Articles
<![CDATA[Pelatihan Penggunaan Aplikasi Digital Pembelajaran Daring Dalam Masa Pandemi Covid-19 Bagi Guru Madrasah Aliyah ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Sofia Idawati Lubis]]>;
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/matappa.v4i1.1177
<![CDATA[Kegiatan pengabdian kepada masyarakat ini dilakukan dengan tujuan untuk memperkaya dan memperluas pengalaman guru-guru dalam penggunaan aplikasi digital pembelajaran daring untuk menudukung kegiatan pembelajaran selama masa pandemi. Metode yang digunakan dalam kegiatan ini adalah pelatihan penggunaan beberapa aplikasi digital seperti mentimeter, socrative, dan quizzes. Hasil dari kegiatan pelatihan ini dapat disimpulkan bahwa guru-guru yang diberikan pelatihan penggunaan aplikasi digital dapat mengeksplorasi penggunaan aplikasi tersebut dengan baik dan membantu mereka dalam mempersiapkan materi pembelajaran yang lebih menarik perhatian siswa. ]]>
<![CDATA[PENGUASAAN MODAL AUXILIARY MELALUI APLIKASI KAHOOT ]]>
<![CDATA[Yunita Mutiara Harahap, Linda Astuti Rangkuti]]>
<![CDATA[ JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA Vol. 5 No. 2 (2020): JP2BS ]]>
Publisher : <![CDATA[LP2M Universitas Muslim Nusantara Al Washliyah ]]>
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DOI: 10.32696/jp2bs.v5i2.508
<![CDATA[Penelitian ini bertujuan untuk melihat peningkatan penguasaan modal auxiliary melalui penggunaan aplikasi kahoot pada siswa kelas X SMA Swasta Nurul Iman Tanjung Morawa. Penelitian ini menggunakan desain penelitian quasi eksperimen. Populasi dari penelitian ini adalah siswa – siswa kelas X SMA Swasta Nurul Iman Tanjung Morawa. Jumlah seluruh populasi adalah 120 siswa dan 60 siswa diambil sebagai sampel penelitian. Sampel dibagi menjadi dua kelompok sampel yaitu: kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen diajarkan dengan menggunakan aplikasi kahoot sementara kelompok kontrol diajarkan dengan tidak menggunakan aplikasi kahoot. Instrumen dalam pengumpulan data adalah 25 soal pilihan berganda. hasil data penelitian dihitung dengan menggunakan t-test. Hasil analisis data menunjukkan t-observed (6.13) lebih tinggi daripada t-table (2.00) pada level signifikan 0.05 dan degree of freedom (df) 58. Oleh karena itu, hipotesis null (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Hal ini menandakan bahwa aplikasi kahoot secara signifikan meningkatkan penguasaan modal auxiliary siswa kelas X SMA Swasta Nurul Iman Tanjung Morawa.]]>
<![CDATA[Teaching Analogies Strategy on Students’ Achievement in Vocabulary ]]>
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 2, No 2 (2021): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v2i2.6983
<![CDATA[The objective of this research was to investigate if analogies strategy significantly affected students’ achievement in vocabulary. The research was conducted by using experimental research design that involved two groups, namely experimental group and control group. The population was all the students of grade VIII of SMP Al–Washliyah 9 Medan with total number of the population was 90 students. There were three classes, namely VIII A, VIII B, and VIII C. each class consisted of 30 students. The sample was carried out in class VIII A and VIII B by proposive sampling technique. Thus the sample was 60 students. The experimental group was taught by applying analogies strategy whereas the control group was taught conventionally. The instrument for collecting the data was a multiple choice test. The obtained data were analyzed by using t-test formula. Data analysis resulted that value was higher than value (8.5 > 2.660) at level of significance p = 0.05 with degree of freedom (df = 58). It means ha was accepted and ho was successfully rejected. Thus, the analogies strategy significantly affects students’ achievement in vocabulary.]]>
<![CDATA[The Effect of Gallery Walk Technique on Students’ Speaking Skill ]]>
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Jatra Jatra]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.260
<![CDATA[The objective of this research is to investigate if Gallery Walk Technique significantly affects students’ speaking skill. The design used in this research was experimental research design. The population of this research was the students of grade X of SMA Pelita Bulu Cina. The total number of the population was 30 students. Cluster sampling technique was used in drawing the sample. So, 15 students were selected into the experimental group (X-I) and 15 students were selected into control group (X-II). Speaking test was used as the instrument of this research. The data were analysed by using Mann Whitney U-test formula. It was found that the smaller U-observed value was 1. It was smaller than U-table value which was 64 at p = 0,05 (1 64). Thus, Ha was accepted and Ho was successfully rejected. Thus, Gallery Walk Technique significantly affects students’ speaking skill.]]>
<![CDATA[IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT THROUGH DICTOGLOSS TECHNIQUE ]]>
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Nur Fadhillah Hasanah]]>;
<![CDATA[Hindun Sahara]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 7 No 2 (2021): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v7i2.82
<![CDATA[This research was aimed at improving students’ ability in writing narrative text through Dictogloss Technique. The design applied in this research was classroom action research that consisted of two cycles. This research was conducted in VIII grade at SMP Muhammadiyah Sukaramai Medan academic year 2018-2019. The instruments applied to collect the data were observation, interview and test. The data were collected in the form of observation sheet, interview guideline, and writing rubric. After the data analysis, based on the quantitative data, the students’ mean score improved. In the pre-test, the students’ mean score was 8.50. In the post-test, the score increased into 15.38. The gain score of the mean scores from the pre-test to the post-test was 6.88. Based on the qualitative data, the students were able to organize their ideas and produce narrative text well. In conclusion, the result of the research showed that the Dictogloss Technique improves students’ ability in writing narrative text.]]>
<![CDATA[THE EFFECT OF ROUNDTABLE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Kartina Sitepu]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 8 No 1 (2022): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v8i1.276
<![CDATA[The objective of this study is to find out whether Roundtable Strategy significantly affects students’ achievement in writing descriptive text. It was conducted by using experimental research design. The population of this research was the tenth grade students of SMK Dwi Tunggal Tanjung Morawa which consisted of two parallel classes with the total number of students was 70. By applying cluster random sampling technique, class X TKJ-2 consisting of 35 students was selected as the experimental group and class X TKJ-1 consisting of 35 students was selected as the control group. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found the value of t-observed was 3.15 with the degree of freedom (df)=58 at the level of significance α=0.05. It meant that t-observed value was higher than t-table value (3.15>2.00). In conclusion, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was succesfully rejected. Thus, Roundtable Strategy significantly affects students’ achievement in writing descriptive text.]]>
<![CDATA[Perspektif Mahasiswa dan Dosen serta Upaya Membekali Mahasiswa Calon Guru Menghadapi Pembelajaran Daring di Era 4.0 ]]>
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 14 No. 1 (2023): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v14i1.11580
<![CDATA[Penelitian ini dilatarbelakangi oleh problematika yang dihadapi oleh mahasiswa dan dosen ketika pembelajaran daring selama pandemi Covid-19. Mahasiswa dan dosen belum beradaptasi dengan pembelajaran daring karena ketidakmampuan menggunakan aplikasi dan berbagai faktor lainnya. Oleh sebab itu, mahasiswa dan dosen perlu dibekali dengan literasi teknologi. Penelitian ini bertujuan untuk menganalisis perspektif mahasiswa dan dosen terhadap pembelajaran daring akibat pandemi Covid-19 serta mengetahui upaya yang dapat dilakukan FKIP Univa Medan untuk membekali mahasiswa sebagai calon guru untuk menjawab peluang dan tantangan dalam pembelajaran daring di Era 4.0. Penelitian ini adalah penelitian deskriptif. Responden penelitian adalah mahasiswa semester VI dan dosen pengampu mata kuliah dengan jumlah 70 orang. Data diperoleh dengan instrumen observasi, kuesioner, dan wawancara. Analisis data meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Dari hasil pengumpulan data sekunder dapat dilihat bahwa dosen mengkombinasikan metode pembelajaran daring synchronous dan asynchronous. Terdapat dua jenis perspektif yang dianalisis yaitu perspektif kognitif dan perilaku. Dari hasil analisis data diketahui bahwa responden memiliki perspektif kognitif dan perspektif perilaku yang positif terhadap pembelajaran daring karena responden sangat setuju bahwa pembelajaran daring merupakan solusi yang tepat di masa pandemi Covid-19 serta berbagai kemudahan diperoleh dalam pembelajaran tersebut. Perspektif perilaku yang negatif muncul hanya karena adanya kendala internal dan eksternal yang dihadapi dalam pembelajaran daring. Upaya yang dapat dilakukan untuk membekali mahasiswa menghadapi peluang dan tantangan dalam pembelajaran daring di Era 4.0 yaitu dengan memasukkan mata kuliah baru antara lain literasi teknologi, ICT dan multimedia dalam pembelajaran, dan micro teaching pembelajaran daring ke dalam kurikulum program studi.]]>
<![CDATA[PERSUASIVE STRATEGIES OF SAMOSIR PROMOTION IN @1000TENDA INSTAGRAM POSTS ]]>
<![CDATA[Andre Manik]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.265
<![CDATA[This study dealt with persuasive strategies in @1000tenda Instagram Post. The objectives of this study were to describe and to find out the dominant technique and strategies of persuasive used in @1000Tenda Instagram Post. This study was conducted by applying descriptive qualitative design. The data were collected from @1000tenda Instagram Post. After the data analyzed, it was found out 6 types of persuasive techniques and 3 types of persuasive strategies used in @1000tenda Instagram Post. The most dominant persuasive techniques used was suggestion and the most dominant persuasive strategies used was phatos.]]>
<![CDATA[AN ANALYSIS OF TRANSLATION SHIFT ON VERB PHRASES IN ENGLISH-INDONESIAN TRANSLATION OF SURAH YASEEN (CHAPTER 36) ]]>
<![CDATA[Asmanah Asmanah]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.267
<![CDATA[The aims of this study were to find out the types and the dominant type of translation shift on verb phrases used in English-Indonesian translation of Surah Yaseen (Chapter 36). This study was conducted by using descriptive qualitative method. The data were the verb phrases in English-Indonesian translation of Surah Yaseen. The data were collected and analyzed by comparing, classifying, categorizing, describing, calculating, and displaying by using table. The result of this study found there were three types of translation shift on verb phrases in English-Indonesian translation of Surah Yaseen namely: class shift (51.25%), level shift (43.75%), and structure shift (5%). The most dominant type of translation shift used was the class shift.]]>
<![CDATA[FIGURATIVE LANGUAGE IN HARRY POTTER AND DEATHLY HALLOWS PART 2 MOVIE ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Karina Radiyanti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.270
<![CDATA[The objectives of the study were to describe the types of figurative language used in Harry Potter and Deathly Hallows Part 2 Movie and to find out the dominant type of the figurative language used in the movie. This study was conducted by applying descriptive qualitative method. The data were collected from Harry Potter and Deathly Hallows Part 2 Movie by analyzing the dialogues spoken by the actors/actress through its text transcribe. The analysis found out there were 6 types of figurative language used, namely simile 28 (28.57%), metaphor 27 (27.55%), hyperbole 20 (20.40%), idiom 13 (13.26%), personification 6 (6.12%), and proverb 4 (4.08%). The most dominant figurative language used was simile.]]>
