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The Effect of Using Scrabble Media on Students’ Achievement in Vocabulary Selamat Husni Hasibuan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 1 No. 3 (2018): SEPTEMBER
Publisher : Hasanuddin University

The objectives of the research were to find out the significant effect of Using Scrabble Media which was focused on vocabulary Achievement. The research design in this research was quantitative experimental research. This research was conducted at SMP Negeri 24 Medan in academic years 2017/2018. The population of this research was in the seventh grade students which consisted of eight classes namely: Class VII-A, VII-B, VII-C, VII-D, VII-E, VII-F, VII-G and VII-H. The total numbers of population were 288 students. The research classes were divided into two classes, Experimental Class (36 students) and Control Class (36 students).The technique used was purposive sampling to determine the experimental and control group. The sample were divided into two groups, the first group VII-H which consisted of 36 students was Experimental group which was given treatment by Using Scrabble Media and second group VII-F which consisted of 36 students was Control group which was given treatment by using Conventional Method. Each group was given a pre-test, treatment and post-test. The t-test was 15,71 and the t-table was 1.68 and 0.05 was as the significant level of this research. Because the t-test value was higher than t-table (15,71 > 1.68). It showed that the result in t-test was accepted (Ha). Based on the result of this research, it could be concluded that there was significant effect of Using Scrabble Media on the Students’ Achievement in vocabulary

INNOVATION OF ESP DESIGN TO IMPROVE STUDENTS’ ENGLISH LEARNING ACHIEVEMENTS IN NON-ENGLISH DEPARTMENT Rini Ekayati; Imelda Darmayanti Manurung; Selamat Husni Hasibuan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.5149

Designing and providing learning materials that suit the needs of learners is one of the important roles of a lecturer. This study is conducted to examine the appropriate English learning design in non-English Education Study Programs at UMSU with an orientation to the English for Specific Purpose (ESP) approach to analyze the factors that become ESP learning needs and analysis of ESP English learning model design in non-English Education Study Programs. This study involved eight lecturer respondents who teach English in non-educational study programs. This study used a qualitative research design using questionnaires and interviews as research instruments. The results of data analysis showed that factors that underlined the need for ESP in teaching and learning English in non-English Education department were going under two categories, namely the short-term factor and the long-term need factor. The design of the ESP English learning model, then, was concerned to the students’ need of English after their study period. This fact is in accordance with the theory of ESP learning approach under the skill-centered course design which aims to help learners develop skills and strategies that will continue after the ESP learning. The combination of both (Learning-centered approach and skill-centered course design) emerged as an innovation of the ESP course design for students of non-English study program.

The Effect of Using Literacy Integrated Method on The Students’ Reading Achievement in Narrative Selamat Husni Hasibuan
IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This research was to investigate the effect of using literacy integrated method on the students’ reading achievement in narrative text. Population of this research was the second year students of Junior High School in SMP NEGERI 13 Binjai Jl. Letjend Jamin Ginting in the academic year 2017/2018. Two classes were taken by total sampling which divided into two groups, the first group VIII-1 which consisted of 36 students was experimental group which was given treatment by literacy integrated method and second group VIII-2 which consisted of 36 students was control group which was given treatment by using grammar translation method. Each group was given a pre-test and post-test. After the data had been collected, these were analyzed by using t-test formula. Based on the result of this research, it was concluded that there was significant effect of using literacy integrated method on the students’ reading achievement in narrative text.

PELATIHAN MENGGUNAKAN MEDIA PEMBELAJARAN BAHASA BAGI GURU MADRASAH IBTIDAIYAH DI DESA SIDODADI RAMUNIA, KECAMATAN BERINGIN Imelda Darmayanti Manurung; Yusriati; Selamat Husni Hasibuan
Journal of Science and Social Development Vol. 2 No. 1 (2019): Journal of Science and Social Development
Publisher : Universitas Nahdlatul Ulama Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/jossd.v2i1.175

The Community Partnership Program aims to improve the skills of using language learning media for Madrasah ibtidaiyah teachers in MIS Al-Ikhlas Sidodadi Ramunia and MIS TPI Al-Fajar. This is based on the madrasah ibtidaiyah teaching curriculum, where students are taught in addition to Indonesian subjects, also taught Arabic as the main subject, and English as an additional subject. Thus, a class teacher at the Islamic school must be able to master and teach the three languages to students properly and correctly in accordance with the specified competencies. However, the lack of knowledge, abilities, and skills of Madrasah Ibtidaiyah teachers in using learning media in teaching languages, especially foreign languages, as well as the different levels of mastery of the abilities and skills of classroom teachers in Islamic schools in teaching these three languages caused a lack of interest and motivation in learning. language in students. This results in low mastery of students' language skills, especially Arabic and English. To solve this problem, the provision of training and mentoring skills in the use of language learning media adapted to integrated language teaching material to madrasah ibtidaiyah classroom teachers is expected to improve students' language knowledge at the same level. The results achieved from this activity are the increase in knowledge, abilities, and skills of Madrasah Ibtidaiyah teachers in conducting language teaching and learning activities using appropriate language learning media.

Pengayaan Kosa Kata Bahasa Inggris Siswa SD Inklusi melalui Metode ICM di Provinsi Banten Perdana, Purnama Rika; Hasibuan, Selamat Husni; Pahlevi, Muhammad Reza
Ibtida'i Vol 9 No 2 (2022): Juli-Desember 2022
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ibtidai.v9i2.7261

Abstrak. Salah satu upaya menyukseskan Indonesia Emas 2045 dalam sector pendidikan adalah melalui pemerataan pendidikan dan inklusivitas. Pendidikan inklusif di Indonesia sudah digagas sejak tahun 2003, telah dijalankan oleh berbagai institusi pendidikan, dan menghasilkan banyak teori baru serta praktik-praktik baik. Penelitian ini berkaitan dengan penggunaan model ICM pada mata pelajaran bahasa Inggris di Sekolah Dasar Inklusi di Cilegon, provinsi Banten. Penelitian ini menggunakan ancangan kualitatif dengan menerapkan kaidah penelitan tindakan kelas. Penelitian ini menerapkan metode Index Card Match (ICM), yaitu metode pembelajaran yang aktifitasnya melibatkan proses pencarian pasangan kartu, dikerjakan secara kooperatif dan berpasangan. Proses pembelajaran dalam dunia pendidikan harus mampu menciptakan hasil serta memaksimalkan kemampuan seluruh peserta didik. Dalam hal pemelajar bahasa Inggris, terutama pemelajar non-jati (non-native learners), semua pemelajar atau siswa dituntut untuk memahami serta menguasai perbendaharaan kata/vocabulary pada level tertentu. Untuk level Sekolah Dasar, pengayaan kosa kata sangat penting mengingat kosa kata merupakan salah satu elemen dasar dalam komunikasi. Berdasarkan temuan dari penelitian ini, penggunaan kartu indeks ternyata dapat membantu siswa lebih rileks dalam belajar. Para siswa tidak terjebak dengan kegiatan belajar mengajar yang monoton dan membosankan. Selain itu, temuan lain dari penelitian ini juga membuktikan bahwa metode ICM sangat tepat digunakan apabila ingin memperkaya atau meningkatkan kosa kata/vocabulary pada mata pelajaran bahasa Inggris. Kata kunci: Kartu Indeks, Kosa Kata Bahasa Inggris, Metode ICM, Pendidikan Inklusif. Abstract. One of the Indonesian government's efforts in succeeding the master plan, known as Indonesia Gold 2045 or Indonesia Emas 2045, in the education sector is through sustained and inclusive education. Inclusive education in Indonesia has been initiated since 2003. It has been implemented by various educational institutions and has produced many new theories and good practices. This research relates to using the ICM model in English subjects at inclusive elementary schools in Cilegon, Banten province. This research uses a qualitative approach by applying the principles of classroom action research. Index Card Match (ICM) is a teaching method in which the classroom activity is in the form of finding pairs of cards (question cards and answer cards), done cooperatively in pairs. In the case of English learners, especially non-native learners, all must be able to comprehend and master vocabulary at a certain level. For the elementary school level, vocabulary enrichment is important, considering that vocabulary is one of the basic elements of communication. Based on the findings, using index cards can help students relax more in learning. The students can enjoy more varied teaching and learning activities. In addition, other findings show that the ICM method is very appropriate to use when we want to enrich vocabulary in English subjects. Keywords: Index card, English vocabulary, ICM Method, Inclusive education.

The threatening speech in the Mahabharata epic by Nyoman S. Pendit: A pragmatic perspective Fitrah, Yundi; Fitriah, Siti; Putri, Aprilia Kartika; Putra, Yoga Mestika; Hasibuan, Selamat Husni
Diksi Vol. 32 No. 2: DIKSI (SEPTEMBER 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i2.67390

The main aim of this research is to reveal the form and meaning of threatening speech in the Mahabharata novel by Nyoman S. Pendit. This research is worth carrying out considering that there is no research which discusses about the threat speech in ancient Javanese classical epics through a pragmatic perspective. The methodology approach is a mixed methods which refers to combine a qualitative and quantitative research techniques. The data of threatening speech is analysed using Miles and Huberman techniques (1984). The theory used to determine the indicators of threatening speech is based on Fraser's (1998) theory, to analyze the form using Searle's (1979) theory, and to explain the meaning using Lí¶bner's (2013) theory. The results of the data analysis showed that the forms of threatening speech that tended to be used is expressive illocutions. This illocution aims to express the psychological attitude or feelings of the speaker towards his/her interlocutor. So, the power of speech that reaches the interlocutor is a form of feelings of inferiority and humiliation due to the use of diction that tends to be negative such as the statements of "˜perempuan jahannam', "˜manusia jahannam', "˜lelaki penuh dosa','manusia celaka', "˜najis', and "˜pengecut'. Finally, the meaning of threatening speech that tends to be found is the meaning of speech. This indicates that the meaning of a threatening speech cannot be understood easily. So, it is necessary to consider the context of the utterance to understand it.

Examining Argument Elements and Logical Fallacies of English Education Students in Oral Discussion Selamat Husni Hasibuan; Y Yusriati; Imelda Darmayanti Manurung
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This study aims to report on the argument elements and logical fallacies performed by English education students. This study is framed within a descriptive qualitative study in that it interprets the ways students of English education deliver their arguments. The data were collected through observation, recording and in-depth interviews on the objects studied. The findings of this study showed that the studentsâ€™ ability to present logical arguments varies with the dominant label in the â€œnon-standard argumentâ€ category. In regard to the logical fallacy, hasty generalization becomes the most general logical fallacy found in studentsâ€™ arguments, followed by the appeal to pity, the appeal to fear, the questionable statistics, the slippery slope, the appeal to the bandwagon, the circular reasoning, the pointing to another wrong, and the personal attack. Based on the interview, lack of understanding of arguments and logical fallacies, limited vocabularies, as well as nervousness are identified as the possible causes of these phenomenons. Finally, it is suggested that students should be given exposures on how to structurize the logical arguments and avoid logical fallacies.

Technology Pedagogical Content Knowledge-based learning model in Citizenship Education courses Dahnial, Irfan; Hasibuan, Selamat Husni; Nasution, Dewi Kesuma; Daniela, Izabela Radu
Jurnal Civics: Media Kajian Kewarganegaraan Vol 20, No 1 (2023)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v20i1.51796

This study aims to see the readiness of each educator in using knowledge-based learning models of technological pedagogic content in Civics learning. In this case, educators and lecturers play an important role in controlling the learning situation of technology pedagogic content knowledge, researchers consider one of the most effective learning models to be TPACK. In this study, researchers used quantitative research methods to measure the extent to which the learning model influenced knowledge of technological pedagogic content and the readiness of students to carry out learning in the classroom environment. The results of the study show that the TPACK model is very effective in the learning process, especially in Civics subjects, that incorporating TPACK into teacher preparation and professional development programs can lead to improved teaching practices and student learning outcomes. TPACK has become an increasingly important framework in education, as technology continues to play a greater role in teaching and learning.

HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT Heridayani, Heridayani; Hasibuan, Selamat Husni; Wariyati, Wariyati
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics (in Progress)
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2277

This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.

HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT Heridayani, Heridayani; Hasibuan, Selamat Husni; Wariyati, Wariyati
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2277

This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.

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