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All Journal JURNAL IQRA´ International Journal of Education, Social Studies, And Management (IJESSM)
Agusniar Dian Savitri
Universitas Negeri Surabaya, Indonesia
Education Other

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The Potential Topics as Discourse Shapers Argumentation The Forum Holds a Talk With the Theme of the Covid-19 Pandemic: Pragma-dialectical Studies Kamariah Kamariah; Kisyani Laksono; Agusniar Dian Savitri
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 3 No. 1 (2023): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v3i1.131

Abstract

The purpose of writing this article is to find potential topics with dialectical objectives and potential topics with rhetorical objectives as argumentation makers at each stage of critical discussion at the COVID-19-themed talk forum. The method used is descriptive qualitative with data analysis techniques emphasizing pragma-dialectical studies focusing on argumentative discourse. Data analysis techniques emphasize pragma-dialectical studies focusing on argumentative discourse. The results showed that potential topics with dialectical and rhetorical functions were found at each stage of the argumentation. Each function found has a different role as an argumentative. Potential topics with an analytic function in the confrontation stage are used to explain the issues discussed. The opening stage ensures that disputes exist and are unambiguous. At the argumentation stage, it is used to test the acceptance of a descriptive, evaluative, or prescriptive point of view. The closing stage ensures that everything that has been said is concluded with sufficient evidence. At the same time, the potential topics with a rhetorical function in the confrontation stage are used to ensure that the issues in the discussion degree are helpful. In the opening stage, it is used to select arguments that do not involve the burden of proof. At the argumentation stage, it is used to apply persuasion tools that will make someone win the argument. The closing stage is used to ensure the argument ends.
The Influence of Teachers' Positive Politeness Strategies on Students' Self-Efficacy in Indonesian Language Learning in Senior High School Miftahul Afifur Rohman; Agusniar Dian Savitri; Yuniseffendri
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6745

Abstract

This study aims to analyze the influence of teachers’ positive politeness strategies on students’ self-efficacy in Indonesian language learning. The research examines how teachers’ communication strategies can strengthen students’ confidence in their ability to understand and complete learning tasks. Using a quantitative approach, the study involved Grade XI students from SMA Muhammadiyah 4 Surabaya as participants, selected through purposive sampling. Data were collected using questionnaires and analyzed through several stages: (a) validity and reliability testing, (b) classical assumption testing (normality, heteroscedasticity, and linearity tests), (c) simple linear regression analysis, and (d) hypothesis testing (t-test and coefficient of determination). The results indicate that teachers’ positive politeness strategies significantly influence students’ self-efficacy in Indonesian language learning. This is evidenced by an R Square value of 0.552, demonstrating that the politeness strategy variable explains 55.2% of the variation in students’ self-efficacy levels. This study contributes to the field of educational communication by empirically demonstrating that teachers’ use of positive politeness strategies fosters greater student confidence and engagement in language learning. The findings highlight the importance of teacher–student interaction styles as a key factor in enhancing self-efficacy and overall learning effectivenes.
Co-Authors Kamariah Kamariah Kisyani Laksono Miftahul Afifur Rohman Yuniseffendri