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Dharmas Education Journal (DE_Journal)
Published by Universitas Dharmas Indonesia
ISSN : 27467732     EISSN : 27227839     DOI : -
Core Subject : Health, Education,
Education Languange, Linguistic, Communication & Media Mathematics Public Health Other
DE_JOURNAL (Dharmas Education Journal) merupakan jurnal ilmiah yang diterbitkan oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas Dharmas Indonesia, dan sebagai sarana publikasi hasil penelitian serta berbagi perkembangan ilmu tentang pendidikan. Jurnal ini memuat artikel yang belum pernah dipublikasikan sebelumnya yang berupa artikel hasil penelitian ataupun penelitian terapan, artikel telaah yang berkaitan dengan perkembangan ilmu pendidikan. Jurnal ini terbit 2 kali dalam setahun yaitu bulan Juni dan Desember. DE_JOURNAL merupakan jurnal ilmiah yang berisi tentang hasil penelitian, kajian mendalam, gagasan atau inovasi pada bidang ilmu pendidikan. Gagasan yang berasal dari para peneliti yang berada pada sektor pendidikan diharapkan dapat memberikan kontribusi positif pada dunia pendidikan. Fokus utama dari jurnal ini ialah : Pendidikan Karakter Gagasan dalam Pendidikan Pendidikan Berkebutuhan Khusus Kurikulum dan Teknologi Pendidikan Manajemen dan Kepemimpinan Pendidikan Bimbingan dan Konseling Pendidikan Multikultural Pendidikan Anak Usia Dini Pendidikan Guru Sekolah Dasar Pendidikan Bahasa Inggris Pendidikan Jasmani, Kesehatan dan Rekreasi Pendidikan Matematika Pendidikan Bahasa Indonesia Psikologi Pendidikan Belajar dan Mengajar Evaluasi dalam Pendidikan
Arjuna Subject : Umum - Umum
Articles 594 Documents
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An Analysis Of Expressive Speech Acts In The Dialogue Of Characters In Inside Out 2 Yogia Natalia Simanjuntak; Lastri Wahyuni Manurung; Susanti Susanti
Dharmas Education Journal (DE_Journal) Vol 7 No 1 (2026): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v7i1.2190

Abstract

This study analyzes the expressive speech acts used by the emotion characters in Inside Out 2. The objectives are to identify their types and to explain their functions in expressing emotions. Using a descriptive qualitative method and Searle’s speech act theory (1979), the data were taken from the characters’ dialogues. The results show twelve types of expressive speech acts: thanking, apologizing, congratulating, complaining, condoling, lamenting, protesting, deploring, praising, boasting, complimenting, and greeting. The most frequent is Praising (23 dialogues; 21.10%), followed by Complimenting (14 dialogues; 12.84%) and Boasting (11 dialogues; 10.9%). The least frequent is Deploring ( 3 dialogues; 2.75%). In conclusion, expressive speech acts in Inside Out 2 serve not only to express emotions but also to shape character development and storyline dynamics.
FREQUENTLY ASKED QUESTIONS (FAQ) BY THE STUDENTS IN EFL CLASSROOM FKIP UNIVERSITAS HKBP NOMMENSEN PEMATANGSIANTAR Bertaria Sohnata Hutauruk; Prini Desima Evawani Ambarita; Syalaisha Syafira Irwansyah
Dharmas Education Journal (DE_Journal) Vol 7 No 1 (2026): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v7i1.2232

Abstract

This research aimed to find out the types of questions employed by the EFL students during teaching and learning process in the classroom; to find out the teacher’s purposes of applying those types of questions by using Telegram and Whatts Up application as the framework. This research is conducted among the EFL students at FKIP Universitas HKBP Nommensen Pematangsiantar. The necessary data was collected through direct and indirect observation between an EFL students. Based on the analysis, it appeared that the online EFL classroom interaction was dominated by the teacher. One of the causes was the passiveness of the students due to the technological glitches. The pattern and characteristics of the interaction also changed. One of the most notable changes was the difficulty to observe and manage the interaction between students. These observed features of the EFL online classroom portrayed how the class is conducted as well as ideas for other EFL teachers and practitioners to prepare and organize it. The COVID-19 pandemic has transformed the form of interaction in the EFL classroom in Indonesia. Consequently, it is vital for Indonesian EFL teachers to analyse the current form of interaction in online settings to ensure quality teaching and learning.
PENERAPAN METODE MEMBACA BERPASANGAN BERBANTUAN MEDIA KARTU KATA WARNA UNTUK MENINGKATKAN KEMAMPUAN MEMBACA SISWA KELAS II SD NEGERI 1 SUSUT Ni Luh Putu Sunarianingsih; Nurul Isnaini Fitriyana; I Wayan Numertayasa
Dharmas Education Journal (DE_Journal) Vol 7 No 02 (2026): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v7i02.2291

Abstract

This study aimed to examine the improvement of students' reading skills through the implementation of the paired reading method assisted by colored word card media for second-grade students at SD Negeri 1 Susut. The participants consisted of 27 second-grade students of SD Negeri 1 Susut, Susut District, Bangli Regency. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through oral tests, written tests, and documentation. The data were analyzed using descriptive quantitative analysis by calculating the mean scores and the percentage of students' learning mastery. The results indicated that the implementation of the paired reading method assisted by colored word card media improved students' reading skills. The mean score increased from 68.00 in the pre-test with a learning mastery percentage of 33.33% to 77.59 in Cycle I with 62.96% mastery, and further increased to 85.63 in Cycle II with 85.19% mastery. These findings indicate that the research success indicator was achieved. In addition to improving learning outcomes, the method also enhanced reading fluency, pronunciation accuracy, self-confidence, student participation, and learning motivation during the instructional process. Therefore, this method can serve as an alternative instructional strategy to improve elementary school students' reading skills.
English Writing Development through Local Wisdom-Integrated Suggestopedia and Digital Portfolio Assessment: Evidence from a Repeated Measures Study Riyadi Saputra; Yenni Rozimela; Syahrul Ramadhan
Dharmas Education Journal (DE_Journal) Vol 7 No 02 (2026): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v7i02.2276

Abstract

Writing is one of the most challenging skills for EFL students due to difficulties in generating ideas, organizing texts, and revising written work effectively. This study aimed at examiningg the development of students’ English writing skills through the integration of Local Wisdom-Integrated Suggestopedia and Digital Portfolio Assessment. A quantitative approach with a One-Group Repeated Measures Design was employed involving 14 undergraduate students of an English Education Study Program. Writing performance was measured at four points: before the intervention (T1), during the intervention (T2), one month after the intervention (T3), and two months after the intervention (T4). Data were analyzed using descriptive statistics, Repeated Measures ANOVA, and Bonferroni pairwise comparisons. The results revealed a consistent improvement in writing performance, with mean scores increasing from 65.57 (T1) to 75.43 (T2), peaking at 83.57 (T3), and remaining high at 79.36 (T4). Repeated Measures ANOVA indicated a significant difference across the four measurements, F(1.098, 14.279) = 28.827, p < .001. The findings demonstrate that the intervention effectively improved and sustained students’ writing development. Pedagogically, integrating local wisdom, Suggestopedia, and digital portfolio assessment provides a culturally relevant, low-anxiety, and process-oriented approach to enhancing EFL writing instruction

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