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All Journal Jurnal Pengabdian kepada Masyarakat LINGUISTIK TERAPAN
Ricky Drimarcha Barus
Universitas Negeri Medan
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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SPEECH ACTS IN POLICE INVESTIGATIVE INTERVIEWS Ricky Drimarcha Barus; Amrin Saragih; Thyrhaya Zein
LINGUISTIK TERAPAN Vol 14, No 3 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.688 KB) | DOI: 10.24114/lt.v14i3.11269

Abstract

This study aimed at exploring the speech acts in police investigative interviews. The objectives of the study were to discover, to explain how types of speech acts used by the interviewers and interviewees in the police investigative interviews on Michael Brown’s case and to elaborate the reasons. This research applied descriptive qualitative method. The data were the utterances gathered from the interviewers and the interviewees in two different investigative interviews. They were then analyzed by using Searle’s Speech Acts theory. The findings revealed that the five types of speech acts, namely representative, directive, commissive, expressive and declarative were found in the first investigative interview. However, declarative was not found in the second investigative interview. The most dominant type from the two investigative interviews was representative speech act. The most dominant speech act performed by the detectives and special agents as the interviewers was directive speech act. The most dominant speech act performed by the suspect and the witness as the interviewee was representative speech act. The interviewers and interviewees performed them in two ways, direct - literal way and indirect - literal way, in which the direct - literal way was the most dominant one. The main reason why the interviewers performed directive speech act in the form of questioning, clarifying questioning and confirming questioning was to find facts and information. On the other hand, the interviewees performed the representative speech act in order to inform, explain, describe, affirm or deny. The direct - literal way was dominantly performed because all the participants want to avoid misunderstanding through ambiguous words or sentences since the investigative interviews are serious things.Keywords: interview, investigative interviews, speech acts
EMPOWERING PRIMARY EDUCATORS IN THE AI ERA: AN EVALUATION OF GEMINI AI TRAINING SATISFACTION AT AN-NIZAM PRIMARY SCHOOL Ariatna Ariatna; Ricky Drimarcha Barus; Adi Widarma; Muhammad Akbar Syahbana Pane; Ayu Lestari
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): Juni 2026
Publisher : Bajang Institute

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Abstract

The rapid development of Generative Artificial Intelligence (GenAI) has transformed primary education by offering solutions to administrative burdens and creating new opportunities for innovative instructional design. This study aimed to measure the professional satisfaction and perceived usefulness of an intensive Gemini AI prompt engineering training and mentoring program among 23 homeroom teachers at SD An-Nizam. The program focused on utilizing structured prompting techniques to create Deep Learning materials based on the Task-Based Language Teaching (TBLT) approach, specifically embodying Mindful, Meaningful, and Joyful (MMJ) principles. By applying specialized tools such as Nano Banana for educational illustrations, Gemini Canvas for task-based classroom games, and Deep Research for robust lesson planning (RPP), the training guided teachers in building a sustainable Prompt Library. Using a descriptive survey design with a 5-point Likert scale and open-ended questions, the results showed a highly positive reception toward the training content and instructor quality. A large majority of teachers (19 respondents) reported feeling significantly more confident in applying Generative AI-driven instructional design. Qualitative feedback highlighted that specific tool like Nano Banana effectively simplified complex concepts for younger students by combining text and vibrant images. The study concludes that this training successfully improved educators' prompt engineering skills and instructional efficiency, providing a useful blueprint for future professional development that incorporates peer-mentoring and localized AI integration in primary schools. While these results are promising, the study is limited by its small, single-site sample size and a focus on immediate outcomes rather than long-term pedagogical shifts. Nevertheless, these findings establish a foundation for larger-scale implementations, emphasizing that sustainable AI adoption in early education depends on human-centered support and context-specific curriculum design.
Co-Authors Adi Widarma Amrin Saragih Ariatna Ariatna Ayu Lestari Muhammad Akbar Syahbana Pane T. Thyrhaya Zein