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Address Terms Used In Relation To Social Identity In Mamben Daya Village Rahmani, Neli; Nurtaat, Lalu; Kamaludin, Kamaludin
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4hj9b505

The Sasak community of Gelumpang Hamlet in Mamben Daya Village, East Lombok, possesses a rich and culturally embedded system of address terms that reflects core values such as age hierarchy, social status, and communal solidarity. However, modernization and increasing contact with Indonesian and global languages have begun to influence the linguistic practices of younger speakers. This study aims to analyze the forms, functions, and factors influencing the use of address terms in this community. This study employed a qualitative sociolinguistic case study design. Data were collected through naturalistic observation, audio-recorded everyday conversations, and semi-structured interviews with Sasak speakers. Data analysis was conducted using content analysis and discourse analysis, involving transcription, coding, categorization, and sociolinguistic interpretation. The findings reveal that Sasak address terms consist of nominal and pronominal forms that are systematically used to index power, politeness, and social solidarity. Age and social status were identified as the most influential factors in address selection, while intimacy and situational context further shape usage patterns. Theoretically, these findings contribute to sociolinguistic studies by demonstrating how address systems function as mechanisms for negotiating social relationships. Practically, this research supports the documentation and preservation of Sasak linguistic and cultural practices in the face of social change. Nevertheless, this study is limited to a single community with a relatively small number of participants and a restricted observation period; therefore, the findings should be interpreted with caution and not overgeneralized.

Pemanfaatan ChatGPT dan Magic School untuk Menunjang Pembelajaran Guru SD Gugus 1 Sandubaya Sujana, I Made; Nurtaat, Lalu; Fitriana, Eka; La Ode Alfin Haris Munandar; Setiawan, Rozi; Fadhilah, Darin; Putri, Prily Wiske Widiya
Indonesian Journal of Education and Community Services Vol. 5 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

The rapid development of digital technology and artificial intelligence (AI) has brought significant changes to instructional practices, requiring teachers to possess strong digital literacy and the ability to integrate technology into learning design. The workshop on the utilization of ChatGPT and Magic School for elementary school teachers in Gugus 1, Sandubaya District, was conducted to enhance teachers’ understanding and skills in developing AI-based instructional materials. Through interactive lectures, demonstrations, hands-on workshops, and guided mentoring, participants gained comprehensive experience in using AI to generate teaching materials, assessment items, scoring rubrics, and other instructional tools. Survey results indicated that participants found the program highly beneficial, particularly in accelerating the preparation of learning materials and increasing their confidence in implementing technology in the classroom. These findings affirm the substantial potential of AI in supporting teachers' roles as facilitators of 21st-century learning. The activity also opens opportunities for follow-up programs, including advanced training aimed at strengthening teachers’ professional development and digital literacy on an ongoing basis.

Address Terms Used In Relation To Social Identity In Mamben Daya Village Rahmani, Neli; Nurtaat, Lalu; Kamaludin, Kamaludin
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4hj9b505

The Sasak community of Gelumpang Hamlet in Mamben Daya Village, East Lombok, possesses a rich and culturally embedded system of address terms that reflects core values such as age hierarchy, social status, and communal solidarity. However, modernization and increasing contact with Indonesian and global languages have begun to influence the linguistic practices of younger speakers. This study aims to analyze the forms, functions, and factors influencing the use of address terms in this community. This study employed a qualitative sociolinguistic case study design. Data were collected through naturalistic observation, audio-recorded everyday conversations, and semi-structured interviews with Sasak speakers. Data analysis was conducted using content analysis and discourse analysis, involving transcription, coding, categorization, and sociolinguistic interpretation. The findings reveal that Sasak address terms consist of nominal and pronominal forms that are systematically used to index power, politeness, and social solidarity. Age and social status were identified as the most influential factors in address selection, while intimacy and situational context further shape usage patterns. Theoretically, these findings contribute to sociolinguistic studies by demonstrating how address systems function as mechanisms for negotiating social relationships. Practically, this research supports the documentation and preservation of Sasak linguistic and cultural practices in the face of social change. Nevertheless, this study is limited to a single community with a relatively small number of participants and a restricted observation period; therefore, the findings should be interpreted with caution and not overgeneralized.

An Analysis of the Types and Functions of EFL Teacher’s Classroom Language as Used at 7th-Grade Junior High School 13 of Mataram Windilia Eo Manurak; Sudirman Wilian; Amrullah; Lalu Nurtaat
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1002

This study aims to investigate the types, functions, and language distribution of classroom language used by Grade VII English teachers at SMPN 13 Mataram. Employing a qualitative case study design, data were collected through non-participant observations, audio-video recordings, and semi-structured interviews with two teachers. The analysis followed Miles and Huberman’s interactive model. Findings reveal that teachers employed two major types of classroom language based on Hughes’ framework: instructional talk (49.8%) and managerial talk (50.2%). Instructional talk encompassed explaining, questioning, eliciting, checking understanding, giving feedback, and directing students, while managerial talk included opening routines, giving instructions and directions, praise, attendance checking, attention getters, and other regulatory expressions. In terms of function, classroom language predominantly served pedagogical purposes (78%), particularly instructional-managerial and language modelling functions, with social functions accounting for 22%. Regarding language choice, Indonesian was most dominant (43%), followed by English (34%) and mixed code-switching (21%), especially during core instructional activities to ensure comprehensible input. English was mainly used for routines, simple instructions, and modeling. The findings indicate that teachers strategically balance first language support and target language exposure to facilitate comprehension and participation. Future research should examine the longitudinal impact of classroom language patterns on students’ speaking proficiency and communicative competence.

STUDENTS’ ABILITY IN USING PAST VERBS IN RECOUNT TEXT: A CASE STUDY AT SMPN 1 GUNUNG SARI Muzhaffar Ramadhan, Imam; Nurtaat, Lalu; Amrullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45782

This study investigates the ability of eighth-grade students at SMPN 1 Gunung Sari in using past verbs in recount texts. The study was conducted because many students still experience difficulties in applying correct past verb forms when writing about past events. Therefore, the purpose of this research is to identify students’ level of ability in using past verbs in recount texts, to examine the difficulties they face, and to explore the strategies they use to overcome those difficulties. This research employed a descriptive qualitative method. The data were collected through a multiple-choice test as the main instrument, supported by a questionnaire and interviews. The participants of this study were 35 students from class VIII J of SMPN 1 Gunung Sari. The results show that the majority of students have low ability in using past verbs, with 82% of students categorized in the low level, while only 9% are categorized as high ability and 9% as medium ability. The questionnaire results reveal that the main difficulties experienced by students include forgetting the second form of irregular verbs, confusing regular and irregular verbs, and using the present tense instead of the past tense when writing recount texts. Furthermore, the interview results indicate that students try to overcome these difficulties by memorizing verb forms and asking teachers or classmates for help. However, these strategies are still limited and not fully effective in improving students’ grammatical competence. Therefore, more effective and contextualized grammar instruction is needed to help students improve their mastery of past verbs in recount texts.

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