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Erikson Saragih

Universitas Sumatera Utara

Author-ID : 1384414

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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Speaking Teaching Strategies Used by Vocational School EFL Teacher Hasibuan, Ikhsan Ramadhan; Panjaitan, Andre Bona Josua; Saragih, Erikson
English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.127-136

This study aims to represent vocational school teachers' strategies for teaching speaking to students at secondary level in Medan, North Sumatra province, Indonesia. This research is a qualitative descriptive research design with 13 participants taking part. In collecting the data, the researcher used a structured self-administered questionnaire with ten questions divided into three parts: introductory, practice, and evaluation. The questions in the introductory section were all about the teacher's preparation process for teaching speaking, such as what resources they used and whether the reference sources were relevant to the syllabus. The practice session questions then go through the teaching and learning process, including what methods teachers use, why they choose this method, what activities teachers do, and what activities the students do during the learning speaking skills process. Lastly, the evaluation session questions include activities that occur after the teaching and learning process, such as how the teacher assesses students, what assessment criteria or rubrics are commonly used, and what suggestions are supposed to help students in their speaking skill problems.

Contextualizing corrective feedback in scientific writing through online learning platforms Saragih, Erikson; Zein, T Thyrhaya; Sumbayak, Desri Maria
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.25867

Providing corrective feedback by teachers is one of the most crucial and central activities to improve the quality of student scientific writing. Although there has been much previous research on corrective feedback, few focused on lecturers' viewpoints, techniques, and assessments to guide students to write scientific papers. The objectives of this study are to describe lecturers' perceptions, practices, and self-evaluation when providing written corrective feedback in the context of scientific writing in the field of English research at multiple Indonesian teacher education institutes. The researchers employed a qualitative descriptive research method with a survey design to meet research objectives. A total of 53 lecturers were selected as respondents using purposive sampling criteria. This study used a survey questionnaire with ten questions of three categories (perception, activity, and evaluations) which were distributed to the research participants. The results of this study revealed that teachers prefer written corrective feedback, use various media and applications, emphasize the content of writing in providing feedback, and feel confident in doing this activity, even though sometimes they do not have enough time and continue to try to improve the quality of feedback provision to their students in writing scientific works. The results of this study can contribute as a reflection to improve teacher performance in the implementation of corrective feedback, especially in an online learning platform.

EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic Syahputra, Bambang Panca; Saragih, Erikson
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 2 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i2.9668

This study investigates the features of three e-learning platforms: Moodle, Google Classroom, and Zoom. It provides an in-depth examination of the digital learning media efficacy during the COVID-19 pandemic. It outlines the advantages and disadvantages of e-learning platforms for English language teaching. The research highlights the potential of authentic e-learning platforms to motivate EFL teachers and students to step up to the challenge. A digital survey which consisted of 36 items, was distributed to determine EFL teachers' impressions of the effectiveness of these platforms. The researchers distributed three questionnaires for each e-learning platform. Each questionnaire consisted of six sections: availability and accessibility, efficiency, information exchange, teacher perception, teacher satisfaction, and E-learning insight during COVID-19. The researchers utilized the Minitab 16 Statistical software to analyze the elicited data and the Cronbach's Alpha values to assess the survey questions content validity. Other statistical techniques, such as mean, standard deviation, and agreeable level (AR), were used to depict the effectiveness of each platform. Google Classroom (Ave. AR = 72.92 percent and Ave. Mean = 3.887) was the most efficient e-learning platform based on the survey responses. The next platforms were Moodle (Ave. AR = 68.09 percent, Ave. Mean = 3.694) and Zoom (Ave. AR = 61.85 percent, Ave. Mean = 3.544). The findings should motivate language learners to act and assist instructors and policy-makers in constructing e-learning environments that support learning during the global health crisis.

Correlating EFL learnersâ€™ critical thinking ability and listening comprehension strategies Sipayung, Rohdearni Wati; Saragih, Erikson; Rumapea, Elina Lulu Bimawati
International Journal of Education and Learning Vol 5, No 1: April 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i1.827

Even though there have been numerous studies on the use of critical thinking in language learning, research that specifically explores the relationship between critical thinking skills and listening comprehension techniques is still infrequently performed in the context of learning English in Indonesia. This study aims to reveal the correlation between EFL students' listening comprehension strategies and their critical thinking ability. Fifty Indonesian EFL students of both sexes were chosen as the study's participants to accomplish this. They were all advanced students that were chosen through cluster sampling. The Critical Thinking Questionnaire (CTQ) and the Listening Comprehension Strategies Questionnaire were the two tools used (RCSQ). On the first day, the researcher thoroughly explained the instructions for this survey and gave the participants a CTQ to assess the tactics they had used. LCSQ was delivered to them on the second day. All of the questions had to be answered within the allotted time by the participants. Fortunately, none of the students missed any of the gathered data, which will improve the accuracy of the findings. The study's conclusions showed a strong correlation between advanced EFL students' listening comprehension techniques and their capacity for critical thought. Results may be important because they help students overcome any challenges they may have with particular language abilities by identifying the tactics they use.

English Language Learning in Language Academic Preparation Program (LAPP): an Autoethnography Risma Fahrul Amin; Suhono, Suhono; Erikson Saragih; Marzia Khatan Smita
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1923

This autoethnographic study examines the lived experiences of learning English for Academic Purposes (EAP) within the Language Academic Preparation Program (LAPP), a key component of the Program Persiapan Studi Lanjut (PPSL) at UIN Sultan Syarif Kasim Riau. Drawing upon personal reflections and research journals, the study investigates how culturally responsive pedagogy, local wisdom, and immersive experiences shape academic language development. By engaging in activities such as traditional ceremonies, local arts performances, culinary practices, and educational field visits, the program contextualized English learning in ways that enhanced learner engagement and reinforced cultural identity. The findings suggest that EAP instruction becomes more effective and transformative when it integrates local cultural content with authentic learning contexts. Furthermore, the study demonstrates that autoethnography provides a valuable lens for capturing the emotional, intellectual, and pedagogical dimensions of language education. The main contribution of this research lies in proposing an alternative model of EAP instruction that is not only academically rigorous but also culturally grounded, offering new insights for the development of contextually relevant language education programs in Indonesia and beyond.

Narrative Structure Analysis of MTs Students from a Gender Perspective Mahriyuni; Saragih, Erikson; Sitinjak, Dedi Rahmad; Nurlela; Deliana
JURNAL ABDIMAS MADUMA Vol. 4 No. 3 (2025): Oktober, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jam.v4i3.520

This study aims to describe the narrative structure of fables written by students of MTs YP H. Datuk Abdullah, to compare male and female students’ narratives, and to analyze the influence of gender perspectives on story construction. The analysis framework employs Todorov’s (1971) narrative structure theory, consisting of five stages: equilibrium, disruption, recognition, repair, and new equilibrium. A descriptive qualitative method was used with 32 seventh-grade students (15 male and 17 female) selected purposively as the subjects. Data were collected through fable writing tasks and semi-structured interviews, and validated through methodological triangulation, peer debriefing, and member checking. The results show significant differences: the majority of male students (11 out of 15, 73%) produced concise, action-oriented narratives that went straight to the core of the story with a simplified Todorov structure, while 4 students (27%) wrote longer or slightly more reflective narratives. In contrast, the majority of female students (12 out of 17, 71%) produced longer, expressive, and reflective narratives, emphasizing social relationships, emotions, and moral values with a complete Todorov structure, while 5 students (29%) produced shorter or less reflective narratives. The synthesis indicates that male students tend to emphasize physical action and outcomes, whereas female students emphasize emotional reflection, social interaction, and moral messages. These findings have implications for developing gender-responsive narrative writing strategies, enabling teachers to adapt methods that optimize students’ cognitive and expressive abilities. Keywords : Fable; Gender; Todorov’s Narrative Structure

Contextualizing EFL Learners’ Proficiency in Using English Collocations Sipayung, Rohdearni Wati; Saragih, Erikson
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.700

Proficiency in using a foreign language cannot be separated from mastery of collocation in the target language. Although several previous studies have explored collocations in various forms of oral communication; however, few studies have investigated the context of collocation use and proficiency in collocation use by EFL learners. This study aims to describe the English collocation competence and collocational mistakes of Indonesian (EFL) students. A total number of 50 students from an English education department in Medan, Indonesia, served as the subjects. The research instrument was a 50-item Simple Completion Test that the researchers created themselves. It assessed students' understanding of four different lexical collocations: pure idioms, figurative idioms, free combinations, and restricted collocations. The findings showed that pure idioms were the most difficult for these students, while free combinations posed the fewest number of a challenge. Student performance on restricted collocations and figurative idioms were roughly equal. The student's inconsistent responses often showed a lack of proficiency with English collocations. It is concluded that poor first language transfer is to blame for the collocational errors made by EFL learners. The greatest way to get more proficient at using collocation while avoiding errors that have been identified thus far is to utilize it as frequently as feasible in English.

A Retrospective Study on English Teachers’ Strategies to Improve Students’ Writing Skills Panjaitan, Elisabeth Indah Natalia; Lius, Novita Cuan; Saragih, Erikson
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 2 (2022): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2022.11.2.233-249

Writing is the act of conveying thoughts, facts, knowledge, or understanding for further study or to communicate and absorb certain information. Writing can be used to express art or beauty as well as words. Everything that is put into writing, including memories, folklore, and imagination, can then be integrated into a publishable narrative. Despite the fact that teachers in Indonesia have done a lot of research on writing skills, there is currently little literature on the writing tactics teachers use to help students develop their writing skills. The purpose of this study was to learn more about the tactics teachers use when teaching students in writing, including how to evaluate student progress. Qualitative data analysis approach is used to analyze research data. Specifically, collecting data, reducing it, analyzing it, and drawing conclusions. This study uses a qualitative methodology with a survey design. Ten English teachers from Medan participated in the study as participants. The findings show that instructors make extensive use of a variety of strategies, including exercises and writing assignments. Of the two, the teacher believed that practice was the most successful in helping students improve their writing skills. Studying a lot of things around can also affect it, such as remembering vocabulary around the environment and writing it down according to the existing reading provisions.

Developing a Writing Assessment Instrument for English Students on Argumentative Essays Suhono, Suhono; Nur Mukminatien; Erikson Saragih; Raga Driyan Pratama; Impiani Zagoto; Ardhi Eka Fadilah; Risma Fahrul Amin
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.65

Writing argumentative essay poses a significant challenge for English students, who often struggle with expressing opinions, organizing ideas logically, and using appropriate language structures. Despite the importance of assessing writing skills at early stages, few reliable instruments exist that are specifically designed to evaluate argumentative essay. This study aims to develop a valid and reliable analytic rubric to assess students’ argumentative essay skills, focusing on six key components: clarity of thesis, organization and coherence, supporting evidence, argument development, language use, and vocabulary range. The research employed a design-based development approach, incorporating literature review, expert validation, and empirical testing. Content validity was established through expert judgment (S-CVI = 0.95), and the instrument was pilot-tested with 85 English students. Statistical analyses demonstrated high inter-rater reliability (ICC = 0.87) and strong internal consistency (Cronbach’s α = 0.89). Descriptive data revealed that while English students showed emerging abilities in thesis clarity and grammar, they struggled with supporting arguments and maintaining logical flow. The resulting rubric serves both as an assessment and instructional tool, helping educators diagnose English student needs and promote writing development. Unlike general-purpose rubrics or those designed for advanced English students, this rubric is specifically aligned with the challenges of early-stage academic writers. The study contributes to closing a gap in writing assessment tools and provides a practical resource for use in EFL classrooms

CODE SWITCHING AND MIXING IN SOCIAL INTERACTIONS BETWEEN STUDENTS Nurlela Majrul; Siti Meutia Sari; Erikson Saragih; Khairina Nasution
JALC : JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL Vol. 2 No. 1 (2024): Mei
Publisher : Rahis Cendekia Indonesia

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

This research is qualitative research, namely by providing a systematic and accurate description of code switching and mixing in social interactions among students on the Graha Nusantara University Padangsidimpuan campus. we can find that the interactions carried out by students on campus actually involve code switching, this is due to the mastery of more than one language and then the speaker, listener, the presence of a third person, informal conversations used in the campus area. And what causes code mixing to occur is the use of popular terms such as the phrase "kapan manyabi", the presence of a conversation partner, the presence of a third person and to evoke a sense of humor.

Co-Authors Abdul Gapur Achida N Veronika Agustina Sianturi Alisa Franstia Maria Silaban Amelia Qolin Bulolo Angela M Sihotang Anggie Pratiwi Anita Lovia Girsang Anita Purba Apri Nola Sitanggang Ardhi Eka Fadilah Arsen Nahum Pasaribu Artha Priscilla S Audina Nauli Ayu Paulina Silaban Az-Zahra, Namira Bambang Panca Syahputra Banjarnahor, Epiana Barus, Depitaria Batu, K. H. L. Bimbi Izumi Sembiring Br Bangun, Egitamersa Yolanda Br Saragih, Thania Fransisca Bukit Bethesda Bukit, Bethesda Bunga Yolandita Siahaan Catri Novita F. Manalu Christin Agustina Purba Christin Natalia Hutagalung Cindi Rajagukguk Damanik, Romasnita Dara Mubshirah Darman Pangaribuan David Ricardo Sianipar Deliana Delsianti Dohude Desri Maria Sumbayak Dewi Sartika Sianturi Dian Septiana Manurung Diana Hutabarat Dicky Pratama Dita Veny Mutiara Purba Dwi Mutiara Tember Sari Silaban Egitamersa Yolanda Br Bangun Elen Magdalena Marpaung Elfian Manalu Elias Pasaribu Elisabeth Hutabarat Endang Putri Sinaga Enzelina Sinaga Epiana Banjarnahor Esra Elisabeth Panjaitan Esra Perangin-angin Ester Riska Sianturi Etika Suri Handayani Evawati Nainggola Exsanti Jumina Sibarani Fara Fadhila Fatmawaty Fatmawaty Febry Sarah A Tampubolon Feronika Sinamo Fitri Devi Enjelina Silitonga fitri dian ningsih Gea Four Tambunan Fransisco Padang Fransiska Vanny Guitara Marbun Friska Naomi Sirait Friskila Sitanggang Fungky Lusiana Sinamo Gabriella Patricia L.Tobing Gea, Agustinus Ginting, Elma Gibra Br. Gumarpi Rahis Pasaribu Hana Rajagukguk Harahap, Annisah Inriani Hashim, Haida Umiera Hasibuan, Ikhsan Ramadhan Hulu, Deni Arnita Indah Lestari Ira Tresnawati Sitorus Ivan Susanto Salawazo Jaharianson Saragih Jesie Nuari Simarmata Johannes Fikki Fernando Damanik Julia Rheinta Nata Junaid, Ayesha Khairina Nasution Krismardo Gea Kristiani Dewi Zai Kristina Elisabeth S Lampita Deniska Sitorus Laura Maloni Lingga Lauren Hotmauli Silalahi Lianty Putri Lince Lestari Lingga, Laura Maloni Lisma Diana Tarigan Listra Sitohang Lius, Novita Cuan Loi, Oktaria Putri Lola Chandra Evanty Panggabean Lovita Simbolon Lubis, Siti Wina Putri M. Husnan Lubis Madina Madina Mahriyuni Mahriyuni Manisha Koilara Maria Melati Sitorus Marintan Simbolon Marzia Khatan Smita Mei Melawati Siagian Meilan Simanullang Meiliana Situmorang Mentari Florentina Pasaribu Mery Christinna Mia Audina Simbolon Mila Kristi Sitopu Mindo Uli Sinaga Muhammad Fikri Mulyadi Mulyadi Mustika, Samsul Nababan, Tiorika Mariana Nadeak, Lasmaida Nani Haro Ningrum, Dwi Kurnia Surya Nolawati Bancin Nopita Kristina Panjaitan Novi Triani Hutagalung Novia Damayanti Br Hutabarat Novitriani Hasugian Nur Mukminatien Nurlela Nurlela Majrul Nurul Hayati Daeli Olin Risnawati Purba Pakpahan, Sapta Friyanti Pakpahan, Srilasima Pandoyo Situmorang Pangaribuan, Martauli Panjaitan, Andre Bona Josua Panjaitan, Elisabeth Indah Natalia Parasian, Nehemia Anugrah Pasaribu, Mentari Florentina Pasaribu, Rosija Pasaribu, Rutli Nuriza Perida Roma Asi Siahaan Perius Gulo Pesta Simamora Pinem, Sri Menty Pingky Ayu Sitorus Pohan, Jusrin Pohan, Justin Efendi Popy Sinaga Previna, Sri Purba, Indah Dewi Sartika Putri Apriani Raees Narhan Raga Driyan Pratama Rahel Lolita Ginting Rany Octorita Nababan Ratna Paramita Rebekka Basa Natalia Samosir Riana br. Sianipar Rika Yulia Siregar Rina Septiyan Damaiyana Simbolon Riris Debora Hutasoit Risma Fahrul Amin Rodolfo Josafat Gultom Roma July Venny BR Silalahi Rosliani Rosliani Rudy Sofyan Rumapea, Elina Lulu Bimawati Rusdi Noor Rosa Samsul Mustika Samuel Sinulingga Sara Okta Romindo Sibarani Semaria Eva Elita Girsang Sembiring, Elia Nova Serefina Veronika Ketaren Siagian, Mei Melawati Sianipar, Rutmelina Siburian, Panigoran Sihotang, Anggraeni Permata Silaban, Artha Inanda Silitonga, Fitri Devi Enjelina Silvania Sefaca Sipahutar Simamora, Pesta Simamora, Pesta Junita Simbolon, Lovita Simbolon, Masliana Sinaga, Mindo Uli Sinaga, Mindo Uly Sinta Parulian Lumban Gaol Sintia Anastasia Situmorang Sinulingga, Samuel SIPAYUNG, ROHDEARNI WATI Sirait, Melany Lorenza Sirait, Naomi Sephania Siti Meutia Sari Siti Wina Putri Lubis Sitinjak, Dedi Rahmad Situmorang, Nursitta Sofyan, Rudy Sonia Sembiring Sri Menty Pinem Sri Previna Stefani Agustina Silalahi Suhono Suhono, Suhono Susi R. Sipahutar Syahfitri, Dian T. Thyrhaya Zein Tamala, Indah Putri Tamba, Evi Endang Tamba, Sri Blesiski Tarigan, Thio Florensa Telaimbanua, Sadieli Telaumbanua, Sadieli Tengku Syarfina Theresia Marini Simanjuntak Tiarnida Nababan Tina Pandiangan Tiodora Fransiska Silalahi Tiur Maulina Panjaitan Valews Nopatri L Purba Vivi Enjelia Hutabarat Vivin Sunarko Wanrika Tampubolon Winda Yuliani Pardosi Wiranata, Vanny Wirda Yanti Wisnauli Purba Yenni Julia Ningsih Hutapea Yesinta Panjaitan Yola Asmoro Yossy Kevin Parulian Pardede Yusni Khairul Amri Yusri Apriani Margaretha Turnip Zagoto, Impiani

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