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All Journal Englisia Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Geografi JMM (Jurnal Masyarakat Mandiri) Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Vokasi Journal of Language and Literature Seminar Nasional Peningkatan Mutu Pendidikan ELLITE: Journal of Education, Linguistics, Literature and Language Teaching Unram Journal of Community Service (UJCS) Jurnal Pengabdian Masyarakat Bestari (JPMB) SEUNEUBOK LADA: Jurnal ilmu-ilmu Sejarah, Sosial, Budaya dan Kependidikan Jurnal Pengabdian Pada Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat

Zulida, Evi

Universitas Samudra

Author-ID : 2627747

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LANGUAGE POLICY IN BILINGUAL FAMILIES IN LANGSA Alfi Sahri; Fadlia Fadlia; Makhroji Makhroji; Imran Imran; Evi Zulida
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

The purpose of this research are: To find out how do parents in bilingual families decide language policy in their family and to find out what are factors influencing of deciding language policy. This study uses descriptive qualitative methods. The subjects of this study were two-language families in the birem puntong with twenty-five families as subjects. The research instruments were dept interview, recording equipment and documentation. The results of these research were birem puntong group did not have a policy to maintain and use regional language at home and in the environment. And factors that influence the use of the term language policy in bilingual are, parental language use and ideology and children and language practice.

EFFECTIVENESS OF TEST DESIGN BETWEEN OF CLOZE TEST AND MULTIPLE CHOICE TEST FOR READING COMPREHENSION Elma Tiara; Chairuddin Chairuddin; Makhroji Makhroji; Evi Zulida; Fadlia Fadlia; Rahmiati Rahmiati
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The use of tests that is suitable for use by teachers in learning needs to be considered. This aims to produce a satisfactory of the test result. So the teacher needs to consider what type of test is given to students. So the researcher conducted a study to analyze of effectiveness of test design between of cloze test and multiple choice test for reading comprehension at SMA Negeri 3 Langsa. The purposes of research were to find out if there is a difference between multiple choice test and cloze test in teaching EFL for reading comprehension and to find out which of the most effectiveness between multiple choice tests or cloze test in teaching EFL for reading comprehension. The method of this research is qualitative approach. The sample of this research is the students at class XII Bahasa in SMA Negeri 3 Langsa. In this study, the researcher collected data to conduct on 22nd October 2018 until 19th October 2018 in SMAN 3 Langsa. The result of study showed that the result of testing the students’ reading comprehension showed that the students’ test 1 showed that multiple choice test has mean score 8,1 and cloze test has mean score 7,3. It meant multiple choice test more effective in testing reading comprehension for the students. The result of the students’ test 2 showed that multiple choice test has mean score 8 and cloze test has mean score 5,3. It meant multiple choice test more effective in testing reading comprehension for the students and the result of the teachers’ interview showed that multiple choice test more effective than cloze test but the result of the students’ interview showed that multiple choice test was very difficult. It meant the result of the students’ test between the students’ interview opposite because the students said multiple choice test was very difficult, automatically the students got the multiple choice test score lower than the cloze test score.

TEACHER AND STUDENT’S INTERACTION BY USING FOREIGN LANGUAGE INTERACTION (FLINT) Fathya Delona Pratiwi; Chairuddin Chairuddin; Makhroji Makhroji; Evi Zulida; Fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The purposes of this research were to describe how was the teacher and student’s interaction and to identify the categories of FLINT were used in English class at SMAN 1 Langsa. The research used qualitative design with the object was teacher- students interaction during the class. The subjects of the research were an English teacher and 30 students at a second-year class. The interaction in the classroom revealed that the teacher interacted with students by being cheerful, good natured, patient, not irritable, having good teaching skill, friendly, companionable, knowledgeable, building good communication, interested in students, understandable, and impartial. The students did most of the role but less increased in planning their own learning, mentoring and learning from other students. Furthermore, the communication that happened in the learning process applied all categories of talk as mentioned in FLINT system. The result of the research showed that the pattern of interaction was mostly started by the teacher with utterance of teacher talk was 424 times in a meeting, while the students talk produced 299 times. Asking questions was the most category occurred with 192 times. The least frequently category was using ideas of students which was only 2 utterances produced by the teacher. In student talk categories, student initiation was the most occurred with 142 times and confusion was the least category used with only 11 times. Based on the result above, it can be suggested for the teacher to increase using ideas of student’s category, the teacher should use more students’ ideas in order to make them understand and less confused while teacher is explaining the topic of the lesson.

GENDER EQUALITY IN EDUCATIONAL LITERACY IN LANGSA sarah ziehan harahap; Chairuddin Chairuddin; Evi Zulida; Makhroji Makhroji; fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.177 KB)

This research offers and overview of the main developments in the field of Sociolinguistic studies. The education should be equal in both gender, no matter the background is. This paper examine the characteristics and the factors of inhibiting the gender equality in educational literacy in Langsa. The purpose of this research are: to find out how are the characteristics of gender equality in educational literacy in Langsa and to find out what are the factors that could inhibit gender equality in educational literacy. This research uses descriptive qualitative methods, namely observation, semi-structured interviews, and documentation. The subjects of this research are twenty parents (ten men and ten women) in Langsa. The research instruments were questions, recording equipment and documentation. The procedure for collecting data is library research, conducting interviews, voice recorders and concluding. The results of this research are the characteristics of gender equality in educational literacy and the factors could inhibit the gender equality in educational literacy in Langsa. Key words: Gender, Equality, Inequality, Education, Langsa

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

A STUDY OF EFFECTIVENESS COOPERATIVE LEARNING MODELS IN EFL CLASSROOM Riski Rahmadani Harahap; Makhroji Makhroji; Evi Zulida; Fadlia Fadlia; Chairuddin Chairuddin
Journal of Education, Linguistics, Literature and Language Teaching Vol 4 No 02 (2021): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

Using the right technique to teach writing descriptive text is very important to help students overcome problems in writing. Think-Pair-Share Technique is a kind of cooperative learning technique. This technique encourages students to actively involve in the learning process since they have to discuss with their partner about the material being learned. This research was conducted with qualitative research design type library research, to find out the effectiveness of Think Pair Share (TPS) technique in Students’ Writing Skills in Descriptive Text. The instrument of this research is books, journal, and other documents. The qualitative data were analyzed by using four stages suggested by Miles and Huberman. The data that has been obtained then analyzed and concluded in order to obtain conclusions about literary studies. Based on qualitative data, The result of the research showed that there is a positive effect of think pair share in writing descriptive text and for the class situation on the learning process.

Developing ESP based-digital learning materials support students’ needs at Indonesian vocational schools: Perceived quality Fadlia, Fadlia; Asra, Surya; Zulida, Evi; Santosa, Made Hery
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12166

The purpose of incorporating digital learning materials into vocational school English instruction is to assist students in acquiring specific competencies. Additionally, prepared digital learning materials are intended to assist teachers in developing instructional materials that follow the principles of English for Specific Purposes (ESP) in vocational high schools (SMK). The research used the qualitative research and development (R&D) method. The stages of developing this teaching material model are adapted from Thiagarajan, Semmel, and Semmel's 4Ds model (1974), which consists of four stages: define, design, develop, and disseminate. As data sources, the participants were two teachers from two different vocational schools with a combined enrolment of 115 students. This research's results are a model for developing digital-based teaching materials (prepared digital learning materials). Furthermore, it was discovered that using the prepared digital learning materials greatly aided teachers in teaching English to achieve specific competencies. From the students' perspective, they admitted that it was also exciting because they perceived learning as distinct from traditional learning materials due to digital materials usage.

The Influence of Teacher Personality on Students English Learning Competencies Cahya, Uci Dwi; Astari, Weni; Apriani, Wiwin; Zulida, Evi
Humanitatis : Journal of Language and Literature Vol 11 No 1 (2024)
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v11i1.4553

English teacher’s personality competency in improving students’ English language skills at Unggul Cut Nyak Dhien High School, Langsa City, is quite good. However, although the teacher’s personality is good, namely attitude and learning methods, it still needs to be improved in terms of using innovative learning media according to current developments because the teacher’s attitude and personality greatly influence students’ interest in learning. The method used in this research is descriptive qualitative. Data collection techniques use observation, interviews, and documentation, while data analysis uses Miles and Huberman’s theory through data reduction, data presentation, and data conclusions. The research results found that the personality competence of English teachers is very good, thereby increasing students’ competence in English; this can be seen through teacher discipline, good communication with students, fellow teachers, and the surrounding environment, and carrying out their duties as teachers well. The hope is that the results of this research can be used as a reading reference or increase knowledge.

Co-Authors Abdul L. Mawardi Agus Putra AS Al Tasa, Fiza Rauzika Alfi Sahri Allif Syahputra Bania Altasa, Fiza Rauzika Apriani, Wiwin Arbaiyah, Arbaiyah Ardhea Rosana Putri Asnidar Asnidar Ayu Suciani Azza Lutfiyyah Rambe Baihaqi Baihaqi cahya, uci dwi Chairuddin Chairuddin Chairuddin Chairuddin Cut Nuraini Desy Irafadillah Effendi Dyah Setyowati Ciptaningrum Elma Tiara Fadlia Fadlia Fadlia, Fadlia Fathya Delona Pratiwi Fatma Zahara Fiza Rauzika Altasa Guntur Arie Wibowo, Guntur Arie Hasrina, Noliza Ike Idriani Saragih Imran Imran Indah Afani Iqlima Azhar Irma Dewi Isda Ita Rahayu Jamilah Jamilah Jumaida Manurung Made Hery Santosa Makhroji Makhroji Mawaddah, Aina Merina Devira Muhammad Jamil Nur Azizah Prima Nucifera Purwati Purwati Purwati Purwati Rahmiati Rahmiati Rahmiati Rahmiati Rahmiati Riski Rahmadani Harahap Safuridar Sanjaya, Muhammad Arif sarah ziehan harahap Setiana, Diana Soedirman Z Surya Asra Surya Asra Wan Muthia Lubis Weni Astari, Weni

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