Articles
<![CDATA[Training of Improving Students’ Speaking Skills by Using Talking Ball Game at SMA Kalam Kudus Medan. ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Carolina Pakpahan]]>;
<![CDATA[Poster Sagala]]>
<![CDATA[ JURNAL ABDIMAS MADUMA Vol. 1 No. 1 (2022): Maret, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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<![CDATA[Speaking requires someone to be linguistically competent in terms of well articulating the sound, having sufficient vocabulary, and mastering structural and or grammatical grammar. Speaking is complex because speakers are involved in a rapid and dynamic process incurring a high element of doing various things at the same time. Games are a structured form of play, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. In Talking Ball Game, students can value ability speaking like pronunciation, vocabulary, fluency, grammar, and able to make students fun in the games. It is very important for students. In games, students have the opportunity to use the language after learning new vocabulary. And Talking Ball Game is also able to improve the situation in class. In the teaching and learning process, the students took participation when implementing TBG in learning by speaking. Keywords: Students’ Speaking Skill, Talking Ball Game]]>
<![CDATA[Thematic Progression Analysis in Different Gender and Major by Students Of 12th Grade in Writing Review Text ]]>
<![CDATA[Junianti Naibaho]]>;
<![CDATA[Arsen Nahum Pasaribu]]>;
<![CDATA[Erika Sinambela]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3797
<![CDATA[The present research was conducted to analyze the thematic progression in students’ writing review text at grade 12 at SMA N 12 Medan. Therefore this research was led to analyze the kinds of thematic progression used by the students in writing review text and to find out how thematic progression was realized in students writing review text. Descriptive Qualitative was applying in this research. This research conducted for twelve grade of science and social class, male and females students’ consist of (5 males + 5 females students from Science class) and ( 5 males + 5 females students from social class). The result shows the researcher found that both in social and science class, all of the thematic progression are found in the passage which written by them. The first the researcher found the Reiteration Theme or Constant theme in almost every passage that written by the students and it is same if the researcher compared it by Male and Female class. It means that the students in social and science class even male and female trying to keep their passage is coherence each other. Then also find Zig Zag theme, almost every students already able to build an information but still has a cohesion with another sentence. The last the researcher also found the multiple rheme pattern. It shows that the students able to build a lot of information from the first rheme.]]>
<![CDATA[Improving the Vocabulary Mastery and Listening Skill at Junior High School Using Taylor Swift’s Songs ]]>
<![CDATA[Kiki Anggreni]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Lastri Wahyuni Manurung]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3798
<![CDATA[The objective of this research was to find out whether the use of Taylor Swift’s songs can improve the Vocabulary Mastery and Listening Skill of seventh grade students at SMP Swasta Methodist-2 Medan ability using Taylor Swift’s songs and to know which skills improved more significantly. The method used here is Classroom Action Research (CAR). The data was obtained through quantitative method using tests and qualitative method using observation sheets and interview. The research subject were 29 students from class 7B of SMP Swasta Methodist-2 year 2022/23. From the research findings, it was concluded that Taylor Swift’s songs improved students’ Vocabulary Mastery and Listening Skill. This is concluded from the results of the scores students achieved from Pre-Test to Post-Test. The Mean of the Vocabulary Pre-Test was 31.93 with 10.34% of the students passed the KKM. Then in the Cycle-1, The Mean was 72.31 with 62.07 of the students passing the KKM. Finally in Cycle-2, The Mean was 87.07 with 96.55% of the students passing the KKM. In Listening Skill, the Mean of the Pre-Test was 55.03 with 37.93% of the students passed the KKM. Then in the Cycle-1, The Mean was 91.34 with 96.55% of the students passing the KKM. Finally in Cycle-2, The Mean was 97.79 with 96.55% of the students passing the KKM. Based on the data, it can be concluded that the students’ Listening skill improved more significantly than Vocabulary Mastery. Based on the data, it can be concluded that the students’ Listening skill improved more significantly than Vocabulary Mastery.  ]]>
<![CDATA[Improving Students’ Ability in Using English with A Simple Translation: A Case on Elementary School Level ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Roswani Siregar]]>;
<![CDATA[Carolina Pakpahan]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 7, No 3 (2023) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v7i3.4647
<![CDATA[Although English is now being learned in every stage of education, but students always get problem to learn it. This research study explores the use of simple translation for English language improvement among 3rd-grade students at the elementary school level. Adopting a qualitative approach with a survey method, the study aims to investigate students' perception of simple translation and describe its implementation in the classroom. The findings reveal a positive perception of simple translation, with some students expressing a liking for its effectiveness in enhancing their English language skills. These findings highlight the potential benefits of incorporating simple translation into language learning activities. The study provides insights into the types of activities and the teacher's role in implementing simple translation. These findings contribute to the understanding of language learning strategies for young learners and inform the development of effective pedagogical approaches for English language improvement at the elementary school level. ]]>
<![CDATA[The EFL Students’ Perception of Blended Learning Towards Students’ Motivation in English Subject at Junior High School ]]>
<![CDATA[Ernawati Sihombing]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Sahlan Tampubolon]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3803
<![CDATA[This study aimed to determine the perceptions and motivations of EFL students at SMP St. Ignatius Medan who apply blended learning in English subjects. The collected data were analyzed descriptively and qualitatively. The research findings show that EFL students have a positive perception of the use of blended learning in learning English and an increase in their learning motivation after using this method. This is because 72.9% of students are more comfortable using technology in the classroom, and 53.1% of students have a more interactive and interesting learning experience, even though student feedback is considered to be of lower quality; namely, from the data obtained, only 24% of students easily get feedback from teachers. The main problem for students is that 57.3% of them feel there is a lack of social interaction with classmates and teachers, and 71.9% have problems with poor internet connectivity, which causes them to not fully understand learning material. Student motivation in blended learning is influenced by two factors: the first is the intrinsic factor, where it was found that 57.3% of students felt learning English with blended learning was more interesting and fun. Student motivation related to the extrinsic factor; researchers found that 67.7% of students felt motivated to learn English with blended learning because they could access learning materials more flexibly. From these data, it was found that the impact of learning English using blended learning was due to the intrinsic factor: 94.8% of students felt that English was important for their future, and 84.4% of students felt that learning English was a necessity. from the extrinsic impact factor of blended learning with students' motivation to learn English, 86.4% of students feel that they will get a better job in the future. The research findings show that the use of blended learning can be applied more broadly and effectively in increasing the learning motivation and English skills of EFL students. ]]>
<![CDATA[Students’ Difficulties in English Writing at Tenth Grade in Senior High School ]]>
<![CDATA[Doni fransiskus Purba]]>;
<![CDATA[Sahlan Tampubolon]]>;
<![CDATA[Erika Sinambela]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3795
<![CDATA[This research discussed about students’ difficulties in writing recount text at tenth grade SMAN 1 Selesai Kab. Langkat. The problem of this research were the students’ difficulties in writing recount text and factors that cause students’ difficulties in writing recount. The objective of this research was to find out the students’ difficulties in writing recount text and to describe the factors that make students have difficulties writing recount text. This research was qualitative descriptive. The source of the data of this research was tenth grade SMAN 1 Selesai Kab. Langkat. Total of the were 24 students. The researcher used test and gave a questionnaire as the instruments. The researcher analysed the data by editing the data, reducing the data, tabulating the data and the last taking conclusion. The researcher found some facts in the field. First, it was found that the answer that students’ difficulties in writing recount text were difficulties in developing the content, organization, vocabulary, language, and mechanics. The data were got from students’ test that had been analysed. Beside that, the causes of the students’ difficulties in writing recount text were grammatical weakness, knowledge and understanding, less practice, and educational background  ]]>
<![CDATA[The EFL Students’ Perceptions of Literacy Activies for Students’ Interest in Reading at Senior High School ]]>
<![CDATA[Ester Donna Simanjuntak]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Sahlan Tampubolon]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3796
<![CDATA[This study is aimed to know the EFL students’ perceptions of literacy activities for students’ interest in reading at SMA Negeri 12 Medan. A total of 265 eleventh grade students of XI P 1 until XI P 9 at SMA Negeri 12 Medan were involved in this study. This research used a descriptive qualitative design. The researcher used questionnaire technique to collect the data, the Likert Scale. The result of this research showed that most of the students’ perceptions are positive, as many as 210 (79,48%) of the 265 students, this shows that more than half of the students’ perceptions of literacy activities are positive, 127 (48,20%) students’ perceptions of students’ reading interest are positive and only 107 (40,69%) students’ perceptions of reading interest are negative. This research also showed that there are 253 (95,35%) students’ perceptions of interaction on literacy activiies for students’ interest in reading are satisfied. The frequency of students’ activities on reading and what the read affect their perception of literacy activities. Students’ literacy activities showed their interest in reading through their motivation in completing their sources for literacy activities. It can be concluded that most of the EFL students’ perception of literacy activities for students’ reading interest in Reading are positive. ]]>
<![CDATA[The Effect of Board Game on Students’ Vocabulary and Grammar Mastery in Senior High School ]]>
<![CDATA[Vera Nova Sitanggang]]>;
<![CDATA[Sahlan Tampubolon]]>;
<![CDATA[Erika Sinambela]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3801
<![CDATA[This research was conducted based on some problems in learning English especially in vocabulary and grammar. It was also aimed to find out students’ vocabulary and grammar who are taught by using Board GameTechnique and students’ vocabulary and grammar who are taught without using Board Games and find out whether there was any significant effect of using Board Game on the tenth-grade students’ ability in vocabulary and grammar at SMA Kristen Immanuel. In this quasi-experimental design research, the researcher took two of 2 classes as the sample, the experimental class with 20 students in it, and the control class with 20 students as well. The research method was pre-test and post-test of the experimental research. The data collection technique was pre-test and post-test score result. The data were analyzed by using compare means paired sample T-test by comparing the result of pre-test and post-test design, and t-test to know the significant effect in students’ English vocabulary mastery after using Board Game. The result showed there was a significant different between pretest and post test mean. Ho was rejected because significance level was < 0.05. Therefore, there was a significant effect of using board game towards students’ vocabulary mastery of the research. The research of data analysis showed that there was a positive effect of using Board Games on students’ vocabulary and grammar. In which in vocabulary, the t-obtained had a higher value than the t-table either at 5% or 1% significance levels (1,68595 < 4,174> 2,42857). Therefore, Ho is rejected and Ha is accepted; or there is a significant difference in using Board Games on student’s vocabulary and grammar ability of tenth grade students. The result of grammar, the condition of the experimental class was getting better. The students were more active in English learning process. In summing up it may be stated that using Board Game can effect the students‟ grammar mastery and students learning activities at the tenth grader of SMA Kristen Immanuel Medan. ]]>
<![CDATA[The Strategies of Refusing Requests By Students of Different Ethnic Groups ]]>
<![CDATA[Arsen Nahum Pasaribu]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Tiara K Pasaribu]]>;
<![CDATA[Jubil Ezer Sihite]]>;
<![CDATA[Rony Arahta Sembiring]]>
<![CDATA[ Syntax Literate Jurnal Ilmiah Indonesia ]]>
Publisher : <![CDATA[Syntax Corporation ]]>
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DOI: 10.36418/syntax-literate.v6i1.2178
<![CDATA[This study investigated the strategies used by students of different ethnic groups (Batak, Javanese, and Malay) in refusing requests. A total of 30 participants were involved in this research. Each ethnic group was represented by 10 students that came from three different universities in Medan, Indonesia. Discourse Completion Test (DCT) was used to collect the data. Data were analyzed by using refusal categorization. The results showed that the participants preferred to use indirect refusal strategies to respond to lecturer’s requests, and followed by direct and adjunct strategies respectively. This study also indicated that Batak students performed refusal acts more direct than any other Javanese or Malay students. Meanwhile Javanese students tend to employ refusals more indirect compared to any other students. The Malay students performed the acts moderately. The results indicated that the refusal strategies used by the students of three different cultural backgrounds might be influenced by their cultural circumstances. Future studies should be undertaken to investigate the phenomena in different research settings with more participants to be involved.]]>
<![CDATA[Improving Students’ Reading Comprehension by Using Story Pyramid and Plus Minus Interesting Strategy ]]>
<![CDATA[Elfriman Gea]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Kammer Tuahman Sipayung]]>
<![CDATA[ PALAPA Vol 11 No 2 (2023): NOVEMBER ]]>
Publisher : <![CDATA[LP2M STIT Palapa Nusantara ]]>
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DOI: 10.36088/palapa.v11i2.4067
<![CDATA[This research shows that there were several problems faced by students at SMA Negeri 2 Alasa in learning English, especially learning reading comprehension. Therefore, researcher was interested in conducting research entitled " Improving Students’ Reading Comprehension by Using Story Pyramid and Plus Minus Interesting Strategy at the Tenth Grade of SMA Negeri 2 Alasa". This research aims to observe the learning difficulties of these students, whether using the Story Pyramid and Plus Minus Interesting strategies could improve reading comprehension skills of the tenth grade students at SMA Negeri 2 Alasa and find out which strategy was more effective in improving reading comprehension skills. In this research, the researcher used classroom action research (CAR). CAR is an examination of learning activities in the form of an action, which is carried out to improve the teaching and learning process so as to improve learning outcomes that are better than before. Based on the results of the analysis, the pre-test results in class X-IPS which used the Story Pyramid strategy obtained an average score of 61.05%, while in class X-IPA got 56,84%. After the students learned by using these two strategies, the average post-test score for class X-IPS was 73.68% and class X-IPA was 74.21%. From these calculations it was concluded that there was a significant improvement in students' scores in reading comprehension and the use of Plus Minus Interesting strategy was more effective in improving students' reading comprehension with an average score increase of 17.37% compared to Story Pyramid's 12.63%.]]>
