Articles
<![CDATA[Pkm Pelatihan Tindakan Kelas (Ptk) Berbasis Student Centered Learning (Scl) Bagi Guru Smp Di Kecamatan Medan Deli ]]>
<![CDATA[Pirman Ginting]]>;
<![CDATA[Yenni Hasnah]]>;
<![CDATA[Selamat Husni Hasibuan]]>
<![CDATA[ JURNAL PRODIKMAS Hasil Pengabdian Kepada Masyarakat Vol 4, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sumatera Utara ]]>
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DOI: 10.30596/jp.v4i1.6166
<![CDATA[Abstrak Kegiatan PKM yang dilaksanakan berupa pelatihan Penelitian Tindakan Kelas (PTK) Berbasis Student Centered Learning (SCL) Bagi Guru SMP di Kecamatan Medan Deli. Kegiatan ini bertujuan untuk memberikan konsep dan keterampilan kepada guru-guru SMP yang ada di Kecamatan Medan Deli terkait prosedur penyusunan PTK berbasis SCL, baik secara teoritis maupun praktis sehingga hal tersebut dapat meningkatkan kreatifitas dan profesionalisme mereka dalam pelaksanaan proses pembelajaran. Untuk mencapai tujuan tersebut, kegiatan PKM ini dilaksanakan secara berkolaborasi dengan sekolah mitra melalui beberapa metode pendekatan seperti pendekatan partisipatif, pendekatan kelompok, pendekatan individual, metode ceramah, dan metode diskusi. Hasil kegiatan pengabdian kepada masyarakat bagi sekolah mitra berupa peningkatan pengetahuan/wawasan dan pengalaman para guru terkait konsep dan praktek penyusunan dan pelaksanaan PTK berbasis SCL yang selanjutnya dapat diimplementasikan di kelas pembelajaran. Pengimplementasian pembelajaran berbasis SCL yang dikemas dalam bentuk kegiatan PTK diharapkan menjadi salah satu solusi untuk meningkatkan kreativitas dan profesionalisme para guru. ]]>
<![CDATA[Brain Gym Bagi Guru SMP di Kecamatan Percut Sei Tuan ]]>
<![CDATA[Yenni Hasnah]]>;
<![CDATA[Pirman Ginting]]>
<![CDATA[ JURNAL PRODIKMAS Hasil Pengabdian Kepada Masyarakat Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sumatera Utara ]]>
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DOI: 10.30596/jp.v2i2.2467
<![CDATA[Kegiatan pengabdian kepada masyarakat ini berupa pelatihan brain gym bagi guru-guru SMP di Kecamatan Percut Sei Tuan Kabupaten Deli Serdang Propinsi Sumatera Utara. Kegiatan ini bertujuan untuk memberi pemahaman dan keterampilan mendasar kepada para guru SMP terkait konsep dan implementasi brain gym sebagai salah satu variasi kegiatan pembelajaran yang dapat digunakan untuk membuat siswa tetap fokus dalam mengikuti aktivitas pembelajaran. Kegiatan dilaksanakan secara berkolaborasi dengan sekolah mitra melalui beberapa metode pendekatan seperti pendekatan partisipatif, pendekatan kelompok, pendekatan individual, metode ceramah, dan metode diskusi. Hasil kegiatan pengabdian kepada masyarakat bagi sekolah mitra berupa peningkatan pengetahuan/wawasan dan pengalaman para guru terkait konsep dan praktek brain gym yang selanjutnya dapat diimplementasikan di setiap kelas pembelajaran. Pengimplementasian gerakan senam otak sebagai bagian dari rangkaian kegiatan pembelajaran di kelas dapat meningkatkan kesegaran jasmani baik bagi guru maupun peserta didik sehingga hal tersebut memberikan kontribusi yang cukup signifikan untuk meningkatkan motivasi dalam melaksanakan aktivitas pembelajaran.]]>
<![CDATA[Translation Challenges and Strategies: A Review of Theories ]]>
<![CDATA[Pirman Ginting]]>
<![CDATA[ The Seall Journal Vol 3 No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
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<![CDATA[In the process of translating, the translator strives to represent the meaning and style of the original text as correctly and precisely as possible. Since the translation accurately captures what the words imply, its meaning is the substance of the original text. Creating identical meanings between the source and target languages seems to be a challenge because of the clear differences in the cultures that the languages have. The disparate characteristics as the result of the distinct cultural elements require a translator to employ translation strategies based on the translation complexity levels. This implies that to produce a more contextually relevant and acceptable meaning, a translator may take a long time and require a lot of translation effort such as seeking the right type of translation strategy. The current paper aims at scrutinizing the translation problems and strategies from different theories. The theories are reviewed to unpack the translation problems that might happen and investigate the strategies from several hypotheses applicable to tackle the issues.]]>
<![CDATA[Enhancing Students’ Critical Thinking in Writing Through Group Investigation Strategy Assisted by Digital Story Board Media: A CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Pirman Ginting]]>;
<![CDATA[Yenni Hasnah]]>; Dinda Sari Utami
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.112-125
<![CDATA[This research deals with classroom action research aiming to enhance students' critical thinking in writing through the application of group investigation strategies assisted by digital storyboard media. The study was carried out in cycles following Kemmis’ cycle process. The subjects of this study were 33 grade X students of SMA Al-Hikmah Medan in 2019/2020 academic year. The data were collected by employing observation, field-note and writing test. After completing the study, the result shows that the implementation of group investigation strategy assisted by digital story board media significantly improved students’ critical thinking in writing. This is represented by the increase of students’ writing achievement, students’ learning activities and teacher’s performance in teaching. In the first cycle, the number of students passing the standard qualifying of writing set by the school was only 13 students (39.39 %) and improved substantially in cycle two reaching 26 students (78.79 %). The students’ learning activity also progressed considerably as presented in the average score from 67.6% in cycle one to 86% in cycle two. Further, the improvement of teacher’ teaching performance between cycle one and cycle two achieved 23.36% or from 66% in cycle one to 89.36%.]]>
<![CDATA[Applying Flipped Classroom Model Using Duolingo Application to Enhance Thammislam Foundation School’s Student Learning EFL ]]>
<![CDATA[Angelique Octaviani]]>;
<![CDATA[Pirman Ginting]]>
<![CDATA[ Indonesian Journal of Education and Mathematical Science Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[UMSU ]]>
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DOI: 10.30596/ijems.v4i3.15822
<![CDATA[Numerous research endeavors have been undertaken to formulate a flipped classroom learning model to enhance the caliber of education. However, integrating weblogs with the flipped classroom learning model has yet to garner significant scholarly scrutiny. The primary issue pertains to the need for more students' vocabulary acquisition. Consequently, individuals need help with attempting to engage in English language communication. Acquiring proficiency in a foreign language via the Duolingo platform offers a different and unique learning experience. Every educational system must incorporate a comprehensive set of methodological aspects that ensure the efficacy of the learning process. The elements above encompass monitoring progress, motivation, feedback, and vocabulary. The present study employs a quantitative descriptive research design. The research design used in this study is pre-experimental. This study employs a design that incorporates external variables which have the potential to impact the development of the dependent variable. The research utilized the Duolingo application as a tool for student engagement, accompanied by an observation sheet consisting of questions aimed at enhancing teachers' writing proficiency in the learning process. Additionally, post-test sheets were administered to assess the outcomes of the intervention. There is a total of 14 students classified as active, 14 students classified as moderately active, and 12 students classified as less involved. Based on the examination of student activity data, it can be inferred that 70% of student engagement with the flipped classroom approach, employing the Duolingo application for English language acquisition, falls within the active and moderately active classifications.]]>
<![CDATA[The Communication Barriers Between EFL Indonesian Teachers and EFL Learners in Thammislam Foundation School, Thailand ]]>
<![CDATA[Viga Kumala, Pirman Ginting]]>
<![CDATA[ Cybernetics: Journal Educational Research and Social Studies Volume 4 Nomor 3 Juli 2023 ]]>
Publisher : <![CDATA[Pusdikra Publishing ]]>
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DOI: 10.51178/cjerss.v4i3.1508
<![CDATA[English communication barriers are a circumstance that EFL learners frequently experience. This problem is not limited to situations, people and time. The educational field is not an exception, furthermore, here is where the basis for English language learning for EFL students is formed. Lack of communication is nothing new felt by both sides. In regard to that topic, this research presents the communication barrier issue, which the writer, an EFL teacher, observed and encountered toward EFL learners when carrying out teaching and learning activities at Thammislam Foundation School in Thailand. This study aims to identify the various categories of issues that arise when interacting using English and to provide solutions or suggestions to these problems which are expected to help in the future event. The data of this study were collected in two ways, using a questionnaire and doing an interview with a total of 13 participants. The result indicates that the Disinterest factor shows up as the highest that caused communication barriers with a percentage of 22.3% while the Sosio-attitudinal factor is the lowest with a percentage of 19%.]]>
<![CDATA[Teaching Method In Writing Descriptive Text (A Descriptive Study at the Seventh Grade Students of Thammislam Foundation School Academic Year 2023) ]]>
<![CDATA[Fahri Akbar, Pirman Ginting]]>
<![CDATA[ Cybernetics: Journal Educational Research and Social Studies Volume 4 Nomor 3 Juli 2023 ]]>
Publisher : <![CDATA[Pusdikra Publishing ]]>
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DOI: 10.51178/cjerss.v4i3.1521
<![CDATA[This study investigates the instructional approach English teachers employ in teaching descriptive writing to seventh-grade students at Thammislam Foundation School during the Academic Year 2023. What challenges does the English teacher encounter when instructing seventh-grade students at Thammislam Foundation School during the Academic Year 2023 in the area of writing descriptive texts? The research objectives are categorized into three distinct areas: writing, descriptive text, and the instructional methods employed by English teachers. The present study employed a descriptive qualitative research design. The researcher assumed the role of a non-participant observer. The researcher conducted three observations in a seventh-grade classroom and interviewed with an English teacher to gather information about the instructional methods employed in teaching descriptive writing. The observed population comprises 28 students enrolled in the seventh grade at Thammislam Foundation School during the academic year of 2023. The data collection instruments employed in this study encompassed observation, interviews, and the examination of relevant study documents, including modules, student worksheets, and curriculum materials. The researcher employed a three-step process to analyze the data. The three main components of the research process include data reduction, data display, and conclusion verification. Researchers employ triangulation as a means to enhance the trustworthiness of the data. The research findings indicate that the activities conducted by the teacher during the initial and subsequent meetings were consistent with the principles and framework of task-based language teaching. Implementing task-based language teaching in a classroom typically involves three distinct stages: the pre-task stage, the task cycle, and the language focus stage. The challenges encountered by the student included a limited vocabulary and a need for more proficiency in selecting appropriate verbs for constructing sentences. The instructor assigned exercises to enhance the students' vocabulary and proficiency in selecting the appropriate verb for each sentence. The models used for the tasks were evaluated based on their ability to match the given criteria accurately. In addition, the instructor employed a systematic approach to facilitate comprehension among the students, particularly in the context of composing descriptive texts.]]>
<![CDATA[Transforming English Language Teaching Through AI: Evaluation of the Strategies and Potential of Artificial Intelligence Applications in EFL ]]>
<![CDATA[Silvi Fitria Daulay]]>;
<![CDATA[Pirman Ginting]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i1.4907
<![CDATA[Artificial Intelligence has the capacity to transform multiple sectors, such as English Language Teaching (ELT). In recent years, academics and educators have focused on incorporating artificial Intelligence in English Language Teaching to assess its advantages and effectiveness. This study will investigate the methodologies employed in English Language Teaching (ELT) and the potential use of Artificial Intelligence on students. 30 English teachers participated in this study as responders, utilizing Artificial Intelligence, such as ChatGPT. The research design employed both quantitative and qualitative methods. Quantitative data was collected via surveys and evaluated using descriptive statistics. Qualitative data was collected through in-depth interviews and processed using thematic analysis. The findings of this study demonstrate substantial outcomes in responses collected via questionnaires and interviews. Educators concur that ChatGPT has a beneficial impact on enhancing students' English proficiency. Using ChatGPT necessitates teacher assistance. This is intended to prevent the inappropriate usage of ChatGPT for unrelated topics. Thus, it is necessary to employ suitable strategies when incorporating AI into language instruction. This research exclusively focuses on using ChatGPT with teachers, excluding students' perspectives.]]>
<![CDATA[Exploring EFL Students Cognition and Practices in Applying English Speaking Through the Use of AI (Artificial Intelligence) ]]>
<![CDATA[Namira Fasya Khailifa]]>;
<![CDATA[Pirman Ginting]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i1.4908
<![CDATA[AI (Artificial intelligence) is a design of technology that has been significantly useful for human in all aspects, particularly in education. In education systems, AI has become essential in providing the needs of students especially in english speaking skills. The development of AI (Artificial Intelligence) technology has enhanced the cognition and practices of EFL students in applying english speaking skills. This current study attempts to unleash the extent to which the speaking skills obtained by the EFL students with the use of AI. 15 EFL students in SMA N 10 Medan participated in this study. The research design employed mix method included qualitative and quantitative method. Pre-test and post-test was employed as an instrument of collecting data. The technique of analyzing data involved descriptive statistics and paired sample t-test were conducted to achieve the quantitative analysis. Meanwhile, thematic analysis was conducted to acquire the qualitative analysis. The result revealed that the majority of participants believed their cognition and practice in english speaking skills have improved with the assistance of AI. The findings also revealed that AI considered as fun, easy and practical alternative to practice english speaking proficiency. Therefore, it is suggested to all students could access AI as a tool that supports continuity of learning.]]>
<![CDATA[Culturally Responsive Teaching Integrated Skill AI Based Learning Applicator to Elevate Learners Critical Thinking and Writing Proficiency ]]>
<![CDATA[Alika Larasati]]>;
<![CDATA[Pirman Ginting]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i1.4909
<![CDATA[This research project investigates the efficacy of combining culturally sensitive teaching with AI-based learning tools to enhance student's critical thinking and writing abilities. This project explores the potential benefits of integrating culturally responsive teaching with AI technology to enhance learners' cognitive and linguistic skills. This research employs a mixed-methods approach, utilizing quantitative and qualitative data collection approaches. The sample was collected from 15 EFL students at SMA N 10 Medan. The students were chosen to participate in the research based on their diverse cultural backgrounds. Data gathering included administering pre-and post-tests to assess students' critical thinking and writing abilities. The study shows that combining culturally responsive education with AI-based learning tools dramatically enhances students' critical thinking and writing skills. Students enrolled in AI courses experience a stimulating and culturally diverse learning atmosphere that fosters the development of their critical thinking and writing abilities. This research enhances the field of education by emphasizing the capacity of AI technology to promote culturally relevant teaching methods and enhance learners' cognitive and language abilities. The results suggest combining AI-based learning tools with culturally responsive teaching methods can improve students' critical thinking and writing skills. This study highlights the significance of incorporating cultural diversity into instructional design and offers guidance for educators and policymakers to establish inclusive and efficient learning settings.]]>
