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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Suluh Pendidikan SEAQIL Journal of Language Education English Journal Antartika
Marpaung, Syafaruddin
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Engaging Students in English Writing via Instagram: An Action Research on Digital Literacy in High School Marpaung, Syafaruddin
English Journal Antartika Vol. 2 No. 2 (2024): December 2024
Publisher : Media Antartika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70052/eja.v2i2.600

Abstract

This study investigates using Instagram to improve English writing skills and enhance digital literacy among high school students. Using Classroom Action Research (CAR) over three cycles, this mixed-methods study involved 34 11th-grade students from SMA Negeri 2 Kota Tanjungbalai. The research focused on assessing improvements in writing skills such as grammar, creativity, and vocabulary through Instagram-based tasks. Results indicated significant improvements in student writing, with average scores increasing from 60 in Cycle 1 to 80 in Cycle 3. Instagram fostered student engagement, encouraged creativity, and provided a collaborative platform for peer feedback, making the learning process more relevant and enjoyable for Generation Z students. The study concludes that Instagram effectively integrates writing instruction with digital literacy, offering an engaging alternative to traditional methods. Further research is recommended to explore the application of social media in different educational contexts.
ENHANCING STUDENT ENGAGEMENT AND READING IN NARRATIVE LITERACY WITH QUICK MAKER Marpaung, Syafaruddin
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

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

Abstract

This Classroom Action Research (CAR) study investigates the impact of the Quick Maker method (Quizizz Cara Kertas Memakai Atribut Kemerdekaan dan Stiker) on student engagement and narrative text literacy. Conducted with 34 students from one class at a senior high school in Tanjungbalai, data were collected through questionnaires, interviews, and observations. The research followed Stringer's (2007) "spiral of action research" framework, incorporating two cycles of intervention. In the first cycle, the average student engagement score increased from 3.2 to 3.7 on a 5-point scale, with the percentage of students who felt highly engaged rising from 25% to 40%. After adjustments and improvements in the second cycle, the engagement score further increased to 4.1, with 60% of students reporting high engagement. Similarly, narrative text test scores improved from an average of 70 before the intervention, to 77 after the first cycle, and 85 following the second cycle. The method involved incorporating independence-themed attributes, such as hats to instill a sense of nationalism, while motivational stickers were awarded to the top 15 students in both cycles. This student-centered approach effectively increased student participation, fostered peer learning, and enhanced narrative text literacy. The results demonstrate that integrating interactive technology with motivational tools can significantly improve student engagement and performance in reading literacy.
Boosting High School Students' Speaking Proficiency with Gemini AI Marpaung, Syafaruddin
English Journal Antartika Vol. 2 No. 1 (2024): June 2024
Publisher : Media Antartika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70052/eja.v2i1.543

Abstract

Abstract: This study investigates the impact of Gemini AI on improving speaking proficiency among 30 high school students using Classroom Action Research (CAR) with a mixed-methods approach. The study observed progressive improvements in speaking proficiency over three iterative cycles, with students’ average scores rising from 65 in the first cycle to 85 by the third cycle. These gains were reflected in enhanced fluency, vocabulary, and confidence. Gemini AI provided personalized speaking practice and real-time feedback, leading to increased engagement and adaptive learning. The study concludes that integrating AI into speaking classes can enhance language proficiency through iterative feedback and adaptation. Keywords: Boosting, High School Students, Speaking Proficiency, Gemini AI
EXAMINING THE RELATIONSHIP BETWEEN PERCEIVED DIFFICULTY, READING SELF-EFFICACY, AND DISCUSSION TEXT COMPREHENSION OF GRADE XII EFL STUDENTS marpaung, syafaruddin; Manugeren, M; Suhadi, Jumino; Siwi, Purwanto
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.2208

Abstract

This study investigates Grade XII EFL students' perceived reading difficulty, reading self-efficacy, and comprehension of discussion texts from the government textbook Life Today. Guided by Cognitive Load Theory (to interpret perceived difficulty), Bandura’s self-efficacy framework (to examine confidence and persistence), and Barrett’s taxonomy (to structure literal, inferential, and evaluative comprehension), the study addresses three research questions: (1) What features of the Life Today discussion texts do students perceive as most difficult? (2) How do students describe their reading self-efficacy when engaging with these texts? and (3) How is comprehension demonstrated across literal, inferential, and evaluative levels? A qualitative descriptive design was employed at SMA Negeri 2 Kota Tanjungbalai, Indonesia. Thirty-six Grade XII students completed Written Comprehension Responses (WCR) aligned with Barrett’s levels, and fifteen students were purposively selected through maximum variation sampling for in-depth Think-Aloud Protocol (TAP) sessions and Semi-Structured Interviews (SSI). Data were collected sequentially (TAP–WCR–SSI) and analyzed using thematic analysis with directed coding supported by a transparent codebook and intercoder agreement procedures. Findings indicate that perceived difficulty clusters around tracking pro–contra arguments, processing academic vocabulary, interpreting contrastive cohesion markers, and generating inferences when conclusions are implicit. Students’ self-efficacy was relatively strong in persistence but weaker in evaluating arguments and justifying judgments with textual evidence. Comprehension patterns revealed stable literal understanding, whereas inferential and evaluative performance frequently weakened when students struggled to integrate claims, reasons, and evidence across paragraphs. The study highlights the importance of psychologically informed scaffolding such as argument mapping, explicit cohesion instruction, and mastery-oriented feedback to strengthen higher-order comprehension and reading confidence in textbook-based argumentative tasks.
MAKNA PEMBELAJARAN BAHASA INDONESIA BAGI SISWA GENERASI Z: RELEVANSI ATAU SEKADAR FORMALITAS DI TENGAH PENGARUH BAHASA GAUL DAN MEDIA SOSIAL Nursalim; Marpaung, Syafaruddin; Dasmarni; Mairista, Missy
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42564

Abstract

The development of social media and the dominance of slang among Generation Z have transformed communication patterns and language practices among students in educational settings. This phenomenon raises questions about the meaning and relevance of Indonesian language learning in schools—whether it still holds substantive function or has become merely a curriculum formality. This study aims to analyze the meaning of Indonesian language learning for Generation Z students amid the influence of slang and social media, as well as to identify its implications for formal literacy competence. The research employs a qualitative descriptive approach using literature study and thematic analysis of national (Sinta-indexed) and international studies published in the last five years, strengthened by phenomenological observation of students’ language practices in digital media. The findings indicate that slang serves as a social identity marker and a means of self-expression for Generation Z. However, its intense use has the potential to affect the quality of formal language usage in academic contexts, particularly in grammar, sentence structure, and diction accuracy. Nevertheless, Indonesian language learning retains strategic relevance as a foundation for academic literacy, reinforcement of national identity, and development of contextual communicative competence. Therefore, there is a need for an integrative and adaptive transformation of teaching approaches based on digital literacy so that Indonesian language education is not perceived as a mere formality, but as an essential competence aligned with the needs of the digital generation.
EMBEDDING PANCASILA STUDENT PROFILE VALUES IN AN EFL TEXTBOOK UNDER INDONESIA’S KURIKULUM MERDEKA: A CONTENT ANALYSIS OF TASKS AND ASSESSMENTS Marpaung, Syafaruddin; Nuzwaty, Nuzwaty; Arafah, Burhanuddin
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2209

Abstract

This study investigates how Pancasila Student Profile (PPP) values are integrated into an advanced English as a Foreign Language (EFL) textbook developed under Indonesia’s Kurikulum Merdeka. Focusing on texts, tasks, and assessments, the study examines how character values are not only represented but also operationalized through instructional design. Using a qualitative content analysis approach informed by educational psychology, the analysis maps the distribution and enactment of six PPP dimensions across instructional components.The findings indicate that critical reasoning, global diversity, and mutual cooperation are most prominently embedded, particularly through discussion texts, collaborative activities, and argument-based tasks. In contrast, faith and noble character and independence appear more frequently as thematic messages than as structured competencies supported by explicit task design or assessment criteria. The results further reveal partial misalignment between value intentions and instructional accountability, as only a limited subset of values is consistently assessed.These findings contribute to international discussions on cultural and character integration in EFL curricula by demonstrating that value internalization depends less on thematic visibility and more on how tasks and assessments activate psychological processes such as reflection, perspective-taking, collaboration, and evidence-based judgment. The study offers a framework for evaluating character integration in language textbooks and provides practical implications for curriculum designers, textbook developers, and teachers working in value-oriented EFL contexts.
Co-Authors Arafah, Burhanuddin Dasmarni Jumino Suhadi, Jumino Mairista, Missy Manugeren, M Nursalim Nuzwaty, Nuzwaty Siwi, Purwanto