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All Journal Formosa Journal of Science and Technology (FJST) Jurnal Ilmu Pendidikan dan Sosial Alfihris: Jurnal Inspirasi Pendidikan Educate : Journal of Education and Learning Jurnal Ilmu Sosial dan Humaniora Journal Educational Research and Development Journal of English Education and Literature Young Journal of Social Sciences and Humanities Journal of Social Humanities and Education: Scripta Humanika
SELVIANA NAPITUPULU
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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An Analysis regular verb Vocabulary Mastery in recount Texts of Grade 10 Students of SMA Teladan Pematangsiantar Titin Marpaung; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1584

Abstract

This study analyzes the mastery of regular verb vocabulary in recount texts written by tenth-grade students of SMA Teladan Pematangsiantar. Employing a descriptive mixed-methods approach, the research involved 39 students selected through purposive sampling. Data were collected using a writing test as the main instrument, supported by classroom observation and a questionnaire. Students were asked to write recount texts based on their personal experiences, and the regular verbs used were analyzed for accuracy. The findings reveal that students’ mastery of regular verbs is generally high, with a mean score of 88.03, categorized as Excellent. Most students demonstrated accurate use of regular verb forms, although some errors were still evident. The results also indicate that students’ difficulties are influenced by limited practice and first language interference. Overall, the study shows that while students have a strong understanding of regular verb usage in recount texts, continued instructional support is necessary to enhance grammatical accuracy. Pedagogically, the findings suggest that explicit instruction combined with focused practice and corrective feedback can further strengthen students’ mastery of regular verbs in EFL writing contexts.
An Analysis of Vocabulary Mastery of Grade IX Students in Narrative Texts at SMP Negeri 1 Siantar Juliana Tifani; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1585

Abstract

This study aims to analyze the vocabulary mastery of ninth-grade students in narrative texts at SMP Negeri 1 Siantar. Vocabulary plays a crucial role in supporting students’ language skills; however, many learners still experience difficulties in using vocabulary appropriately in narrative contexts. This research employed a descriptive quantitative design involving 30 students of class IX-6. Data were collected through a 40-item multiple-choice vocabulary test covering four aspects: verb word class, noun meaning, adjective use, and word collocation. The results indicated that the students’ mean score was 72.4, categorized as fair. Students performed best in noun meaning (76%), followed by adjective use (70%) and verb word class (68%), while word collocation showed the lowest achievement (65%). These findings suggest that students possess relatively adequate receptive vocabulary knowledge but face challenges in applying vocabulary contextually in narrative texts. The study contributes to EFL vocabulary research by providing a diagnostic profile of learners’ vocabulary strengths and weaknesses in narrative text comprehension, which can inform more effective vocabulary instruction. Therefore, it is recommended that English teachers implement contextual and communicative vocabulary teaching strategies, such as storytelling and retelling activities, to enhance students’ productive vocabulary use.
Student’s perception Of Using Beyonces “Eve Maria“ To Motivate English Learning Cindy yani simorangkir; Selviana Napitupulu
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 3 (2026): Januari - Maret
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

Music has long been recognized as a powerful educational tool in promoting emotional engagement and enhancing language learning motivation. However, few studies have explored how religious or emotionally expressive songs can be used effectively in English as a Foreign Language (EFL) classrooms, especially within secondary education contexts. This study aims to analyze students’ perceptions toward the use of Beyoncé’s song “Ave Maria” as a medium to motivate English language learning at SMP Cinta Rakyat 3 Pematangsiantar. Employing a descriptive qualitative method, data were collected through classroom observations, open-ended questionnaires, and semi-structured interviews with eighth-grade students. The findings revealed that students demonstrated positive perceptions toward the use of the song, as its melody, emotional tone, and meaningful lyrics enhanced their understanding of vocabulary, pronunciation, and moral values. Moreover, the integration of music created a relaxed and enjoyable classroom atmosphere, which significantly increased students’ enthusiasm and participation. In conclusion, this study suggests that incorporating emotionally rich music, such as “Ave Maria,” can serve as an effective pedagogical tool to foster motivation and engagement in EFL learning environments.
Developing Narrative Creavity In Class 8 At UPTD SMP Negeri 12 Pematang Siantar Siregar, Calvyn; Selviana Napitupulu
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1374

Abstract

Narrative writing is an essential skill in junior high school English learning because it helps students develop creativity, language structure, and logical thinking. However, many students still face difficulties in generating ideas, organizing story structure, and using correct grammar when writing narrative texts. This study aimed to improve the narrative writing skills of Grade 8 students at UPTD SMP Negeri 12 Pematangsiantar through guided learning strategies. This research employed a descriptive qualitative method and was conducted in a real classroom setting. The participants were approximately 25–30 students from one Grade 8 class. Data were collected through narrative writing tasks, classroom observations, students’ worksheets, and field notes. The analysis focused on describing changes in students’ writing in terms of content, narrative structure, past tense usage, vocabulary, and clarity of ideas. The findings revealed that students’ narrative writing improved after receiving step-by-step guidance, including brainstorming, story planning, drafting, and teacher feedback. Students became more confident, active, and able to produce stories with clearer orientation, complication, and resolution. The classroom atmosphere also became more interactive and supportive. In conclusion, guided narrative teaching effectively enhanced students’ writing performance and engagement in learning. This study suggests that teachers should apply structured narrative instruction to help students write more creatively and accurately
Exploring Students’ difficulties in Understanding English Instructions in the Classroom at SMP Negeri 8 Pematangsiantar Selmiola, Isabel; Selviana Napitupulu
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 1 (2026): Januari: Jurnal Inspirasi Pendidikan
Publisher : Sekolah Tinggi Ilmu Syariah Nurul Qarnain Jember

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Abstract

Understanding English instructions is an essential part of classroom communication because it helps students follow learning activities effectively. However, many ninth-grade students still face difficulties in comprehending English instructions given by their teachers. This gap between the teacher’s intention and students’ understanding often leads to confusion and misbehavior in the classroom. Therefore, this study aims to explore the difficulties faced by ninth-grade students in understanding English instructions in the classroom at SMP Negeri 8 Pematangsiantar. This research used a descriptive qualitative method. The participants consisted of 30 ninth-grade students selected purposively. The data were collected through observation, questionnaires, and interviews. The results showed that students experienced several types of difficulties: limited vocabulary, unfamiliar pronunciation, lack of listening focus, and dependence on translation into Bahasa Indonesia. The findings also revealed that both internal and external factors influence students’ understanding. It can be concluded that teachers should use simpler language, slower speech, and visual aids to help students comprehend English instructions better.
Co-Authors Angela Shakila Aurel Pane Bertaria Sohnata Hutauruk Cindy Yani Simorangkir Diana Dian Sari Tampubolon Heltri Firdayati S Imeliana Saragih Immanuel Onasis Kha Napitupulu Indah Peronika Siahaan Intan Cezya Sijabat Juliana Tifani Kesmi Veronika Simanjuntak Lidya Rospita Purba Lihardo Manik Lumban Gaol, Daniel Binsah Partohap S. R Sihombing, Partohap S. R Purba, Martha Patricia Sagala, Risma Sarah Theodora Wahyuni Lumbantobing Selmiola, Isabel Silitonga, Sarah Simanjuntak, Eksaulina Siregar, Calvyn sitohang, Devita Sitorus, Leony Situmorang, Arisdani Titin Marpaung Vercelly Hot Taruli Manik