Article Per Year (5 Year)
p-Index From 2021 - 2026
1.456
P-Index
This Author published in this journals
All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat PROJECT (Professional Journal of English Education) ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Social Science Academic EduInovasi: Journal of Basic Educational Studies ETERNAL: English Teaching Journal
Siti Aisyah
Universitas PGRI Delta Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
ANALYSIS OF PERLOCUTIONARY SPEECH ACT IN PRESIDENT BIDEN’S REMARKS ON CONFLICT BETWEEN ISRAEL AND PALESTINE Ferdin Tri Wahyuda; Siti Aisyah; Esther Hesturini
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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

Abstract

The perlocutionary speech acts are an important part of speech acts to find out the response of the effect given by the communicator.The purpose of this study was to identify the types of perlocutionary speech acts and the dominant type of perlocutionary speech acts in President Joe Biden's remarks when talking about terrorist attacks between Israel and Palestine. This research was designed using a qualitative approach by analyzing through three stages, namely data reduction, data display, and drawing conclusions. The results showed that Joe Biden's remarks contained all types of perlocutionary speech acts such as expressive, directive, representative, declarative and commissive with 51 data found. Joe Biden's remarks included 7 expressive acts, 6 directive acts, 5 representative acts, 11 declarative acts, and 6 commissive acts, with declarative acts being the most dominant at 11 instances.  
Employing Teacher Feedback as a Strategy to Mitigate Learners’ Speaking Anxiety: A Case Study Arif Rachman; Siti Aisyah; Kani Sulam Taufik
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16333

Abstract

This study investigates the effect of teacher feedback on speaking anxiety among secondary school ESL students. Speaking anxiety is one of the major challenges faced by students when required to speak English in class, often hindering their oral communication development. The study involved 120 participants, consisting of 100 students and 20 English teachers. Employing a qualitative case study design, data were collected using three main instruments: semi-structured interview guidelines, a structured classroom observation checklist, and students’ reflective journal prompts. The interview protocol explored participants’ perceptions of feedback and its influence on their confidence and anxiety. The observation checklist documented the type, timing, tone, and delivery mode of teacher feedback, as well as students’ immediate behavioral reactions. Reflective journals captured students’ personal emotional responses to feedback during speaking activities. The findings reveal that supportive, empathetic, and constructive feedback significantly reduced students’ speaking anxiety, increased self-confidence, and encouraged active participation in oral tasks. A positive classroom atmosphere characterized by respectful teacher–student interaction further enabled learners to engage in speaking without fear of negative judgment. In contrast, harsh or overly critical feedback, particularly when delivered publicly, tended to trigger embarrassment and heightened anxiety. The study also highlights the importance of balancing corrective and supportive feedback while remaining sensitive to individual and gender differences, as students’ perceptions of feedback mediated its emotional impact and willingness to communicate. Teacher feedback functions not only as a pedagogical tool for improving linguistic accuracy but also as an affective support mechanism that shapes students’ emotional readiness to speak in a second language. Emotionally responsive feedback practices are therefore essential in ESL classrooms.
The Denotative and Connotative Meanings in the Song Lyric of “If Ain’t Got You” By Alicia Keys Putri Adelia Ningsih Boimau; Yuliyanto Sabat; Siti Aisyah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2812

Abstract

Song lyrics often convey meanings that extend beyond their literal interpretations, making semantic analysis essential for understanding the messages embedded in musical texts. However, studies specifically examining denotative and connotative meanings in English popular songs remain relatively limited. Therefore, this study aims to identify the denotative and connotative meanings found in Alicia Keys' *If I Ain't Got You* and explain how these meanings contribute to the song's overall message. This research employed a descriptive qualitative approach using document analysis as the primary method. The data consisted of lyrical expressions selected from the song and analyzed based on semantic theory. The findings revealed 20 lyrical expressions, including 7 denotative meanings and 13 connotative meanings. The predominance of connotative meanings indicates that figurative and implied language plays a significant role in communicating the song's central message. The analysis shows that the lyrics emphasize the importance of genuine love, emotional connection, and personal fulfillment over material wealth, social status, fame, and power. These findings highlight the value of semantic analysis in revealing deeper meanings and enhancing the interpretation of song lyrics.
DEVELOPING A MODEL OF MOTHER’S EMPOWERMENT TO SUPPORT LEARNING AUTONOMY IN SAWOHAN VILLAGE Mas'udi Dermawan; Siti Aisyah
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 6 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i6.2468-2476

Abstract

This community service program aims to develop a mother-empowerment model to support children’s learning autonomy in Sawohan Village, Buduran District, Sidoarjo Regency. The program was motivated by the low level of parental involvement and limited understanding of effective home-learning strategies among mothers. A Participatory Action Research (PAR) approach was employed, involving mothers and community stakeholders in all stages of the program, including problem identification, planning, implementation, and evaluation. The activities consisted of community education, practical training, consultation and mentoring, and advocacy to ensure program sustainability.Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed using thematic qualitative analysis. The results indicate increased awareness among mothers regarding their roles in supporting children’s learning, improved practical skills in facilitating home-learning activities, and strengthened collaboration within the community. The program also produced simple handbooks and practical guidelines, as well as encouraged the formation of a community learning group (Kelompok Belajar Ibu dan Anak) as a local support network. Overall, the program resulted in a sustainable and replicable empowerment model that can be adapted in other communities with similar social and economic characteristics
DEVELOPING A MODEL OF MOTHER’S EMPOWERMENT TO SUPPORT LEARNING AUTONOMY IN SAWOHAN VILLAGE Mas’udi Dermawan; Siti Aisyah; Endah Alamsari
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 6 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i6.%p

Abstract

Program pengabdian masyarakat ini bertujuan untuk mengembangkan model pemberdayaan ibu untuk mendukung otonomi belajar anak di Desa Sawohan, Kecamatan Buduran, Kabupaten Sidoarjo. Program ini dimotivasi oleh rendahnya tingkat keterlibatan orang tua dan terbatasnya pemahaman tentang strategi belajar di rumah yang efektif di kalangan ibu. Pendekatan Penelitian Aksi Partisipatif (PAR) digunakan, yang melibatkan ibu dan pemangku kepentingan masyarakat di semua tahapan program, termasuk identifikasi masalah, perencanaan, implementasi, dan evaluasi. Kegiatan terdiri dari pendidikan masyarakat, pelatihan praktis, konsultasi dan pendampingan, serta advokasi untuk memastikan keberlanjutan program.Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, dan dianalisis menggunakan analisis kualitatif tematik. Hasil menunjukkan peningkatan kesadaran di kalangan ibu mengenai peran mereka dalam mendukung pembelajaran anak, peningkatan keterampilan praktis dalam memfasilitasi kegiatan belajar di rumah, dan penguatan kolaborasi di dalam masyarakat. Program ini juga menghasilkan buku panduan sederhana dan pedoman praktis, serta mendorong pembentukan kelompok belajar masyarakat (Kelompok Belajar Ibu dan Anak) sebagai jaringan dukungan lokal. Secara keseluruhan, program ini menghasilkan model pemberdayaan yang berkelanjutan dan dapat direplikasi, serta dapat diadaptasi di komunitas lain dengan karakteristik sosial dan ekonomi yang serupa
English Vocabulary Acquisition through MMORPGs: A Case Study of Ragnarok M Players Siti Aisyah; Abdullah Azzam; Yudy Prasetyo
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.8453

Abstract

Vocabulary acquisition plays a central role in English language learning, yet many learners struggle to expand their vocabulary through conventional classroom instruction. Recent developments in digital technology have introduced alternative platforms for language acquisition, including Massively Multiplayer Online Role-Playing Games (MMORPGs), which offer rich linguistic input and interactive environments. This study investigates how Indonesian EFL learners acquire English vocabulary through their engagement with Ragnarok M: Eternal Love, a popular MMORPG. Employing a descriptive qualitative research design, data were collected from 50 active players via an online questionnaire consisting of both closed- and open-ended items. The findings reveal that vocabulary is acquired incidentally through repeated exposure to in-game texts such as quest instructions, NPC dialogues, item descriptions, and player communication. Players employed various strategies for vocabulary learning, including contextual guessing, translation tools, and peer support. Social interaction, motivation, and gameplay immersion were identified as significant factors influencing vocabulary retention. These results support theoretical perspectives such as Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Gee’s Situated Learning. The study highlights the potential of MMORPGs as informal learning environments and provides pedagogical implications for integrating game-based learning into English language instruction. Keywords: A MMORPG, Game-Based Learning, Informal Learning, Ragnarok M, Vocabulary Acquisition.
Sambal Roa Innovation: A Traditional Culinary Business Opportunity in Sidoarjo, Indonesia Anatasya Angelina; Siti Aisyah; Umi Nur Hastuti
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9381

Abstract

This study explores the potential of sambal roa as an innovative culinary product in Sidoarjo, Indonesia. Sambal roa, made from smoked roa fish and local spices, offers a unique flavor that aligns with the rising consumer interest in practical and authentic spicy condiments. Using a qualitative method involving observations and surveys in local markets, the study analyzes consumer awareness, taste preferences, and purchase intentions. Findings reveal a strong interest in sambal roa among Sidoarjo consumers, particularly those aged 20–50, due to its practicality, distinctive aroma, and spicy savory flavor. The study concludes that sambal roa has strong potential to compete in both local and broader markets, especially with proper branding and digital marketing strategies.
Analysis of Peer Feedback Effects on Students’ Achievement in Writing Fantasy Stories Eka Noftriana Ciptaningdiah; Siti Aisyah; Kani Sulam Taufik
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2936

Abstract

This study aims to examine the effectiveness of peer feedback in improving Grade 11 students’ achievement in writing fantasy stories.. The research used purposive sampling with 36 participants. Employing a mixed-methods approach, the study combines quantitative analysis of pre-test and post-test writing scores with qualitative insights from questionnaires and interviews to examine both the measurable impact and students’ perceptions of peer feedback in writing fantasy stories. Quantitative results revealed a statistically significant improvement in students’ writing performance, with the mean score increasing from M = 87.86 (SD = 2.58) on the pre-test to M = 92.56 (SD = 2.27) on the post-test, representing an approximate 14,67% gain (p < .01). Qualitative findings reveal that students perceive peer feedback as beneficial for enhancing creativity, structure, and idea development in their fantasy stories, as well as for fostering critical thinking and collaboration. The findings suggest that integrating peer feedback into writing instruction can enhance both students’ linguistic skills and creative engagement.
Sociophonetic Markers of Social Mobility in George Bernard Shaw's Pygmalion Dien Achmad Yusril Izza; Siti Aisyah; Yuliyanto Sabat
Social Science Academic Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10549

Abstract

Language operates not only as a communicative tool but also as a marker of class and a gateway to social mobility. This study examines how phonetic change and idiolectal shift function as determinants of social mobility in George Bernard Shaw's Pygmalion. Using a qualitative textual analysis design, the play is read through sociophonetic theory integrated with sociological criticism, Marxist literary criticism, and Bourdieu's notion of linguistic capital. Data were drawn from dialogues, phonetic spellings, and character interactions that reveal pronunciation change, idiolectal development, and class relations, then interpreted in three stages: identification, interpretation, and synthesis. The analysis shows that Shaw represents accent as a decisive marker of class, with Eliza Doolittle's Cockney speech initially fixing her working class position and shaping others' perceptions of her. Through Higgins's phonetic training, Eliza acquires not only a prestigious accent but a broader idiolectal shift in vocabulary, communicative style, and confidence, functioning as linguistic capital that grants her temporary access to elite society. However, language alone cannot dissolve structural inequality: Eliza continues to face uncertainty about identity, independence, and full social acceptance. Pygmalion thus portrays language as both an instrument of empowerment and a mechanism that reproduces class hierarchy.
Co-Authors Abdullah Azzam Anatasya Angelina Arif Rachman Dien Achmad Yusril Izza Eka Noftriana Ciptaningdiah Endah Alamsari Esther Hesturini Ferdin Tri Wahyuda Kani Sulam Taufik Mas&#039;udi Dermawan Mas’udi Dermawan Putri Adelia Ningsih Boimau Umi Nur Hastuti Yudy Prasetyo Yuliyanto Sabat