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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
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

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/kabastra.v1i1.7

Abstract

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

Abstract

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.
Students’ Perception of Using Mind Maps to Improve Students’ Writing Ability Hanggrasawani, First Tista; Buana, Tetuka Yuma; Swari, Dayinta Resty Nindya; Nugrahaeni, Dwitiya Ari; Faradisa, Farikah
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.7649

Abstract

This study aims to explore the students’ perception of using mind maps to improve their writing skills, especially in writing an article. The researcher also has a goal to find out the advantages of applying mind maps in learning writing. Qualitative methods are applied in this research. 28 students in the sixth semester of an academic writing course are the participants in this study. The data of this research are collected using a questionnaire. The questionnaire was designed with closed and open-ended questions. The average score of each statement in the close-ended question is classified as a good perception according to the interval score interpretation. The result of the open-ended question also showed a good perception from the participants. The study carefully analysed the acquired data using the approach indicated above. The qualitative analysis revealed strong themes about the students' perceptions towards mind maps as a tool for improving their article writing skills. These motifs were subsequently explored through extensive coding and thematic analysis. Furthermore, the study investigated the specific benefits that students perceived from incorporating mind maps into their writing process. Through in-depth interviews and textual analysis of open-ended responses, the researcher highlighted major benefits such as greater organisation, increased idea production, and increased clarity in communicating ideas in their papers. Moreover, the results of this study provided insight into the efficacy of mind maps as an educational tool in academic writing. The excellent reception and constructive feedback from participants highlighted mind maps' ability to encourage a more structured and coherent approach to writing, enabling the development of critical writing abilities required for academic achievement. Keywords: Advantages; Mind Map; Students’ Perception; and Writing Ability.
PENDAMPINGAN SEKOLAH INKLUSI: INTEGRASI INOVASI MODEL DESAIN UNIVERSAL DI SEKOLAH KABUPATEN MAGELANG Astuty, Astuty; Herpindo, Herpindo; Farikah, Farikah; Nikmatullah, Miftahula Rizkqin; Sofi, Rizal Muh
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2024): Volume 5 No. 3 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i3.28514

Abstract

Keragaman peserta didik di kelas inklusif merupakan keniscayaan. Keragaman dapat terjadi karena berbagai sebab, salah satunya keragaman karena siswa memiliki kebutuhan khusus. Pada konteks ini harus dilakukan proses adaptasi kurikulum agar dapat memenuhi keragaman peserta didik. Naskah ini menawarkan rujukan bagi guru dalam melakukan proses adaptasi kurikulum di kelas inklusif. Kerangka kerja adaptasi kurikulum didasarkan pada tiga prinsip pendidikan inklusif yaitu kehadiran, partisipasi dan prestasi. Ketiganya harus secara seimbang menjadi landasan kerja adaptasi kurikulum. Pelaksanaan adaptasi kurikulum dilakukan pada tiga dimensi yaitu kurikuler, instruksional dan lingkungan pembelajaran. Pada bagian akhir dijelaskan secara singkat strategi pengembangan rencana pembelajaran dari kurikulum yang diadaptasi dari integrasi model desain universal
Students’ Needs and Motivation in ESP: Insights from Islamic-Oriented Learning Contexts Indrasara, Devansa Riski; Farikah; Rachmawati, Umi
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): 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.v9i2.3042

Abstract

This study investigates the English for Specific Purposes (ESP) needs and motivation of Madrasah Aliyah students in Temanggung Regency in learning Islamic-themed English. Using a quantitative descriptive survey design, data were collected from 104 students through a 38-item Likert-scale questionnaire based on Hutchinson and Waters’ needs analysis model. The instrument demonstrated strong internal consistency (Cronbach’s Alpha = 0.89). Data were analyzed using scoring, mean calculations, categorical interpretation, and descriptive statistics. Findings show that students place high importance on Islamic English materials (M = 3.36), yet experience moderate difficulties in understanding Islamic texts and identifying main ideas (M = 2.92–2.96). Students expressed clear preferences for positive, youth-relevant Islamic content (M = 3.02–3.07) and demonstrated hybrid learning needs involving both digital media and printed textbooks (M = 3.09–3.15). Motivation increased significantly when English materials aligned with Islamic values embedded in students’ daily lives (M = 3.19–3.25). The study highlights the necessity of developing contextual Islamic-based ESP materials that support linguistic, affective, and identity-related dimensions, offering important implications for curriculum development in Islamic secondary education.
MENINGKATKAN KUALITAS PEMBELAJARAN PKN DI ERA DIGITAL DENGAN PENDEKATAN DEEP LEARNING Sukron Mazid; Anif Istianah; Farikah Farikah; Mimi Mulyani
Haumeni Journal of Education Vol 5 No 1 (2025): Edisi Juni 2025
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/haumeni.v5i1.23073

Abstract

Pembelajaran Pendidikan Kewarganegaraan (PKn) di era digital menghadapi tantangan dalam hal keterlibatan siswa, pemahaman konsep, serta relevansi materi dengan dinamika kehidupan berbangsa dan bernegara. Model pembelajaran konvensional yang berfokus pada hafalan dinilai kurang efektif dalam menumbuhkan karakter warga negara yang reflektif, kritis, dan bertanggung jawab. Penelitian ini bertujuan untuk mengembangkan model pembelajaran PKn berbasis deep learning guna meningkatkan kualitas pembelajaran di tingkat SMP. Metode yang digunakan adalah Research and Development (R&D) dengan mengacu pada model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian adalah siswa kelas VIII di SMP Negeri 7 Kota Magelang. Data dikumpulkan melalui observasi, wawancara, angket, serta tes pre-test dan post-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis deep learning yang dikembangkan mampu meningkatkan pemahaman konsep, keterampilan berpikir kritis, dan partisipasi aktif siswa. Model ini juga memperoleh penilaian “sangat layak” dari para ahli dan respon positif dari guru serta peserta didik. Dengan demikian, pendekatan deep learning terbukti efektif sebagai strategi pembelajaran inovatif untuk memperkuat pendidikan kewarganegaraan di era digital.
PENGARUH KOMPETENSI GURU DAN LINGKUNGAN BELAJAR TERHADAP MOTIVASI BELAJAR SISWA SD KELAS VI DI KECAMATAN BAYAN Widiastuti, Widiastuti; Farikah, Farikah; Permana, Septian Aji
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i1.8897

Abstract

Students’ learning motivation is a crucial factor that encourages them to actively participate throughout the learning process; however, this motivation may descrease when teachers’ competence is low and the learning environment lacks sufficient support. The purpose of this study is to test the hypothesis regarding the impact of teacher competence and the learning environment on the learning motivation of sixth-grade elementary school students in Bayan District, Purworejo, both partially and simultaneously. This research employs a quantitative method with a cluster random sampling technique conducted in four elementary schools as research sites. Data were collected through questionnaires and documentation, then analyzed using t-tests, F-tests, and the coefficient of determination with SPSS version 25. The results indicate that: (1) teacher competence has a positive effect on learning motivation, with t-value of 6.568 > t-table 1.983 and a coefficient of determination of 33.8%; (2) the learning environment has a positive effect on learning motivation, with t-value of 6.986 > t- table 1.983 and a partial determination coefficient of 36.4%; and (3) teacher competence and the learning environment jointly have a positive effect on learning motivation, with F- value of 62.187 > F- table 3.09 and a coefficient of determination of 55.7%. Based on these findings, it can be concluded that the higher the influence of teacher competence and the learning environment, either individually or jointly, the higher the learning motivation of sixth-grade elementary school students in Bayan District. ABSTRAK Motivasi belajar siswa merupakan faktor yang dapat mendorong mereka untuk senantiasa berperan aktif selama proses pembelajaran berlangsung, tetapi hal ini dapat menurun apabila kompetensi yang dimiliki guru rendah dan kurangnya dukungan dari lingkungan belajar anak. Tujuan dari penelitian ini adalah untuk menguji hipotesis mengenai pengaruh kompetensi guru dan lingkungan belajar terhadap motivasi belajar siswa SD kelas VI di Kecamatan Bayan, Purworejo, baik secara parsial maupun simultan. Penelitian ini menggunakan metode kuantitatif dengan teknik cluster random sampling pada empat sekolah dasar sebagai lokasi penelitian. Data diperoleh melalui penyebaran kuesiner dan dokumentasi, kemudian dianalisis dengan menggunakan uji t, uji F, dan koefisien determinasi pada aplikasi SPSS versi 25. Hasil penelitian ini, yaitu: (1) terdapat pengaruh yang positif antara kompetensi guru terhadap motivasi belajar dengan nilai thitung 6,568 > ttabel 1,983 dan nilai koefisien determinasi sebesar 33,8%, (2) terdapat pengaruh yang positif antara lingkungan belajar terhadap motivasi belajar dengan nilai hasil thitung 6,986 > ttabel 1,983 dan nilai koefisien determinasi parsial sebesar 36,4%, dan (3) terdapat pengaruh positif antara kompetensi guru dan lingkungan berlajar terhadap motivasi belajar dengan hasil berupa nilai Fhitung sebesar 62,187 > dari Ftabel 3,09 dan nilai koefisien determinasi 55,7%. Berdasarkan hasil perhitungan tersebut dapat disimpulkan bahwa semakin tinggi pengaruh yang diberikan oleh variabel kompetensi guru dan lingkungan belajar, baik secara mandiri maupun secara bersama-sama, maka semakin tinggi juga pengaruh yang diterima oleh motivasi belajar siswa SD kelas VI di Kecamatan Bayan.
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