Article Per Year (5 Year)
p-Index From 2021 - 2026
3.291
P-Index
This Author published in this journals
All Journal Parole: Journal of Linguistics and Education Al Ishlah Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan dan Konseling Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Abdidas Multicience Society: Jurnal Pengabdian Masyarakat International Journal of Educational Research Excellence (IJERE) KOLONI Educate : Journal of Education and Learning
Selviana Napitupulu
English Education Study Program, Faculty Of Teacher Training And Education Universitas Hkbp Nommensen Pematangsiantar
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
A Conceptual Analysis of Linguistic, Organizational, and Affective Challenges in EFL Descriptive Writing Sarah Theodora Wahyuni Lumbantobing; 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.v4i1.1582

Abstract

This study aims to conceptually examine the linguistic, organizational, and affective challenges encountered by EFL learners in writing descriptive texts. Employing a qualitative conceptual approach, the study critically synthesizes findings from relevant empirical and theoretical studies on EFL writing, with particular attention to the Indonesian context. The analysis reveals that students’ writing difficulties are not solely rooted in linguistic limitations such as grammar and vocabulary, but are also closely associated with weaknesses in text organization and affective factors, including writing anxiety, low self-confidence, and fear of making errors. Importantly, these challenges are found to be interrelated, whereby linguistic difficulties tend to intensify affective barriers, which subsequently hinder learners’ ability to organize ideas coherently. The theoretical contribution of this study lies in its integrative conceptual framework that positions linguistic, organizational, and affective dimensions as mutually reinforcing components of EFL writing difficulties, extending previous research that has predominantly examined these aspects in isolation. The study concludes that pedagogical responses to EFL writing challenges should adopt a holistic approach that simultaneously addresses language form, text structure, and learners’ emotional engagement in the writing process.
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.
Co-Authors ADINDA PUJA ANTIKA Anggun Tiur Ida Sinaga Anita Sitanggang APRIDA YANTI HUTAGALUNG Aprido.B. Simamora Ara Doni Nainggolan Bertaria Sohnata Hutauruk Bhets Dewani Sipayung Bobby Pramjit Singh Dhillon Cindya Septiany Simanjuntak Debora Hutajulu Dewi Fortuna Aruan DINDA M HASIBUAN Donna Ria Pasaribu EGA FITRIA ANGGRAINI Eksaulina Simanjuntak EKY SYAHDITRA SITORUS Erna Helena M Tampubolon Erna Helena M Tampubolon EVA AUDRYNA NAINGGOLAN EVELIN TRINITA PAKPAHAN Fajar Ningsih Simanjuntak Fenty Debora Napitupulu FERI ANTONI SINAGA Firman Pangaribuan Gebby Gabriella Simanjuntak Imeliana Saragih Indah Peronika Siahaan Injen Pardamean Butar-Butar Janantri Hotmauli Nainggolan JESICA INSANI PURBA Jesika Melina Simamora Juliana Tifani Kevin William Andri Siahaan Kisno Kisno Kurnia Sarah Lidya Nainggolan Ligita Friskila Lumbantobing Liska Sinaga Manalu, David Berthony Maria Hutauruk MARIA PAULINA ANGLE RAJAGUKGUK Monira Noverdita Sinaga NADIA JULYANTI NAINGGOLAN Novra Melisa P. Hutabarat Nurliani Manurung Osco Parmonangan Siajabat Pani Santarika Saragih PRATIWI SETIA BINA MANURUNG Prini Desima Evawani Ambarita Rani Puspa Sari RIBKA G. RITONGA Rotua Sinta Marito Pakpahan Sarah Theodora Wahyuni Lumbantobing Sibagariang, Susy Alestriani Sihombing, Lisbet Sijabat, Osco Parmonangan Simamora, Rianita Sirait, Jumaria Syamsul Bahri Theresia Siahaan Tiara Kristina Pasaribu Titin Marpaung UCI NURSANTY HALOHO Uci Nursanty Haloho VITA TESSALONICA REBECCA SIMAMORA YESIKA HELTISA SIREGAR Yoel Octobe Purba