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All Journal Jurnal Celtic Language Literacy: Journal of Linguistics, Literature, and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings Journal of Research on English and Language Learning (J-REaLL) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Seminar Nasional Peningkatan Mutu Pendidikan ELLITE: Journal of Education, Linguistics, Literature and Language Teaching Jurnal Pendidikan dan Pengabdian Masyarakat Komposit : Jurnal Pengabdian Dan Pemberdayaan Masyarakat International Journal of Social Sciences and Humanities

Rahmiati Rahmiati

Universitas Samudra

Author-ID : 2627734

Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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REWARD AND PUNISHMENT IN ENGLISH FOREIGN LANGUAGE CLASSROOM Wan Muthia Lubis; Irma Dewi Isda; Chairuddin Chairuddin; Evi Zulida; Rahmiati Rahmiati; Surya Asra
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 01 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

This research aimed to find out of reward and punishment used by teacher in English Foreign Language classroom and to find out reward and punishment implementation by teacher in English Foreign Language classroom. The method used in this research is descriptive qualitative research. This research was analyzed kinds of reward and punishment in efl classroom and the implementation of reward and punishment. The sample of this research is one of the English Teacher at SMPN 2 Kejuruan Muda and focus on eight grades (VIII-1) Classroom. And the final result of this research is kinds of reward that used by teacher in English Foreign Language classroom is verbal reward, non verbal reward, reward with come close to students, reward with touch, gifth, and reward with fun activities. Punishment that used by teacher in English Foreign Language classroom is preventive punishment and repressive punishment. Implementation of reward and punishment in English Foreign Language classroom that used by teacher is: First, teacher prepared the lesson material to gives for students. Second, teacher gives an explanation of the lesson material to students. Third, in the middle of the explanation of the material the teacher giving the practice questions in accordance with the subject matter given. Fourth, for students who are active in class, and answer correctly get certain reward according to those given by the teacher. The teacher only gives four ways in implementing reward and punishment in efl classroom, but the teacher does not implement the method five and six. Keyword: reward, punishment, implementation, English foreign language classroom.

A STUDY OF STUDENTS’ ANXIETY IN SPEAKING Ardhea Rosana Putri; Evi Zulida; Rahmiati Rahmiati; Surya Asra; Fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 3 No 01 (2020): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

This study aimed to describe about the factors cause students’ anxiety in speaking English and the students strategies to cope the anxiety in speaking English in Class X of SMAN 5 Langsa of 2019-2020 year as participants. Any 21 students as participants that researcher take by purposive sampling. Participants in this study just 3 students in every class.The Method used in this study was descriptive qualitative. The data were through structured Interviews and classroom observations. The data were in the interview transcripts. The result of this study describe three factors that cause students’ anxiety in speaking English. The first factors is Self Perception of students that always feel English is difficulty to Learn and speak. The second factor is Class Condition of Performance make students got anxiety when they speak in front of friends and teacher. The third factor in students’ Anxiety in speaking English is Fear of Making Mistakes. The result of this study found that there are three strategies that students used to cope the anxiety in speaking English. The first strategies is Preparation, eight students did preparation always felt better before speaking English. The second is Positive thinking, there are seven participants think that positive thinking can cope the anxiety in speaking English. The last strategies is Relaxation, as many as five students take this strategies if students feel anxiety and failed speaking english. Keywords: Anxiety, Speaking

AN ANALYSIS ENGLISH TEXTBOOK FOR SECOND GRADE STUDENTS AT SENIOR HIGH SCHOOL BASED ON TOMLINSON’S PRINCIPLES Azza Lutfiyyah Rambe; Evi Zulida; Makhroji Makhroji; Fadlia Fadlia; Chairuddin Chairuddin; Rahmiati Rahmiati
Journal of Education, Linguistics, Literature and Language Teaching Vol 3 No 02 (2020): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The availability of instructional materials is essential to support teaching and learning activity. In Indonesia, textbook become the popular instructional materials used in English Language Teaching (ELT). Unfortunately, textbooks are sometimes developed for commercial purposes only. Further, the textbooks are not always appropriate with the condition of the classroom. Thus, assessing textbooks become necessary to be done to know their values. This study is intended to know whether the materials in the English textbook for second grade student senior high school compatible with tomlinson’s (2011) principles. The researcher applies qualitative content analysis as the research design. The finding of this study shows that the English textbook for second grade student senior high school fulfils 15 criteria or 93,75% of tomlinson’s principles. The textbook can be a useful source of learning materials and help students, especially EFL students, in learning English. keywords : English textbook, compatibility, Tomlinson’s principles

Development of E-Module Based on Flip Book Media to Improve Students’ Speaking Skills Makhroji Makhroji; Rahmiati Rahmiati; Chairuddin Chairuddin; Irma Dewi Isda
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 4 (2023): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i4.8999

This research aims to develop E-module teaching materials based on Flip Book media to improve students' speaking skills. This research method used research and development with the Plomp model consisting of three stages: preliminary analysis phase, development or manufacture of prototypes, and assessment. The research instrument used a questionnaire, while the data analysis technique was quantitative. Based on the results of the media product feasibility test validation, the value was 85.62%, while the media feasibility test percentage was 89.58%. Next, the practicality test with a percentage of 0.86%, the results of the feasibility test and practicality test showed that the flip book-based e-module product developed was in the very valid category and suitable for use without revision. Meanwhile, the results of the N-gain score test for increasing students' speaking skills each semester towards increasing speaking skills are in the medium category, so it can be concluded that using e-modules based on Flip Book media can improve students' speaking skills.

Toxic Jealousy and the Collapse of Rationality in Shakespeare’s Othello: A Psychological Literary Criticism Study Fiza Rauzika Altasa Altasa; Evi Zulida; Rahmiati Rahmiati; Muhammad Arif Sanjaya; Irma Dewi Isda
International Journal of Social Sciences and Humanities Vol. 4 No. 1 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i1.2306

This study analyzes toxic jealousy and its destructive impact on the collapse of rationality in William Shakespeare’s Othello. The objective of this study is to explain how jealousy gradually destroys Othello’s emotional stability, trust, and rational judgment throughout the play. This study employed a descriptive qualitative method using a psychological approach to literary criticism to examine psychological dimensions represented through literary characters and emotional experiences. The data were collected from dialogues, actions, and character expressions in the play, particularly those related to Othello’s emotional transformation. The findings revealed that Othello’s toxic jealousy did not emerge suddenly but developed through interconnected psychological factors involving emotional vulnerability, psychological instability, and external manipulation. These factors gradually intensified Othello’s insecurity and suspicion toward Desdemona, resulting in obsessive suspicion, distorted judgment, and the collapse of rationality. Consequently, Othello experienced psychological deterioration that ultimately led him toward tragic action and self-destruction. This study concludes that Shakespeare portrays jealousy as a destructive psychological force capable of influencing perception, behavior, and moral judgment. Furthermore, this study contributes to psychological literary studies by emphasizing toxic jealousy as a central factor influencing Othello’s psychological transformation and tragic downfall.

Pemberdayaan Ekonomi Lokal melalui Pemanfaatan Batang Sawit menjadi Gula Merah di Aceh Tamiang Fitria Mustika; Faiz Isma; Rahmiati Rahmiati; Muhammad Fauzan Isma; Pebry Aisyah Putri Batubara
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 2 (2025): Edisi Desember
Publisher : Jurusan Teknik Sipil, Politeknik Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51510/komposit.v3i2.2719

Gula merah sawit merupakan hasil pengolahan dari air nira pohon kelapa sawit yang telah ditebang. Tujuan kegiatan ini adalah untuk memberikan edukasi pemanfaatan batang sawit menjadi gula merah kepada masyarakat khususnya ibu-ibu rumah tangga untuk membantu perekonomian masyarakat Desa Seumantoh guna meningkatkan kesejahteraan keluarga. Kegiatan pengabdian ini dilaksanakan di Desa Seumantoh, Kecamatan Karang Baru, Kabupaten Aceh Tamiang. Metode yang digunakan dalam kegiatan ini adalah perencanaan, pelaksanaan dan tahap evaluasi. Pada tahap perencaaan, berkoordinasi langsung dengan datok Desa Seumantoh. Pada tahapan persiapan, tim mempersiapkan seluruh rencana kegiatan dimulai dari sosialisasi, membuat jadwal pelatihan, peserta pelatihan hingga lokasi pelatihan. Tahap selanjutnya merupakan tahapan pelaksanaan kegiatan pengabdian. Dalam tahap ini pengabdi melakukan kegiatan sosialisasi dengan datok dan masyarakat desa dan proses pelaksanaan kegiatan berupa Pelatihan Pengolahan Batang Sawit menjadi Gula Merah Sawit (GUMES). Tahap yang terakhir adalah tahap evaluasi atas hasil yang telah dicapai dari pengabdian ini. Seluruh kegiatan akan dievaluasi untuk melihat kelebihan dan kekurangan dari kegiatan. Berdasarkan pelaksanaan pada kegiatan pengabdian kepada masyarakat maka dapat disimpulkan dengan adanya edukasi pemanfaatan batang sawit menjadi gula merah ini dapat meningkatkan pengetahuan, pemahaman, dan inovasi pengolahan gula merah.

Integrating Social-Emotional Learning in English Language Teaching: Teachers’ Perspectives, Pedagogical Practices, and Challenges Makhroji; Evi Zulida; Muhammad Arif Sanjaya; Rahmiati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17761

This study aims to explore how Social-Emotional Learning is integrated into English Language Teaching by examining teachers’ perspectives, pedagogical practices, and implementation challenges, and to provide pedagogical implications for enhancing ELT practices, focusing on the Indonesian context of Kota Langsa, Aceh. Using a mixed-methods design, the research employed 50 questionnaires containing 30 items to gather quantitative data and conducted 12 in-depth interviews to collect qualitative insights. The study involved 50 English teachers from junior and senior high schools in Kota Langsa, Indonesia, representing public, private, and Islamic boarding schools. Quantitative data were analyzed using descriptive and inferential statistics, including independent-samples t-tests, with SPSS. Qualitative data were examined through thematic analysis. Integration of both strands enabled triangulation, generating findings that were both statistically grounded and contextually rich. Results indicated that while teachers demonstrated high awareness of SEL benefits (M = 4.32, SD = 0.45), their classroom practice remained moderate (M = 3.65, SD = 0.52), revealing a significant awareness-practice gap. Institutional constraints, limited training, and cultural issues were identified as major barriers, with public school teachers reporting more systemic challenges than private school teachers (p = 0.003, Cohen’s d = 0.88). Qualitative findings highlighted culturally responsive practices, such as integrating Islamic narratives, alongside the need for institutional support. The study concludes by recommending localized strategies and systematic training to bridge the gap between SEL awareness and classroom implementation.

Co-Authors Allif Syahputra Bania Ardhea Rosana Putri Azza Lutfiyyah Rambe Chairuddin Chairuddin Elma Tiara Fadlia Fadlia Fadlia Fadlia Faiz Isma Fitria Mustika Fiza Rauzika Altasa Fiza Rauzika Altasa Altasa Imran Imran Imran Imran Irma Dewi Isda Iskandar Abdul Samad Makhroji Makhroji Makhroji Maria Ulfa Merina Devira Muhammad Arif Sanjaya Muhammad Fauzan Isma Muhammad Yakob Nuraini Nuraini Nursamsu Nursamsu Pebry Aisyah Putri Batubara Prima Nucifera Purwati Purwati Putri baroona Rachmat Almi Putra Surya Asra Surya Asra Wan Muthia Lubis Zulida, Evi

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