Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Research and Educational Review (IJRER)
Harahap, Syarifah Aini
Unknown Affiliation
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
How Youtube Assist Teachers in Developing Material? Ray, Laila Maryam; Satri, Rara; Uswatunisa, Sofia; Harahap, Syarifah Aini
ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 1 (2021): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.979 KB) | DOI: 10.51574/ijrer.v1i1.56

Abstract

In a technology revolution period which all of the activities of humans also relate to the use of all of the technologies. Thus, using technology hopefully will help them to make easier in their works. However, in the educational world, it is also needed by the teacher to make the teacher or students easy during the teaching and learning process. The purpose of this paper aid how technology can help teachers during the teaching and learning process especially by using YouTube. The methodology used in this paper is by using a literature review from several journal articles that related to how YouTube assists the teacher in developing material during the teaching and learning process that is appropriate for foreign language context.
How Youtube Assist Teachers in Developing Material? Ray, Laila Maryam; Satri, Rara; Uswatunisa, Sofia; Harahap, Syarifah Aini
ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 1 (2021): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v1i1.56

Abstract

In a technology revolution period which all of the activities of humans also relate to the use of all of the technologies. Thus, using technology hopefully will help them to make easier in their works. However, in the educational world, it is also needed by the teacher to make the teacher or students easy during the teaching and learning process. The purpose of this paper aid how technology can help teachers during the teaching and learning process especially by using YouTube. The methodology used in this paper is by using a literature review from several journal articles that related to how YouTube assists the teacher in developing material during the teaching and learning process that is appropriate for foreign language context.
THE ANALYSIS OF TEACHER TALK AND LEARNER TALK IN THE CLASSROOM INTERACTION: A DESCRIPTIVE STUDY AT THE EIGHT GRADE OF JUNIOR HIGH SCHOOL Harahap, Syarifah Aini; Fauzana, Riri
Journal of English and Arabic Language Teaching Vol 16, No 1 (2025): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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

Abstract

This study aims to describe the types of teacher talk and learner talk that occur during English classroom interactions at the Eight Grade of Junior High School Al Hikmah Darussalam Boarding School. A descriptive qualitative approach was employed, involving one English teacher and 22 eighth-grade students. Data were gathered through direct observation and in-depth interviews, and analyzed using the Flanders Interaction Analysis Category System (FIACS). The findings reveal that the most frequent type of teacher talk was Asking Questions, followed by Praises or Encourages, Giving Directions, and Lecturing. In terms of learner talk, Learner Talk Response was most dominant, followed by Learner Talk Initiation, with some instances of Silence or Confusion. These results indicate that classroom interaction was primarily teacher-centered, with students showing limited initiative and providing mostly short responses. The lack of student idea contribution led to an imbalanced interaction. This research is expected to contribute both practically and theoretically to the improvement of English language teaching, especially in enhancing classroom interaction to be more communicative and to encourage students to use the target language more actively.
Co-Authors fauzana, riri Ray, Laila Maryam Satri, Rara Uswatunisa, Sofia