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Do Communication and Critical Thinking Skills Influence Oral Presentation? Evidence from University Students Vivi Indriyani; Herlin Triana; Hanifah Yulia Sari; Jasmienti Jasmienti
Journal of Education and Teaching (JET) Vol 7 No 1 (2026): Januari 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i1.728

The purpose of this research is to determine the relationship between communication skills and critical thinking skills on students' oral presentation skills. Using a quantitative approach, specifically causal associative research, this research investigates the relationship between the independent variables (communication and critical thinking) and the dependent variable (oral presentation). The research was conducted on Universitas Negeri Padang students taking Indonesian language courses in 2024, with a sample of 40 students selected through purposive sampling. Data collection involves performance tests (projects) and observation sheets, assessed using a predetermined rubric. Data were analyzed using multiple linear regression with the assistance of SPSS. The results revealed that communication skills and critical thinking skills jointly have a significant effect on students’ oral presentation abilities (F = 38.554, p < 0.05, R² = 0.676). However, when examined individually, only communication skills have a significant positive influence on students’ oral presentation performance (B = 0.637, p < 0.001), while critical thinking skills do not show a significant effect (B = 0.025, p = 0.881).

Digital Savvy Melalui Pelatihan Copywriting dan Storytelling bagi Pemuda Karang Taruna Malai V Suku Timur menuju Branding Nagari: Digital Savvy Through Copywriting and Storytelling Training for Malai V Timur Clan Karang Taruna Youth Towards Village Branding Abdurahman, Abdurahman; Triana, Herlin; Indriyani, Vivi; Amir, Amril; Emidar, Emidar; Putri, Delsy Arma; Henanggil, Mita Domi Fella
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 1 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i1.10612

Nagari Malai V Suku Timur, a newly established village, faces challenges in developing its branding due to limited digital literacy and the underutilization of technology to promote local potential. This condition weakens the competitiveness of agricultural products, tourism, and local SMEs. This community service program aimed to enhance the skills of Karang Taruna youth through copywriting and storytelling training as digital communication strategies to strengthen village branding. The method applied was direct training consisting of lectures, practice, discussions, and mentoring, conducted over two days (24–25 July 2025) at the Malai V Suku Timur Village Office Hall with 15 active participants. The results revealed that participants gained a clear understanding of copywriting and storytelling and successfully applied these skills to social media content using Canva and Instagram. Evaluation through pre-tests, post-tests, and satisfaction surveys indicated highly positive responses, with improved comprehension, practical skills, and participant satisfaction. The implication of this activity is the potential empowerment of village youth to optimize digital media for branding, which is expected to contribute to sustainable development in the economic, tourism, and SME sectors.

Tindak Tutur Direktif dan Strategi Bertutur Guru Bahasa Indonesia dalam Pembelajaran Teks Artikel Populer Siswa Kelas VIII Zaura, Tarisa; Tressyalina, Tressyalina; Noveria, Ena; Triana, Herlin
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16068

This study has two objectives. First, to describe the forms of directive speech acts used by Indonesian language teachers in the learning process in class VIII of SMP Negeri 1 Pancung Soal. Second, to identify the speech strategies used by Indonesian language teachers in the Indonesian language learning process in class VIII of SMP Negeri 1 Pancung Soal. This study is a qualitative study using a descriptive method. The results of this study also consist of two parts. First, there are five forms of directive speech acts used by teachers in Indonesian language learning in class VIII of SMP Negeri 1 Pancung Soal, namely: (1) directive speech acts of ordering, (2) directive speech acts of requesting, (3) directive speech acts of demanding, (4) directive speech acts of suggesting, and (5) directive speech acts of challenging. Second, there are four speech strategies used by teachers in Indonesian language learning for grade VIII at SMP Negeri 1 Pancung Soal, namely: (1) direct speech strategy without small talk, (2) direct speech strategy with positive politeness, (3) direct speech strategy with negative politeness, and (4) vague speech strategy. Based on the results of this study, it can be concluded that there are five forms of directive speech acts and four speech strategies used by teachers in Indonesian language learning in class VIII of SMP Negeri 1 Pancung Soal.

Paronomasia in Humorous Discourse on Instagram @Queteryo: A Syntagmatic Perspective Triana, Herlin; Indriyani, Vivi; Binti Zakarya, Zaiton
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 7 No. 2 (2026)
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v7i2.21198

The development of digital communication has made humor a medium of linguistic expression that not only serves as entertainment, but also as a means of identity formation and social relationship management in virtual spaces. This study aims to reveal the forms, patterns of occurrence, and functions of paronomasia in digital humor discourse on Instagram using an integrated syntagmatic approach. The focus is on how wordplay and language forms are used to convey humorous meaning while building social interaction among social media users. This study uses a qualitative descriptive method. The data consists of humorous posts on the Instagram account @Queteryo published during the period from January to March 2024. Data collection was carried out through documentation and purposive sampling techniques, then analyzed in terms of discourse by combining syntactic, semantic, and pragmatic studies to identify paronomasia patterns and their communicative functions. The results of the analysis show that paronomasia in digital humor most often appears in imperative and declarative sentence structures by utilizing similarities in sound and word form. Pragmatically, paronomasia functions as a means of conveying satire, persuasive appeals, and indirect criticism that can increase audience engagement. The uniqueness of this study lies in the application of an integrated syntagmatic framework that provides new insights into linguistic creativity, the strengthening of digital literacy, and communicative awareness, especially for the younger generation.

DIGA-FAM model (differentiation instruction and game-based formative assessment model): students’ needs analysis Vivi Indriyani; Herlin Triana; Rohaidah Haron; Zaiton Zakarya
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1737

The growing demand for personalized and engaging learning experiences in digital education highlights the limitations of conventional formative assessments. Many existing assessment practices fail to accommodate learner diversity and sustain motivation. This study aims to analyze students’ needs as a foundation for developing the DIGA-FAM Model (Differentiation Instruction and Game-Based Formative Assessment Model), which integrates differentiated instruction with game-based elements to create adaptive and enjoyable formative assessments. Using a quantitative descriptive approach, data were collected from 104 students through a structured questionnaire and analyzed across six indicators: comfort, interactivity, motivation, differentiation and difficulty level, learning opportunities, and feedback quality. The results show that students prefer formative assessments that are digital-based, interactive, engaging, and tailored to individual learning styles, with opportunities to retry and receive immediate, constructive feedback. These findings emphasize the necessity of developing the DIGA-FAM Model to enhance student engagement, support differentiated learning, improve the effectiveness of formative assessment in classrooms, and fosters meaningful learning experiences.

TINDAK TUTUR DIREKTIF GURU DALAM PROSES PEMBELAJARAN BAHASA INDONESIA KELAS VIII SMPN 1 TANJUNG RAYA Zilfia Ardhiany Yolanda; Herlin Triana; Tressyalina; Ena Noveria
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47151

Directive speech acts are closely linked to teachers’ professional competence because, in the learning process, teachers’ language skills significantly influence the effectiveness of classroom communication. The purpose of this study is to describe the forms of directive speech acts and the speaking strategies of Indonesian language teachers in the learning process. This study employs a qualitative approach using a descriptive method. The results of the study indicate that teachers use five forms of directive speech acts: asking, commanding, requesting, suggesting, and challenging. Of these five forms of directive speech acts, the one most frequently used by teachers is asking, with 84 instances of speech. In addition, this study also examined the speech strategies used by teachers during instruction; the dominant strategy used by teachers was the “Straightforward Speech Without Small Talk” (BTTB) strategy, which was found in 49 speech data points. Thus, it can be concluded that Indonesian language teachers in Grade 8 at SMPN 1 Tanjung Raya use five types of directive speech acts and four speech strategies in Indonesian language instruction.

Tindak Tutur Direktif dan Strategi Bertutur Guru dalam Pembelajaran Teks Biografi Siswa Kelas X SMAN 1 Kamang Magek Latifa Zahra; Ena Noveria; Tressyalina Tressyalina; Herlin Triana
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/a8e41705

This study is motivated by the crucial role of language in the learning process, particularly the use of directive speech acts by teachers in teaching biographical texts. The limited variation in the use of directive speech acts, which tend to be direct and instructional, may affect students’ engagement and motivation during learning activities. Therefore, this study aims to (1) identify and describe the forms of directive speech acts used by the teacher, and (2) examine the speaking strategies applied in teaching biographical texts in a tenth-grade class at SMAN 1 Kamang Magek. This research employs a qualitative approach with a descriptive method. The data consist of the teacher’s utterances during the learning process, collected through recording and note-taking techniques. The findings reveal that there are five forms of directive speech acts used by the teacher, namely commanding, requesting, suggesting, demanding, and challenging, with commanding as the dominant form. In addition, several speaking strategies were identified, including bald on-record strategy, positive politeness, negative politeness, off-record strategy, and speaking in silence, with the bald on-record strategy being the most dominant. These findings indicate that the teacher’s speech practices are still predominantly oriented toward direct instruction. Therefore, it is necessary to develop more varied, communicative, and persuasive speaking strategies to enhance students’ active engagement and foster reflective thinking in learning biographical texts.

Sturktur dan Unsur Kebahasaan Teks Deskripsi Kelas VII SMP Negeri 7 Bukittinggi Resti Melysa; Emidar; Ermawati Arief; Herlin Triana
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/xybcb721

The purpose of this study is first, to describe the structure of descriptive texts written by seventh-grade students of SMP Negeri 7 Bukittinggi. Second, to describe the linguistic elements of descriptive texts of seventh-grade students of SMP Negeri 7 Bukittinggi. This type of research is qualitative research with descriptive methods. The data in this study are descriptive texts of seventh-grade students of SMP Negeri 7 Bukittinggi. The data sources in this study are seventh-grade students of SMP Negeri Bukittinggi in the 2025/2026 academic year. The research instrument is the researcher herself and the performance instrument is the context of writing descriptive texts. The data collection technique in this study is the fishing technique. The data validation technique used in this study is the triangulation technique. The data analysis technique is first, identifying data according to the concept or theory of structure and linguistic elements. Second, identifying data based on the reference theory. Third, analyzing data by recording sentences related to the linguistic elements of descriptive texts. Fourth, interpreting the analyzed data. Fifth, concluding the results of the data description by writing a report. The results of this study consist of two. First, in writing descriptive texts, seventh-grade students of SMP Negeri 7 Bukittinggi have used three text structures. The three text structures are identification/general description, description of parts and conclusion. This is evident from the 30 descriptive texts that have been analyzed, there are 13 complete descriptive texts using identification/general description, description of parts and conclusion. 30 texts that have an identification/general description structure, 30 texts that have a description of parts structure, and 13 texts that have a conclusion structure. Second, seen from the linguistic aspect, seventh-grade students of SMP Negeri 7 Bukittinggi still have errors. This is evident from the 372 sentences analyzed, there are 325 sentences and EYD that are incorrect. This can be seen from 55 errors in the pattern of incorrect sentence elements, 307 errors in the use of incorrect capital letters. 47 errors in inappropriate prepositions, 20 errors in the pronouns ku, kau, ku, mu, and -nya, and 40 errors in incorrect punctuation.

Blaming, Resisting, and Reframing Authority: A Pragmatic Critical Discourse Analysis of Instagram Narratives during Flood Disasters in Sumatra Herlin Triana; Vivi Indriyani; Amelia Yuli Astuti; Ratih Purwasih
PAROLE: Journal of Linguistics and Education Vol 16, No 1 (2026): Volume 16 Number 1 April 2026
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v16i1.63-78

Public discourse on social media has given rise to various narratives that often spark debate and influence public perceptions of information. This study aims to examine pragmatic patterns and discursive constructions in social media narratives related to disaster events, with a focus on how users construct, challenge, and reframe authority. This study employs an interpretive qualitative approach using Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA), which encompasses text analysis, discursive practices, and social practices. Data in the form of Instagram posts were analyzed step-by-step through the identification of linguistic elements, patterns of discourse production and distribution, and their connection to the broader social context. A pragmatic approach was used to identify speech acts, implicatures, and attitude constructions in digital discourse. The research findings indicate that disaster discourse is constructed through evaluative lexical strategies, irony, metaphors, and visual reinforcement that represent ecological crises and social inequalities. Audience responses exhibit dominant patterns of blaming, resisting, and reframing, which consistently appear in comments, likes, and content shares. These findings confirm that social media functions as a discursive arena that not only represents the reality of disasters but also shapes collective criticism of policies, power, and environmental management.

DIGA-FAM model (differentiation instruction and game-based formative assessment model): students’ needs analysis Vivi Indriyani; Herlin Triana; Rohaidah Haron; Zaiton Zakarya
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1737

The growing demand for personalized and engaging learning experiences in digital education highlights the limitations of conventional formative assessments. Many existing assessment practices fail to accommodate learner diversity and sustain motivation. This study aims to analyze students’ needs as a foundation for developing the DIGA-FAM Model (Differentiation Instruction and Game-Based Formative Assessment Model), which integrates differentiated instruction with game-based elements to create adaptive and enjoyable formative assessments. Using a quantitative descriptive approach, data were collected from 104 students through a structured questionnaire and analyzed across six indicators: comfort, interactivity, motivation, differentiation and difficulty level, learning opportunities, and feedback quality. The results show that students prefer formative assessments that are digital-based, interactive, engaging, and tailored to individual learning styles, with opportunities to retry and receive immediate, constructive feedback. These findings emphasize the necessity of developing the DIGA-FAM Model to enhance student engagement, support differentiated learning, improve the effectiveness of formative assessment in classrooms, and fosters meaningful learning experiences.

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