Articles
<![CDATA[Communication Strategies Used by Teacher ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Stefani Agustina]]>;
<![CDATA[Anggie Pratiwi]]>;
<![CDATA[Elfian Manalu]]>;
<![CDATA[Yenita br Sembiring]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1016
<![CDATA[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]]>
<![CDATA[Communication Strategies Used by Teacher ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Stefani Agustina]]>;
<![CDATA[Anggie Pratiwi]]>;
<![CDATA[Elfian Manalu]]>;
<![CDATA[Yenita br Sembiring]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1016
<![CDATA[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]]>
<![CDATA[Analysis of Listening Material in Senior High School Students’ Textbook ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Stefani Agustina Silalahi]]>;
<![CDATA[Anggie Pratiwi]]>;
<![CDATA[Elfian Manalu]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ EDUCARE Vol. 17 No. 2, Desember 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Langlangbuana ]]>
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<![CDATA[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.]]>
<![CDATA[COMMUNICATION STRATEGIES USED BY A TEACHER IN TEACHING ENGLISH AT SMP SWASTA KATOLIK ASSISI MEDAN ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Balazs Huszka]]>
<![CDATA[ Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August ]]>
Publisher : <![CDATA[Sean Institute ]]>
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DOI: 10.35337/scientia.Vol11.pp378-392
<![CDATA[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.]]>
<![CDATA[SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Jonris Tampubolon]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.80
<![CDATA[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]]>
<![CDATA[Students’ Perception on Song As Media in Learning EFL ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Chairunnissa]]>
<![CDATA[ Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/jcar.v2i2.158
<![CDATA[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]]>
<![CDATA[Analysis of jokes technique in TikTok contents as English learning media ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Bimbi Izumi Sembiring]]>;
<![CDATA[Sondang Manik]]>;
<![CDATA[Darman Pangaribuan]]>
<![CDATA[ Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024 ]]>
Publisher : <![CDATA[Himpunan Pengembang Kurikulum Indonesia (HIPKIN) ]]>
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DOI: 10.17509/jik.v21i1.63906
<![CDATA[English is a foreign language studied in schools and is one of the compulsory subjects. However, a problem occurs in its implementation: the tendency to learn English using a focused memorization method. This can hinder English learning, focusing on the concept that language is part of culture, not just a series of memorized words. One learning method that can be used is by implementing humor. Humor serves as a bridge between teachers and students to create a more relaxed and comfortable classroom environment. This research aims to investigate the source of English Learning materials in the form of jokes from Stand-Up Comedians and ensure their use in English learning routines. The approach used in this research is descriptive qualitative, using the observation method. The research sample consists of 25 videos containing jokes obtained from English Stand-Up Comedians' TikTok user accounts. The data was then analyzed to identify the types of jokes used in each video and their use in English learning. The results show that the type of joke widely used in the content is Ridicule; however, the suitable joke techniques for use in English learning in the classroom are Politeness Strategy and Paralanguage. AbstrakBahasa Inggris merupakan bahasa asing yang dipelajari di sekolah dan menjadi salah satu mata pelajaran wajib. Akan tetapi, pada pelaksanaannya terdapat permasalahan yang terjadi, yakni adanya kecenderungan pembelajaran Bahasa Inggris menggunakan cara menghafal yang terfokus. Hal tersebut dapat menghambat pembelajaran Bahasa Inggris yang berfokus pada konsep bahwa bahasa merupakan bagian dari budaya, dan bukan hanya sebagai rangkaian kata yang dihafal. Salah satu metode pembelajaran yang dapat digunakan adalah dengan mengimplementasikan humor. Humor menjadi jembatan antara guru dan siswa untuk membangun lingkungan kelas yang lebih santai dan nyaman bagi para siswa. Penelitian ini bertujuan untuk menyelidiki sumber materi pembelajaran Bahasa Inggris berupa lelucon dari Stand Up Comedian, dan memastikan penggunaannya dalam rutinitas pembelajaran Bahasa Inggris. Pendekatan yang digunakan pada penelitian ini adalah deskriptif kualitatif, dengan menggunakan metode observasi. Sampel penelitian berupa 25 video berisi lelucon yang diperoleh dari akun pengguna TikTok stand-up comedy Inggris. Data kemudian melalui proses analisis untuk mengidentifikasi jenis candaan yang digunakan pada tiap video dan penggunaannya dalam pembelajaran Bahasa Inggris. Hasil menunjukkan bahwa jenis candaan yang banyak digunakan pada konten adalah teknik candaan ridicule,akan tetapi teknik candaan yang cocok digunakan pada pembelajaran Bahasa Inggris di dalam kelas adalah Politeness Strategy dan Paralanguage.Kata Kunci: Pembelajaran bahasa Inggris; stand-up comedy; teknik lelucon; TikTok.]]>
<![CDATA[The Influence of Increased Understanding Through Direct Interaction Strategies on Class XI Students in Reading Instruction at SMK Telkom 2 Medan ]]>
<![CDATA[Tamilan, Susmita]]>;
<![CDATA[Pangaribuan, Darman]]>
<![CDATA[ ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS ]]>
Publisher : <![CDATA[LPPPI Publishing ]]>
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DOI: 10.52121/alacrity.v5i2.801
<![CDATA[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.]]>
<![CDATA[The Influence of Increased Understanding Through Direct Interaction Strategies on Class XI Students in Reading Instruction at SMK Telkom 2 Medan ]]>
<![CDATA[Tamilan, Susmita]]>;
<![CDATA[Pangaribuan, Darman]]>
<![CDATA[ ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 ]]>
Publisher : <![CDATA[LPPPI Publishing ]]>
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DOI: 10.52121/alacrity.v5i2.801
<![CDATA[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.]]>
<![CDATA[The Integration of Social Media in Developing English Vocabulary Skills and Its Impact on Students Learning Motivation ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Mhd. Azan Junanda Cahya Hartono]]>;
<![CDATA[Varhan Kudadiri]]>;
<![CDATA[Febry Priayi Irjul Prakasa]]>;
<![CDATA[Jonris Tampubolon]]>
<![CDATA[ EduInovasi: Journal of Basic Educational Studies Vol. 5 No. 1 (2025): EduInovasi: Journal of Basic Educational Studies ]]>
Publisher : <![CDATA[Intitut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/edu.v5i1.7264
<![CDATA[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.]]>
