Article Per Year (5 Year)
p-Index From 2021 - 2026
7.14
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Indonesian EFL Journal BASIS (BAHASA DAN SASTRA INGGRIS) Edulitics (Education, Literature, and Linguistics) Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter VISION PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA JET (Journal of English Teaching) Adi Buana EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI Lectura : Jurnal Pendidikan Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching and Linguistics Faktor Jurnal Ilmiah Kependidikan ELITE Journal: Journal of English Linguistics, Literature, and Education Jurnal Onoma: Pendidikan, Bahasa, dan Sastra NOTION: Journal of Linguistics, Literature, and Culture Scope: Journal of English Language Teaching JALL (Journal of Applied Linguistics and Literacy) Community Development Journal: Jurnal Pengabdian Masyarakat Getsempena English Education Journal JURMA : Jurnal Program Mahasiswa Kreatif Lexeme : Journal of Linguistics and Applied Linguistics Al-Bidayah: Jurnal Pendidikan Dasar Islam Didaktika: Jurnal Kependidikan AR-RIAYAH : Jurnal Pendidikan Dasar Edu Cendikia: Jurnal Ilmiah Kependidikan ELECTRUM: The English Language and Education Spectrum Tarling : Journal of Language Education PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Indonesian Journal of English Teaching Journal of English Language Teaching, Linguistics, and Literature Studies Jurnal Basicedu Yavana Bhasha: Journal of English Language Education Metathesis: Journal of English Language, Literature, and Teaching EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Erudita: Journal of English Language Teaching Inspiration : Instructional Practices in Language Education SCHOULID: Indonesian Journal of School Counseling
Sholihatul Hamidah Daulay
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 59 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 59 Documents
Search

 2   3   4   5   6 
Interrogating the text: questioning to mediate junior secondary school students’ barriers to reading comprehension Sholihatul Hamidah Daulay; Achmad Ramadhan; Adelia Fitriani
Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v3i1.6204

Abstract

Reading comprehension is the capacity to analyze and comprehend the text’s meaning. Reading through questioning techniques can improve the skill of thinking, but it can also be a problem for some individuals. This study aims to unveil EFL students’ barriers in reading comprehension through questioning technique. Eight students and one English teacher at a private junior secondary school in Medan, South Sumatera, Indonesia participated in this study. Nested in qualitative descriptive method, classroom observation and semi-structured interview were used to gather data. Study findings expose that the researchers found the students’ problems in reading comprehension through questioning techniques, such as problems in concentration, problems in understanding vocabulary, comprehending long sentences, arranging words in English, applying grammatical rules, and understanding how to pronounce the words (error pronunciation). In response to the students’ barriers, this study recommends to solve these problems through organizing an ice-breaking, giving some questions to students, and providing opportunities for students to ask questions.
Fondi Application To Enhance Students’ Speaking Learning: Students’ Views Dinda Gustiana; Sholihatul Hamidah Daulay
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5622

Abstract

This research aims to find out the students' perceptions of using the Fondi application in speaking practice. This research applied a descriptive qualitative approach with a case study method to understand students' perceptions after using the Fondi app. The subject of the study were 11th grade students at Bandung 1 Percut Sei Tuan Private High School, there were 30 participants, 28 female students and 2 male students. Data was collected through ten questionnaires and semi-structured interviews to five students to gain deeper insights into students' experiences using the Fondi application. After the data was collected, the researcher analyzed it using Thematic Analysis. The results show that students have a generally positive perception of the Fondi app, particularly in four keys aspects: accessibility, effectiveness, interactivity and flexibility. Students found Fondi easy to use, it is not difficult to log into Fondi even for beginners, being able to speak with native speakers without being face-to-face gives them more confidence. In addition, Fondi offers flexibility, allowing students to practice speaking at any time without time limit and also comes with some free features. Overall, this study concludes that the Fondi app is an effective tool in improving students' English speaking skills. The findings provide important implications for the development of interactive and flexible language learning applications.
THE EFFECTIVENESS OF INQUIRY BASED LEARNING STRATEGY ON STUDENTS’ WRITING SKILL IN NARRATIVE TEXT Sholihatul Hamidah Daulay; Yani Lubis Lubis; Nurhaliza Nurhaliza
XXXXXXXX
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v2i1.17980

Abstract

Today's senior high school pupils have difficulty learning to write. Students are expected to be able to express a variety of meanings (interpersonal, conceptual, textual) in interactional oral texts and monologue. Some researchers have demonstrated that using an effective strategy is one of the ways to solve problems; inquiry-based learning is one such strategy. This study aims to determine the significance of the effect of inquiry-based learning on students' narrative writing ability in tenth grade senior high school. Using a quasi-experimental design, thirty-one students in grade X-I and thirty-one students in grade X-II were studied. Using the purposive sample method, the experimental class X-I and the control class X-II were selected. The experimental class was taught using an inquiry-based learning strategy, while the control class was taught without such a strategy. In this investigation, essay tests were used for data collection. The examinations were administered before (pre-test) and after (post-test) the treatment. The result indicates that tobserve = 2,557, while ttable indicates 1,671 with df = 60 and a significance level of 0.05. Consequently, this Ha is approved while the H0 is rejected. In conclusion, inquiry-based learning is an effective strategy for the teaching and learning process because it allows students to engage in discussion to produce their finest writing product.Keywords: Inquiry-based learning, Narrative text, Teaching and learning Strategy, Writing skill
GRAPHIC NOVELS AS A TOOL FOR BOOSTING READING COMPREHENSION IN EFL EDUCATION Wisda Naura; Sholihatul Hamidah Daulay
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10031

Abstract

Students have challenges in acquiring proficiency in English reading due to several impediments that hinder their progress. Graphic novels have emerged as unconventional teaching materials in academic settings, providing a distinct viewpoint. However, the present research in this topic is limited. This research aimed to assess how the impact of graphic novels on improving students' reading comprehension. The study included sample of ninety senior high school students, and the researcher used a pre-experimental method to gather the data. Upon finishing the reading, students underwent reading comprehension evaluations. The findings revealed a clear correlation between reading graphic novels and improved comprehension. In this research, the researchers discovered that the findings obtained from the pre-test and post-test were very significant, since there was a noticeable rise in score values before and after the participants had therapy. The findings demonstrate that graphic novels have the capacity to impact and enhance students' reading comprehension abilities.
Student’s Perception on the Effectiveness of Using Voki as a Learning Media to Improving Speaking Ability Indriana Dewi Mawarni Marpaung; Sholihatul Hamidah Daulay
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 02 (2025): Research Articles, August 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i02.6763

Abstract

This study aims to explore and describe students’ perceptions of the use of the VOKI application in English speaking activities. The research employed a descriptive qualitative method to gain a comprehensive understanding of learners’ experiences. The participants consisted of 33 students from grade XII at SMKN 1 Bandar Masilam, North Sumatra. Data collection involved two instruments: a questionnaire using a five-point Likert scale and semi-structured interviews with 10 selected students for in-depth insights. These instruments were designed to measure various dimensions, including students’ opinions on the usefulness, ease of use, and impact of VOKI on their speaking skills. The collected data were analyzed using the stages of data reduction, data presentation, and conclusion drawing as suggested by Miles and Huberman. Findings revealed that students showed a generally positive perception toward the use of VOKI in their learning process. Most students highlighted four key benefits: the application’s effectiveness in improving pronunciation, its engaging nature, accessibility across devices, and its support for collaboration in speaking activities. Furthermore, the use of avatars and animated characters in VOKI made the learning process more enjoyable, reduced anxiety during speaking practice, and increased students’ confidence to speak English. These results suggest that integrating digital tools like VOKI can significantly enhance students’ motivation and participation in speaking activities, making it a valuable alternative to conventional classroom strategies. Overall, VOKI proved to be an interactive, accessible, and student-centered medium that supports the development of speaking proficiency in a creative and engaging manner.
Integrating Character Education in English Learning to Develop Student Character in Senior High School Jihan Aldie Fathani; Sholihatul Hamidah Daulay
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1891

Abstract

This study explores the integration of character education into academic programs as a strategy to promote holistic student development. Through approaches such as experiential learning, role modeling, community service, and the cultivation of a positive school culture, core values—including respect, responsibility, empathy, integrity, and resilience—can be effectively instilled. Findings indicate that character education positively impacts academic achievement, reduces behavioral issues, and fosters the development of emotionally intelligent and socially responsible individuals. However, implementation faces challenges such as aligning academic and character goals, preparing educators, and adapting to diverse cultural contexts. The study highlights the importance of collaboration among schools, families, and communities in designing sustainable character education programs that are relevant to the demands of a globalized society.
Exploring EFL teachers' technological pedagogical content knowledge (tpack) in digital classrooms Bajuri Sahnan; Sholihatul Hamidah Daulay; Maslathif Dwi Purnomo
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 2 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086078011

Abstract

This study explores the application of the Technological Pedagogical Content Knowledge (TPACK) framework among English as a Foreign Language (EFL) teachers within digital classroom environments. As educational technology continues to reshape language teaching, it becomes essential to understand how EFL teachers integrate technological, pedagogical, and content knowledge in their instructional practices. Using a qualitative research design, this study employed in-depth semi-structured interviews with 30 EFL teachers from diverse educational institutions. The findings reveal nuanced patterns in teachers’ integration of TPACK components, shaped by factors such as access to professional development, institutional support, individual attitudes toward technology, and contextual barriers unique to EFL digital classrooms. Notably, the study highlights inconsistencies in TPACK application, with many teachers demonstrating strong pedagogical or content knowledge but struggling with technological integration. These insights contribute to a deeper understanding of TPACK implementation in digitally mediated language instruction and underscore the need for targeted support in teacher education programs. The study concludes by offering recommendations for professional development that address the evolving demands of digital language teaching and proposes directions for future research across broader educational contexts
Hello English Application to Improve the Students' Speaking Skills Sholihatul Hamidah Daulay; Deasy Yunita Siregar; Noni Sulistia
Edulitics (Education, Literature, and Linguistics) Journal Vol. 8 No. 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.4798

Abstract

The context of this study is that students' ability to speak English is quite concerning. Students' interest in speaking English is relatively low due to a lack of mastery of vocabulary, and a fear of making mistakes in pronunciation, so they rarely practice it. Students become bored learning English, so their interest in English lessons decreases. Descriptive qualitative research methodologies are used in the research. The research population consisted of MAS PAB 1 Sampali students with a total sample size of 31. The researcher chose 11 students using a purposive sampling technique, in which the sample was determined based on the selection of information sources rather than the number of participants. Methods for gathering data include observation, interviews, and documentation. Data processing involves the reduction of data, the display of data, and the drawing/verification of conclusions. The study's findings are (1) students' perceptions of using the Hello English application revealed that as many as 98% of students believed the application could help improve students' speaking skills, (2) students used Technology progress very well by using it to learn, one of which was using the Hello English application, (3) the Hello English application was very efficient for teachers in helping teach speaking English in class. Based on research findings, the Hello English application is very useful and effective in teaching and learning activities, owing to its easy and practical access on any device, as well as fun features for students that keep them interested in learning English in the future.
Analysis of Code-Mixing Among Z Generation Users on TikTok: A Sociolinguistic Study Rahmatilah Ainy Habeahan; Sholihatul Hamidah Daulay
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Penelitian ini membahas fenomena campur kode yang digunakan oleh generasi Z pada konten di media sosial TikTok. Tujuan penelitian ini adalah untuk mengetahui bentuk campur kode serta faktor yang memengaruhi penggunaannya dalam komunikasi sehari-hari di TikTok. Penelitian ini menggunakan metode deskriptif kualitatif dengan mengambil beberapa video dan komentar TikTok sebagai sumber data. Data dianalisis melalui proses pengamatan, pencatatan, dan pengelompokan jenis campur kode yang muncul. Hasil penelitian menunjukkan bahwa generasi Z sering mencampurkan bahasa Indonesia dan bahasa Inggris dalam percakapan maupun pembuatan konten. Penggunaan campur kode dipengaruhi oleh tren media sosial, kebiasaan berkomunikasi, ekspresi diri, dan keinginan untuk terlihat lebih modern. Penelitian ini menyimpulkan bahwa campur kode menjadi bagian dari gaya komunikasi generasi Z di era digital.
Co-Authors Abdul Halim Daulay Achmad Ramadhan Adelia Fitriani Afanin Nabila Ahmad Husein Nst Akhyaruddin Akhyaruddin Andika Rifandi Annisa Faradilla Arinda Salsabilla Atika Winari Putri Atika Winari Putri Aula Adnin Ritonga Ayumi Pratiwy Tanjung Baiti Ginting Bajuri Sahnan Benni Ichsanda Rahman Hz Deasy Yunita Siregar Devika Adelita Dinda Gustiana Dinda Jauhara HS Dita Khairunnisa Eka Sagita Emeliya Sukma Dara Damanik Emeliya Sukma Dara Damanik Endang Wardah Ningsih Erra Malinda Fazar Azriani Putri Fitri Randia Ningsih Gumarpi Rahis Pasaribu Hotma Berutu Indriana Dewi Mawarni Marpaung Ira Suryani Isnaini Siagian Jihan Aldie Fathani Khadijah Khadijah Khairatun Nisa Kiflaini Lisa Sersanawawi Mardianto, Mardianto Maslathif Dwi Purnomo Mega Witjaksana Mentari Octa Muhammad Dalimunte Muhammad Dalimunthe Muhammad Ichlasul Amal Nabilah Azmi Nanda Novita Noni Sulistia Novi Lestari Nurhaliza Nurhaliza Nurika Khalila Daulay Nuriza Annisa NURSYAHDIYAH NURSYAHDIYAH Nurul Atika Lubis Rabi’atun Adawiyah Rahmadsyah Rangkuti Rahmatilah Ainy Habeahan Raisah Armayanti Nasution Reflina Reflina Reflina3 Rizaldi Pulungan Rora Rizky wandini Rora Rizky Wandini Rora Rizky Wandini Rora Rizky Wandini Salminawati Siti Ferissa Fitriani Siti Ismahani Siti Khadijah Azzahra Siti Maysarah Surya Wijaya Purnama Syaukani Syaukani Tara Pratiwi Titi Nuraini Utami Dewi Viki Rahmadhani Vivi Chairani Wahdini Rizki Amali Wahyu Iskandar Willy Suari Winda Junarda Wisda Naura Yani Lubis Yani Lubis Yani Lubis Lubis Yunda Walia Shafaa Zainuddin Saragih Zulfikar Noor