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Oral Interpersonal Communication in Indonesian Language Learning in Elementary Schools Febriani, Diva; Sutama, S; Adnan, Mazlini
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study explores oral interpersonal communication within Indonesian language learning in the digital era at the elementary level, specifically aiming to examine the nature of active interaction between teachers and students and to describe how students’ argumentative abilities develop during Indonesian lessons. Methodology: Employing a qualitative ethnographic design, the research was conducted at Integrated Islamic Primary School Muhammadiyah Al‑Kautsar. Participants included the principal, the Indonesian language teacher, and grade V students. Data were collected through in‑depth interviews with educators and administrators, participatory classroom and social‑environment observations, and analysis of relevant documents. To ensure validity, multiple data sources were triangulated, and reliability was maintained by applying consistent procedural steps. Data analysis followed an inductive approach, identifying emergent patterns and insights into interpersonal communication practices. Results: Findings indicate that teachers’ oral interpersonal communication skills are pivotal in fostering students’ critical thinking and social competencies. Active, bidirectional interactions—both during classroom instruction and in students’ broader social contexts— were observed to be well integrated into Indonesian language lessons. Moreover, activities designed to engage students in argumentative discourse significantly bolstered their confidence and communicative abilities, leading to more effective learning outcomes. Applications/Originality/Value: By highlighting the foundational role of oral interpersonal communication in developing critical thinking and argumentation skills, this study offers practical strategies for optimizing teacher‑student and peer interactions in digitally enriched learning environments. Its insights can guide curriculum designers and educators in elementary settings to leverage ethnographic methods and targeted communicative activities, thereby enhancing student engagement and language proficiency in the digital era.

Implementation of Role-Playing Methods for Early Childhood Language Development at TK Aisyiyah Sumber I Wati, Dwi Purnomo; Hastuti, Isnaini Budi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to identify how the role‑playing method can improve language skills in early childhood learners and to explore the factors that influence its effectiveness. By simulating real‑life scenarios in a fun and interactive way, the method seeks to transform children who are typically quiet, passive, or lacking in confidence into active and self‑assured communicators. Methodology: Employing a qualitative approach, researchers observed and interviewed children aged 5–6 at Aisyiyah Sumber I Kindergarten. Data collection centered on systematic classroom observations of role‑play sessions and in‑depth interviews with both children and their teachers to gather insights into changes in communication behavior and the conditions supporting those changes. Results: Following the implementation of role play, children who had previously been reticent began to engage actively and confidently with peers, expressing ideas, feelings, and thoughts both spontaneously and voluntarily. Quantitative indicators of improvement included expanded vocabulary, more complex sentence structures, and stronger verbal interaction skills. Additionally, role play fostered social and emotional engagement, further reinforcing language development. Applications/Originality/Value: The findings demonstrate that the role‑playing method is an effective strategy for early‑childhood language learning. To sustain its benefits, educators and parents should collaborate to design scenarios that are engaging, meaningful, and age‑appropriate, and provide guided support throughout the activities. This research offers practical guidance for curriculum planners and caregivers seeking to enhance communicative competence and confidence in young learners.

The Effectiveness of Educational Games in Digital Literacy to Improve Healthy Social Interactions in Elementary Schools Putri, Dyta Anggraini; Wulandari, Murfiah Dewi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to determine the effectiveness of educational games in fostering digital literacy to enhance healthy social interaction among elementary school students. By leveraging digital game-based learning, the research examines whether gamemediated activities can stimulate student engagement and promote constructive peer relationships. Methodology: Employing a quantitative quasi-experimental design with pretest–posttest control groups, the study involved two fifthgrade classes at an elementary school: class VA (experimental) and class VB (control). Both groups completed a pretest measuring healthy social interaction, after which the experimental group engaged in a series of educational game sessions while the control group followed regular instruction. A posttest was administered to both groups, and data were analyzed using the General Linear Model and normalized gain (N-gain) to assess learning effectiveness. Results: The experimental group (VA) achieved an N-gain of 79.16%, categorizing it as highly effective in improving healthy social interaction. In contrast, the control group (VB) recorded an N-gain of 30.79%, indicating a less effective outcome. These results demonstrate that students who learned via educational games exhibited significantly greater improvements in cooperative behaviors, communication skills, and mutual respect. Applications/Originality/Value: By confirming that educational game-based interventions can effectively cultivate healthy social interaction, this study provides a novel contribution to the literature on digital literacy and social skills development. Educators and curriculum designers can adopt game-centered modules to simultaneously build technological fluency and interpersonal competencies. Furthermore, the research highlights a previously underexplored linkage between educational gaming and social well-being, offering new directions for both pedagogical practice and future studies.

Analysis of Language Errors at the Level of Phonology and Morphology in Exposition Texts by High School Students Prasetyo, Dzaky Ramzy; Sulistyono, Yunus
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study investigates the morphological errors made by students of SMA Negeri 1 Bulu, Sukoharjo, in their exposition texts. By cataloguing common mistakes—such as inappropriate vocabulary choice, unclear sentence constructions, and incorrect compound word formations—the research aims to highlight how a deeper understanding of morphology can aid students in identifying and correcting these linguistic issues. Methodology: Adopting a descriptive qualitative design, the study analyzed 18–24 student‐written exposition texts collected from tenth‐ grade classes. Researchers served as key instruments, employing observations, interviews, and document analysis to gather data. The analytic process proceeded through systematic stages of data collection, identification, classification, and thematic analysis, culminating in drawing evidence‐based conclusions about error patterns. Results: Findings reveal that student writings frequently contain morphological lapses, underscoring gaps in their understanding of word formation and modification. The prevalence of these errors demonstrates the critical need for explicit morphology instruction as part of Indonesian language teaching. Applications/Originality/Value: By pinpointing specific morphological challenges, this research provides practical tools for both teachers and learners to diagnose and remedy linguistic errors. The study offers a novel contribution to language‐error research in Indonesian education, presenting targeted recommendations for curriculum designers to integrate morphology‐focused exercises that enhance students’ writing proficiency and overall language awareness.

Implementation of the Pancasila Student Profile Project in Strengthening the Gotong Royong Dimension in Urban and Rural Elementary Schools: Exploring the Cooperation Subelement Anggraita, Ryanjani Lila; Sumardjoko, Bambang; Desstya, Anatri; Prastiwi, Yeni
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study analyses the implementation of the Pancasila Student Profile Strengthening Project—an intracurricular initiative aimed at enhancing student competence and character—specifically focusing on the gotong‑royong (mutual cooperation) dimension in both urban and rural elementary schools in Jaten District, Karanganyar Regency. By engaging students in projects addressing local environmental issues, the research seeks to determine how effectively the collaboration subelement of cooperation is strengthened across different school contexts. Methodology: Employing a qualitative approach, the study involved 18 fifth‑grade students from rural schools and 28 from urban schools. Data were gathered through structured observation sheets, in‑depth interviews with participants and teachers, and review of project documentation. To ensure validity and reliability, the researchers applied triangulation—systematically reducing data, presenting findings, and drawing evidence‑based conclusions regarding each school’s project implementation stages of planning, execution, and evaluation. Results: Analysis reveals that both rural and urban schools successfully reinforced the gotong‑royong dimension’s cooperation subelement. In rural schools, students progressed to the “developing as expected” stage of collaboration skills. Urban students not only reached this stage but advanced further into “significantly developed” indicators, reflecting a higher level of cooperative competence compared to their rural peers. This demonstrates that context‑tailored project activities can differentially impact the depth of cooperative behaviors. Applications/Originality/Value: By comparing urban and rural implementations, this research provides actionable insights for educators and policymakers on tailoring the Pancasila Student Profile Strengthening Project to local needs. It underscores the importance of faithfully following the project’s planning–implementation–evaluation cycle and aligning activities with the specific Pancasila dimensions a school intends to bolster. These findings can guide teachers in both settings to design more effective, stage‑appropriate interventions that promote mutual cooperation and character development across diverse educational environments.

The Role Of Family In Communication To Build Early Childhood Character Aida, Elma Nur; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study examines how parental communication shapes character development in early childhood, specifically exploring the strategies parents employ to instill moral values and discipline in 4–5‑year‑old children at Kindergarten Aisyiyah Petoran, Surakarta. Methodology: Using a qualitative case study approach, researchers conducted semi‑structured interviews with both parents and their children to gather rich, firsthand accounts of communication practices and home dynamics influencing character formation. Results: Findings indicate that parents serve as primary role models, teaching moral and ethical values through positive behavior, open dialogue, and consistent, constructive discipline. Children were observed to imitate parental behaviors, underscoring the power of modeled conduct. Key elements identified include active listening and timely, supportive feedback, which bolster children’s confidence and capacity for emotional expression. A nurturing home environment—where children feel safe to voice thoughts and learn moral lessons—emerged as critical to fostering character growth. Applications/Originality/Value: By illuminating the specific communication strategies that effectively nurture young children’s moral development, this study deepens our understanding of family dynamics in early education. Its insights can guide parents, educators, and program designers in creating home‑and‑school partnerships that reinforce positive discipline, empathetic listening, and ethical role modeling to support well‑rounded character formation in early childhood.

The Contribution of Parenting to the Social-Emotional Development of 4-5-Year-Old Children at Aisyiyah Pucangan Kartasura Kindergarten Karuniawati, Elmi; Fauziyah, Nur
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study analyzes how different parental parenting styles—authoritarian, permissive, and democratic—contribute to the social‐emotional development of 4–5‑year‑old children at Aisyiyah Pucangan Kartasura Kindergarten, with a focus on skills such as empathy, cooperation, and emotional regulation. Methodology: Using a descriptive qualitative approach, data were collected through classroom and home observations, semi‑structured interviews with teachers and parents, and documentation of parent–teacher communications. Participants included kindergarten teachers and Group A children along with their parents, ensuring a comprehensive view of both home and school influences on child development. Results: The findings indicate that democratic parenting most effectively supports children’s social‐emotional growth, fostering empathy, cooperative behaviors, and self‐regulation. Although many parents reported practicing a democratic style, observations revealed occasional tendencies toward permissiveness or authoritarianism—either pampering or pressuring children during activities. Active parental involvement at home and in school events emerged as a critical factor in enhancing social‐emotional skills. Additionally, teacher‐designed play activities proved effective in stimulating critical thinking and creativity. Applications/Originality/Value: By highlighting the interplay between parenting styles and structured school activities, this research underscores the importance of consistent, collaborative partnerships between parents and teachers. Its insights advocate for improved communication channels and joint training programs to ensure cohesive, supportive environments that optimize children’s social‐ emotional and cognitive development.

Problematic of Implementing The Independent Curriculum Putri, Elya Shafiira Setyawan; Markhamah, M
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study seeks to address challenges encountered in Indonesian language teaching under the Independent Curriculum at the Stage E (class X) level at SMA Negeri 1 Polanharjo. Specifically, it examines teacher readiness, the extent of school support, facilitating and hindering factors in curriculum implementation, and potential strategies to overcome identified obstacles. Methodology: Adopting a descriptive qualitative design, researchers collected written data from recorded, semi‐structured interviews with Indonesian language teachers responsible for Stage E instruction. Interview recordings were meticulously transcribed and then analyzed to map out recurring themes related to preparedness, institutional backing, enablers, barriers, and proposed remedial steps. Results: Analysis revealed a spectrum of teacher readiness—ranging from enthusiastic early adopters to those uncertain about curriculum shifts—often correlated with the level of in‐school professional development provided. School support varied: some departments offered regular workshops and resource materials, while others lacked clear guidance. Key supporting factors included strong leadership commitment and peer collaboration; major obstacles centered on insufficient training time, limited instructional resources, and ambiguous assessment guidelines. Teachers proposed concrete steps—such as targeted in‐service training sessions, development of clear teaching modules, and establishment of a teacher‐mentoring network—to bridge these gaps. Applications/Originality/Value: y systematically documenting real‐world readiness levels, support structures, and both facilitators and inhibitors of curriculum change, this study offers actionable insights for school administrators and district policymakers. Its findings can inform the design of focused professional‐development programs, allocation of teaching resources, and creation of collaborative support networks, thereby enhancing the fidelity and effectiveness of Independent Curriculum implementation in Indonesian language classrooms.

Violation of Politeness Principles in Social Media Comments on lambeturah_official Instagram and its Implementation to the Teaching of Indonesian Agustina, Erna; Sulistyono, Yunus
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study explores the ways in which commenters on the @lambeturah_official Instagram account violate politeness principles and considers how these findings can inform Indonesian language teaching. By identifying specific maxim breaches—such as wisdom, generosity, praise, humility, agreement, and sympathy—the research seeks to provide concrete examples for classroom discussion in upper secondary Indonesian curricula. Methodology: Employing a qualitative descriptive design grounded in pragmatics, the study analyzes user comments as its primary data source. Using the “Selecting and Determining Elements” (PUP) technique for data analysis, researchers systematically collected and coded instances of maxim violations within the comment threads of the @lambeturah_official Instagram page, categorizing each utterance according to the relevant politeness maxim it breaches. Results: The analysis uncovered twelve instances of politeness maxim violations: three breaches of the maxim of wisdom, two of generosity, three of praise, one of humility, two of agreement, and one of sympathy. Each category illustrates distinct patterns of impoliteness—ranging from sarcastic or dismissive language to comments that fail to acknowledge others’ perspectives or feelings. Applications/Originality/Value: y mapping real‑world examples of pragmatic breakdowns in digital communication, this study offers valuable teaching materials for Indonesian language educators. Specifically, it aligns with Basic Competency 4.13—“Developing problems/issues from various points of view equipped with arguments in debate”—by providing authentic comment excerpts that students can analyze and debate. Integrating social‑media discourse into the classroom not only enhances learners’ pragmatic awareness but also prepares them to engage more respectfully and critically in online environments.

Violation of Politeness Principles in Social Media Comments on lambeturah_official Instagram and its Implementation to the Teaching of Indonesian Agustina, Erna; Sulistyono, Yunus
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Purpose: This study explores the ways in which commenters on the @lambeturah_official Instagram account violate politeness principles and considers how these findings can inform Indonesian language teaching. By identifying specific maxim breaches—such as wisdom, generosity, praise, humility, agreement, and sympathy—the research seeks to provide concrete examples for classroom discussion in upper secondary Indonesian curricula. Methodology: Employing a qualitative descriptive design grounded in pragmatics, the study analyzes user comments as its primary data source. Using the “Selecting and Determining Elements” (PUP) technique for data analysis, researchers systematically collected and coded instances of maxim violations within the comment threads of the @lambeturah_official Instagram page, categorizing each utterance according to the relevant politeness maxim it breaches. Results: The analysis uncovered twelve instances of politeness maxim violations: three breaches of the maxim of wisdom, two of generosity, three of praise, one of humility, two of agreement, and one of sympathy. Each category illustrates distinct patterns of impoliteness—ranging from sarcastic or dismissive language to comments that fail to acknowledge others’ perspectives or feelings. Applications/Originality/Value: y mapping real‑world examples of pragmatic breakdowns in digital communication, this study offers valuable teaching materials for Indonesian language educators. Specifically, it aligns with Basic Competency 4.13—“Developing problems/issues from various points of view equipped with arguments in debate”—by providing authentic comment excerpts that students can analyze and debate. Integrating social‑media discourse into the classroom not only enhances learners’ pragmatic awareness but also prepares them to engage more respectfully and critically in online environments.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Yasir Sidiq

Contact Email
lppi@ums.ac.id

Phone
+6282134901660

Journal Mail Official
iseth@ums.ac.id

Editorial Address
Gedung Induk Siti Walidah Jalan Ahmad Yani, Pabelan, Kartasura, Surakarta 57162, Jawa Tengah, Indonesia

Location
Kota surakarta,

Jawa tengah

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yasir Sidiq

Contact Email lppi@ums.ac.id

Phone +6282134901660

Journal Mail Official iseth@ums.ac.id

Editorial Address Gedung Induk Siti Walidah Jalan Ahmad Yani, Pabelan, Kartasura, Surakarta 57162, Jawa Tengah, Indonesia

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yasir Sidiq

Contact Email
lppi@ums.ac.id

Phone
+6282134901660

Journal Mail Official
iseth@ums.ac.id

Editorial Address
Gedung Induk Siti Walidah Jalan Ahmad Yani, Pabelan, Kartasura, Surakarta 57162, Jawa Tengah, Indonesia

Location
Kota surakarta,

Jawa tengah

INDONESIA