Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal English Language Teaching Prima Journal (ELT) ALACRITY : Journal Of Education
Pangaribuan, Darman
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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

Abstract

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

Abstract

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 Use of Quizlet Platform as Media in Teaching Vocabulary Hasibuan, Caren Ester; Shelvi Angella; Pangaribuan, Darman; Br Sembiring, Yenita; Rambe, Kartina Rahmadhani
ELT (English Language Teaching Prima Journal) Vol. 7 No. 2 (2025): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

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

Abstract

This study examined the utilization of the Quizlet platform for vocabulary instruction and assessed students' impressions of its application in an Indonesian EFL classroom. The research utilized a descriptive qualitative design and was conducted out at SMA Budi Utomo Medan over a duration of four weeks. The participants included 27 EFL students and one English teacher, chosen by purposive sampling. Data were gathered via classroom observations, questionnaires, and semi-structured interviews. The findings indicated that Quizlet was methodically utilized as a primary instructional resource. The teacher employed many Quizlet features, such as flashcards, matching activities, spelling drills, and Quizlet Live, to facilitate vocabulary acquisition. Students exhibited significant engagement and conveyed positive perception of the platform. Despite the identification of various hurdles, including initial difficulties and unreliable internet connectivity, these issues lessened over time. Overall, the study concluded that Quizlet served as an excellent tool for vocabulary instruction in the EFL classroom.
Co-Authors Hasibuan, Caren Ester Rambe, Kartina Rahmadhani Sembiring, yenita Shelvi Angella Tamilan, Susmita