Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Jurnal Paedagogy FOSTER: Journal of English Language Teaching Interference: Journal of Language, Literature, and Linguistics
Syarif Hidayat Nasir, Syarif Hidayat
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Discourse Markers (DMs) of Indonesian Ya/Iya: Does It Share Similar Functions with Dutch Ja and English Yes? Nasir, Syarif Hidayat; Tundreng, Syarifuddin; Helvira, Vivin; Kiftiah, Siti
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.66820

Abstract

Abstract. This study investigates the interactional use of Indonesian discourse markers (DMs) ya/iya, and compares their functions with their counterparts in Dutch (ja) and English (yes). While ya/iya typically signal agreement in Indonesian, this research aims to uncover the broader and more nuanced functions of these markers in spoken discourse. Employing a qualitative discourse analysis approach, the study analyzes approximately 90 minutes of naturally occurring conversation among five Indonesian international students enrolled in a Dutch language course at Radboud University Nijmegen, the Netherlands. The data were collected through audio recordings and transcribed for in-depth functional analysis. Findings reveal that ya/iya perform a range of functions beyond simple agreement, including interrupter-ya, continuer-ya, emotive-ya, and tag-ya. Some of these uses align with those documented for English yes and Dutch ja, while others demonstrate context-specific functions unique to Indonesian. The study contributes to the cross-linguistic understanding of discourse markers, highlighting their multifunctionality and pragmatics in multilingual settings. These findings offer broader implications for discourse analysis, second language pragmatics, and intercultural communication, especially in globalized educational environments where such markers mediate social interaction across languages and cultures. Keywords: Functions, discourse markers (DMs), Indonesian-ya, English-yes, Dutch-ja
Penguatan Literasi Leksikal Bahasa Inggris Bagi Generasi Muda di Daerah 3T Desa Congko Dengan Metode Gamified Polyglot Quizziz Nasir, Syarif Hidayat; Helvira, Vivin; Siti Kiftiah; Mutmainnah Bahri A. Bohang; Nurlinda, Nurlinda
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 7 No. 2 (2026): Volume 7, No 2, Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/atjpm.v7i2.7621

Abstract

Kegiatan PKM ini merupakan studi eksperimental yang mengkaji bagaimana manfat pelatihan penguatan literasi leksikal bahasa Inggris menngunakan Online Polyglot yang digamifikasi melalui Quiziz di salah satu wilayah 3T, yaitu Desa Congko, Kabupaten Soppeng. Berlandaskan prinsip Self-Determination Theory, kegiatan ini mengeksplorasi bagaimana fitur-fitur berbasis gim seperti umpan balik instan, kompetisi, dan mekanisme penghargaan mampu meningkatkan motivasi, keterlibatan, dan pemerolehan kosakata peserta.Dengan metode kuantitatif ekperimen, sebanyak 28 pemuda dan pemudi Desa Congko yang menjadi peserta PKM mengikuti pre-test dan post-test untuk menilai peningkatan kemampuan kosakata mereka setelah mengikuti intervensi pembelajaran berbasis Quizizz. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan dalam penguasaan kosakata peserta, disertai meningkatnya kemandirian serta partisipasi aktif mereka dalam komunitas belajar poliglot daring yang dikembangkan selama program PKM berlangsung.Temuan ini memperluas bukti mengenai efektivitas pembelajaran bahasa yang digamifikasi dengan menyoroti peran platform digital, khususnya komunitas belajar daring, dalam memupuk motivasi dan pembelajaran kolaboratif di kalangan generasi muda. Namun, karena kegiatan ini berfokus pada satu desa sebagai konteks PKM dan tidak melibatkan perbandingan dengan aplikasi gamifikasi lainnya, generalisasi temuan masih terbatas. Oleh karena itu, kegiatan atau penelitian selanjutnya disarankan untuk melibatkan sampel yang lebih luas dari berbagai wilayah 3T lainnya serta melakukan perbandingan antar aplikasi gamifikasi untuk memvalidasi lebih lanjut potensi pedagogis komunitas poliglot daring yang digamifikasi dalam meningkatkan kompetensi leksikal pembelajar bahasa Inggris.
Bridging Urban and Rural Contexts: A Comparative Case Study of English Teachers’ Implementation of the Merdeka Curriculum Marlianti, Rosyana; Astiantih, Susi; Nasir, Syarif Hidayat; Zakaria, Zakaria
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18866

Abstract

This study aims to explore and compare the implementation of the Merdeka Curriculum by English teachers in urban and rural junior high schools in Kolaka Regency, Southeast Sulawesi. A qualitative comparative case study method was employed, involving four English teachers from two schools—one urban and one rural. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive qualitative analysis framework that included data reduction, data display, within-case analysis, cross-case analysis, and conclusion drawing. The findings reveal notable differences in curriculum implementation practices and challenges across the two contexts. Urban teachers demonstrated pragmatic adaptation strategies, primarily focusing on material modification and internal collaboration within schools. In contrast, rural teachers exhibited high levels of pedagogical creativity and relied heavily on external collaborative networks, such as Musyawarah Guru Mata Pelajaran (MGMP). While both contexts faced pedagogical challenges, including low student motivation and limited vocabulary mastery, rural schools additionally encountered significant barriers related to inadequate digital infrastructure. This study underscores the importance of context-sensitive educational policies and targeted professional development programs to support equitable and effective implementation of the Merdeka Curriculum across diverse school settings.
Exploring Teachers’ Digital Readiness in Rural Indonesia: A Case Study of Infrastructure and Technology Access in a 3T Area citra, Citra; Karimuddin, Karimuddin; Nasir, Syarif Hidayat; Roslina, Roslina; Susi Astianti
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.368

Abstract

This study explores teachers’ professional digital readiness in facing digital transformation by examining access to infrastructure and technology in a rural senior high school located in a 3T area of Indonesia. Using a qualitative case study design, this research involved seven teachers from a public senior high school in East Kolaka Regency, Southeast Sulawesi. Data were collected through semi-structured interviews and analyzed using thematic analysis to capture teachers’ experiences, challenges, and institutional conditions related to digital learning implementation. The findings indicate that teachers generally possess basic digital literacy and positive attitudes toward technology use. However, digital practices remain limited to fundamental tools and are not yet pedagogically integrated. Teacher digital readiness is influenced by internal factors, such as motivation, confidence, and prior experience, as well as external factors, including limited device availability, unstable internet connectivity, insufficient professional development, and unequal student access to technology. The study further demonstrates that inadequate infrastructure constrains the translation of teacher readiness into sustained digital practice. This study contributes a micro-level and contextualized understanding of teacher digital readiness in rural 3T contexts, highlighting the interplay between individual, institutional, and infrastructural factors, and offers implications for developing more inclusive and context-responsive digital education policies.
Co-Authors Astiantih, Susi citra, Citra Helvira, Vivin Karimuddin, Karimuddin Marlianti, Rosyana Mutmainnah Bahri A. Bohang Nurlinda Nurlinda, Nurlinda Roslina Roslina, Roslina Siti Kiftiah Susi Astianti Tundreng, Syarifuddin Zakaria Zakaria