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All Journal Jurnal Ilmu Sosial, Humaniora dan Seni EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics EDUCENTER JURNAL PENDIDIKAN Journal of Multidisciplinary Sustainability Asean Journal Emerging Technologies in Education
Aminah
Politeknik LP3I
Arts Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Flouting and hedging maxims in graduate students’ classroom discussion context Aminah Aminah
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 12 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i12.164

Abstract

Effective communication is importance in avoiding misunderstanding and misinterpretation in our daily life including a discussion in classroom activity. Some flouting and hedging can be happened in a discussion. Hence, this research concerns to investigate how the conversational implicatures especially flouting and hedging maxim are being formed in students dialog during discussion class. This research is designed as descriptive research. The participants are students of LRM’S class which consist of 18 students that chosen by purposive sampling. The data was collected through tape recorder and interview. The data are being transcribed and analyzed by categorizing utterances based on the flouting of maxim and hedging maxim theory. Based on the data analysis, it has been discovered that during the conversation, whether they are presenters or participant in the discussion, they do flouting and hedging. Flouting maxim is frequently done than hedging maxim. Then, it happens for some reasons including want to give a right information, do not understand with the question, want to give a clear and relevance answer and want to build good relationship among students and lecturer. This study is wanted to raise people awareness toward flouting and hedging maxim in order to have an effective communication in life.
An Overview Of The Pidgin And Creole Aminah, Aminah
Jurnal Ilmu Sosial, Humaniora dan Seni Vol. 1 No. 2 (2022): September - Oktober
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.993 KB) | DOI: 10.62379/jishs.v1i2.566

Abstract

This study wants to analyze how pidgin can use in learning a language especially in learning English. It based on creole can be a standard language while pidgin just can be developed as creole or it can be died out. It is done by looking for it origin and some theories, analyze its characteristic and how the process of the development in teaching a language especially English which has been reference of pidgin structure. There are a lot of pidgins and creoles are based on English in the making. This is a descriptive study using secondary data. The data were documents, including articles, journals and books. The data were collected through reading and reviewing documents. The data were then analyzed using a content analysis. As the result, pidgin can use in the classroom such as instruction and for a tool to learning and teaching English
‘Story Bird’ As A Platform For Writing Classroom Aminah, Aminah; Syahputra, M.
Jurnal Ilmu Sosial, Humaniora dan Seni Vol. 1 No. 4 (2023): Januari - Februari
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jishs.v1i4.748

Abstract

Writing is a process of transferring your ideas in written form. It is not an easy thing to do because there are some rules that we should follow in order to make our messages deliver to the reader. The aim of this study is to investigate the use of Story Bird application in teaching writing. This research belongs to descriptive library research by analysis the content of documents. It can be seen that storybird as a web 2.0 tool is really appropriate to use in writing classroom. It offers some advantages including the allowing collaborative work, easy to organize work, allowing students to publish their work that can increase their motivation to write. This research is recommended to use in teaching writing.
The Role of Gamification in Increasing Student Learning Motivation in Online Learning M. Syahputra; Nandra Nandra; Aminah Aminah
Journal of Multidisciplinary Sustainability Asean Vol. 1 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v1i6.1777

Abstract

Background. Online education has become an increasingly common learning method, but it often faces challenges in maintaining student motivation. Gamification, i.e. the application of game elements in non-gaming contexts, emerged as a potential strategy to increase engagement and motivation in online learning. Purpose. This study aims to explore the role of gamification in increasing students' learning motivation in online learning and to identify the most effective gamification elements in this context. Method. The method used is a quantitative approach with a survey design. Data was collected through a questionnaire filled out by 200 students from several high schools who participated in online learning with gamification elements. Statistical analysis was conducted to evaluate the relationship between gamification and learning motivation. Results. The results of the study showed that 70% of students had a high or very high level of motivation after applying gamification. Elements such as instant feedback obtained the highest scores in influencing motivation. Case studies show that 85% of students feel an increase in learning motivation in classrooms that implement gamification challenges. Conclusion. This study concludes that gamification can significantly increase students' learning motivation in online learning. The right implementation of gamification elements can create a more engaging and interactive learning experience, which is crucial in today's digital education.
The Future of AR-Driven Immersive Classrooms: Pedagogical Impacts for the Next Generation Abdul Sahib; Achmad Nashrul Waahib; M. Syahputra; Aminah Aminah; Singgih Prastawa
Journal Emerging Technologies in Education Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i5.1364

Abstract

Background. The integration of Augmented Reality (AR) technology in educational environments has the potential to revolutionize classroom dynamics by creating immersive, interactive learning experiences. This research is based on the growing need to explore how AR-driven classrooms can enhance pedagogy and cater to the learning styles of the next generation. AR offers unique opportunities to create more engaging, personalized, and collaborative learning environments, aligning with the educational goals of the 21st century.. Purpose. This research investigates the pedagogical impacts of AR in immersive classrooms, explicitly focusing on student engagement, knowledge retention, and collaborative learning. It aims to evaluate how AR can transform traditional teaching methods and better prepare students for future technological landscapes. Method. The research employs a mixed-methods approach, combining qualitative and quantitative data collection techniques. Surveys and interviews were conducted with educators and students in AR-enabled classrooms, and performance data were analyzed to assess learning outcomes. AR applications across various subjects, including science, history, and the arts, were evaluated to determine their effectiveness in enhancing the learning experience. Results. Findings indicate that AR significantly improves student engagement, increases knowledge retention, and fosters greater student collaboration. The immersive nature of AR motivates students to participate actively in lessons, creating deeper connections with the content. Conclusion. In conclusion, AR-driven immersive classrooms can potentially reshape educational practices, offering new pathways for experiential learning. The integration of AR technology into classrooms holds promise for the future of education by aligning pedagogical approaches with the needs of the digital generation.
Exploring EFL Students’ Experiences with NotebookLM in Professional Cover Letter Writing Aminah Aminah; Yulia Efnawati; Febri Yendoris
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/yf693r66

Abstract

The integration of artificial intelligence through Google NotebookLM’s Retrieval-Augmented Generation (RAG) architecture offers sophisticated, context-aware guidance for English as a Foreign Language (EFL) learners. Despite burgeoning scholarly interest in generative AI, empirical investigations examining students’ lived experiences with NotebookLM during high-stakes professional writing tasks, such as cover letter composition, remain significantly sparse. Addressing this empirical lacuna, this qualitative descriptive study investigated students’ experiences utilizing NotebookLM for cover letter generation within a vocational curriculum. Employing purposive sampling, eighteen students from two Job Hunting classes were selected, with qualitative data gathered through semi-structured interviews, classroom observations, and textual document analysis. The thematic findings reveal that NotebookLM functions as an effective digital micro-scaffold operating within the students' Zone of Proximal Development (ZPD). Specifically, the platform optimized professional genre awareness regarding cover letter conventions, enriched workplace-specific vocabulary, mitigated writing anxiety, and heightened writing self-efficacy. While source-grounded, document-based interaction was highly evaluated, participants simultaneously underscored the crucial necessity of critical literacy to navigate contextual accuracy. These insights contribute to the expanding discourse surrounding the pedagogical integration of AI-assisted writing tools in vocational EFL education by offering granular empirical evidence on how source-constrained architectures streamline professional genre writing without inducing extraneous cognitive load.
Co-Authors Abdul Sahib Achmad Nashrul Waahib Febri Yendoris M. Syahputra Nandra Nandra Sahib, Abdul Singgih Prastawa Waahib, Achmad Nashrul Yulia Efnawati