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All Journal Jurnal Pendidikan Karakter Language Circle : Journal of Language and Literature Majalah Transformatika Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan KEMBARA Jurnal Pendidikan Islam IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL: English Teaching Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Dinamika Ilmu Indonesian Journal of Education and Learning English Language and Literature International Conference (ELLiC) Proceedings Journal of Research on Applied Linguistics, Language, and Language Teaching Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra ACITYA Journal of Teaching & Education Community Development Journal: Jurnal Pengabdian Masyarakat Cakrawala Linguista ASANKA: Journal of Social Science And Education Language and Education Journal TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Proceeding of International Conference on Islamic Education Panrannuangku Jurnal Pengabdian Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EduLine: Journal of Education and Learning Innovation Daengku: Journal of Humanities and Social Sciences Innovation ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) RUANG KATA: Journal of Language and Literature Studies Haumeni Journal of Education Jurnal Cakrawala Ilmiah DINAMIKA ILMU: Jurnal Pendidikan Journal of Legal and Cultural Analytics (JLCA) Journal of Language and Literature Studies Journal of Education, Language Innovation, and Applied Linguistics Kajian Bahasa dan Sastra (KABASTRA) Ta'dib Interling : International Journal of English Language Teaching, Literature and Linguistics Metathesis: Journal of English Language, Literature, and Teaching TRANSFORMATIKA: Jurnal Bahasa, Sastra, dan Pengajarannya

Farikah

Universitas Tidar

Author-ID : 2901904

Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 67 Documents Claim Missing Document

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Teori Tindak Tutur dalam Studi Pragmatik Safitri, Rizki Dian; Mulyani, Mimi; Farikah
Kajian Bahasa dan Sastra (KABASTRA) Vol. 1 No. 1 (2021): Kajian Bahasa dan Sastra (KABASTRA)
Publisher : UPA Bahasa Universitas Tidar And HISKI Kedu

This article explains the theory of speech acts proposed by John L. Austin and his student John R. Searle. Speech act theory is a sub-field of pragmatics. This field of study deals with the ways in which words can be used not only to present information but also to carry out actions. This theory considers three levels or components of speech: locutionary acts (the making of a meaningful statement, saying something that a hearer understands), illocutionary acts (saying something with a purpose, such as to inform), and perlocutionary acts (saying something that causes someone to act). Many view speech acts as the central units of communication, with phonological, morphological, syntactic, and semantic properties of an utterance serving as ways of identifying the meaning of a speaker’s utterance or illocutionary force. There are five types of Illocutionary points according to Searle: declarations, assertives, expressives, directives, and commissives (1979:viii). A speech act, in order to be successful, needs to be performed along with certain types of conditions. These conditions were categorized by the linguist John Searle, who introduced the term felicity conditions: propositional content condition, preparatory condition, sincerity condition, and essential condition.

Micro-Teaching and Collaborative Learning: A Synergy for Developing Student-Teacher Performance and Collaborative Skills Amala Malik; Fitrotun Maulani; Farikah; Dwi Winarsih
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1603

Micro-teaching, one of the valuable advancements in teacher training, has become a tool for student-teachers to achieve professional teaching skills and foster deeper teaching knowledge. Collaborative skills, considered one of the 21st-century skills, have been identified as an indicator of a successful life. Therefore, Collaborative learning as a teaching approach where students work together on tasks or projects can help develop collaborative skills. Equally important, this research investigates how collaborative learning impacts student-teacher performance and collaborative skills development in micro-teaching classrooms, identifying factors contributing to successful teaching practice. This study employs qualitative research using a case study design by collecting data through questionnaires, documentation, and peer observation. The researchers analyzed 70 student-teachers from the micro-teaching class at Universitas Tidar who had already completed the teaching practice. Descriptive qualitative techniques are used to analyze the data to gain a deeper understanding of the results through data condensation, display, and conclusions. As a result, researchers expect to find that collaborative learning significantly enhances student teaching practice performance in the micro-teaching classroom. Furthermore, students could enhance communication, teamwork, management, problem-solving skills, and active participation during the collaborative learning process.

CHARACTER AI IN EFL CLASSROOMS: STUDENT PERCEPTIONS AND EXPERIENCES Kusuma Ningsih, Irwanda; Farikah; Ramadhika, Boris
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.782

This study investigated the perceptions and experiences of EFL students using Character AI in their English learning process. Character AI, an advanced chatbot service designed for human-like interactions, offers potential benefits in language education. A qualitative approach was employed, involving 15 junior high school students at SMP Negeri 3 Magelang who interacted with Character AI for a 40-minute session. Data were collected through report cards and classroom observations and analyzed using thematic analysis. Findings indicate that students found Character AI engaging and enjoyable, enhancing their motivation and participation in learning English. The AI provided personalized feedback and real-time corrections, contributing to noticeable improvements in students' grammar and sentence construction skills. This study highlights the potential of Character AI as a valuable educational tool in EFL classrooms, emphasizing its role in enhancing student engagement, motivation, and participation while offering personalized feedback and real-time corrections.

Pelatihan dan Pendampingan Implementasi Multimodal Genre-based Approach dalam Pembelajaran Bahasa Inggris di SMP Kabupaten Magelang Farikah, Farikah; Mulyani, Mimi; Astuty, Astuty; Normawati, Afi; Hamdani, Rifki; Raikhana, Salma; Mazid, Sukron
Panrannuangku Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2024)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/panrannuangku2402

Artikel ini membahas dampak signifikan era digital terhadap pendidikan, khususnya dalam konteks kurikulum Merdeka di Indonesia. Pendekatan berbasis genre multimodal (Multomodal-genre based approach) diperkenalkan sebagai kerangka pedagogi yang efektif untuk mengatasi dinamika waktu. Artikel ini menguraikan kegiatan, saran, dan dukungan bagi guru bahasa Inggris SMP di Kabupaten Magelang dalam mengembangkan modul ajaryang selaras dengan Kurikulum Merdeka. Artikel ini berfokus pada penerapan pendekatan berbasis genre multimodal dan menekankan pentingnya beradaptasi dengan tujuan kurikulum baru, mengembangkan keterampilan abad ke-21, dan mengintegrasikan teknologi ke dalam praktik kelas. Selain itu, artikel ini memperkenalkan konsep TPACK (Technological Pedagogical and Content Knowledge) sebagai kerangka kerja integrasi teknologi yang efektif dalam pendidikan.

Penguatan Keterampilan Guru Bahasa Inggris Melalui Pelatihan Integratif dengan Pendekatan Multimodal Farikah, Farikah; Ekawati, Mursia; Hamdani, Rifki; Sisviana, Ety; Ma’ruf, Amar
Panrannuangku Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2025)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/panrannuangku3676

to improve the competence of elementary school teachers in Magelang Regency in facing the challenges of the 2022 Curriculum. This training includes providing materials, mentoring, and simulation of best practices to strengthen teachers' understanding of multimodal learning approaches, compiling teaching materials, and utilising technology. As a result, teachers can design and adapt multimodal-based teaching materials using text, audio, video, and images effectively, increasing student engagement. This program also encourages collaboration between teachers, creating a network of mutually supportive learning communities. The outputs of the activity include the publication of scientific articles, proceedings, workshops, teaching modules, and mentoring. Although access to technology is an obstacle, this activity has a positive impact on improving teacher competence and the quality of learning. The success of the program is the basis for further development, including expanding participants, integrating the latest technology, and ongoing mentoring, thus contributing to improving the quality of English education at the elementary school level.

Developing the Students’ Character through Literacy Activities in A Child-Friendly School Model Farikah, Farikah
Dinamika Ilmu Vol 19 No 2 (2019): Dinamika Ilmu, 19(2), December 2019
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This case studyaimed at investigating the implementation of literacy activities in developing the students’ character of SD Negeri Secang 1 as one of child-friendly school models in Magelang Regency developed by Lund University, Sweden. This study described the practical guidance on literacy activities of child-friendly schools in developing the students’ character through the literacy programs. Since it was a case study, the writer only focused on one school and the result could not be used to generalize to child friendly schools in Indonesia. Interview and observation were used in collecting the data of this study. The interview was used to gain information on how literacy activities were normally conducted at SD Negeri Secang 1 as a friendly school model and observation was used to see the real implementation of Literacy activities in developing the students’ character. Based on the data analysis, it revealed that through literacy activitiesof a 15-minute reading activity, the students were able to develop their characters. By reading different topics, they could build their knowledge and values based on the topics they read.

CHARACTER AI IN EFL CLASSROOMS: STUDENT PERCEPTIONS AND EXPERIENCES Irwanda Kusuma Ningsih; Farikah; Boris Ramadhika
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the perceptions and experiences of EFL students using Character AI in their English learning process. Character AI, an advanced chatbot service designed for human-like interactions, offers potential benefits in language education. A qualitative approach was employed, involving 15 junior high school students at SMP Negeri 3 Magelang who interacted with Character AI for a 40-minute session. Data were collected through report cards and classroom observations and analyzed using thematic analysis. Findings indicate that students found Character AI engaging and enjoyable, enhancing their motivation and participation in learning English. The AI provided personalized feedback and realtime corrections, contributing to noticeable improvements in students' grammar and sentence construction skills. This study highlights the potential of Character AI as a valuable educational tool in EFL classrooms, emphasizing its role in enhancing student engagement, motivation, and participation while offering personalized feedback and real-time corrections

Improving Narrative Writing Skills of Madrasah Tsanawiyah Students Through a Group Inquiry Learning Model Based on Religious Character Values Mulyani, Mimi; Mazid, Sukron; Farikah, Farikah; Riyanti, Dwi; Wulansari, Atsani
Jurnal Pendidikan Islam Vol 11 No 1 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i1.44602

This research analyzes the effectiveness of the group inquiry learning model based on religious character values in enhancing narrative writing skills, specifically in the form of diaries. The objective is to evaluate how this model integrates Islamic religious education with literacy culture while fostering religious character values in the learning process. Employing a quasi-experimental method with a matching-only pretest-posttest control group design, the study was conducted with 76 eighth-grade students from Madrasah Tsanawiyah Negeri in Magelang City, Central Java, Indonesia. Data were collected through observations, interviews, and tests assessing narrative writing that incorporated religious character values such as siddiq, amanah, tabligh, and fathanah. The results revealed that the experimental group, which used the group inquiry model, showed significant improvements in writing skills (t-count = 3.081, sig. = 0.018). The N-Gain for the experimental group was 22.33, compared to 0.52 for the control group, demonstrating the model’s effectiveness. This research underscores the importance of integrating group inquiry learning with religious character values, as it significantly improves narrative writing skills, enhances student engagement, and instills core Islamic values, thereby contributing to the development of both literacy and character education in Islamic schools.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/nr2tgr94

This study investigated the perceptions and experiences of EFL students using Character AI in their English learning process. Character AI, an advanced chatbot service designed for human-like interactions, offers potential benefits in language education. A qualitative approach was employed, involving 15 junior high school students at SMP Negeri 3 Magelang who interacted with Character AI for a 40-minute session. Data were collected through report cards and classroom observations and analyzed using thematic analysis. Findings indicate that students found Character AI engaging and enjoyable, enhancing their motivation and participation in learning English. The AI provided personalized feedback and realtime corrections, contributing to noticeable improvements in students' grammar and sentence construction skills. This study highlights the potential of Character AI as a valuable educational tool in EFL classrooms, emphasizing its role in enhancing student engagement, motivation, and participation while offering personalized feedback and real-time corrections

Transitivity in English Textbook: A Discourse Analysis of “Pathway to English Text Book” for SMA/MA Grade X Jayanti, Widya Mas Mardavam; Farikah, Farikah; Normawati, Afi
Ruang Kata Vol 5 No 01 (2025): Ruang Kata
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/jrk.v5i01.1670

Language plays a central role in the teaching process because they connect, complement knowledge, and shape learners’ worldviews. When learning a language, textbooks play a very important role in conveying language input as well as shaping leaners’ knowledge of language structure and social roles. In Indonesia, English textbooks are expected to meet the Common European Framework of Reference for Languages (CEFR) standards to supports communicative competence across educational level s. However, recent studies show that many high school English textbooks fail to meet the expected ECFR B1 level. Addressing this issue this study investigates how transitivity processes and participants are represented in the reading sections of Pathway to English textbook for SMA/MA Grade X with the aim of discovering how language structures facilitate students’ linguistics and cognitive development. Using descriptive qualitative method and discourse analysis grounded in Halliday’s Systemic Functional Linguistics theorized by Gerot and Wignell, the study analyzes 297 clauses from selected texts. It determines the process types of transitivity and explores participant roles in each process. The results reveal dominance of material processes (51.85%), which implies focus on physical activity and concrete events, followed by elational (29.97%), mental (7.74%), verbal (6.06%), existential (3.03%), and behavioral (1.35%) processes, none of the meteorological processes. Participant roles such as actors and goals mainly took place in material processes, while sensors and phenomena were common in mental processes. This distribution shows that although the textbook offers diversity in types of transitivity, it may fall short in offering balance to ensure diversified linguistic exposure. These findings offer suggestions for textbook developers and teachers to strengthen the expression of the process of transitivity, thus improving English instruction and enriching students’ linguistic and critical thinking skills in EFL context.

Co-Authors A. Yuwono Afi Normawati Aliyah, Sekar Lathifatul Allvian Ika Fiki Susanto Amala Malik Andini, Jihan Widya Anif Istianah Annisa Istiqomah Ardhian Nugrahanto Astuti, Margi Astuty Astuty Astuty Astuty Astuty Astuty Astuty Astuty, Astuty Atsani Wulansari Aulya Cahyaningrum Aulya Cahyaningrum Aziza Restu Febrianto Boris Ramadhika Boris Ramadhika Buana, Tetuka Yuma Danang Dwi Pradita Danang Prasetyo Delfian Widiyanto Delfiyan Widiyanto Dwi Riyanti Dwi Winarsih Dwitiya Ari Nugrahaeni Fitrotun Maulani Hamdani, Rifki Hana Suci Anggraeni Hanggrasawani, First Tista Hasanah, Imroatun Herpindo Herpindo herpindo, herpindo Ika Setyorini Ilyas, Patmawati Imam Baihaqi Indiaswari, Rias Ayu Indrasara, Devansa Riski Ipung Hananto Irwanda Kusuma Ningsih Jayanti, Widya Mas Mardavam Jendriadi, Jendriadi Khoirudin, Achmad Rizqi Kuncara, Kusuma Peny Kusuma Ningsih, Irwanda Lilia Indriani Linda Eka Pradita Linda Eka Pradita Linda Eka Pradita, Linda Eka M Fatkhu Arifin Margi Astuti Mazid , Sukron Mazid, Sukron Ma’ruf, Amar Miftahula Rizkqin Nikmatullah Mimi Mulyani Moch. Malik Al Firdaus Muhilal Muhilal Mursia Ekawati Nikmatullah, Miftahula Rizkqin PRASETYO, RIYAN Raikhana, Salma Renanda, Zahra Putri Rini, Arika Rohmat D. S., Heru Nur Safitri, Rizki Dian Salihu, Sabiru Sauqi Futaqi Septian Aji Permana Sisviana, Ety Siti Maemunatun Siti Mulyani Sofi, Rizal Muh Sukron Mazid Swari, Dayinta Resty Nindya Triantono Triantono Umi Rachmawati Wahida Wahyuni Waluyo, Putri Susi WIDIASTUTI - Yosintha, Rolisda Yulia Esti Katrini Yulia Esti Katrini Yulia Esti Katrini Yulinda Pratiwi Yuwono, A. Zahra, Malika Nasywa Az Zuni Ristianingsih

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