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All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Siti Ithriyah
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Semiotic Analysis on The Poem October by Louise Glück using Roland Barthes’ Theory: Psycholinguistic View Siti Ithriyah
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 3 (2022): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i3.6905

Abstract

Meaning of denotation and connotation is part of the semiotic aspect in analyzing a text or image. Barthes’ theory is the development of semiotics in the analysis of image objects. It is this reader who will bring up various perceptions of meaning. This meaning is the meaning of which exists at the first level of the semiotic system. While the meaning connotation is a subjective meaning that arises when we associate it with elements of the emotions and feelings of the readers with the cultural values they have. The meaning of this connotation is the second level of the semiotic system. To get the connotative meaning from the psychological aspect, it can also be used in analyzing a text, in this case poetry. This research uses content analysis and descriptive qualitative with describes about semiotic Barthes’ theory and attempts to explore the application of sentence from the poem October by Louise Glück. Researcher will collect the data from sentences on poem and analyzed it. The analyzed with psycholinguistic view so the researcher will explain about the definition of it and the relationship between the semiotic analysis of poetry symbols and the psychology of the author in the poem entitled October.
Pengabdian Terhadap Masyarakat: Pelatihan Chat GPT Sebagai Alat Bantu Pembuatan Modul Ajar: Pengabdian Zulfadewina; Septi Fitri Meilana; Siti Ithriyah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1521

Abstract

Kemajuan teknologi memberikan tantangan dan peluang bagi dunia pendidikan, khususnya dalam pemanfaatan alat berbasis kecerdasan buatan seperti ChatGPT. Banyak guru, terutama di SD Negeri Batu Ampar 02, menghadapi kesulitan dalam mengintegrasikan teknologi ini ke dalam modul ajar mereka. Tujuan dari Program Kemitraan Masyarakat (PKM) ini adalah untuk meningkatkan kemampuan guru dalam menggunakan ChatGPT sebagai alat bantu dalam pembuatan modul ajar. Metode yang digunakan meliputi observasi, pelatihan intensif, dan pendampingan langsung kepada guru. Pelatihan ini mencakup teori tentang teknologi AI dan praktik pembuatan modul ajar berbasis ChatGPT. Hasil dari kegiatan ini menunjukkan bahwa para guru mampu menguasai penggunaan ChatGPT untuk membuat modul ajar yang sesuai dengan kurikulum. Selain itu, kegiatan ini berhasil meningkatkan keterampilan teknis guru dan mendorong inovasi dalam proses pembelajaran. Kesimpulannya, pelatihan ini tidak hanya meningkatkan kompetensi guru tetapi juga memberikan dampak positif terhadap kualitas pembelajaran di sekolah. Dengan adanya dukungan teknologi, diharapkan guru dapat lebih kreatif dalam menyusun bahan ajar yang menarik dan relevan bagi siswa.
Enhancing English Writing Skills Through the Use of Digital Storytelling Media: Penelitian Dewi Sartipa; Siti Ithriyah; Dewi Sri Kuning
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1879

Abstract

In the era of digital transformation in education, the integration of technology in language learning has become essential, particularly in fostering writing skills among English as a Foreign Language (EFL) learners. This study aims to explore the effectiveness of digital storytelling as an instructional tool to enhance students’ English writing abilities. Using a qualitative descriptive approach through literature review, the research systematically analyzes various peer-reviewed studies, journal articles, and theoretical perspectives related to digital storytelling and writing pedagogy. The findings indicate that digital storytelling has significant pedagogical value in improving writing performance. It supports the development of organization, coherence, vocabulary usage, and narrative structure in student writing. Moreover, digital storytelling promotes self-regulated learning, creativity, critical thinking, and emotional engagement, making the writing process more meaningful and reflective. Studies reviewed also highlight increased learner motivation and autonomy, as students actively participate in planning, drafting, editing, and presenting their stories using multimedia platforms. This research also reveals the flexibility of digital storytelling across different educational levels and learning environments. It offers an inclusive and engaging approach to writing instruction, aligning with constructivist and student-centered learning models. Despite its benefits, the study identifies a gap in exploring long-term effects and its integration in routine writing practice. In conclusion, digital storytelling emerges as a powerful and practical medium to enrich English writing instruction in EFL contexts. It not only improves linguistic skills but also nurtures 21st-century competencies among learners
Co-Authors Dewi Sartipa Dewi Sri Kuning Septi Fitri Meilana Zulfadewina