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All Journal Publikasi Pendidikan Ahmad Dahlan Journal of English Studies BASIS (BAHASA DAN SASTRA INGGRIS) Getsempena English Education Journal Getsempena English Education Journal Teaching and Learning Journal of Mandalika (Teacher) Journal of Language, Literature, and English Teaching (JULIET) Journal of Language Education, Linguistics, and Culture Jurnal Bastra (Bahasa dan Sastra) Journal of Language Education and Development (JLed)
Elsa Ernawati Nainggolan
Universitas Maritim Raja Ali Haji (UMRAH)
Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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The Effect of Flashcards on Students’ Descriptive Writing Skill at Grade VII of SMPN 1 Tanjungpinang: Pengaruh Penggunaan Flashcards terhadap Keterampilan Menulis Deskriptif Siswa Kelas VII SMPN 1 Tanjungpinang Dinda Widianda; Elsa Ernawati Nainggolan; Rona Elfiza
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 3 (2026): JURNAL BASTRA EDISI JULI 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i3.2972

Abstract

Descriptive writing is a core productive skill in junior high school English learning, yet students often find it difficult to generate ideas, select appropriate vocabulary, and organize descriptions coherently. This study aimed to determine the effect of flashcards on the descriptive writing skill of Grade VII students at SMPN 1 Tanjungpinang. The research employed a quantitative quasi-experimental design involving 72 students divided into an experimental class and a control class, each consisting of 36 students. Data were collected through pre-test and post-test writing tasks assessed using a rubric covering generic structure, content, organization, vocabulary, grammar, and mechanics. The data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, and Mann-Whitney U test because the data were not normally distributed and not homogeneous. The results showed that the experimental class improved from a mean score of 55.25 in the pre-test to 94.75 in the post-test, while the control class increased from 41.89 to 48.81. The Mann-Whitney U test for the post-test produced p < .001, indicating a significant difference between the two groups. These findings suggest that flashcards helped students expand vocabulary, generate ideas, and organize descriptive texts more effectively. The study contributes to English language pedagogy by providing empirical support for visual media as a practical strategy for improving descriptive writing in EFL classrooms.
The Effect Of Information Gap Activity On The Interactional Competence Of Tenth-Grade Students at SMAN 1 Tanjungpinang Dinda Pritaputri Ramadhan; Satria Agust; Elsa Ernawati Nainggolan
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 3 (2026): JURNAL BASTRA EDISI JULI 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i3.2975

Abstract

Interactional competence is an important aspect of English speaking instruction because students need to respond, manage turn-taking, repair communication breakdowns, and maintain shared meaning with interlocutors. This study aimed to examine the effect of Information Gap Activity on the interactional competence of tenth-grade students at SMAN 1 Tanjungpinang. The study employed a quantitative pre-experimental approach with a one-group pre-test and post-test design. The participants were 36 students of class X-16 in the 2025/2026 academic year. Data were collected through paired speaking tests assessed by two raters using five indicators: responsiveness, turn-taking, repair, fluency, and accuracy. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon signed-rank test. The findings showed that the mean score increased from 57.44 in the pre-test to 75.94 in the post-test, with all students improving. The Wilcoxon test showed a significant difference (Z = -5.261; p < .001). This implies that Information Gap Activity effectively promotes interactive, collaborative, and meaning-oriented speaking instruction.
STUDENTS PERCEPTION OF USING ZEP QUIZ IN ENGLISH LANGUAGE LEARNING AT THE TENTH GRADE OF SMAN 1 TANJUNGPINANG Dea Aisyah Wulandari; Elsa Ernawati Nainggolan; Benni Satria
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4549

Abstract

This study explores tenth-grade students' perceptions of using Zep Quiz in English language learning at SMAN 1 Tanjungpinang. A mixed-method approach was employed, involving 181 students who completed a 4-point Likert scale questionnaire and six purposively selected students who participated in semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that students generally held positive perceptions of Zep Quiz. Most participants perceived the platform as useful for improving vocabulary, grammar practice, and examination preparation through immediate feedback and repeated practice. Students also considered Zep Quiz easy to access and operate because of its simple interface and interactive features. Furthermore, the gamified elements, including leaderboards, avatars, and instant feedback, increased students’ engagement, motivation, and classroom participation. Although several technical and pedagogical challenges, such as unstable internet connections, login issues, limited material explanations, and time pressure, were identified, these obstacles did not substantially reduce students’ positive perceptions. Overall, Zep Quiz was perceived as an effective gamified learning platform that supports English language learning by promoting active participation, motivation, and meaningful learning experiences.
Pelatihan Penyusunan Asesmen dan Rencana Pembelajaran Mendalam untuk Mendukung SDGs4: Pendidikan Berkualitas Elsa Ernawati Nainggolan; Nana Raihana Askurny; Pradipta Agustina; Benni Satria; Adam Fernando; Susanti Susanti; Karla Amelia
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.78084

Abstract

Kegiatan Pengabdian kepada Masyarakat (PKM) ini dilaksanakan untuk menjawab kebutuhan mitra, yaitu para guru yang masih menghadapi tantangan dalam memahami konsep pembelajaran mendalam serta kesulitan menyusun asesmen dan Rencana Pembelajaran Mendalam (RPM) yang selaras dengan pendekatan pembelajaran mendalam. Permasalahan utama meliputi kurangnya pemahaman guru tentang prinsip pembelajaran berkesadaran, bermakna, dan menggembirakan; kurang optimalnya perumusan tujuan pembelajaran holistik; serta minimnya kemampuan merancang asesmen autentik yang mendukung profil pelajar Pancasila. Sebagai solusi, tim PKM mengembangkan pelatihan komprehensif yang memadukan penguatan konsep, pendampingan teknis, dan praktik langsung penyusunan asesmen dan RPM. Metode pelaksanaan meliputi: (1) analisis kebutuhan awal mitra; (2) pemaparan materi tentang kerangka pembelajaran mendalam dan asesmen, dan sumberdaya maritim Kepulauan Riau; (3) lokakarya penyusunan asesmen autentik dan RPM; (4) micro teaching (5) evaluasi dan refleksi. Data diperoleh melalui observasi, pretest dan postest, dan angket persepsi. Hasil pelaksanaan menunjukkan peningkatan pada pemahaman guru terhadap konsep pembelajaran mendalam, kemampuan merumuskan tujuan dan indikator pembelajaran, serta keterampilan menyusun asesmen autentik dan RPM yang kontekstual kemaritiman. Peserta juga melaporkan peningkatan kepercayaan diri dan kesiapan untuk menerapkan praktik pembelajaran mendalam di kelas masing-masing. Secara keseluruhan, kegiatan PKM ini berkontribusi pada peningkatan kapasitas profesional guru dan mendukung pencapaian SDGs 4 tentang pendidikan berkualitas
The Effect of the Close Reading Technique on Students’ Reading Comprehension of Narrative Texts among Grade X Senior High School Students Melisa Hazana; Elsa Ernawati Nainggolan; Rona Elfiza
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.2951

Abstract

This study examines the effect of the Close Reading Technique on students’ reading comprehension of narrative texts among tenth-grade students at SMAN 2 Tanjungpinang. The study is motivated by students’ difficulties in identifying main ideas, understanding vocabulary in context, recognizing references, making inferences, and locating specific information in narrative texts. This research used a quantitative pre-experimental method with a one-group pre-test and post-test design. The sample consisted of 36 students from class X.5 selected through cluster random sampling. Data were collected using a reading comprehension test consisting of multiple-choice questions based on five reading indicators. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The findings showed a significant improvement in students’ reading comprehension after the implementation of Close Reading. This technique supports comprehension through repeated reading, textual evidence analysis, and inferential meaning construction. Therefore, Close Reading can be considered an alternative strategy for teaching narrative texts.
The Effect of Listening Cloze Technique on Students’ Listening Comprehension in Narrative Text Saputri, Rike Meyla Eka; Agustina, Pradipta; Nainggolan, Elsa Ernawati
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 6 No. 2 (2026): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2026.29749

Abstract

This study aimed to determine the effect of the Listening Cloze Technique on students’ listening comprehension in narrative texts among eighth-grade students at SMPN 4 Tanjungpinang. The research employed a quasi-experimental design using a non-equivalent control group pre-test and post-test design. The population of this study consisted of eighth-grade students at SMPN 4 Tanjungpinang in the academic year 2025/2026. The samples were class 8.6 as the experimental class and class 8.8 as the control class, each consisting of 40 students. The experimental class was taught using the Listening Cloze Technique, while the control class received conventional listening instruction. The research instrument was a listening comprehension test consisting of gap-fill, true or false, and multiple-choice questions based on narrative texts. The data were analyzed using normality, homogeneity, and Independent Samples t-test through IBM SPSS Statistics 29.0. The results of the normality test showed that all significance values were higher than 0.05, indicating that the data were normally distributed. The homogeneity test also indicated that the data were homogeneous with a significance value of 0.691 (>0.05). Furthermore, the Independent Samples t-test revealed a significance value (two-tailed) of <0.001, which was lower than 0.05. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It can be concluded that the Listening Cloze Technique had a significant effect on students’ listening comprehension in narrative texts.
Co-Authors Adam Fernando Benni Satria Benni Satria Candra, Muhammad Dea Aisyah Wulandari Diah Khotimah Ruba'i Dinda Pritaputri Ramadhan Dinda Widianda Dongoran, Adelina Syakinawaty Hanifah Hanifah Hanifah hanifah hanifah Juliatri Goretti Simamora Karla Amelia Melisa Hazana Muhammad Candra Nana Raihana Askurny Pradipta Agustina Saputri, Rike Meyla Eka Satria Agust Susanti Susanti Vera, Veranika Dewi Panca Hotmarito Manalu