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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Linguistic, English Education and Art (LEEA) Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Etika Demokrasi Journal of English Education, Linguistic and Literature Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Basataka (JBT) Bahasa Indonesia Prima INTERACTION: Jurnal Pendidikan Bahasa English Language Teaching Prima Journal (ELT) Elsya : Journal of English Language Studies Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Cendikia : Media Jurnal Ilmiah Pendidikan Joal : Journal of Applied Linguistics Linguistic, English Education and Art (LEEA) Journal Jurnal Dedikasi untuk Negeri EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics INTERACTION: Jurnal Pendidikan Bahasa Jurnal Kegiatan Pengabdian Mahasiswa (JKPM)
Tarigan, Sri Ninta
Universitas Prima Indonesia
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Transportation Other

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STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXT Manisha Koilara; Four Satria Tambunan; Diana Romaito Hutabarat; Sri Ninta Tarigan
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.906

Abstract

This research aims to describe students' difficulties in writing narrative texts, the students' more dominant problems and to know English teacher action to solve the problem. The researchers used qualitative research and a descriptive case study. This study tries to observe students' mistakes in writing narrative texts. The data collected based on the students' answer sheet. The categories made based on the students' answer sheets in writing Narrative texts. The things that recorded by the researchers for giving scores are the four generic structures: Orientation, Complication, Resolution, and Re-Orientation/Coda. And the researchers found that the students still had difficulties in writing narrative texts with the generic structures. Based on the findings, from 26 students only 3 students can distinguish between parts of generic structures and the rest must practice at home and ask the teacher to make improvements.
IMPROVING THE STUDENTS'VOCABULARY MASTERY BY USING ENGLISH SONG AT MARKUS MIDDLE SCHOOL MEDAN Lenna Sinaga; Sri Ninta Tarigan
ELT (English Language Teaching Prima Journal) Vol. 5 No. 2 (2023): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v5i2.4774

Abstract

This research was aimed to find out the improving students’ vocabulary mastery by using english song . The subject of this research was third grade of Markus Middle School Medan. It was consisted of one class and 26 students as respondents. The object of this research was to improve students vocabulary mastery by using english song. Employing Classroom Action Research (CAR) with two cycles using quantitative methods to gather data through pre-tests and post-tests. The findings revealed that instructional media played a crucial role in enhancing students' listening skills, particularly addressing the limitations in their English vocabulary. This was substantiated by the mean score in the second cycle (60.76%), indicating a 20% improvement from the first cycle's mean score (40.76%). The conclusion drawn was that there was a significant improvement in the ability of class IX-C students at Markus Middle School to listen to a song, as evidenced by higher scores in both content and organization in the second cycle compared to the first. This success reflects a substantial achievement in enhancing students' listening skills.
USING GRAMMAR TRANSLATION METHOD TO IMPROVE STUDENT'S COMPREHENSION AT SMP SWASTA PENGHARAPAN MEDAN Sri Ninta Tarigan; Tiarnita Maria Sarjani Siregar; Luz Oktalia Barus; Mesrida Sigalingging
ELT (English Language Teaching Prima Journal) Vol. 6 No. 1 (2024): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v6i1.5118

Abstract

This research was conducted to describe the process of increasing students' understanding of comparative degrees through the Grammar Translation Method and to find out whether the grammar-translation method can improve students' understanding of comparative degrees among Medan Pengharapan Private Middle School students. Class I and II students of Medan Pengharapan Private Middle School were the research subjects. Tests and observations are data collection tools. Students are taught using qualitative and quantitative approaches, or classroom action research. Based on this research, it can be concluded that students already understand when taking tests. This was proven when working on the first cycle: 28 students did not understand (below average) the degree of comparison, and after being given the first treatment, this increased to 12 students who understood it but did not understand comparative degrees. After being given the second treatment, only 10 students did not understand comparative degrees.
The Use of Kahoot Game to Improve Students’ Vocabulary Comprehension br Pinem, Zea Netta; Tarigan, Sri Ninta
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.6717

Abstract

This study aimed to assess the efficacy of a game called Kahoot to enhance the student's understanding of vocabulary. This study employed quantitative methods, which involved conducting a pre-experimental method and using a one-group pre-test and post-test design. The research sample comprised 30 eighth-grade students from SMP Gajah Mada Medan. Researchers employed pre-test and post-test instruments based on themes mentioned in Things Around Us. According to the research findings, the Kahoot Game can help students improve their vocabulary. The students' average pre-test score demonstrates this was 61.07. After receiving treatment using the Kahoot game, the score increased on the post-test. Students achieved an average score of 75.33. If we look at the descriptive data, there has been quite a significant increase. The researcher assessed each student's understanding of terminology both before and following the administration of treatment. The t-test formula is utilized to evaluate student's proficiency in language comprehension. The research findings indicate that the statistical computation of the value level of significance is 0.000 lower than sig.0.05 (based on a significance level of 5%). This value indicates a considerable difference between the student's pretest and post-test scores. The results showed that eighth graders at Gajah Mada Middle School could use the Kahoot website to enhance their vocabulary comprehension.
Teachers' Strategies in Teaching Reading Comprehension in SMPN 7 Medan City Br Bangun, Zefanya Olivia; Tarigan, Sri Ninta
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.7034

Abstract

Globalization has made English increasingly important as an international language in commerce, technology and education. Knowing how to speak English is certainly very useful and beneficial, given the importance of the English language. Of the four skills that teachers teach their students, reading is one of the most important skills in English and provides many benefits. This study examines the strategies used by English teachers to teach reading comprehension and their implementation at SMPN 7 Medan City. This research is descriptive qualitative in nature, using observation and interviews. Two English teachers served as informants in this study. The result of this study is based on the observation, the researcher first found that there are three strategies used by English teachers, namely (1) Scaffolding, (2) Question Answer Relationship (QAR) and (3) Discussion Strategy. Teachers use these strategies to help students understand the reading material. Students are encouraged to concentrate more on the text, and teachers can also assist students in developing the meaning of the reading material so that they can more quickly understand the content. In the Application of strategies used by English teachers to teach reading comprehension. First, scaffolding strategies that can create readable concepts are the methods used by the teacher. Second, this teacher uses the QARs strategy, where she asks her students about the terms she uses in the text after they finish reading it. Third, the discussion strategy which can make students more active in exchanging ideas when discussing with classmates. This method is used to ensure that students understand the text they read.
Using WH-Questions Method in Pantomime Video via Zoom: Improving Students’ Writing Skill in Narrative Text Willinsky, Raymond; Liana, Cindy; Velora, Vontricia; Tarigan, Sri Ninta
Elsya : Journal of English Language Studies Vol. 3 No. 2 (2021): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v3i2.6214

Abstract

The purpose of this research is to find out whether pantomime videos of WH-Questions, i.e., who, what, when, where, why, which and how, are able to improve students’ narrative text writing ability. Involving students from 10th grade computer network engineering (X TKJ1) of SMK Swasta Imelda Medan, the method used in this research is classroom action research. The action research was conducted in two cycles and analysed two types of data, namely qualitative and quantitative, obtained with instruments of writing test and open-ended questionnaire. The results of the research show that the obvious improvement is, by using pantomime video as guided, students were able to create a variety of better ways to start a story or narrative. Besides, the students could make sure that they used the appropriate verb tense in their writing. Moreover, the students could widen their vocabulary in describing the action of the mimes in pantomime video. Remembering the online teaching-learning process held in this pandemic era is hindering students’ engagement with most English skills, the researchers proved that watching pantomime video via Zoom can significantly heighten students’ enthusiasm in learning online and push them to figure out ways, thus using more words, in describing pantomimes than they usually would with traditional lesson instrument of books or written materials.
The Students’ Strategies in Online Learning Interaction: Exploring Politeness in Google Classroom during Covid-19 Pandemic Sembiring, Elita Modesta Br.; Sianturi, Srisofian; Simanjuntak, Faido Marudut Pardamean; Tarigan, Sri Ninta
Elsya : Journal of English Language Studies Vol. 3 No. 3 (2021): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v3i3.6725

Abstract

Teacher-student politeness has been well-explored over the years, but mostly in direct or face-to-face communication. This study aims to fill the gap of politeness between students and educators in online learning, specifically in the sessions of one of the staple and most used educational platforms during the Covid-19 pandemic, namely Google Classroom. This study applies qualitative research method by describing the phenomenon of the language. This study observed the interaction of 36 English Literature Department students during their Google Classroom sessions from April to July 2021. The researchers analysed the students’ interaction with their lecturer according to Brown and Levinson’s politeness theory. Five politeness strategies were identified, namely the positive politeness strategies (i.e., greeting, gratitude and address term), negative politeness (i.e., apology) and vernacular language. The gratitude and address term expression conveyed by “Thank you, Mam” is dominantly used by students to minimize threat when giving comments for every instruction created by lecturer. Results of this study showed that the students use politeness strategies to ensure the effectiveness of online learning, yet they also limit their text-based interaction with the short expressions of politeness such as “Hi, mam” or “Yes, mam”. This finding contributes to shedding light on the aspect of politeness in online interaction in Google Classroom and directs future studies to explore politeness in other contexts.
PELATIHAN PENGEMBANGAN DIRI MAHASISWA BERKOMPETENSI BAHASA INGGRIS DI STIKES COLUMBIA ASIA MEDAN br sembiring, yenita; Saragih, Sontina; Ansarika, Roy Dedi; Tarigan, Natalia Widya Pasca; Tarigan, Sri Ninta; Ginting, Kristi Endah Ndilosa
Jurnal Dedikasi untuk Negeri Vol 3, No 2 (2024)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat UML

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v3i2.3028

Abstract

Penguasaan bahasa Inggris menjadi salah satu kompetensi esensial bagi mahasiswa di era globalisasi, khususnya di bidang kesehatan, di mana kemampuan ini mendukung akses terhadap literatur internasional dan interaksi lintas budaya. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi bahasa Inggris dan keterampilan pengembangan diri mahasiswa STIKES Columbia Asia Medan melalui pelatihan berbasis praktik dan kontekstual. Metode pelatihan meliputi pre-test, pelatihan intensif, dan post-test, yang dirancang untuk mengintegrasikan keterampilan bahasa Inggris dengan pengembangan soft skills, seperti komunikasi interpersonal, kerja tim, dan manajemen waktu. Pelatihan berlangsung selama empat hari dengan pendekatan interaktif, termasuk simulasi skenario profesional, latihan menulis akademik, dan diskusi kelompok. Hasil pelatihan menunjukkan peningkatan signifikan pada kemampuan bahasa Inggris, kepercayaan diri, dan keterampilan soft skills mahasiswa, dengan rata-rata peningkatan skor post-test sebesar 30%. Program ini membuktikan efektivitas pendekatan berbasis praktik dalam menjawab kebutuhan spesifik mahasiswa kesehatan, sekaligus memberikan kontribusi nyata terhadap pengembangan kompetensi mereka untuk bersaing di dunia kerja global. Program ini diharapkan menjadi model untuk pelatihan serupa di institusi lain, sekaligus mendukung misi STIKES Columbia Asia Medan dalam menghasilkan lulusan yang kompeten secara akademik dan profesional.
The effectiveness of using spotify to improve students’ listening skills at SMP Panca Budi Medan Suryanawi, Suryanawi; Sinurat , Crist Nova; Azis, Ananda Rizkia; Tarigan, Sri Ninta; Rahmawati, Rahmawati
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 15 No 6 (2025): July: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v15i6.6411

Abstract

This study aimed to examine the effectiveness of using Spotify to improve students’ listening skills, specifically through listening to English songs to identify missing words and analyze grammatical structures in the lyrics. A quantitative method with a pre-experimental design was applied, utilizing a one-group pre-test and post-test approach. The participants consisted of 25 ninth-grade students from class IX-2 at SMP Panca Budi Medan. Data were collected through listening tests conducted before and after the treatment. The pre-test results showed a total score of 1090 with an average of 43.6, indicating low listening proficiency. After the treatment using Spotify, the post-test results increased significantly to a total score of 2140, with an average of 85.6. Statistical analysis revealed that the significance value (Sig.) was less than 0.05, confirming that the alternative hypothesis (H?) was accepted and the null hypothesis (H?) was rejected. These results indicate that the use of Spotify was effective in enhancing students’ listening skills. The findings suggest that integrating digital music platforms like Spotify into English language instruction can provide students with engaging and authentic listening experiences. This approach not only increases students’ motivation and enjoyment but also supports their comprehension of real-life language use. Therefore, educators are encouraged to utilize music-based applications as supplementary tools in teaching listening, particularly for learners in EFL (English as a Foreign Language) contexts.
Teachers’ Challenges in Teaching Reading to Students with Low English Proficiency at Telkom Schools Medan Gultom, Ika Marlina; Tarigan, Sri Ninta; Br Sembiring, Elita Modesta
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7141

Abstract

This study examines the difficulties faced by English teachers at Telkom Schools Medan when instructing reading to students who don't speak the language well. Using a qualitative case study methodology, information was gathered via document analysis, classroom observations, and interviews. Limited student vocabulary, poor comprehension of narrative text structure, inference difficulties, low motivation, and a lack of instructional resources are the five main issues identified by the findings. These issues make it difficult for teachers to provide effective instruction and impair students' reading comprehension. Teachers employ techniques like scaffolding, differentiated instruction, and the use of multimodal materials in spite of the obstacles. However, the lack of institutional support frequently limits their efforts. In order to promote reading development in EFL contexts, the study emphasises the necessity of enhanced teacher preparation, enriched learning materials, and greater institutional cooperation.
Co-Authors Afldy Nurseri Sihotang Afrilia Aries Tanti Anita Lovia Girsang Ansarika, Roy Dedi Ariesa, Yeni Aritonang, Nia Azis, Ananda Rizkia Barus, Luz Oktalia Br Bangun, Zefanya Olivia br Pinem, Zea Netta Br Sembiring, Elita Modesta Cahaya Riama Yanti Nehe Clara Novita Damitra Paolo Purba Dara Saras Putri David Ricardo Sianipar Delfi Suriani Sitorus Dewi Sartika Sianturi Diana Romaito Hutabarat Dinda Syafitri Elita Modesta Br. Sembiring ELTP LTP Enda Putri Pramana Faido Marudut Pardamean Simanjuntak Feber Anggelina Br Bangun Four Satria Tambunan Fransiska Vanny Guitara Marbun Friska Novi Silalahi Ghisela Stefany Putri Ginting, Kristi Endah Ndilosa Gultom, Ika Marlina Herman Yanto Gea Hutagalung, Yohana Hutahean, Maria ifan Giawa Imelda M Simorangkir Irvi Marca A Munte Jelinta Br Tarigan Juita Mariani Simamora Karisma Erikson Tarigan Khairun Nisa Kristiani Lisma Vera Br Ginting Kristina Elisabet Ledy Ana Manalu Lenna Sinaga Liana, Cindy Lisnawaty br Ginting Lita K Sihombing Luz Oktalia Barus Manisha Koilara Martauli Pangaribuan Mauritz Anggadewa Mei Sari Hasibuan Meilia Novianty Bangun Merry Yohana Sinaga Mesrida Sigalingging MEY ARSEL MEY ARSEL Mian Ronauli Manurung Monaris Pasaribu Mulyadi Mulyadi Nani Haro Narma A. Situmorang Nia Aritonang Nita Paskarina Manullang Nurfadilah Ginting Oktaria Putri Loi Pangaribuan, Riana Peibe Elisabeth Silaen Permata S, Vania Sri PURBA, SINTAULI Putri Anita Simbolon Putri, Ghisela Stefany Rahmawati, Rahmawati Ramauli Sinaga RESTINA TOGATOROP Ria Monalisa Simanjuntak Riana Pangaribuan Rosija Pasaribu Rudi Martono Jaya Sinaga Saragih, Sontina Sembiring, yenita Setilina Bu'ulolo Sianturi, Srisofian Sigalingging, Mesrida Sihombing, Lita K Sihotang, Afldy Nurseri Simorangkir, Imelda M Sinaga, Lenna SINTAULI PURBA Sinurat , Crist Nova SIREGAR, TIARNITA MARIA SARJANI Siti Wina Putri Lubis Sri Inca Gultom Sri Tamba Stephania Denika Br Sagala Sumianti Magdalena Pardede Suryanawi, Suryanawi Tambun Saribu, Holfian Daulat Tarigan, Natalia Widya Pasca Tiarnita Maria Sarjana Siregar TIARNITA MARIA SARJANI SIREGAR TOGATOROP, RESTINA Vania Sri Permata S Velora, Vontricia Vienna Christanty Limbong Vivin Sunarko Willinsky, Raymond Yohana Hutagalung Yusri Apriani Margaretha Turnip Zalukhu, Wetby Alvania Valentini