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Edukasi Pernikahan Dini sebagai Upaya Pencegahan dan Peningkatan Kesadaran Remaja di Desa Lumban Dolok, Kecamatan Panyabungan Selatan Lely Afriani; Muhammad Ramadhan Pratama; Ahmad Husein; Eka Abelia Putri; Siti Wardah; Nur Azizah; Yenni Asrifah; Muhammad Sibaweh Ridwan; Dandy Setyawan Siregar; Lia Agustina Damanik
Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 5 (2025): SEPTEMBER-OKTOBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/ajrp5772

Pernikahan dini merupakan fenomena sosial yang masih marak terjadi, khususnya di wilayah pedesaan, dan menimbulkan berbagai dampak negatif bagi remaja maupun masyarakat. Faktor-faktor penyebabnya bersifat multidimensional, meliputi keterbatasan ekonomi, rendahnya tingkat pendidikan, minimnya pemahaman kesehatan reproduksi, serta kuatnya pengaruh budaya dan norma sosial. Kegiatan pengabdian masyarakat ini bertujuan untuk memberikan edukasi mengenai bahaya pernikahan dini, meningkatkan kesadaran remaja tentang pentingnya pendidikan, serta mendorong pencegahan pernikahan usia dini di Desa Lumban Dolok, Kecamatan Panyabungan Selatan. Metode pelaksanaan meliputi seminar, diskusi interaktif, serta penyuluhan dengan melibatkan tokoh masyarakat, orang tua, dan pelajar. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta mengenai risiko pernikahan dini dari aspek kesehatan, psikologis, dan sosial, serta tumbuhnya motivasi remaja untuk menunda pernikahan hingga siap secara mental, fisik, dan ekonomi. Dengan demikian, edukasi pernikahan dini berperan penting sebagai langkah preventif yang dapat menekan angka pernikahan dini, sekaligus mendukung terwujudnya generasi muda yang sehat, berpendidikan, dan berkualitas.

CO-CREATION IN TEACHING ENGLISH TO TERTIARY STUDENTS Sahyoni Sahyoni; Lia Agustina Damanik; Hanifah Oktarina
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.12313

Innovative teaching approaches that encourage active learning are becoming more and more popular in the ever-changing educational landscape. One such paradigm that has attracted a lot of interest is co-creation, an educational strategy that stresses student engagement and collaborative learning. This study aims to investigate the implementation of co-creation in teaching Basic Grammar, Basic Writing and Translation. Then, this research also aims to analyze the effect of the implementation of co-creation in the classroom. The study utilizes qualitative research methodology and was conducted at STAIN Mandailing Natal, focusing on students enrolled in the English Language Education Program. Data was collected through focus group discussions, observations, and interviews. The findings highlight various co-creation techniques used, such as peer feedback, collaborative projects, and grammar prompts, which have resulted in positive outcomes for students, including increased engagement, collaboration, autonomous learning, and critical thinking skills. Overall, the incorporation of co-creation in the classroom has enhanced the academic experience for students in the English Language Education Program. Further exploration is recommended to understand its full potential and applicability across different educational settings and subjects. Besides, future researchers could focus on quantifying the effects of co-creation on student outcomes and delve into potential challenges and solutions in its implementation.

Patterns of AI Integration in Literary Translation: Student Translators' Outputs and Strategies Damanik, Lia Agustina
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4944

As AI translation tools increasingly enter translator training, understanding how students use them critically especially in literary translation has become essential. Literary texts require nuanced handling of culture, figurative language, and style, areas where raw AI output often fails. This qualitative descriptive study examined AI integration patterns among 18 undergraduate literary translators. With AI permitted, students completed five tasks: narrative analysis, element mapping, glossary building, translation, and written strategy justification. Open coding and textual triangulation revealed five patterns: (1) prioritizing communicative meaning, (2) domesticating while retaining cultural terms, (3) preserving religious-cultural elements, (4) documenting techniques item by item, and (5) producing strong outputs with minimal justification. A critical finding: translation quality alone cannot detect AI use; only written justifications make it visible. A three-tier developmental framework emerged: Exceptional (28%; 93–97/100), Strong (44%; 83–90/100), and Incomplete (28%; 37–65/100). Tier placement depended primarily on explicit grounding in translation theory (Newmark, Baker, Venuti). Theory-grounded students used AI more reflectively, treating outputs as provisional, recognizing untranslatability, and preserving cultural-spiritual concepts. Two phenomenological case studies (S1, S2) showed that translation excellence follows complementary pathways, with theoretical grounding as the common mechanism enabling critical AI use. The study recommends task designs that demand reflective transparency and pre-task theoretical instruction to foster critical AI literacy in literary translation pedagogy.

Cognitive processing and self-reflection in student translation of historical paratext elements: An ability-based analysis of Indonesian–English translation Lia Agustina Damanik; Resdilla Pratiwi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8390

Background: This study examines the cognitive processes and self-reflective practices underlying translation decision-making among sixth-semester student translators when translating paratextual elements of Indonesian online historical magazine articles from Historia.id into English. Aims: It investigates how students with different levels of translation and analytical ability identify problems, evaluate alternatives, reflect on their choices, and revise their translations. Methods: Employing a qualitative descriptive design through a classroom-based field study, the research was conducted over four weeks at STAIN Mandailing Natal during the 2025/2026 academic year. Twenty students who had completed two semesters of Translation coursework were classified through a baseline diagnostic task into high-ability (n = 8), medium-ability (n = 6), and low-ability (n = 6) groups. Data were collected through draft and final translations, translation logs, revision records, retrospective annotated translations, reflective journals, semi-structured interviews, and classroom observations, and were analyzed thematically using cross-group comparison. Results: The findings demonstrate that translating historical paratexts involves a recursive cognitive process comprising problem identification, contextual knowledge activation, alternative generation, functional evaluation, and revision. Self-reflection emerged as a key factor distinguishing decision-making quality across ability groups. High-ability students generated multiple alternatives, activated extensive historical knowledge, and revised deliberately; medium-ability students identified problems but generated fewer alternatives and revised reactively; while low-ability students frequently overlooked paratextual problems, relied on literal transfer, and revised superficially. Implications: The study concludes that reflective and context-sensitive decision-making is central to developing translation competence in historical paratexts. It highlights the need for differentiated and scaffolded pedagogy that strengthens problem identification, contextual reasoning, alternative generation, and reflective revision.

Cognitive processing and self-reflection in student translation of historical paratext elements: An ability-based analysis of Indonesian–English translation Lia Agustina Damanik; Resdilla Pratiwi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8390

Background: This study examines the cognitive processes and self-reflective practices underlying translation decision-making among sixth-semester student translators when translating paratextual elements of Indonesian online historical magazine articles from Historia.id into English. Aims: It investigates how students with different levels of translation and analytical ability identify problems, evaluate alternatives, reflect on their choices, and revise their translations. Methods: Employing a qualitative descriptive design through a classroom-based field study, the research was conducted over four weeks at STAIN Mandailing Natal during the 2025/2026 academic year. Twenty students who had completed two semesters of Translation coursework were classified through a baseline diagnostic task into high-ability (n = 8), medium-ability (n = 6), and low-ability (n = 6) groups. Data were collected through draft and final translations, translation logs, revision records, retrospective annotated translations, reflective journals, semi-structured interviews, and classroom observations, and were analyzed thematically using cross-group comparison. Results: The findings demonstrate that translating historical paratexts involves a recursive cognitive process comprising problem identification, contextual knowledge activation, alternative generation, functional evaluation, and revision. Self-reflection emerged as a key factor distinguishing decision-making quality across ability groups. High-ability students generated multiple alternatives, activated extensive historical knowledge, and revised deliberately; medium-ability students identified problems but generated fewer alternatives and revised reactively; while low-ability students frequently overlooked paratextual problems, relied on literal transfer, and revised superficially. Implications: The study concludes that reflective and context-sensitive decision-making is central to developing translation competence in historical paratexts. It highlights the need for differentiated and scaffolded pedagogy that strengthens problem identification, contextual reasoning, alternative generation, and reflective revision.

Introduction to Linguistics from a Phonological Perspective: The Final Vowel /a/ → [o] and Word-Initial Rhotic /r/ → [ɣ] Correspondences in the Batahan Dialect Resdillapratiwi, Resdillapratiwi; Damanik, Lia Agustina
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5106

This study provides a preliminary phonological description of the Batahan dialect, a coastal Malay (Pesisir) variety spoken in Batahan District, Mandailing Natal Regency, North Sumatra. It focuses on two segmental correspondences between Standard Indonesian and Batahan: the word-final vowel correspondence, in which Standard Indonesian /a/ corresponds to Batahan [o] in open final syllables (e.g., apa /apa/ ~ [apo] ‘what’; mana /mana/ ~ [mano] ‘where’), and the word-initial rhotic correspondence, in which /r/ corresponds to a voiced dorsal fricative transcribed here as [ɣ] (e.g., rumah /rumah/ ~ [ɣumah] ‘house’; ramai /ramai/ ~ [ɣamai] ‘crowded’). Data were collected from ten native Batahan speakers in and around Pasar Batahan throuɣ word-list elicitation, carrier sentences, semi-structured interviews, and recorded conversation, and were analysed using auditory IPA transcription and a synchronic, correspondence-based comparative procedure. The findings indicate that the /a/ ~ [o] correspondence is regular in word-final open syllables, while the /r/ ~ [ɣ] correspondence is concentrated in word-initial onsets; both pattern Batahan with the west-Sumatran coastal Malayic area, alongside Minangkabau and other Sumatran Malay varieties. Because the study rests on a small purposive sample, targeted elicitation, and auditory (non-acoustic) transcription, the results are best read as documentation of recurring correspondences rather than as claims about historical derivation or articulatory ease. The study contributes an initial lexical record of Batahan sound correspondences and a basis for broader dialectological and sociophonetic investigation of under-documented varieties in North Sumatra.

AI-Based Tutoring for Foreign Language Test Preparation for High School Students and Islamic Boarding School Students in Mandailing Natal Lia Agustina Damanik; Irmasani Daulay
Unram Journal of Community Service Vol. 7 No. 2 (2026): June
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i2.1842

This community service program was designed to address the gap in access to international language test preparation in rural Mandailing Natal. The program involved 25 high school students and 25 Islamic boarding school students in a two-day intensive mentoring program that integrated artificial intelligence (AI) technology with structured learning strategies. A Participatory Action Research approach was implemented to ensure the program's relevance to local needs. The mentoring results showed a significant increase in participants' understanding of the IELTS and TOAFL formats, with an average increase of 0.5 points for IELTS and 4 points for TOAFL. Most participants successfully mastered the use of ChatGPT, SpeakPrac, and Duolingo for self-study. Participants' confidence in facing international exams was significantly improved. The program demonstrated that AI technology can complement in-person learning to increase the accessibility of quality education.

Analisis Kesalahan Gramatikal Pada Tulisan Deskripsi Mahasiswa Pendidikan Bahasa Inggris Fatin Nadifa Tarigan; Nurmayana Nurmayana; Lia Agustina Damanik
All Fields of Science Journal Liaison Academia and Sosiety Vol. 2 No. 2: Juni 2022
Publisher : Lembaga Komunikasi dan Informasi Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58939/afosj-las.v2i2.359

Tulisan mahasiswa dalam teks berbahasa Inggris masih sering ditemukan kesalahan Penelitian ini bertujuan untuk megetahui kesalahan bahasa Inggris yang terdapat pada karangan deskripsi mahasiswa Prodi Pendidikan Bahasa Inggris Semester 4 Universitas Pembinaan Masyarakat Indonesia Tahun Akademik 2021 2022 Penelitian ini menggunakan penelitian deskriptif dengan model pendekatan kualitatif Sumber data pada penelitian ini diambil dari 28 teks deskripsi bahasa Inggris mahasiwa Data penelitian ini adalah kalimat kalimat yang mengandung kesalahan tatabahasa yang kemudian dianalisis dengan menggunakan pendekatan deskriptif kualitatif Hasil penelitian ini menunjukkan tiga kesalahan berbahasa yaitu 1 kesalahan Subject Verb agreement 2 kesalahan tanda baca dan huruf kapital dan 3 kesalahan keberterimaan Berdasarkan wawancara faktor penyebab kesalahan pada karangan deskripsi responden yaitu pengetahuan tata bahasa Inggris yang terbatas Kata Kunci: Kesalahan; Gramatikal; Deskripsi teks Bahasa Inggris

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