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All Journal Journal of English Education and Linguistics Mudabbir: Journal Research and Education Studies Dedikasi: Jurnal Pengabdian Kepada Masyarakat
Heridayani, Heridayani
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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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

Abstract

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.
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

Abstract

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

Abstract

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.
Co-Authors Afkar, Rijalul Benny, Leo Dianthiny, Suci Fitri Ani, Fitri Hasibuan, Selamat Husni Nova Yesyca Naipospos Nurmaliana Sari Siregar, Prima Yanti Wariyati, Wariyati