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Communication Strategies Used by Teacher Darman Pangaribuan; Stefani Agustina; Anggie Pratiwi; Elfian Manalu; Yenita br Sembiring
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. Keywords: Achievement strategies, Communication strategies, Reduction strategies, Teacher

Communication Strategies Used by Teacher Darman Pangaribuan; Stefani Agustina; Anggie Pratiwi; Elfian Manalu; Yenita br Sembiring
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v3i2.1016

This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. Keywords: Achievement strategies, Communication strategies, Reduction strategies, Teacher

Analysis of Listening Material in Senior High School Students’ Textbook Darman Pangaribuan; Stefani Agustina Silalahi; Anggie Pratiwi; Elfian Manalu; Erikson Saragih
EDUCARE Vol. 17 No. 2, Desember 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Langlangbuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.508 KB)

Listening is one of the basic skill in language. The process of listening is to notice, identify and understand what others are saying. Pathway to English is Students’ Textbook used for Senior High School Grade eleven. This textbook includes listening material. Therefore, the researchers are interested in conducting a research related to the strengths and weaknesses of the Textbook. This research used qualitative method. The instruments of the research is observation. The result of the study shows that there are some strengths and weaknesses of the listening material in this textbook. These weaknesses may affect to the output of language learning and cannot develop students’ skill. Therefore it is hoped that the teacher should pay more attention on the listening material in order to help students gain the skill.

COMMUNICATION STRATEGIES USED BY A TEACHER IN TEACHING ENGLISH AT SMP SWASTA KATOLIK ASSISI MEDAN Darman Pangaribuan; Erika Sinambela; Balazs Huszka
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

This thesis aimed to find communication strategies used by teachers during classroom interaction. This research was conducted in SMP Swasta Katolik Assisi Medan. The subject of this research was the English Teacher. The researcher used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data was communication strategies that are used by an English teacher in communicating with her students during an English teaching-learning activity. The data was taken by recording 90 minutes of English Lessons. The researcher used Celce-Murcia as a framework for this data analysis because of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students and to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom.

SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES Darman Pangaribuan; Jonris Tampubolon
Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v2i2.80

This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories

Students’ Perception on Song As Media in Learning EFL Darman Pangaribuan; Chairunnissa
Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v2i2.158

Despite a sizable body of research, the benefits of employing songs for learning (learner-centered) receive little attention. The purpose of the study is to understand what Indonesian EFL students think about the benefits of utilizing music to learn a new language. Eleven college students majoring in English were used to gather data for an in-depth interview approach used to investigate the research phenomena utilizing a qualitative case study design.The results of this study revealed an intriguing finding: the participants felt that using songs could help them learn English more effectively in aspects such as speaking and listening skills, pronunciation and vocabulary advancement, and development of confidence while keeping the class mood and concentration. Therefore, it is advised that songs be used in both EFL instruction by teachers and EFL instruction by students. Keywords: English Songs, Students Perception, Teaching media

The Influence of Increased Understanding Through Direct Interaction Strategies on Class XI Students in Reading Instruction at SMK Telkom 2 Medan Tamilan, Susmita; Pangaribuan, Darman
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.801

This study investigates the effect of Direct Interaction Strategy on enhancing reading comprehension among Grade XI students at SMK Telkom 2 Medan. Reading comprehension is a fundamental skill in vocational education, yet many students continue to struggle with understanding texts due to low motivation and the use of passive instructional strategies. To address this issue, this research applies the Direct Interaction Strategy, which promotes structured, student-centered learning through active engagement, peer collaboration, and continuous feedback. A quasi-experimental quantitative design was employed, involving two groups: an experimental class taught using the Direct Interaction Strategy, and a control class taught with traditional methods. Pre-tests and post-tests were administered to assess students' comprehension before and after the intervention. The findings reveal a significant improvement in the reading scores of students in the experimental group, with an average increase of 31.92 points, compared to only 4.4 points in the control group. The results of the t-test analysis (t =5.40) confirm that the improvement was statistically significant. These findings suggest that the Direct Interaction Strategy is an effective instructional method for improving students’ reading comprehension. This study contributes theoretically by strengthening the understanding of interactive teaching methods and offers practical implications for educators seeking to improve literacy outcomes in vocational school settings.

The Influence of Increased Understanding Through Direct Interaction Strategies on Class XI Students in Reading Instruction at SMK Telkom 2 Medan Tamilan, Susmita; Pangaribuan, Darman
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.801

This study investigates the effect of Direct Interaction Strategy on enhancing reading comprehension among Grade XI students at SMK Telkom 2 Medan. Reading comprehension is a fundamental skill in vocational education, yet many students continue to struggle with understanding texts due to low motivation and the use of passive instructional strategies. To address this issue, this research applies the Direct Interaction Strategy, which promotes structured, student-centered learning through active engagement, peer collaboration, and continuous feedback. A quasi-experimental quantitative design was employed, involving two groups: an experimental class taught using the Direct Interaction Strategy, and a control class taught with traditional methods. Pre-tests and post-tests were administered to assess students' comprehension before and after the intervention. The findings reveal a significant improvement in the reading scores of students in the experimental group, with an average increase of 31.92 points, compared to only 4.4 points in the control group. The results of the t-test analysis (t =5.40) confirm that the improvement was statistically significant. These findings suggest that the Direct Interaction Strategy is an effective instructional method for improving students’ reading comprehension. This study contributes theoretically by strengthening the understanding of interactive teaching methods and offers practical implications for educators seeking to improve literacy outcomes in vocational school settings.

The Integration of Social Media in Developing English Vocabulary Skills and Its Impact on Students Learning Motivation Darman Pangaribuan; Mhd. Azan Junanda Cahya Hartono; Varhan Kudadiri; Febry Priayi Irjul Prakasa; Jonris Tampubolon
EduInovasi: Journal of Basic Educational Studies Vol. 5 No. 1 (2025): EduInovasi: Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i1.7264

Learning English as a Foreign Language (EFL) presents challenges, particularly in vocabulary acquisition. This study examines the integration of social media, specifically Instagram, in enhancing students' vocabulary skills and its impact on learning motivation. A quantitative experimental design was employed, involving pre-tests, treatment, and post-tests on students from STKIP Pangeran Antasari. The findings indicate a significant improvement in vocabulary acquisition, with post-test scores showing an increase from an initial 33.33% mastery level to 93.33%. Moreover, students' motivation significantly increased, as evidenced by post-questionnaire results. The study suggests that social media can be an effective supplementary tool for vocabulary learning, providing interactive and engaging learning experiences.

Students and teachers’ perceptions of gamification in English language learning and teaching Pangaribuan, Darman; Kenny, Kenny; Tanadi, Vincent; Sidabutar, Gilbert; Sibuea, Rebecha R; Rambe, Kartina Rahmadhani
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 9 No 2 (2026)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v9i2.1799

This paper explores students’ and teachers’ perceptions of gamification in English language learning and teaching at SMA Negeri 1 Sunggal, Indonesia. Using a descriptive qualitative method, data were collected from 72 students and 2 English teachers through questionnaires, interviews, and classroom observations. Findings showed that both students and teachers perceived gamification positively, recognizing its capacity to increase motivation, engagement, and learning effectiveness, particularly in grammar and vocabulary. Gamified tools such as Quizizz made lessons more interactive, enjoyable, and student-centered. However, challenges such as limited internet connectivity, time constraints, and teachers’ digital competence hindered effective implementation. The study concludes that gamification is most effective when supported by sufficient infrastructure, professional training, and balanced instructional design.

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