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INDONESIA
Jurnal Alfa: Pendidikan, Penelitian, dan Bahasa
Published by CV. Alfa Pustaka
ISSN : -     EISSN : 30471206     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
JURNAL ALFA: Penelitian, Pendidikan, dan Bahasa (JAP2B) is biannually journal database published in June and December on scientific articles of research, education, linguistics, and teaching-learning studies.
Arjuna Subject : Umum - Umum
Articles 45 Documents
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An Gender Perspective Analysis of the Novel *Woman at Point Zero* by Nawal El-Saadawi (Mansour Fakih’s Theory) Sintya Dewi; Katharina Woli Namang; Trisnawati Bura
jurnalalfa Vol 4 No 2s (2026): October
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i2s.248

Abstract

This study aims to describe the forms of gender injustice depicted in the novel “Woman at Point Zero” by Nawal El-Saadawi, utilizing the perspective of Mansour Fakih’s theory. The novel chronicles the life journey of Firdaus, an egyptian woman from an impoverished family who endures various forms of oppression from childhood ranging from domestic violence, forced marriage, and sexual abuse to becoming an independent prostitute ultimately killing a pimp and choosing the death penalty as an act of resistance against the patriarchal system. This research employs a qualitative method with a descriptive approach. The primary data source is the novel “Woman at Point Zero” by Nawal El-Saadawi, while secondary data is derived from Mansour Fakih’s theoretical works and relevant prior research. Data collection was conducted using “read-and-note” techniques and documentation. Data analysis was performed thematically based on the five forms of gender injustice identified by Mansour Fakih: marginalization, subordination, stereotyping, violence, and double burden. The research results indicate that all five forms of gender injustice are prominently present in the novel. Instances identified include marginalization (24 excerpts), subordination (36 excerpts), stereotyping (30 excerpts), violence (27 excerpts), subdivided into physical violence (17 excerpts) and psychological violence (10 excerpts), and double burden (10 excerpts). These findings illustrate how the character Firdaus experiences structural and cultural oppression within Egyptian patriarchal society. Through this novel, Nawal El-Saadawi delivers a sharp critique of gender injustice and advocates for women's awareness and resistance against oppressive systems.
FORM OF DIRECTIVE SPEECH ACTS IN CONVERSATIONS OF CLASS VIII TEACHERS AND STUDENTS MTSS MUHAMMADIYAH PARUMAAN Hanisang; Bertholomeus Jawa Bhaga; Yeremias Bardi
jurnalalfa Vol 4 No 2s (2026): October
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i2s.254

Abstract

This study aims to describe the forms of directive speech acts used in teacher-student interactions in Grade VIII at MTSS Muhammadiyah Parumaan. This study employed a qualitative approach with a descriptive method. Primary data were obtained through direct observation, documentation in the form of audio and video recordings, and interviews with three teachers and several Grade VIII students at MTSS M uhammadiyah Parumaan. Data analysis followed the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The classification of directive speech acts was based on John Searle’s theory. The results of the study indicate that five forms of directive speech acts were found during the learning process in Grade VIII at MTSS Muhammadiyah Parumaan, namely: (1) ordering, used by teachers to convey messages or reminders to students politely and without coercion, such as reminding them of assignments that need to be completed; (2) commanding, used to give students direct instructions to carry out certain activities during the learning process; (3) requesting, used by teachers politely to ask students to do something without coercion; (4) advising, used to guide students toward developing good attitudes and behavior in learning, and this was the most dominant form, with a frequency of five utterances; and (5) recommending, used to provide students with suggestions regarding more effective ways of learning. These five forms of directive speech acts were found not only in teachers’ utterances but also in students’ utterances, and they were used interchangeably according to the communicative situation and purpose of the learning process. The study concludes that directive speech acts play an important role in establishing educational interactions between teachers and students, thereby enabling the learning process to take place effectively and conducive to a positive classroom environment.
The Effectiveness of the Animated Film Frozen in Improving Grade XI Students’ Narrative Writing Ability Siti Aisyah; Abdul Rahman Siagian; Happy Sri Rezeki Purba; Shoufi Nisma Dewi; Rahmat Huda
jurnalalfa Vol 4 No 1s (2026): August
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i1s.264

Abstract

Narrative writing remains a persistent challenge for Indonesian secondary school students, who often struggle with grammar, vocabulary and the development of ideas, while previous studies of animated media have mostly examined writing in general, other text types or other educational levels. This study investigated the difficulties that students experienced in writing narrative texts and examined whether the animated film Frozen was effective in improving the narrative writing ability of Grade XI students at a public senior high school in Padangsidimpuan, North Sumatra, Indonesia. A quantitative pre-experimental one-group pre-test and post-test design was employed with 35 students from one class, who were selected through purposive sampling. Data were collected through a narrative writing test, scored with an analytic rubric of five aspects (content, organisation, vocabulary, grammar and creativity), and a ten-item four-point Likert questionnaire. Because the scores were not normally distributed according to the Shapiro–Wilk test, the pre-test and post-test scores were compared with the Wilcoxon signed-rank test. The mean score rose from 74.29 to 82.00, and 33 of the 35 students improved while none declined (Z = −5.126, p < .001). Grammar was the weakest aspect both before and after the treatment, followed by vocabulary, whereas vocabulary showed the largest gain and organisation the highest post-test mean. Most students also responded positively to the film-based lessons. The findings suggest that a complete animated film, combined with teacher guidance on generic structure, can serve as an effective supporting medium for teaching narrative writing, although grammar requires additional and explicit instructional support.
Improving the Ability to Write Procedural Texts through a Cooking Video Tutorial Project at Grade X Students of SMK Negeri 1 Padangsidimpuan Amelia Faradiba Murti; Ayunda Sabrina Sormin; Shoufi Nisma Dewi; Happy Sri Rezeki Purba; Rahmat Huda
jurnalalfa Vol 4 No 1s (2026): August
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i1s.265

Abstract

This Classroom Action Research aimed to improve tenth-grade students’ procedural text writing skills and to identify the learning obstacles they faced through a Cooking Video Tutorial Project at SMK Negeri 1 Padangsidimpuan. The study involved 33 students of class X Administrasi Perkantoran 1 and was conducted in two cycles following the design of Kemmis and McTaggart, each consisting of planning, acting, observing, and reflecting stages. Data were collected through writing tests (pre-test and post-test), observation sheets, semi-structured interviews, and documentation, and were analysed through quantitative and qualitative data triangulation. The results showed a significant improvement in students’ writing performance, with the class mean score increasing from 69.70 in the pre-test to 84.67 in the post-test. Classical learning completeness rose from 45.45% to 87.87%, exceeding the 85% success criterion set for the action research. Among the ten writing components assessed, the highest gains were found in the use of sequence connectors (+56.06%) and punctuation (+47.83%). Qualitative findings revealed that students’ initial obstacles limited vocabulary, difficulty sequencing steps chronologically, and weak mastery of imperative sentences were effectively addressed through authentic cooking tutorial videos, guided writing templates, and peer review sessions introduced in Cycle II. It is concluded that this project-based, multimodal instructional strategy effectively enhances vocational high school students’ procedural text writing ability.
Impact of YouTube as Educational Media on Students’ Learning Interest at SMK N 1 Padangsidimpuan Tukma Sari; Akhmad Tarmizi; Khairunnisah; Shoufi Nisma Dewi; Rahmat Huda
jurnalalfa Vol 4 No 1s (2026): August
Publisher : CV. Alfa Pustaka

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

Abstract

This study investigated the significant impact of YouTube as educational media on students’ learning interest at SMK N 1 Padangsidimpuan. Previous research has mostly focused on learning outcomes, while evidence on learning interest in English learning has remained limited. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The population was all Marketing class students, and the sample consisted of 66 students from class X Marketing 1 (experimental group, 33 students) and class X Marketing 2 (control group, 33 students). Data were collected using a closed-ended questionnaire administered as a pre-test and a post-test, based on four indicators of learning interest: feeling of enjoyment, curiosity/attraction, attention, and involvement/participation. The data were analysed through the Shapiro-Wilk normality test, N-Gain analysis, the Paired Sample T-Test, and the Mann-Whitney U Test. The experimental group’s mean score increased from 67.79 in the pre-test to 88.88 in the post-test (a gain of 21.09 points), with a mean N-Gain of 0.64 (medium category), while the control group improved only from 70.91 to 72.06 (+1.15 points), with a mean N-Gain of 0.035 (low category). The Paired Sample T-Test for the experimental group yielded a significance value of 0.000 (p<0.05), and the Mann-Whitney U Test on the post-test scores of both groups also yielded 0.000 (p<0.05), with a mean rank of 49.38 for the experimental group against 17.62 for the control group. The alternative hypothesis was therefore accepted and the null hypothesis rejected. The study concluded that YouTube had a significant positive impact on students’ learning interest in English learning compared to conventional learning, and that English teachers should consider integrating YouTube as a supplementary learning medium.

Page 5 of 5 | Total Record : 45

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