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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal Education Innovation
Tinur Rahmawati Harahap
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Tindak Tutur Kata Sapaan Masyarakat Angkola Di Kota Padangsidimpuan Siti Meutia Sari; Tinur Rahmawati Harahap; Nursaima
Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): Juli 2024
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/kw0p8f84

Abstract

Speech acts are a theory of language use put forward by John Langshaw Austin (1962) in his book entitled How to do things with words. In speech events, a number of components of speech are found. There are 16 components put forward by Hymes (1974), namely message form, message content, setting, scene, message sender, speaker, message receiver, interlocutor, intent, purpose, key, channel, form of speech, interaction norms, norms interpretation, and genre. These 16 elements are summarized into 8 speech components with the English acronym "SPEAKING". In this study using qualitative methods with descriptive analysis techniques. The data in this study include the greeting word Angkola in the people of Padangsidimpuan City and its use based on the context in the household realm and the transaction realm. Participatory observation methods apply recording techniques through disguises and inducements, and interview methods apply question-and-answer techniques. The greeting words that should be used in everyday life for the Angkola people have experienced a shift. The greeting words that should be used by the Angkola people in Padangsidimpuan City are: Ompung, Amang Inang, Amang uda, Amangtua, Inang uda, Inang tua, bujing, nantulang, tulang, inang tobang, bou, amangboru, anggi.
Beyond Compliance: Washback Dynamics of Embedded Assessment Practices in Flipped Learning Environments Among EFL Undergraduates Tinur Rahmawati Harahap; Yulia Rizki Ramadhani; Tinur Rahmawati Harahap; Yulia Rizki Ramadhani; Rosni Harahap
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.12

Abstract

Flipped learning has transformed higher education through frequent embedded assessment; however, limited research has examined its washback effects on students’ learning behavior. This study investigated positive and negative washback perceptions among undergraduate students in a flipped English as a Foreign Language (EFL) program and introduced the concept of a high-density washback environment (HDWE). A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 60 undergraduate students at a public university in North Sumatra, Indonesia, using a validated 14-item Washback Perception Questionnaire and analyzed through descriptive statistics, paired-samples t-tests, and PLS-SEM confirmatory composite analysis. Qualitative data were obtained through semi-structured interviews and one focus group discussion involving six participants and analyzed using Reflexive Thematic Analysis. Positive washback was perceived at a high level and significantly exceeded moderate negative washback. Three qualitative themes emerged: self-regulated learning through pre-class assessment, cumulative assessment burden, and strategic compliance as ambivalent washback. The findings indicate that flipped learning assessment generally promotes positive learning behavior, although some responses reflect peer-mediated surface preparation rather than deep independent learning. The study proposes ambivalent washback as a distinct theoretical category and highlights assessment scheduling and instructional transparency as key factors influencing washback quality.
Co-Authors Nursaima Ramadhani, Yulia Rizki Rosni Harahap Siti Meutia Sari Tinur Rahmawati Harahap Yulia Rizki Ramadhani