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Developing Word Wall Game Worksheet in Reading Narrative Text at SMA Negeri 3 Lubis, Kharinnisa Rohimah; Harahap, Neni Afrida Sari
TRANSFORM: Journal of English Language Teaching and Learning Vol. 13 No. 1 (2024): March, 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v13i1.60207

This research aimed to develop a Word Wall Game Worksheet in reading narrative text for tenth-grade students. The research method used the Research and Development (R&D) design from Borg and Gall (2003) with six steps, namely Gathering Data and Information, Need Analysis, Product Design, Validation to Experts, Revising Products, and Final Products. The research subjects consisted of 34 students in class X-11 and one English Teacher at SMA Negeri 3 Medan. The data collection techniques included interviews and questionnaires. The data analysis techniques included Organizing and preparing data for analysis, investigating the data, Coding, Interpretation, Confirmation, and the Last step to write an inclusive description of the resulting analysis. The result of the study showed that the development of the Word Wall Game Worksheet was suitable and approved for use by tenth-grade students in reading narrative text provided by the scores validation of the products given by the experts from the lecturer was 91% and the teacher was 90%. The final products were in the form of a Word Wall Game Worksheet integrated with the wordwall.net platform and the learning material was in the form of a handbook.

Managing Promises in English Based Institution: A Case Study of Sull and Spinosa’s Framework at Royal Academy English Course in Medan Simangunsong, Ririn; Harahap, Neni Afrida Sari
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.28837

Penelitian ini menyelidiki penerapan kerangka kerja manajemen berbasis janji dari Sull dan Spinosa (2007) di Royal Academy English Course di Medan. Dengan menggunakan pendekatan deskriptif kualitatif, penelitian ini mengeksplorasi bagaimana institusi tersebut mengelola dan memenuhi janji-janji pendidikannya. Temuan menunjukkan bahwa akademi ini secara efektif menerapkan lima aspek utama janji—publik, aktif, sukarela, eksplisit, dan berbasis misi—sehingga menciptakan lingkungan belajar yang terpercaya dan menarik. Guru menyesuaikan pengajaran dengan kebutuhan siswa dan secara konsisten berupaya mencapai hasil yang dijanjikan. Namun, tantangan muncul pada tahap “penyamaan pemahaman” dan “penyelesaian umpan balik.” Harapan orang tua yang tidak selaras serta tidak adanya mekanisme umpan balik yang terstruktur menghambat pemahaman bersama dan perbaikan berkelanjutan. Studi ini menekankan bahwa meskipun pelaksanaan janji sudah baik, kredibilitas jangka panjang bergantung pada komunikasi yang transparan dan umpan balik timbal balik. Temuan ini berkontribusi terhadap pemahaman kualitas layanan pendidikan dan penerapan nyata manajemen berbasis janji di lembaga kursus bahasa Inggris.

Developing Interactive Role-Playing Games in Reading Descriptive Text at SMP Negeri 17 Medan Harahap, Neni Afrida Sari; Lubis, Safrida; Astari, Dika Julia
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Penelitian ini bertujuan untuk mengembangkan Role-Playing Games (RPG) integratif sebagai media pengajaran membaca teks deskriptif pada siswa kelas 7. Dengan menggunakan pendekatan Penelitian dan Pengembangan (R&D) Borg dan Gall (2003), penelitian ini melibatkan enam tahap: (1) pengumpulan data dan informasi, (2) analisis kebutuhan, (3) perancangan media, (4) validasi ahli, ( 5) revisi media, dan (6) pembuatan produk akhir. Data dikumpulkan melalui survei, wawancara dengan guru, observasi langsung, dan validasi ahli, yang melibatkan seorang guru bahasa Inggris dan 33 siswa dari SMP Negeri 17 Medan. Temuan penelitian mengungkapkan bahwa RPG dikembangkan berdasarkan kebutuhan, target, dan preferensi siswa serta mendapat skor validasi yang sangat baik (86,2) dari para ahli. Produk ini direvisi berdasarkan saran para ahli untuk meningkatkan kualitas dan relevansinya. Temuan ini menunjukkan bahwa RPG dapat menjadi alat tambahan yang efektif dalam pengajaran bahasa, meningkatkan keterlibatan siswa, mengintegrasikan teknologi, dan meningkatkan motivasi, pemahaman, dan prestasi akademik secara keseluruhan dalam membaca teks deskriptif.

Higher Order Thinking Skills in Reading Questions of English Textbook for 10th Grade High School Students Manalu, Sriwahyuni; Harahap, Neni Afrida Sari
Invention: Journal Research and Education Studies Volume 6 Nomor 1 Maret 2025
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v6i1.2422

This study aimes at the implementation of Higher Order Thinking Skills (HOTS) in reading questions within the English textbook Bahasa Inggris: Work in Progress for 10th-grade high school students and how is the implementation of HOTS realized in the reading question of the English textbook? HOTS, as emphasized in Indonesia’s Curriculum, is critical for fostering students' analytical, evaluative, and creative abilities to meet 21st-century educational demands. The research employs descriptive qualitative method, data were collected through content analysis, categorizing reading questions based on Bloom’s Revised Taxonomy. A checklist table was used for classification, and the data were analyzed using the Miles & Huberman (1994) model, which includes data reduction, data display, and conclusion drawing. The results show that 58.3% of the questions fall under HOTS, while 41.7% are LOTS. Among HOTS, Analyzing (C4) is the most frequent, followed by Evaluating (C5) and Creating (C6). While the textbook includes HOTS-based questions, many still focus on factual recall, limiting students' critical thinking development. These findings suggest the need for curriculum improvements to ensure a more balanced integration of HOTS. This study provides insights for educators, policymakers, and textbook authors to enhance English instruction and align it with national educational goals.

Challenges Faced by Students in Authentic Speaking Assessment at SMA Swasta Santo Yoseph Medan Marpaung, Khaira Cisadeva; Harahap, Neni Afrida Sari
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3353

This study investigates the challenges experienced by students in authentic assessment of speaking skills and examines how these challenges influence their speaking performance. Speaking is considered one of the most important yet difficult skills in English learning, especially when students are required to perform in real communication tasks. The study was conducted at SMA Swasta Santo Yoseph Medan, involving 32 students of class XI-4. A qualitative descriptive design was applied to explore students’ experiences in depth. The data were collected through questionnaire as the main instrument, supported by interviews and classroom observation to strengthen the findings. The data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that students face several major challenges, including anxiety, lack of confidence, difficulty in organizing ideas, limited vocabulary, and confusion about assessment criteria. These challenges significantly affect students’ speaking performance by causing hesitation, reducing fluency, and making their speech less clear. In addition, classroom environment and time limitation also contribute to students’ difficulties. However, support from teachers and classmates, as well as clear understanding of assessment criteria, can help improve students’ performance. Therefore, it is important for teachers to create a supportive learning environment and provide clear guidance to help students perform better in authentic speaking assessment.

The Affective and Cognitive Dimension: Evaluating Students’ Receptivity to Gamified Online Assesment Harahap, Neni Afrida Sari; Siregar, Steven Ooan
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3354

This study aims to investigate students’ attitudes toward the use of gamified online quizzes as authentic assessment in learning descriptive writing at MTsN 2 Medan. The research focuses on the affective and cognitive dimensions of students’ receptivity to digital assessment tools. The data are collected from 10 students selected through purposive sampling, as they have prior experience using online quizzes in English learning. This study employs a qualitative descriptive design. The data are gathered using a structured questionnaire distributed through Google Forms, consisting of Likert-scale and open-ended questions. The data analysis applies qualitative procedures including data reduction, data display, and conclusion drawing to identify patterns in students’ responses.The findings reveal that students show a generally positive attitude toward gamified online quizzes. In the affective dimension, most students feel motivated, excited, and more engagedcompared to traditional assessments. In the cognitive dimension, students believe that online quizzes help them understand descriptive text structures and language features more effectively, especially through immediate feedback. However, several challenges are identified, including internet instability and time pressure, which may influence students’ performance and confidence.The study implies that gamified online quizzes can serve as effective authentic assessment tools when supported by proper technical conditions. Teachers are encouraged to design flexible and meaningful digital assessments that balance engagement and accessibility to enhance students’ learning experiences.

Students' Perceptions of Performance-Based Authentic Assessment in Speaking Recount Text at SMA Swasta Bandung Medan Harahap, Neni Afrida Sari; Fitrah, Yudhistira Aidil
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3355

This study aims to describe the implementation of performance-based authentic assessment in speaking recount text activities and analyze students' perceptions of this method. The research was conducted at SMA Swasta Bandung Medan, utilizing 10 student respondents as the primary data source. A quantitative descriptive design was applied, employing a survey method for data collection. Data were gathered through an 18-item Likert scale questionnaire distributed via Google Form. The collected data were analyzed utilizing descriptive statistics to calculate mean scores and percentages. The findings establish that storytelling of personal experiences is the dominant type of assessment utilized (100% frequency). Furthermore, students hold a 'Very Positive' overall perception of this assessment method, evidenced by a total mean score of 4.02 out of 5.00. The highest-rated indicator was the authenticity of the assessment (mean 4.17). The implications of this study confirm that performance-based authentic assessment is positively perceived and effectively supports student learning. However, the study also highlights crucial pedagogical and psychological implications, specifically the necessity for educators to actively manage student performance anxiety, mitigate classroom noise, and allocate adequate preparation time.

The Implementation of Authentic Assessment in Grade 9 Students' Writing of Procedure Text at MTs Swasta Al-Washliyah Tanjung Morawa Harahap, Neni Afrida Sari; Pradani, Dwi
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3370

This study investigates the implementation of authentic assessment in teaching writing procedure texts to ninth-grade students at MTs Swasta Al-Washliyah Tanjung Morawa. The aims of this research are to identify the aspects of authentic assessment implemented in the procedural text writing activities, and to describe how authentic assessment is applied in the classroom practice. The data and sources were collected from ten ninth-grade students who had actively participated in English learning and had experience writing procedural texts. The primary techniques and instruments used was a closed-ended Yes/No questionnaire comprising 10 questions. This instrument was systematically designed based on Hughes' (2003) five aspects of assessment, namely validity, reliability, administration, discrimination, and backwash effect. The data analysis was conducted using an interactive analysis model (Ratnaningtyas et al., 2023), involving three stages: data reduction, data presentation, and conclusion drawing. The findings reveal that the implementation of authentic assessment was partially successful. Students reported high levels of validity, as writing tasks aligned with their real-life experiences and abilities. The backwash effect was notably positive, with all students receiving constructive feedback from the teacher. The assessment also demonstrated good discriminatory power. However, reliability was less consistent, with students' perceptions of rubric use being uneven. The implementation showed weaknesses in process and holistic assessment, where teachers focused more on the final product than the overall writing process and did not fully integrate attitude assessment. These findings imply that a more systematic approach is needed to ensure consistent rubric use and incorporate process-based evaluation.

The Implementation and Challenges of Performance Based Authentic Assessment in Descriptive Text Reading Comprehension at SMAN 1 Padang Panjang Harahap, Neni Afrida Sari; Sitinjak, Putri Litania
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3371

This study aims to investigate the implementation of performance-based authentic assessment in descriptive text reading comprehension and to identify the challenges faced by students at SMAN 1 Padang Panjang. This research employed a descriptive qualitative design, with data collected from ten tenth-grade students through a reading task and a questionnaire as the main data sources. The reading task consisted of a descriptive text followed by open-ended comprehension questions, while the questionnaire was distributed via Google Form to explore students’ difficulties in reading activities. The instruments used in this study were a reading comprehension task and a structured questionnaire, and the data were analyzed using descriptive qualitative analysis to interpret students’ responses and identify common patterns of difficulties. The findings revealed that performance-based authentic assessment was implemented through meaningful tasks requiring students to construct their own responses based on text comprehension. Most students achieved high scores, with an average of 85%, indicating generally good comprehension ability; however, several challenges were identified, particularly in understanding new vocabulary, identifying the main idea, and comprehending long sentences. Despite these challenges, students were generally able to understand the overall meaning of the text. The study implies that performance-based authentic assessment is effective in evaluating students’ reading comprehension in a more meaningful way, but its success depends on students’ vocabulary knowledge and reading strategies; therefore, teachers are recommended to provide vocabulary support and explicit instruction on reading strategies to improve students’ performance in authentic assessment tasks.

Students' Perceptions of the Backwash Effect of Authentic Assessment in Recount Text Writing Harahap, Neni Afrida Sari; Harahap, Dwi Nazwa Salsabilah
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3372

This study aims to investigate three research problems: (1) students' perceptions of authentic assessment in personal experience recount text writing tasks, (2) the benefits of authentic assessment in recount text writing, and (3) the difficulties students encounter and the backwash effect of authentic assessment on their writing learning. Data were sourced from ten seventh-grade students at MTs Cerdas Murni Deli Serdang who had participated in authentic writing assessment activities. A descriptive qualitative research design was employed. Data were collected using a structured questionnaire consisting of 20 closed-ended items across three categories: students' perceptions, benefits of authentic assessment, and students' difficulties. Responses were analyzed using percentage-based descriptive statistics and interpreted qualitatively. Findings reveal that the majority of students hold positive perceptions of authentic assessment, with 90–100% expressing comfort, fairness, and clarity in the assessment process. All students (100%) agreed that writing about personal experiences aided idea expression and improved understanding of recount text structure. However, persistent difficulties were identified in vocabulary use (70%), past tense application (80%), organizing events (60%), and time management (100%). The study's implications suggest that authentic assessment not only serves as an evaluative instrument but also generates a positive backwash effect by fostering active participation, raising students' metacognitive awareness, and motivating continued writing practice. Teachers should integrate scaffolded writing support alongside authentic assessment to maximize its effectiveness in English language learning.

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