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All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pendidikan Islam Al-Affan Information Technology Education Journal
Viona Sapulette
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Directive Speech Act in Moluccan Children Traditional Game Songs in Maluku Mariana Lewier; Merlyn Rutumalessy; Viona Sapulette
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 2 (2020): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i2.931

Abstract

Up to the present time, there are still many children games played with their respective accompanying songs by young children in Maluku. The lyrics of these children songs can be categorized as one form of texts that can be analyzed in terms of language aspects. This paper discusses directive speech acts contained in the children songs-attached games in Maluku. The purpose of this paper is to describe the various acts of directive speech, the social-cultural context that embodies it, and the level of politeness they may carry. The approach used was pragmatic approach, specifically the framework of speech act theory. The data used in this study was children songs in Ambon-Maluku, both oral and written data containing directive statements. Data analysis was done by interpreting, making inferences, and presenting it in the form of descriptive analysis. Descriptive analysis is intended to describe, provide an overview and identify the relationship between the phenomena being studied. The directive act of speech contained in the children game songs in Maluku can be categorized as direct or indirect. The direct way of directive speech acts is used for requesting, ordering, inviting, and forbidding, while the indirect way is preferred than imperative mode by using interrogative sentence, news report, and a particular request statement. Thus, through this analysis, we may come to an understanding of the dynamics of socio-cultural realm that underlies the presence of children game traditions in Maluku.
Peningkatan Kemampuan Menulis Paragraf Deskripsi Menggunakan Strategi Pembelajaran Peta Konsep (Concept Mapping) Jolanda Dessye Parinussa; Viona Sapulette; Merlyn Rutumalessy; Anatasya Yoris
Jurnal Pendidikan Islam Al-Affan Vol. 6 No. 2 (2020): Jurnal Pendidikan Islam Al-Affan
Publisher : STIT Al-Quraniyah Manna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69775/jpia.v1i1.14

Abstract

Tujuan artikel ini adalah untuk meningkatkan kemampuan menulis paragraph deskripsi menggunakan strategi pembelajaran peta konsep (concept mapping). Jumlah subjek peneltiannya adalah 102 siswa di kelas VIII SMP AL Watan Ambon. Penelitian ini adalah Kuantitatif. Desain penelitian yang dipakai dalam penelitian ini adalah quasi- experimental designs yang mengambil bentuk penilaian Pretest-Posttest Control Group Design (Rancangan Tes Awal dan Akhir dengan Kelompok Kontrol). Berdasarkan hasil tes uji validitas, ditemukan bahwa kelas eksperimen mempunyai nilai tertinggi yaitu 0,76 (kriterium validitas tinggi), sedangkan kelas kontrol, memiliki nilai validitas 0,60 (kriterium validitas sedang). Pembahasan angket menggunakan skala Likert dengan merujuk pada diagram untuk melihat tingkat jawaban siswa pada setiap soal. Menggunakan pedoman wawancara terstruktur untuk guru dan siswa. Berdasarkan hasil penelitian dan pembahasan, disimpulkan bahwa melalui pembelajaran menulis paragraf deskripsi menggunakan strategi pembelajaran peta konsep dapat meningkatkan aktivitas belajar siswa pada pokok bahasan mengenai paragraf deskripsi Siswa Kelas VIII SMP Al-Watan Ambon. Kata Kunci: Concept Mapping, Strategi Pembelajaran, Peta Konsep
Integrating Digital Multilingual Literacy in the Merdeka Curriculum: A Case Study from Jambi Province Siti Rahmiati; Viona Sapulette; Merlyn Rutumalessy; Hendra Sudarso; Everhard Markiano Solissa
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10169

Abstract

Digital transformation has significantly expanded opportunities for multilingual literacy in Indonesia, yet its integration within the Merdeka Curriculum at the junior high school level, especially in linguistically diverse regions such as Jambi Province, remains underexplored. This study aims to examine how digital-based multilingual literacy is implemented and to identify factors that facilitate or hinder its practice. A qualitative exploratory case study design was employed, involving five schools, three language teachers, one principal, and three students. Data were collected through in-depth interviews, classroom observations, and document analysis, and were thematically analyzed to capture pedagogical strategies, student experiences, and institutional support. Findings indicate that the Merdeka Curriculum enables the adaptation of national policies to local sociolinguistic contexts through translanguaging, digital storytelling, and collaborative learning strategies, enhancing student engagement, creativity, and communication skills. Challenges such as disparities in infrastructure, limited teacher training, and inconsistent policy application were observed, while active teacher agency, visionary school leadership, and community collaboration emerged as key factors sustaining innovation. Limitations include the restricted scope of research sites and the absence of quantitative evaluation of learning outcomes. Overall, the study concludes that integrating multilingual and digital literacy promotes inclusive and adaptive learning, strengthens students’ national identity, and fosters global competencies. Policy implications include the need for structured professional development, equitable allocation of digital resources, and participatory school governance to ensure the sustainability and scalability of multilingual-digital practices in Indonesian education.
Co-Authors Anatasya Yoris Hendra Sudarso Jolanda Dessye Parinussa Mariana Lewier Merlyn Rutumalessy Siti Rahmiati Solissa, Everhard Markiano