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Pemanfaatan Sistem Appraisal sebagai Evaluasi terhadap Geowisata di Gunung Batur Bali dalam Travel Blog Prancis Nurul Hikmayaty Saefullah; Eva Tuckyta Sari Sujatna; Nany Ismail; Rohaidah Haron
Ranah: Jurnal Kajian Bahasa Vol 11, No 2 (2022): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v11i2.2325

Abstract

In Systemic Functional Linguistics (SFL), the evaluation has the term appraisal, which is an approach to investigate, to describe, and to explain how language is used to evaluate an object being discussed in context (Martin & White, 2005). The purpose in this paper is to evaluate tourism object, Mount Batur Geopark in Bali, written by a French tourist in a travel blog that is published online, using the appraisal system. The writing in the travel blog uses spoken language that is characterized by a non-standard French structure, use of verbal communication terms, and icons that describe the expression of the author. The research method used in this library research in general is an analytical method with the process of collecting data through the observation method and analyzed by the referential equivalent method. The findings of this study in general can be said that the French tourist appreciate the natural beauty that exists in the tourist sites of Mount Batur. It can be said that the three subsystems of attitude (affect, appreciation, and judgment) as subsystems of the appraisal appear in the data. AbstrakDi dalam Linguistik Sistemik Fungsional (LSF), evaluasi memiliki istilah appraisal, yakni satu pendekatan untuk menyelidiki, mendeskripsikan, dan menjelaskan bagaimana bahasa digunakan untuk mengevaluasi suatu objek yang dibicarakan di dalam konteks (Martin & White, 2005). Tulisan ini bertujuan mengevaluasi objek wisata berupa Taman Bumi Gunung Batur di Bali yang dituliskan oleh seorang wisatawan berkebangsaan Prancis di dalam travel blog yang dipublikasikan secara daring, melalui sistem appraisal. Tulisannya menggunakan bahasa lisan yang ditandai dengan struktur bahasa Prancis yang tidak baku, penggunaan istilah-istilah komunikasi lisan, dan ikon-ikon yang menggambarkan ekspresi penulis. Metode penelitian yang digunakan secara umum adalah metode analitis dengan proses pengumpulan data melalui metode observasi dan dianalisis dengan metode padan referensial. Temuan dari penelitian ini secara umum dapat dikatakan bahwa wisatawan Prancis mengapresiasi keindahan alam yang ada di lokasi wisata Gunung Batur. Dapat dikatakan bahwa ketiga subsistem dari attitude (affect, appreciation, dan judgment) sebagai subsistem dari appraisal muncul di dalam data.
DIGA-FAM model (differentiation instruction and game-based formative assessment model): students’ needs analysis Vivi Indriyani; Herlin Triana; Rohaidah Haron; Zaiton Zakarya
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1737

Abstract

The growing demand for personalized and engaging learning experiences in digital education highlights the limitations of conventional formative assessments. Many existing assessment practices fail to accommodate learner diversity and sustain motivation. This study aims to analyze students’ needs as a foundation for developing the DIGA-FAM Model (Differentiation Instruction and Game-Based Formative Assessment Model), which integrates differentiated instruction with game-based elements to create adaptive and enjoyable formative assessments. Using a quantitative descriptive approach, data were collected from 104 students through a structured questionnaire and analyzed across six indicators: comfort, interactivity, motivation, differentiation and difficulty level, learning opportunities, and feedback quality. The results show that students prefer formative assessments that are digital-based, interactive, engaging, and tailored to individual learning styles, with opportunities to retry and receive immediate, constructive feedback. These findings emphasize the necessity of developing the DIGA-FAM Model to enhance student engagement, support differentiated learning, improve the effectiveness of formative assessment in classrooms, and fosters meaningful learning experiences.