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All Journal Parole: Journal of Linguistics and Education LiNGUA: Jurnal Ilmu Bahasa dan Sastra Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Al-Ta'lim Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Prologue: Journal on Language and Literature Jounal of Education and Teaching (JET) Jurnal Komunitas Bahasa Educenter: Jurnal Ilmiah Pendidikan Jurnal Pemberdayaan Masyarakat Leksema: Jurnal Bahasa dan Sastra Journal of Education Language and Innovation JPAP (Jurnal Praktisi Administrasi Pendidikan) Jurnal Pembelajaran Bahasa dan Sastra EDUCENTER JURNAL PENDIDIKAN INTERACTION: Jurnal Pendidikan Bahasa PAEDAGOGIE
Herlin Triana
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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

Abstract

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): In Progress
Publisher : Universitas Muhammadiyah Magelang

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

Abstract

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): In Progress
Publisher : Universitas Muhammadiyah Magelang

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Abdurahman . Amelia Yuli Astuti Amril Amir Anisa Nurjanah Anisa Nurjanah, Anisa Annisa Ainur Rahman Arma Putri, Delsy Binti Zakarya, Zaiton Delsy Arma Putri Emidar Emidar Emidar Emidar Ena Noveria Ermawati Arief Fadila Amanda Meriska Fendi, Hasri Fildzah, Fildzah Heriani Hafrison, Mohamad Hanafi Saputra Hanifah Yulia Sari Haris Syukri Haron, Rohaidah Haron, Rohaidah Binti Herianti, Tesya Ulva Jasmienti Jasmienti Latifa Zahra Mazayatul Mufrihah B11212091 Mita Domi Fella Henanggil Nadia Fransisca Dwita Ratih Purwasih Resti Melysa Rohaidah Binti Haron Rohaidah Haron Siregar, Rizky Khoirunnisa Syahrul R Thamsin, Andria Catri Tressyalina Tressyalina Tressyalina Trisna Helda Vivi Indriyani Zaiton Zakarya Zakarya, Zaiton Zaura, Tarisa Zilfia Ardhiany Yolanda Zulfikarni