Garuda - Garba Rujukan Digital

Types of Implicature in The Paper Towns Movie Ani, Fitri; Heridayani, Heridayani; Sari, Nurmaliana; Afkar, Rijalul
MUDABBIR Journal Research and Education Studies Vol. 4 No. 2 (2024): Vol. 4 No. 2 Juli-Desember 2024
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v4i2.616

Implicature is the study about how to understand the speaker's meaning which is stated indirectly. This study deals with conversational implicature found Paper Towns movie script in John Green's movie. The objectives of the study is to analyze the types of implicature. The qualitative research was used in this research. Grice's conversational implicature was applied in analysing the data. The source of data is the conversation between the characters Quentin and Margo which taken from the Paper Towns movie script written by John Green. The data of this study were taken from the transcript of the utterances of the characters in Paper Towns movie script written by John Green which related to implicature. Those utterances were transcribed and analyzed in order to answer the research question, that is the types of implicature used. The results showed that there were two types of conversational implicature used by the characters, namely: generalized conversational implicature and particularized conversational implicature.

The Protagonist’s Inner Beauty Concepts Reflected in Danielle Steel’s Novel Big Girl Sari Siregar, Nurmaliana; Heridayani, Heridayani; Ani, Fitri; Siregar, Prima Yanti
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1271

This study aimed to explore the concepts of inner beauty reflected in the protagonist of Big Girl, a novel by Danielle Steel. The main character, Victoria Dawson, was portrayed as an intelligent, loyal, and optimistic woman who often faced rejection from her parents due to her physical appearance. This research used a qualitative approach with descriptive analysis based on selected excerpts from the novel. The findings showed that Victoria’s true beauty was expressed through her persistence in pursuing education, her loyalty in relationships, and her optimism in achieving her dream of becoming a teacher. This study emphasized that inner beauty was more meaningful than physical appearance, and Victoria’s character served as a strong representation of moral values and the strength of women in overcoming social and familial pressures.

HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT Heridayani, Heridayani; Hasibuan, Selamat Husni; Wariyati, Wariyati
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics (in Progress)
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2277

This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.

Peningkatan Kompetensi Digital Guru MTs melalui Pelatihan Desain Pembelajaran Interaktif Berbasis Canva Heridayani, Heridayani; Naipospos, Nova Yesyca; Dianthiny, Suci; Ani, Fitri; Siregar, Prima Yanti; Benny, Leo
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 2 (2025)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v5i2.4038

This article presents the outcomes of a Canva-based training program aimed at enhancing the digital competence of teachers at MTs Al-Munawwarah, Kota Binjai, in designing interactive learning media. Implemented through a need-based participatory approach, the workshop emphasized hands-on practice in creating presentation slides, educational posters, and instructional Instagram content. The results indicated significant improvements in participants technical skills, visual creativity, and pedagogical awareness. In addition to producing innovative and contextual teaching materials, the training fostered an online learning community to support ongoing mentoring. These findings highlight Canvas potential as an effective tool for promoting digital transformation in madrasahs and empowering teachers as change agents in technology-integrated education

HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT Heridayani, Heridayani; Hasibuan, Selamat Husni; Wariyati, Wariyati
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2277

This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.

Peningkatan Kompetensi Digital Guru MTs melalui Pelatihan Desain Pembelajaran Interaktif Berbasis Canva Heridayani, Heridayani; Naipospos, Nova Yesyca; Dianthiny, Suci; Ani, Fitri; Siregar, Prima Yanti; Benny, Leo
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v5i2.4038

This article presents the outcomes of a Canva-based training program aimed at enhancing the digital competence of teachers at MTs Al-Munawwarah, Kota Binjai, in designing interactive learning media. Implemented through a need-based participatory approach, the workshop emphasized hands-on practice in creating presentation slides, educational posters, and instructional Instagram content. The results indicated significant improvements in participants’ technical skills, visual creativity, and pedagogical awareness. In addition to producing innovative and contextual teaching materials, the training fostered an online learning community to support ongoing mentoring. These findings highlight Canva’s potential as an effective tool for promoting digital transformation in madrasahs and empowering teachers as change agents in technology-integrated education

EFL Learners’ Experiences in Using Tiktok to Enhance Pronunciation and Speaking Fluency Siregar, Prima Yanti; Heridayani, Heridayani; Siregar, Nurmaliana Sari; Wariyati, Wariyati; Ani, Fitri
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.1823

This study explores how English as a Foreign Language (EFL) learners use TikTok to improve their pronunciation and speaking fluency. Recognizing the growing influence of social media in education, the research investigates the ways in which students integrate TikTok into their language learning practices. A descriptive qualitative design was employed to capture students’ lived experiences. Nine undergraduate students from AMIK ITMI Medan participated in semi-structured interviews and shared their TikTok-based speaking activities. Data were analyzed thematically to identify recurring patterns and insights. The findings reveal that TikTok serves as a practical and engaging tool for developing oral skills. Students used short video features to imitate native speakers, repeat expressions, and refine their pronunciation through multiple recordings. The process also improved their fluency as repeated performance reduced hesitation and increased speech confidence. Moreover, the platform’s interactive and entertaining nature fostered motivation, enjoyment, and a sense of achievement. Despite these benefits, some challenges were noted, including distractions from non-academic content, the use of informal language, and technical barriers. In conclusion, the study demonstrates that TikTok can function as an effective supplementary platform for EFL speaking practice. It provides authentic exposure, encourages self-directed learning, and enhances motivation in a low-pressure environment. The results suggest that teachers should guide students in purposeful use of TikTok, balancing creativity with structured learning objectives to maximize its pedagogical value.

Unpacking the Challenges: An Exploration of EFL Students’ Speaking Problems Wariyati, Wariyati; Sembiring, Yenita Br; Prawiyata, Yugi Diraga; Rosly, Rohazlyn; Heridayani, Heridayani; Dalila, Eisya
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1623

Fluency in English speaking is a vital competence for English Language Education students because it supports both academic success and future professional performance. However, many students continue to encounter difficulties in achieving oral fluency due to various internal and external factors. This study aimed to identify and analyze the factors influencing students’ challenges in speaking English fluently. The investigation focused on internal aspects such as anxiety and motivation, and external aspects including exposure to English and instructional methods. Employing a mixed-methods design, the research combined quantitative and qualitative data. A survey was administered to 56 English Language Education students to gather information about their experiences, challenges, and perceived barriers. The quantitative data were analyzed descriptively, while ten students were later interviewed to gain deeper insights into their perspectives. The results revealed that limited vocabulary, low confidence, speaking anxiety, and lack of English-speaking environments were the main obstacle affecting fluency. Most participants expressed a need for more supportive, practice-oriented learning conditions. These findings indicate that integrating interactive methods, authentic assessment, and non-threatening classroom environments can enhance students’ speaking proficiency.

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