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Implementing the 2030 Bilingual Education Policy in Indonesian Private Schools: A Case Study of Santo Yoseph Catholic High School Kresna Ningsih Manik
Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health Vol. 5 No. 1 (2025): Proceeding of The International Conference of Inovation, Science, Technology, E
Publisher : Program Studi DIII Rekam Medis dan Informasi Kesehatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icistech.v5i1.273

Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subject express concern about adapting, while parents fear their children may struggle with bilingual instruction. This study investigates how students, teachers, parents, and staff at Private Senior High School of Santo Yoseph Medan perceive the Bilingual education policy decided by YPK Don Bosco KAM in 2030. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and whether non-English subject teachers can teach bilingually. A questionnaire with seven questions was distributed to 40 participants in Indonesian and later translated into English. Results show 60% believe bilingual education is essential, 10% disagree, 25% are uncertain, and 5% have no opinion. While over half support the policy, challenges remain, including limited funding, a shortage of trained bilingual teachers, and the need for more English classes and learning materials. Successful implementation requires the Don Bosco Catholic Education Foundation to increase funding and address these challenges to ensure smooth integration of bilingual education by 2030.

Peningkatan Kemampuan Berbicara dalam Bahasa Inggris melalui Permainan Taboo Words Dolli Rotua Sinaga; Emma Martina Br. Pakpahan; Jamaluddin Nasution; Kresna Ningsih Manik; Merry Susanty Br Tarigan
SAFARI :Jurnal Pengabdian Masyarakat Indonesia Vol. 5 No. 2 (2025): April: Jurnal Pengabdian Masyarakat Indonesia
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/safari.v5i2.2867

Mastery of English speaking skills is one of the main challenges for junior high school students. Lack of self-confidence and limited vocabulary are the main obstacles to learning. This activity aims to improve junior high school students' speaking skills through an educational game approach, namely Taboo Words. This game is designed to encourage students to describe an object, word, or concept without using taboo words. The activity was carried out for 60 minutes with junior high school students divided into small groups. The results of the activity showed an increase in active student participation, additional vocabulary, and the ability to describe in English creatively.

Validity of Test: English Lecturers perceptions of Test Validity in Intensive Reading Course' Final Exam at Universitas Prima Indonesia in academic year 2022/2023 Meisuri, M; Manik, Kresna Ningsih
West Science Interdisciplinary Studies Vol. 1 No. 12 (2023): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v1i12.434

This study was inspired from the researcher’ effort in order to enrich knowledge related to language testing’ component, one of component is validity and also curiosity to investigate the validity of Intensive Reading Final Test given by English lecturers in University of Prima Indonesia (UNPRI) in academic year 2022/2023. The research addresses two key questions: the lecturers’ perception of test validity in Intensive Reading Final Test in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) and the reason of English lecturers in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) Medan have such perceptions. This study applies qualitative research design in which involving 10 English lecturers at University of Prima Indonesia (UNPRI) as the respondents of this research, analyzing the perception of English lecturers related to validity of test in Intensive Reading Subject Final Exam. Findings shows that lecturers show their positive response to test validity with the information as follows: ALWAYS carry out an analysis of the question items before carrying out the Final Test” is in the percentage of 80%, “FREQUENTLY carry out crosschecks between basic competencies and indicators determined in the questions” is in the percentage of 100 %, “ALWAYS (60 %) and FREQUENTLY (20%) Carry out reliability/consistency measurements (reliability)”, “ALWAYS (60%) Providing feedback on test results given to students. Lecturers take such action in preparing final semester exam questions for Intensive reading courses are: Analyzing test items is crucial in creating effective assessments, Feedback on tests is crucial for students' learning and development, crosschecking between indicators and test items to make sure that educational tests are valid and reliable, the reliability of question items critical for producing accurate, consistent, and trustworthy assessment results. It supports the meaningful interpretation of scores and allows for valid comparisons across individuals or groups. A way to make a high-test validity, it can be done in some ways such as compile the test grid before writing and selecting items to be tested, and making or selecting items on the test based on standard competence, basic competence, learning objectives that have been formulated in the syllabus

Metacognitive Reading Strategies to Enhance Students' Reading Comprehension in The First Harry Potter Novel' Synopsis "Harry Potter and The Philosopher's Stone (2001)” In Tutoring of Official School at Master Plato College (MPC) Manik, Kresna Ningsih; Husein, Rahmad; Nasution, Jamaluddin; Sembiring, Yenita Br; Yunanda, Fachri
The Eastasouth Journal of Learning and Educations Vol. 2 No. 01 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i01.204

Reading comprehension means extracting necessary information from a written text as efficiently as possible, rejecting unnecessary information and quickly finding what one is looking for. The main purpose of the writer in this study is to improve the student’s reading skill of Students at the third grade in official school tutoring Master Plato College. This gist of activity in this study is to focuses on how to understand the text, get the essential and detail information from the synopsis of the first harry potter film “Harry Potter and The Sorcerer’s stone (2001)”, there 12 students in this class which consisting of 8 female students and 14 male students, so the total of the students is 22 students. There are some benefits and significances of using metacognitive reading strategies in fostering reading success such as 1) Enhanced Comprehension and Retention, 2) Improved Problem-Solving Skills, 3) Increased Reading Engagement and Motivation, 4) Transferability of Skills. Metacognitive reading strategies help the students learn independently and enhance students' ability to make sense of, monitor, and understand text and evaluate the text they read. Metacognitive Reading Strategy helps students control their thinking while reading. Metacognitive reading strategies play a vital role in fostering reading success by improving comprehension, retention, critical thinking skills, problem-solving abilities, and overall engagement with the text.

Content Validity of Reading Subject Final Exam of English Educational Study Program' Fifth Semester At Universitas Prima Indonesia (UNPRI) in Academic Year 2021/2022 Manik, Kresna Ningsih
The Eastasouth Journal of Learning and Educations Vol. 1 No. 02 (2023): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v1i02.205

A qualified final test is a test containing validity. Validity refers to the extent to which a test measures what it claims to measure. It is essential that the final test content aligns with the learning objectives and the knowledge covered throughout the course. The study takes place in University Prima Indonesia (UNPRI) at the fifth semester of English Education Study Program. This study implements descriptive qualitative research by using final tests of Reading Subject which is available on spada/sistem pembelajaran dalam jaringan (online platform). The researcher took all questions which is 15 questions and syllabus of the Reading Subject to analyze the test items. Then, the researcher retyped the data and compared it with the syllabus. After that, the researcher analyzed the test items one by one and come to the percentage of the conformity and unconformity of the test items to know the quality of the content validity of the test items. From the test items’ analysis, it is concluded that 3 (29.04%) from the total question items is 15 (100%) question (no. 4, 6, 10 &11) are not appropriate to the basic competence of the syllabus whereas 12 questions namely questions number 1, 2, 3, 5, 7, 8, 9, 12, 13, 14, 15 (79.2%) are appropriate to the basic competence of the syllabus. Finally, it can be concluded that the test items of Final Test of Reading Subject are valid. A way to make a high content validity in a test can be done in some ways such as constructing and selecting items based on standard competence, basic competence, learning objectives that have been formulated in the syllabus. The lecturers must be sure that test items in the final examination of Reading should include all material and all basic competences in one semester, if it is found that there are some materials that are not included/covered in the final test, it is expected that the lecturer must give the students additional test that can cover all materials that is not included/covered in the prior test.

Validity of Test: English Lecturers perceptions of Test Validity in Intensive Reading Course' Final Exam at Universitas Prima Indonesia in academic year 2022/2023 Meisuri, M; Manik, Kresna Ningsih
West Science Interdisciplinary Studies Vol. 1 No. 12 (2023): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v1i12.434

This study was inspired from the researcher’ effort in order to enrich knowledge related to language testing’ component, one of component is validity and also curiosity to investigate the validity of Intensive Reading Final Test given by English lecturers in University of Prima Indonesia (UNPRI) in academic year 2022/2023. The research addresses two key questions: the lecturers’ perception of test validity in Intensive Reading Final Test in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) and the reason of English lecturers in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) Medan have such perceptions. This study applies qualitative research design in which involving 10 English lecturers at University of Prima Indonesia (UNPRI) as the respondents of this research, analyzing the perception of English lecturers related to validity of test in Intensive Reading Subject Final Exam. Findings shows that lecturers show their positive response to test validity with the information as follows: ALWAYS carry out an analysis of the question items before carrying out the Final Test” is in the percentage of 80%, “FREQUENTLY carry out crosschecks between basic competencies and indicators determined in the questions” is in the percentage of 100 %, “ALWAYS (60 %) and FREQUENTLY (20%) Carry out reliability/consistency measurements (reliability)”, “ALWAYS (60%) Providing feedback on test results given to students. Lecturers take such action in preparing final semester exam questions for Intensive reading courses are: Analyzing test items is crucial in creating effective assessments, Feedback on tests is crucial for students' learning and development, crosschecking between indicators and test items to make sure that educational tests are valid and reliable, the reliability of question items critical for producing accurate, consistent, and trustworthy assessment results. It supports the meaningful interpretation of scores and allows for valid comparisons across individuals or groups. A way to make a high-test validity, it can be done in some ways such as compile the test grid before writing and selecting items to be tested, and making or selecting items on the test based on standard competence, basic competence, learning objectives that have been formulated in the syllabus

Meningkatkan Kesadaran Mahasiswa STKIP PGRI Sukabumi Untuk Berperilaku Anti Koruptif Melalui Pendidikan Anti Korupsi Putri, Annisa; Manik, Kresna Ningsih; Nugrahawati, Asma Nurani
Jurnal Pendidikan West Science Vol 1 No 01 (2023): Jurnal Pendidikan West Science
Publisher : Westscience Press

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

Artikel ini berjudul Meningkatkan Kesadaran mahasiswa STKIP PGRI Sukabumi Untuk Berperilaku Anti Koruptif melalui Pendidikan Anti Korupsi. Secara garis besar, masalah yang ingin dibahas adalah kesadaran mahasiswa akan perannya sebagai agent of change bagi persoalan korupsi di Indonesia dan peran penting pendidikan anti korupsi dalam menumbuhkan kesadaran hukum. Metode yang dipergunakan dalam penelitian tersebut adalah metode empiris dengan menggunakan pendekatan fakta dan pendekatan konsep serta disajikan secara deskriptif analitis. Hasil yang diperoleh dalam penelitian tersebut adalah generasi muda memiliki cukup pengetahuan tentang korupsi, bentuk-bentuk korupsi serta bentuk-bentuk perilaku anti koruptif. Hanya saja pengetahuan yang cukup itu belum diikuti oleh kehendak untuk berperilaku anti koruptif. Ini artinya ada kelemahan dalam diri mahasiswa terkait kesadaran untuk mengembangkan budaya anti koruptif dalam dirinya sehingga dapat disimpulkan bahwa perlu diadakan pendidikan anti korupsi bagi generasi muda agar dapat membantu menumbuhkan kesadaran hukum mereka untuk berperilaku anti koruptif.

Deixis Study in Speech Text of President Joko Widodo on Independence Day Manik, Kresna Ningsih; Tarigan, Merry Susanty Br.; Sinaga, Dolli Rotua
Journal of Pragmatics Research Vol. 5 No. 2 (2023): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v5i2.168-189

The deixis in the speech text of President Joko Widodo on Independence Day, August 17, 2022, is the subject of this article. This study's objectives are to identify deixis types, identify the dominant type in the speech text of President Joko Widodo, and explain deixis types and their causes. The study aims to identify the prevalent deixis type, understand the procedure, and determine why President Joko Widodo uses deixis in his speeches. This study employs the qualitative content analysis research design. The speech text of President Joko Widodo on Independence Day, August 17, 2022, serves as the data's primary source. The documentary technique is used for data collection. Documentary sheets are the tool used for data collection, and content analysis is the method used for data analysis. President Joko Widodo's speech text analysis on Independence Day reveals five different types of deixis. According to the analysis, social deixis is the most frequently used. The purpose of social deixis in a speech for Independence Day by President Joko Widodo demonstrates that there are distinctions in the roles of recipients of speech referrals and revealed reveals language politeness tactics, particularly those related to cultural factors, and depicts how a person's social status, such as age, occupation, education background, and social position, impacts a country's leader to deliver his Speech during the celebration of Independence Day.

Implementasi Pendekatan English Through Play untuk Meningkatkan Minat Bahasa Inggris pada Anak Usia 4–6 Tahun di Samantha English Course Kresna Ningsih Manik; Siti Aisah Ginting
Kegiatan Positif : Jurnal Hasil Karya Pengabdian Masyarakat Vol. 3 No. 4 (2025): Desember : Kegiatan Positif : Jurnal Hasil Karya Pengabdian Masyarakat
Publisher : Asosiasi Riset Ilmu Manajemen Kewirausahaan dan Bisnis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/kegiatanpositif.v3i4.2490

Early English mastery is a long-term educational investment that should be supported by instructional approaches aligned with children’s developmental characteristics. This community service program aimed to systematically implement the *English Through Play* approach, enhance English learning interest, and create positive learning experiences for children aged 4–6 years at Samantha English Course. The program was conducted participatorily through preparation, implementation, and evaluation stages over eight weeks. The *English Through Play* approach was applied through various activities, including action songs, flashcard games, storytelling with gestures, and simple role play. Evaluation was carried out descriptively through observation of participation, verbal responses, children’s expressions, and simple oral tests to measure basic vocabulary mastery. The results showed that more than 80% of the children were actively engaged during the learning sessions. Approximately 70–85% demonstrated increased learning interest, as reflected in their enthusiasm, verbal participation, and positive responses to English instructions. In addition, most children were able to recognize and pronounce 5–10 basic vocabulary items based on the learning themes and perform simple self-introductions. The program also produced a play-based learning guide that can be sustainably implemented by the partner institution. In conclusion, the *English Through Play* approach proved effective in enhancing young learners’ interest and participation in early English learning. This model can serve as a practical and replicable alternative for similar non-formal educational institutions.

Pemanfaatan Media Interaktif untuk Meningkatkan Minat dan Kemampuan Bahasa Inggris Siswa di SD Negeri 047164 Seberaya Kresna Ningsih Manik; Kesya Klarissya Br Pandia; Helena Yusen
Svarga Pena : Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2025): Svarga Pena : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/svargapena.v2i2.197

This community service focuses on the utilization of interactive media to enhance the interest and English proficiency of students at SD Negeri 047164 Seberaya. It addresses the difficulties faced by elementary students in learning English due to conventional teaching methods and the lack of interactive media. Tools such as educational applications, animated videos, and digital games were applied to support multisensory and student-centered learning. Interactive media were implemented to improve learning interest, vocabulary skills, and speaking abilities of grades 1–3 students (30 students). The targets included 80% active participation, a 70% increase in interest, and improvement in basic English skills. The program was conducted over eight weeks, including preparation (coordination, equipment setup), implementation (warm-up, main activities using media, closing), and evaluation (observation, oral tests). The approach emphasized student-centered and multisensory learning. Learning interest increased by 30–35%, vocabulary skills from 40% to 78%, pronunciation from 35% to 72%, and simple sentence construction from 30% to 70%. Active participation reached 85–90%, accompanied by ongoing guidance for the school. Interactive media proved effective in significantly increasing students’ interest and English proficiency, consistent with the theories of Hidi & Renninger (2006) and Harmer (2007). It is recommended that such media be routinely implemented with adequate supporting facilities.

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