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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Research and Innovation in Social Science Education Journal (RISSEJ) Innovations in Language Education and Literature Journal of Teaching and Education for Scholars
Bahtiar, Hikmanisa
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Love Language Expressions among Newlyweds and Long-Married Couples: Interpersonal Communication’s Perspective Bahtiar, Hikmanisa; Hamzah A. Machmoed; Harlinah Sahib
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i2.3183

Abstract

The purpose of this research was to explore the dynamics of love language and the nature of interpersonal communication in encouraging healthy communication in marriage. The research employed a mixed-methods approach to investigate the love languages of newlywed and long-married couples. The sample used is nonprobability sampling, where the population consists of married individuals. Thus, a purposive sampling strategy was employed. For this reason, 64 married individuals from the Bone area were included in the research, divided into 32 newlyweds and 32 long-married couples, each in the Tanete Riattang Barat sub-district, where three of each marital length willingly participated in an in-depth interview. Descriptive and thematic analysis were the types of analysis employed. The findings revealed several key points. Firstly, there is a wide spectrum of love language expressions. Second, "physical touch" was found to be the primary love language among newlyweds. In contrast, long-married couples expressed love primarily through "acts of service. Third, the research further revealed a significant correlation between the duration of marriage (whether newlyweds or long-married couples) and their primary love language, revealing that the duration of marriage may change the way couples express their feelings. Finally, it is worth noting that the findings were limited by a lack of awareness of the sociolinguistic nature of the research population.
21st-Century Educational Leadership: A Review of Core Theories, Managerial Perspectives, and Emerging Trends Bahtiar, Hikmanisa; Muhammad Kholidinna Qasabandiyah
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.236

Abstract

Educational leadership is a key factor in improving the quality of learning, teacher professionalism, and the effectiveness of school and university organizations. This article aims to review the development of core educational leadership theory, the integration of management and business perspectives, and contemporary trends that shape 21st-century leadership. Using a scoping review approach, this study analyzes 30 selected articles published between 2019 and 2024, sourced from international databases (Scopus, Web of Science, Springer, Taylor & Francis, Sage, and ERIC). The articles were categorized into three groups: (1) core models of educational leadership such as instructional, strategic, spiritual, and emotional leadership; (2) interdisciplinary perspectives linking education with management theory, including governance, resource management, and empowerment leadership; and (3) contemporary trends in digital, global, innovative, and character-based leadership. The results of the review show that instructional and strategic leadership remain the main foundation, but are increasingly reinforced by organizational management theory and business innovation. In addition, the demands of globalization, digitalization, and social change have led to the emergence of new leadership models that are more collaborative, adaptive, and value-oriented. The implications of this study emphasize the importance of integrating classical theory, managerial insights, and contemporary trends to shape educational leaders who are capable of responding to the complexities of the modern era while preparing the research agenda for the future.
Teaching Collocations and Academic Phrases with Corpus Linguistics: Applications for Specific and Academic Contexts Misnawati, Misnawati; Tahir, Saidna Zulfiqar Bin; Sibali, Alwi; Anwar, Widya Pertiwi; Basri, Nurfajriah; Bahtiar, Hikmanisa
Innovations in Language Education and Literature Vol 2 No 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5033

Abstract

This study explores the integration of the Corpus of Contemporary American English (COCA) in teaching academic collocations and phrases in English for Specific and Academic Purposes (ESP/EAP) settings. Conducted with 15 first-semester undergraduate students in Indonesia, the six-week classroom-based action research employed corpus-based instructional tasks to develop students’ lexical awareness and academic language proficiency. Data were collected through classroom observations, student writings, questionnaires, and semi-structured interviews. The findings show notable improvement in students’ use of academic collocations and discipline-specific phrases, reflected in increased accuracy and fluency in both writing and speaking. Learners reported that COCA supported them in identifying more natural and context-appropriate word combinations, boosting their confidence and academic expression. Initial challenges with the COCA interface and corpus navigation were mitigated through instructional scaffolding. Over time, students demonstrated increased autonomy and began using COCA for independent and collaborative learning. The study affirms the pedagogical value of corpus linguistics for novice ESP learners and highlights the importance of technical and teacher support in integrating corpus tools into curriculum design.
The First Metric: The WE Index, Responsiveness, and Cultural Scripts Bahtiar, Hikmanisa; Muhammad Kholidinna Qasabandiyah
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 3 No. 2 (2025): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v3i2.332

Abstract

"First love" is often understood as the earliest relationship, but evidence from psycholinguistics, interpersonal communication, and autobiographical memory suggests that it is more accurately viewed as a narrative-cognitive status. This brief article introduces a minimal measurement framework for assessing this status through three indicators: the WE Index (the proportion of "we/us" pronouns relative to personal pronouns plus love labels/metaphors), Perceived Responsiveness, and Age-Event Compatibility as a proxy for cultural scripts. Relying on a structured narrative review of >100 studies, we map a process model of WE →Responsiveness → Event Centrality → First Love Labeling, with emotional intensity and age–event fit as drivers/moderators. The synthesis reveals consistent patterns: Higher KITA indices correlate with higher responsiveness; responsiveness supports shared reminiscing and increases centrality; centrality predicts “first love” labeling, particularly when age-event expectations are met. The researchers present a quick operationalization (5-10minute speech sample, 3-6 item responsiveness scale, 1-2 item fit check, and brief centrality measure) that is ready for replication. Conclusion: this framework summarizes complex literature into a clear, measurable, and testable starter kit, while providing practical contributions to relational assessment and education.
Co-Authors Anwar, Widya Pertiwi Basri, Nurfajriah Hamzah A. Machmoed Harlinah Sahib Misnawati Misnawati Muhammad Kholidinna Qasabandiyah Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Sibali, Alwi