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The Implementation of TPACK Approach in Teaching English Monika Situmorang; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 12, No 1 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v12i1.44536

The research purpose was to investigate the implementation of TPACK Approach in teaching English at SMP Negeri 17 Medan using descriptive qualitative research methods, and observation and interview data collection techniques. Based on the research, it is known that the first teacher implement TPACK by using mobile phones. Unlike the second teacher, she applies technological knowledge by using digital tools such as laptops, projectors and mobile phones and combining learning materials from various sources such as internet and YouTube. The components above are listed in the lesson plan prepared by the teacher. For the second problem, it was found that both teachers implemented TPACK in this way because it was adjusted to the abilities, school facilities, and also the students' backgrounds. Therefore, based on all the items on the observation check list, there are 14 items applied by the first teacher and 24 items applied by the second teacher.Keywords: TPACK Approach, Teacher, Teaching English

THE IMPLEMENTATION OF TPACK APPROACH IN TEACHING ENGLISH AT SMP N 17 MEDAN Monika Situmorang; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 12, No 2 (2023): Genre Journal
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v12i2.48606

The research purpose was to investigate the implementation of TPACK Approach in teaching English at SMP Negeri 17 Medan using descriptive qualitative research methods, and observation and interview data collection techniques. Based on the research, it is known that the first teacher implement TPACK by using mobile phones. Unlike the second teacher, she applies technological knowledge by using digital tools such as laptops, projectors and mobile phones and combining learning materials from various sources such as internet and YouTube. The components above are listed in the lesson plan prepared by the teacher. For the second problem, it was found that both teachers implemented TPACK in this way because it was adjusted to the abilities, school facilities, and also the students' backgrounds. Therefore, based on all the items on the observation check list, there are 14 items applied by the first teacher and 24 items applied by the second teacher.

An Accuracy Analysis of Translation in English-Indonesian Bilingual Children’s Storybooks through Back-Translation Yeni Erlita; Berlin Sibarani; Juli Rachmadani Hasibuan; Johannes Jefria Gultom
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v7i1.37828

This study evaluates the translation accuracy of the English-Indonesian bilingual children’s storybook Purple and Walter: Save the Trees using the Back-Translation method to ensure its reliability for bilingual education. Employing a qualitative descriptive design with textual analysis, the research analyzed 65 linguistic units comprising sentences and dialogue segments following the four-step "circular" validation procedure (Forward Translation, Review, Blind Back-Translation, and Comparison) proposed by Yu et al. (2003). The data were further assessed using Nababan’s (2012) translation accuracy framework. The findings indicate a high level of semantic consistency, with 0% (0 units) falling into Low Accuracy, 27.7% (18 units) categorized as Moderate Accuracy, 52.3% (34 units) as High Accuracy, and 20.0% (13 units) as Very High Accuracy. Results demonstrate that while the core message and narrative function remain stable (72.3% total High/Very High accuracy), Moderate Accuracy units reveal a consistent pattern of stylistic reduction, where descriptive intensity and double emphasis (e.g., "tiny little") are simplified for audience adaptation. This study concludes that the Back-Translation method serves as a rigorous "diagnostic filter" for detecting subtle meaning shifts that traditional direct comparisons may overlook. The high semantic reliability of the text confirms its effectiveness for literacy development, though a balance between readability and the preservation of stylistic richness is recommended for future bilingual materials.

COMMUNICATION STRATEGIES USED BY STUDENTS IN ENGLISH LEARNING ACTIVITIES Debora Jesika Sihotang; Johannes Jefria Gultom; Mansyur Tarigan
Didaktika : Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Didaktika : Jurnal Pengabdian Masyarakat

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

This study investigated students' communication strategies in English language learning at SMA Negeri 1 Percut Sei Tuan. The objectives of this study were to identify the types of communication strategies used by students and to describe how the strategies were applied during classroom interaction. This study employed a descriptive qualitative design. The participants were ten eleventh-grade students selected through purposive sampling. Data were collected through classroom observation and open-ended questionnaires distributed through Google Forms. The data were analyzed using the qualitative analysis procedures proposed by Miles, Huberman, and Saldaña, including data reduction, data display, categorization, interpretation, and conclusion drawing. The findings revealed five types of communication strategies based on Tarone's theory: avoidance strategy, paraphrase strategy, transfer strategy (code-switching), appeal for assistance strategy, and non-verbal strategy. Among these, transfer strategy was the most dominant strategy used by students. Furthermore, communication strategies were used to maintain interaction, convey intended meaning, avoid communication breakdown, support speaking fluency, and increase students' confidence during classroom interaction. The study concludes that communication strategies play an important role in helping students overcome speaking difficulties and participate actively in English learning activities.

TEACHER'S SPEECH ACTS AND CLASSROOM INTERACTION STRATEGIES IN AN EFL SETTING: A PRAGMATIC ANALYSIS OF ORAL DISCOURSE Yoga Marcell Karosekali; M. Rafif Zaki Ramadhan; Jose Christian Sianipar; Johannes Jefria Gultom
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 3 (2026): JUNI
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i3.10394

This study investigates the pragmatic dimensions of teacher talk in an Indonesian EFL classroom at MAS Ponpes Darul Qur'an, a pesantren-based Islamic senior high school. Focusing on a complete lesson on descriptive text, the study examines two interrelated dimensions: (1) the types of speech acts performed by the teacher, analyzed through Austin's (1962) tripartite framework and Searle's (1969, 1979) illocutionary taxonomy; and (2) the teacher's questioning strategies, analyzed through Long and Sato's (1983) display–referential–echoic questioning framework. Data were collected via non-participant classroom observation and video recording, and analyzed using Miles, Huberman, and Saldaña's (2014) interactive qualitative model. Findings reveal that expositives and exercitives dominate the illocutionary repertoire, behabitives are strategically placed at affectively critical moments, and referential questions appear at a notably higher proportion than comparable studies report—attributable to the teacher's use of culturally resonant topics. Critically, the most acquisitionally significant moments arose from the convergence of referential questioning, echoic follow-up, and affective speech acts, constituting a cross-framework synergy uniquely situated within the pesantren classroom context

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