Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED
Serli Amanda Siburian
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students’ Difficulties in Learning English Vocabulary at SMPN 8 Agnes Cia Sitinjak; Marisi Debora; Serli Amanda Siburian; Sri Ayu Rezeki Sihombing; Melani Fransiska Simanjuntak
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ne7y3x62

Abstract

This study aimed to identify the types of students’ difficulties in learning English vocabulary at SMP Negeri 8 Medan. This study employed a descriptive qualitative design. The data were obtained from 25 eighth-grade students through documentation in the form of vocabulary. However, the participants of this study were limited to 16 students who scored below the Minimum Mastery Criterion (KKM). The documentation was used to identify the students’ difficulties in vocabulary learning. The finding revealed that students experienced four types of difficulties in learning English vocabulary, namely pronunciation, meaning, grammar, and idiomatic expressions. In pronunciation difficulties, the word “though” became the most difficult word, experienced by 12 students. Most students had difficulties pronouncing words containing silent letters and inconsistent sound patterns. In meaning difficulties, the word “bank” became the most difficult item, experienced by 11 students because students failed to understand its contextual meaning. In grammar difficulties, the items “went” and “in” were equally difficult, each experienced by 11 students due to students’ limited understanding of grammatical patterns and preposition use. Meanwhile, in idiomatic expression difficulties, 11 students failed to interpret the expression “break a leg” correctly because they interpreted the expression literally instead of understanding its figurative meaning. The finding indicated that students still experienced difficulties in understanding vocabulary meaning, pronunciation patterns, grammatical usage, and idiomatic expressions in English learning
Students’ Perceptions of Translanguaging in Classroom Interaction at SMPN 1 Binjai Rizka Arni Sagala; Agnes Cia Sitinjak; Sriwahyuni Manalu; Serli Amanda Siburian; Nazwa Sabilah Rambe
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/3z33s714

Abstract

This study aimed to investigate students’ perceptions toward translanguaging in classroom interaction and to explore the factors influencing those perceptions. This study employed a descriptive qualitative research design. The participants were 30 students of class VII-3 at SMPN 1 Binjai. The data were collected through an open-ended questionnaire distributed using Google Forms and semi-structured interviews. The data were analyzed using the qualitative data analysis by Miles, Huberman, and Saldaña (2014), which consisted of data condensation, data display, and conclusion drawing and verification. The findings showed that most students had positive perceptions toward translanguaging in classroom interaction (25 out of 30 students, 83.3%), while a smaller number showed negative perceptions (5 students, 16.7%). Students generally believed that translanguaging helped them understand the material more easily, increased confidence, and created a more comfortable classroom atmosphere. However, several students felt that mixing Indonesian and English sometimes caused confusion and reduced focus during communication activities. On the other hand, students’ perceptions were influenced by three main factors namely competence, autonomy, and relatedness. Competence became the most dominant factor with 15 participants (50%), followed by relatedness with 11 participants (36.7%), and autonomy with 4 participants (13.3%). These findings indicate that students tended to develop more positive perceptions toward translanguaging when supported in classroom interaction.    
Co-Authors Agnes Cia Sitinjak MARISI DEBORA Melani Fransiska Simanjuntak Nazwa Sabilah Rambe Rizka Arni Sagala Sri Ayu Rezeki Sihombing Sriwahyuni Manalu