with Indonesian language rules.
COGNITIVE AND AFFECTIVE OUTCOMES OF STRUCTURED AND ANDRAGOGICAL APPROACHES IN TECHNOLOGY-BASED LANGUAGE LEARNING: A CROSSOVER STUDY Khadijah Ramadhanti; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/trqwde88

Abstract

The proliferation of digital technology in higher education language learning requires instructional approaches that align with the characteristics of adult learners. This study examines the comparative cognitive and affective outcomes of structured and andragogical technology-based approaches on language proficiency, motivation, and digital engagement using a within-subject crossover design. Thirty students at STKIP YDB Lubuk Alung were assigned to two counterbalanced groups: Group A (n = 15) followed a structured-then-andragogical sequence, while Group B (n = 15) followed the reverse, with a one-week washout period between treatments. Paired t-tests demonstrated that both approaches produced significant language proficiency gains (p < .001), yielding large effect sizes for structured instruction (d = 2.73; gain = +18.67 points) and andragogical learning (d = 2.47; gain = +19.70 points), with no statistically significant difference between them (p = .508, d = 0.12), a result confirmed by the Wilcoxon signed-rank test (p = .600). In contrast, andragogical instruction generated significantly higher motivation (M = 4.27; d = 2.54) and digital engagement (M = 4.18; d = 2.19) than structured instruction (p < .001). A near-zero correlation between engagement scores across the two conditions (r = .067) indicates that each approach activates qualitatively distinct engagement mechanisms. Significant and symmetric carry-over effects across both conditions (p < .001) suggest that sequential exposure to contrasting technology-based approaches yields cumulative learning benefits. These findings support a hybrid instructional model that combines the cognitive scaffolding of structured instruction with the affective autonomy of andragogical learning.
Strengthening Youth Capacity in Nagari Situmbuk through Interactive English Teaching, Digital Marketing, and Cinematography for Creative Village Promotion Witri Oktavia; Dinovia Fannil Kher; Yuli Tiarina; Ratmanida; An Fauzia Rozani Syarif
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v6i2.11101

Abstract

This community service program was conducted in Nagari Situmbuk, Tanah Datar Regency, an area with strong potential in community-based education, village tourism, and UMKM development. However, these potentials had not been fully realized due to limited youth capacity to conduct interactive English learning activities and the continued conventional use of digital media for tourism and UMKM promotion. This program aimed to strengthen youth capacity through integrated training in interactive English teaching, digital marketing, and basic cinematography to promote creative villages. The program employed a participatory approach involving the COIV youth community, UMKM actors, and village stakeholders. Its implementation consisted of four main stages: needs analysis, training workshops, field mentoring, and participatory evaluation. The program involved 20 participants, consisting of youths and UMKM actors. The results show that participants improved their capacity to conduct communicative and contextual English-learning activities, gained practical understanding of social-media-based promotion for local products, and produced simple promotional videos highlighting the cultural and natural potential of Nagari Situmbuk. The program also encouraged the emergence of local youth cadres capable of sustaining English-learning initiatives and supporting village promotion efforts. These findings suggest that integrating pedagogical, digital, and creative media training can serve as a practical model for strengthening youth-led village empowerment.
Co-Authors A.A. Ketut Agung Cahyawan W Agnes Pertiwi Hertia Ahmad Fajar Afif Alfianda Putra Amri Isyam Amri Isyam An Fauzia Rozani Sy. An Fauzia Rozani Syarif Andreas, Mentari Armelia Husna Arrista Berliana J Aryuliva Adnan Asri Sekar Mira Azzuhudi, Muhammad Habib Clarisa N. R Simamora de Naldi, Irvink Fachrul Pratama Delvia Sasmita Desima Rafain Dewi Fitri Dian Trinoviyani Dina Gusvianti Dinovia Fannil Kher Dwi Rahmatadilla Elyssa Silvia Harly Feggy Nisa Sabelina Fiolina Elfajri Fitrawati Fitrawati Gemala Imelda Hanifa Gusnila Arianti Handayani SB Hari Julian Agung Saputra Hartono, Wira Jaya Harwati Hashim Hermawati Syarif Hevriani Sevrika Hilfi Ghassani Inayatul Fitri Iwali Kumarega Siregar Jufri Jufri Jufrizal Jufrizal Jufrizal Jufrizal Kamarulmutminah Binti Yusof Khadijah Ramadhanti Lafziatul Hilmi Mayuasti Mayuasti Melani Melani Meutia Eka Putri Nadia Eka Nicky Hasrimarta Niken Sakinah Nisa, Tika Khairun Nuri Handayani Oktadela, Resy Oktavia, Witri Parni Rina Poppy Fauziah Syafitri Purbowati, Annisa Tri Putri Valen Anufri Putri Wahyuni Ratmanida Resti Juni Astuti Reszy Yuli Harmenita Ridha Sakinah Alkadri Rika Fidda Yuli Risnada, Risnada Rita Endriyani Riyanti Aulia Putri Riza Astriani Saunir Saun Septrida Fitra Siska Willyani Putri Siti Aisyah Sitti Fatimah Sri Ariani Sri Wahyuni Suci Junida Fitri Syahrida Awaliyah Syahrul R, Syahrul Tati Sunarti Yenni Vivi Zurniati Welmita Welmita Widi Septian Yusuf Winda, Srie Novita Yenni Rozimela Zainuddin Amir Zainuddin Bin Lateh Zastika, Yeli