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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Celt: A Journal of Culture, English Language Teaching & Literature Abdimas Talenta : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society JLA (Jurnal Lingua Applicata) Lexeme : Journal of Linguistics and Applied Linguistics JOLLT Journal of Languages and Language Teaching Bahterasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Indonesian Journal Of Educational Research and Review Proceeding International Conference on Malay Identity International Journal of Educational Research Excellence (IJERE) Jurnal Pemberdayaan Masyarakat Studies in English Language and Education LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra International Journal Linguistics of Sumatra and Malay (IJLSM)
Sinar, T. Silvana
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra

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Analisis Verba ‘Ajar’ dalam Korpus Bahasa Indonesia: Studi Linguistik Korpus Harahap, Fitri Rosalina; Sinar, T. Silvana; Prihantoro
Linguistik, Terjemahan, Sastra (LINGTERSA) Vol. 5 No. 2 (2024): LINGTERSA
Publisher : TALENTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/lingtersa.v5i2.16770

Abstract

This research compares the derivatives of the word "ajar" in data in the Corpus Query Processor: LCC Indonesia 2023 and the latest edition of the Indonesian Dictionary (KBBI). The derivatives of the word "teach" that are identified are the differences and similarities in sentence patterns, sentiments and types of sentences. Corpus Query Processor: LCC Indonesia is a collection of digital texts that represent a particular language. This study is included in corpus linguistics studies, namely empirical studies of language using features such as concordance, collocations, N-grams, and word lists. The method used is a descriptive qualitative approach with in-depth analysis of lingual corpus data. The research results found 13 derivatives of the word "teach" in the verb class in the corpus, with 5 of them found in KBBI Edition VI. This difference in derivatives of the word "teach" indicates the possibility that some commonly used derivatives of the word have not been included in the KBBI. Another finding is that the sentence pattern of each derivative of the word "teach" has been clearly identified, indicating the subject, predicate, object, as well as any additional information that may be present. Actor and patient sentiments vary depending on the context of the sentence. However, generally, there is a positive sentiment towards the derivative of the word "teach", which indicates the act of learning or teaching that is considered good or useful.
Using Slick Write to Improve Writing Skills in EFL Classrooms Sinar, T. Silvana; Weny, Krisna; Zein, Mutiara; Harefa, Yulianus
Linguistik, Terjemahan, Sastra (LINGTERSA) Vol. 6 No. 2 (2025): LINGTERSA
Publisher : TALENTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/lts.v6i2.21113

Abstract

Slick Write has emerged as a potential solution for improving writing teaching via real-time feedback and automated evaluation. Although current studies have investigated Slick Write's efficacy in facilitating writing tasks, there is a paucity of research on its incorporation within a systematic, pedagogically robust writing instruction framework. This study seeks to assess the efficacy of integrating Slick Write into a holistic writing teaching framework and its influence on enhancing students' academic writing abilities. This study utilized a descriptive research methodology and involved 20 junior high school students from grades 7 to 9 at a private institution in Medan, Indonesia. Writing assessments were conducted before and during the adoption of the Slick Write-integrated approach. The written outputs of students were evaluated utilizing the diagnostic elements of Slick Write, which included an analysis of pronouns, adverbs, function words, sentence and paragraph lengths, passive voice metrics, and prepositional phrase indices. The data were evaluated descriptively to identify patterns of improvement and trends in student performance. The results indicate that Slick Write substantially aids students in the writing process by facilitating the generation, organization, and refinement of their ideas with more independence. The students demonstrated enhanced understanding of linguistic mechanics and word choice. This study introduces a unique Slick Write-integrated educational framework that enhances autonomous learning while complementing instructor feedback. These findings drive home the importance of integrating technological tools such as Slick Write into writing pedagogy to improve writing outcomes and foster learner-centered instruction in higher education.
Co-Authors Anshary, Elvira Putri Ayuanda, Winda Dwi Widayati, Dwi Gustianingsih, Gustianingsih Harahap, Fitri Rosalina Harefa, Yulianus Hia, Nadia Virdhani Ilma, Dzikri Jamaluddin Nasution Laila, Atika Leonita Maria E Manihuruk Lubis, Muhammad Afdhaluz Zikri Maharani, Puan Mahriyuni Mahriyuni Masitowarni Siregar Mhd. Pujiono Nurlela Nurlela Nurlela Nurmala, Dewi Oktira, Harisa Dwi Panggabean, Devi Sari Pratiwi, Anggita Prihantoro Prihantoro Prihantoro Putri, Aqia Syahnayya Rahmad Husein Rahmah Fithriani Rangkuti, Rahmadsyah Rangkuti, Rahmadyah Rini Ekayati Ritonga, Siti Khairani Rusdi Noor Rosa Sembiring, Pemina Br. Sihite, Meida Rabia Silaban, Jelly Prima Krisnawati Sitio, Ihsan Tanama Sofyan, Rudy Sukma, Sukma Syahputra, Fikry Prastya T. Thyrhaya Zein Tarigan, Bahagia Teguh Satria Amin, Teguh Satria Weny, Krisna Zein, Mutiara