Articles
<![CDATA[The Effect of Using Real Life Simulation and Language Game on Students Speaking Skill for Grade Ix Students of Junior High School ]]>
<![CDATA[Tarigan, Ervina Br]]>;
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Manik, Sondang]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v12i2.4965
<![CDATA[The study delves into the realm of language pedagogy, focusing on the enhancement of Grade IX students' speaking skills at SMP Negeri 2 Merek. The research undertakes an analysis between two innovative language teaching methods, Real Life Simulation and Language Game, aiming to discern their respective impacts on oral proficiency. By exploring how these methods influence students' speaking abilities, educators can gain valuable insights into creating dynamic and effective language learning environments. The subject of this research was 90 students from three classes of ninth-grade students at SMP Negeri Satu Atap 2 Merek. The study employs pre-tests and post-assessment tests to collect comprehensive data. The analysis of this research was completed using t-test and two-way ANOVA from empirical experiments. The result of the use of Real Life Stimulation indicate that the method's impact on speaking abilities has a significance value of 0.003 <0.05. This demonstrates that kids' speaking skills are significantly impacted by the Life Simulation. On the other hand, The use of Language Game indicate that the significant value of the impact of cognitive ability level was found to be 0.000 <0.05. This demonstrates that students' authentic materials technique has a major impact on their speaking skills. In conclusion, Real Life Simulation and Language Game methods are able to improve student speaking skill. For English teachers, it is recommended to apply this model in teaching English speaking mastery in the classroom to improve students' speaking skill. The findings are anticipated to contribute significantly to the ongoing discourse on innovative language teaching methodologies and their potential to enrich students' speaking skills in secondary education settings.]]>
<![CDATA[An Analysis Of Students’ Difficulties In Translating Poetry From English To Indonesian at HKBP Nommensen University ]]>
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Pakpahan, Carolina]]>;
<![CDATA[Manurung, Lastri Wahyuni]]>;
<![CDATA[Dakhi, Adoramos]]>
<![CDATA[ Jurnal Ilmu Sosial Mamangan Vol 12, No 3 (2025): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/mamangan.v12i3.5522
<![CDATA[This research investigates the challenges faced by students in translating poetry from English to Indonesian at HKBP Nommensen University. The complexity of poetic language, characterized by symbolic meanings, figures of speech, and ungrammatical structures, significantly complicates the translation process. A descriptive qualitative methodology was employed, utilizing a poetry translation test and interviews with 20 students. The findings reveal that students predominantly struggle with lexical choices, contextual understanding, and grammatical accuracy, resulting in ineffective translations. Most participants indicated difficulties in selecting appropriate diction and understanding poetic nuances, often leading to inaccuracies. The study concludes that enhancing vocabulary and translation skills through targeted instructional strategies could improve student performance in translating poetry. Recommendations for educators and students are provided to address these challenges effectively.]]>
<![CDATA[An Analysis of Figurative Language in Sabrina Carpenter’s Song Album “Short N’ Sweet” ]]>
<![CDATA[Gea, Mira Kristiyanti]]>;
<![CDATA[Pasaribu, Tiara Kristina]]>;
<![CDATA[Sinambela, Erika]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jall.v9i1.17133
<![CDATA[The study is very important because when listening to songs, most people only focus on the music rather than the lyrics without knowing the meaning of the song. This study aims to find out the types of figurative language in “Short n Sweet” song album by Sabrina Carpenter and how is the figurative language realized in the song album. This research used mix-method research namely quantitative and qualitative. This study used Perrine (1992) theory which classified figurative language into 12 types. However, this research only focuses into 6 types of figurative language with the research results of 97 data. There are Metaphor (16), Simile (14), Personification (9), Symbol (19), Hyperbole (23), and Irony (16). The realization is that there are six types of figurative language, namely metaphors (comparing two different ideas, namely intelligence with sharpest tools and describing a partner with bee). Simile (make a direct comparison using the term "like"). Personification (inanimate objects namely fan and car are given human characteristics or talents). Symbol (use elements of numbers and drink brands with meanings that are different from their literal meanings). Hyperbole (use clearly exaggerated statements to emphasize certain feelings and situations). Irony (there is a mismatch between what is said or expected and the truth or deepest feelings behind the statement). This study is very important for english department and literature students, teacher, lecturer, and other researchers because it will teach them how to evaluate and analyze figurative language both in songs and in other media.]]>
<![CDATA[SOCIOSEMIOTIC INTERPRETATION OF POLITICAL JARGON USED BY LEGISLATIVE CANDIDATE IN 2024 GENERAL ELECTION ]]>
<![CDATA[Manik, Sondang]]>;
<![CDATA[Tiara Kristina Pasaribu]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Roni Arahta Sembiring]]>;
<![CDATA[Risda Hartati Sitorus]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v13i2.11436
<![CDATA[The phenomena of language have become a sociosemiotic issue. Many parties were joining the election. To win the election, they used attributes as a tool to campaign, such as posters, ballyhoos, and banners that hung on the side of the roads. The content of the posters included the identity and picture of the legislative candidate and the party's name, and they used political jargon. To express their identity or goal of the party, to find out the meaning of political jargon, and to understand its sociosemiotic interpretation. By using the descriptive qualitative method. Using Halliday's and Pterce’s theories, the result is that political jargon has a deep meaning and sociosemiotic interpretation. The heuristic function is not found in the function of language analysis in political jargon. Still, it was found that the interactional and personal functions are dominantly used in political jargon. Semiotic meaning found in political jargon that expresses the meaning of color, dress cr logo used in political jargon Sociosemiotic interpretation used in political jargon, that comes from sociolinguistics analysis, and Semiotic analysis Keywords: Sociosemiotic Interpretation, Political Jargon]]>
<![CDATA[an Analysis of Logo’s as Found in Social Media Application: a Semiotics Study ]]>
<![CDATA[Simbolon, Ester Wilis]]>;
<![CDATA[Manik, Sondang]]>;
<![CDATA[Sinambela, Erika]]>
<![CDATA[ International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 4 No. 3 (2024): The International Journal of Education, Social Studies, and Management (IJESSM) ]]>
Publisher : <![CDATA[LPPPIPublishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52121/ijessm.v4i3.537
<![CDATA[Semiotics is the study of signs and symbols and how they are function and interpreted in communication. This Semiotic research aims to analyse logos found in social media applications using a semiotic approach from Roland Barthes' theory. Barthes' theory can explore how the visual elements in logos convey implied meaning. Descriptive qualitative methods were used in this research. Data sourced are taken from app store screenshots totally 35 logos and the author selected seven logo's. The research results show that logos on social media applications have visual signs. In terms of denotation, the music symbol logo depicts entertainment, the green circle with a telephone icon represents communication, or the triangle resembles a speech balloon which represents interaction. In the connotation meaning there is a deeper meaning and evokes an emotional response. For example, bright colors reflect passion and creativity, while blue can be seen as a symbol of trust and stability. After the denotational and connotative meanings are revealed. A myth is formed summarizing a broader cultural narrative. The myth of these logos represents self-expression and global connectedness and gives the impression that communication can be done quickly, safely and also spread trends quickly. This research reveals that logos on social media applications not only function as visual identifiers but also encapsulate deeper meanings and narratives that can be received by users. Each logo has a distinctive and unique design as a platform identity, and also contains emotional and cultural meaning, so it is more than just a visual sign.]]>
<![CDATA[an Analysis of Idioms Found in Avatar: The Way of Water Movie ]]>
<![CDATA[Hartati, Risda]]>;
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Elfrida, Rotua]]>
<![CDATA[ International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 4 No. 3 (2024): The International Journal of Education, Social Studies, and Management (IJESSM) ]]>
Publisher : <![CDATA[LPPPIPublishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52121/ijessm.v4i3.542
<![CDATA[This study analyzes the idiomatic expressions found in the movie “Avatar: the Way of Water,” aiming to identify the various types of idioms found and to highlight the most dominant idiomatic expressions found by the characters. The study underscores the importance of idioms in enriching dialogue with emotional depth and authenticity, thereby enhancing the overall narrative experience. The paper outlines its objectives to shed light on how these idiomatic expressions influence character development and audience engagement. Employing a qualitative descriptive approach, the research primarily draws on the moviescript as its data source. In total, 58 idiomatic expressions were identified. 1 simile, 17 clichés, 36 fixed statements, and 4 other languages. Among these, fixed statement found as the most dominant types, comprising 62% of the total instances observed. The findings indicate that idiomatic expressions not only enhance dialogue but also foster an emotional connection between the characters and the audience. Moreover, the study brings to light the difficulties that non-native English speakers face in understanding these expressions, emphasizing the necessity for idiomatic knowledge among language learners. Ultimately, this research enhances our understanding of idiomatic expressions in movie and highlights their crucial role in enhancing narrative and character engagement throughout the story.]]>
<![CDATA[INTERACTIVE METADISCOURSE MARKERS IN INDONESIAN EFL STUDENTS’ ACADEMIC WRITING ]]>
<![CDATA[Pasaribu, Arsen Nahum]]>;
<![CDATA[Pasaribu, Tiara K]]>;
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Manullang, Vitri Rosalina]]>
<![CDATA[ English Review: Journal of English Education Vol. 10 No. 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v10i3.6817
<![CDATA[The research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. However, research on interactive metadiscourse markers on EFL students' academic writing is still relatively underexplored. Therefore, this study aims to reveal how the competence of EFL students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. The research design is a combination of quantitative and qualitative methods. A total of 40 students were participating in this research and divided into two groups. Each group consists of 20 students. They were assigned to write a minimum-250-word essay about the importance of English mastery in the disrupted era of 4.0. Around 818 interactive markers were identified in the student’s essay texts. The results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. The transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. Moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. However, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. The lack of practice and the student's native language practice might have contributed to the low quality of the student's writing.]]>
<![CDATA[The Effect of Using Fun Active Learning Strategy and Visualization Strategy on Speaking Ability in the 7th Graders of Junior High School ]]>
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Milala, Herian Bastanta]]>;
<![CDATA[Pasaribu, Arsen Nahum]]>;
<![CDATA[Manik, Sondang]]>;
<![CDATA[Manurung, Lastri Wahyuni]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v12i2.4283
<![CDATA[The purpose of this research is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties incurrents speaking skills. This research is a collaborative classroom action research. That is, the researchers did not conduct their own research, but collaborated or collaborated with the school, namely the class VIII teacher at SMP Negeri 3 Binjai. Based on the results of the pre-test, the pre-test mean score was 58,65 and the mean score in the post-test was 73,78. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. Consequently, these data which had been analyzed answered the first research question that using visualization startegy can improve student speaking ability at SMP Negeri 3 Binjai at 7th graders. Based on the data analysis, the researcher found that Visualization strategy can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 55 to 96. It means that there is significant difference of achievement between the students who were taught by using Visualization Strategy and Fun Active Learning Strategy and the students who were taught with conventional method. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use Visualization Strategy in their daily speaking.]]>
<![CDATA[Improving the Students’ Vocabulary Mastery by Using Duolingo And Cake Applications ]]>
<![CDATA[Ginting, Mayasari br]]>;
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Manurung, Lastri Wahyuni]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v11i2.4284
<![CDATA[The study concentrated on using the Cake and Duolingo apps to help students in the Rebecca Course and Center develop their vocabulary. The purpose of this study was to answer the following question: "Does using the Cake and Duolingo apps improve students' vocabulary, and which app is more significant at the Rebekka Course and Center?" The main goal of the study was to determine which application is more relevant at the Rebekka Course and Center and whether the Duolingo and Cake programs help students' vocabulary. This research used Classroom Action Research (CAR). The subject of the research was Bremen and Frankfurt class and the total of them was 30. This research used two cycles namely cycle I and cycle II and every cycle had four steps namely planning, implementing, observing and reflecting. The observation was analyzed qualitatively, the test was analyzed quantitatively. In cycle l using the Duolingo application the students mean score was 71.3, while mean score of the students' in cycle II was 85. It can be concluded that the Duolingo application improved the students' ability in vocabulary students learning outcomes improve. In cycle l using the Cake application the students mean score was 67.3, while mean score of the students' in cycle II was 83.3. It can be concluded that the Cake application improved the students' ability in vocabulary students learning outcomes improve. teaching vocabulary using Duolingo was more significant in increasing students' vocabulary than the Cake application. This is proven by the average score in the second cycle for the class taught by Duolingo, which was 85. Meanwhile, the class taught with the Cake application had an average score of 83.3. Keywords: Improve vocabulary, Duolingo application, Cake Application]]>
<![CDATA[The Effect of Using Real Life Simulation and Language Game on Students Speaking Skill for Grade Ix Students of Junior High School ]]>
<![CDATA[Tarigan, Ervina Br]]>;
<![CDATA[Sinambela, Erika]]>;
<![CDATA[Manik, Sondang]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v12i2.4965
<![CDATA[The study delves into the realm of language pedagogy, focusing on the enhancement of Grade IX students' speaking skills at SMP Negeri 2 Merek. The research undertakes an analysis between two innovative language teaching methods, Real Life Simulation and Language Game, aiming to discern their respective impacts on oral proficiency. By exploring how these methods influence students' speaking abilities, educators can gain valuable insights into creating dynamic and effective language learning environments. The subject of this research was 90 students from three classes of ninth-grade students at SMP Negeri Satu Atap 2 Merek. The study employs pre-tests and post-assessment tests to collect comprehensive data. The analysis of this research was completed using t-test and two-way ANOVA from empirical experiments. The result of the use of Real Life Stimulation indicate that the method's impact on speaking abilities has a significance value of 0.003 <0.05. This demonstrates that kids' speaking skills are significantly impacted by the Life Simulation. On the other hand, The use of Language Game indicate that the significant value of the impact of cognitive ability level was found to be 0.000 <0.05. This demonstrates that students' authentic materials technique has a major impact on their speaking skills. In conclusion, Real Life Simulation and Language Game methods are able to improve student speaking skill. For English teachers, it is recommended to apply this model in teaching English speaking mastery in the classroom to improve students' speaking skill. The findings are anticipated to contribute significantly to the ongoing discourse on innovative language teaching methodologies and their potential to enrich students' speaking skills in secondary education settings.]]>
