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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Syntax Literate: Jurnal Ilmiah Indonesia Cetta: Jurnal Ilmu Pendidikan JURNAL EDUCATION AND DEVELOPMENT JEES: Journal of English Educational Study JURNAL MUTIARA PENDIDIKAN INDONESIA Jurnal Pendidikan dan Konseling JALL (Journal of Applied Linguistics and Literacy) Pioneer: Journal of Language and Literature Journal of English Teaching and Applied Linguistics (JETAL) Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Scientia Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences International Journal of Educational Research and Social Sciences (IJERSC) Journal of English Language and Education International Journal of Community Service International Journal of Education, Social Studies, And Management (IJESSM) Inovasi Kurikulum Mejuajua The Explora Academic Journal Perspective : Education, Language, and Literature Mamangan Social Science Journal Innovative: Journal Of Social Science Research Jurnal Abdimas Maduma Journal of Language Education Journal of English Language Teaching, Literatures, Applied Linguistics Jurnal Pendidikan dan Pengajaran Journey: Journal of English Language and Pedagogy
Erika Sinambela
Universitas HKBP Nommensen
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Effect of Using Fun Active Learning Strategy and Visualization Strategy on Speaking Ability in the 7th Graders of Junior High School Sinambela, Erika; Milala, Herian Bastanta; Pasaribu, Arsen Nahum; Manik, Sondang; Manurung, Lastri Wahyuni
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.4283

Abstract

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.
Improving the Students’ Vocabulary Mastery by Using Duolingo And Cake Applications Ginting, Mayasari br; Sinambela, Erika; Manurung, Lastri Wahyuni
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4284

Abstract

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
The Effect of Using Real Life Simulation and Language Game on Students Speaking Skill for Grade Ix Students of Junior High School Tarigan, Ervina Br; Sinambela, Erika; Manik, Sondang
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.4965

Abstract

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.
The Student’s Mastery In Translating Indonesian Idiomatic Expressions To English By Using Equivalence Translation Sinambela, Erika; Carolina, Carolina; Situmorang, Asima
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

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

Abstract

Penelitian ini bertujuan untuk mengetahui Penguasaan Siswa dalam Menerjemahkan Ekspresi Idiomatik Bahasa Indonesia ke Bahasa Inggris dengan Menggunakan Terjemahan Ekivalensi. Peneliti mengambil mahasiswa semester lima Fakultas Bahasa dan Seni Medan sebagai populasi penelitian. Sampel penelitian ini berjumlah 30 siswa yang dipilih dengan menggunakan teknik acak. Penelitian ini dilakukan dengan desain deskriptif kuantitatif. Instrumen yang digunakan untuk mengumpulkan data adalah dengan memberikan tes terjemahan kepada siswa. Data dianalisis dengan memberikan skor tes penerjemahan, untuk mengetahui apakah siswa mampu atau tidak. Hasil analisis menunjukkan bahwa 17 siswa (57%) mampu dan 13 siswa (43%) tidak mampu mengidentifikasi padanan terdekat peribahasa Indonesia ke dalam bahasa Inggris. Dari hasil analisis menunjukkan bahwa hipotesis penelitian diterima. Dapat disimpulkan bahwa mahasiswa Jurusan Bahasa Inggris FKIP Medan tahun 2011 mampu mengidentifikasi padanan ungkapan idiomatik bahasa Indonesia yang paling dekat dengan bahasa Inggris dengan menggunakan terjemahan ekuivalen.
EMPOWERING READING COMPREHENCY UNLEASHING HIGH-ORDER THINKING SKILL (HOTS) STRATEGIES IN KURIKULUM MERDEKA FOR ELEVENTH GRADERS AT SMA SWASTA PEMBDA 1 GUNUNGSITOLI Marunduri, Suci Wahyuni; Sipayung, Kammer Tuahman; Sinambela, Erika
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9474

Abstract

The purpose of this study aims to explore (1) the implementation of HOTS strategies in teaching reading comprehension on Kurikulum Merdeka and (2) to know the students’ responses towards the implementation of HOTS in the eleventh grade of SMA Swasta Pembda 1 Gunungsitoli. This research is a descriptive qualitative with 76 eleventh-grade students and two EFL teachers as subjects of the research. Data was collected from observation, interviews, and questionnaires Two teachers were interviewed and students in two classes each received a questionnaire. The collected data was processed and analysed to provide answers to the research questions. Following that, a descriptive data interpretation is given. Despite the improvements needed, both fostered positive learning environments. Questionnaire analysis revealed 68% of students' positivity towards HOTS strategies, calling for varied problem-solving approaches and alignment of teaching strategies with student interests and motivation. Students favoured group projects and reading analysis but highlighted motivation, learning facility, and reading material adequacy. The implementation of HOTS in teaching reading comprehension at SMA Swasta Pembda 1 Gunungsitoli reflects the efforts by both teachers to integrate critical thinking, collaboration, and creativity by (1) choosing suitable texts, (2) questioning the students, (3) asking the author’s point of view from the texts, (4) gathering information, (5) mind mapping, (6) group discussion, and (7) guessing inferring meaning. Teacher 1 emphasized comprehensive HOTS integration, while Teacher 2 showed mastery of the material with management challenges. A collaborated effort between teachers and students is pivotal for optimizing HOTS and enhancing student outcomes. However, challenges related to students' motivation for reading, the utilization of school facilities, and the need for appropriate reading materials remain areas for improvement in enhancing students' engagement and comprehension in reading comprehension activities under the HOTS framework.
IMPROVING STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GR STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GRADE XI IN WELLINGTON INTELLIGENCE SCHOOL Simanjuntak, Laura. A; Manik, Sondang; Sinambela, Erika; Suprayetno, Edi
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiarapendidik.v7i1.3009

Abstract

This study aims to: (1) find out whether collocation improves students' vocabulary competence (2) find the type of collocation that is most developed in students' vocabulary competence. This research combined qualitative data and quantitative data, where quantitative data was used to support qualitative data. The subject in this research were high school students of grade XI Wellington Intelligence School. The number of students was 39 students consisting of two classes (22 students in science class and 17 students in social class). The instruments used consist of interviews, observations, documents, and tests. This study adopted descriptive statistics to describe the main features of the data set. The average score of each test, including pre-test and post-test, were used to analyze the data. The results showed that collocation can improve students' vocabulary competence. The students' initial average was 70 for science students and 68.23 for social students. While the final average value showed an increase in the value of 82.72 for science students and 80.58 for social studies students. There were more student errors in the interpretation of lexical collocations than in the interpretation of grammatical collocations. Keywords: Vocabulary Competence, Building Grammar, Lexical Collocation
AN ANALYSIS OF TURN TAKING STRATEGIES USED BY LECTURERS AND STUDENTS THROUGH ONLINE CLASS Silitonga, Maria Elizabet; Pasaribu, Arsen; Sinambela, Erika
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiarapendidik.v7i1.3011

Abstract

This study deals with turn taking strategies. The study aims to investigate the types of turn taking strategies used by lecturers ans students, to find out how turn taking strategy realized and to identify the dominant types used by lecturers and students. This studey uses descriptive qualitative research design which employed two data collection techniques, i.e. observation and video recording. The number of data that containing types of turn taking strategy is 200 data. The data are, then, analyzed by using theory from Strenstrom (2001). Techniques of analyzing data is by classifying the data based on their types, then the data will be count in each category to make the analysis more comprehensive by knowing which category ranks the highest and vice versa. Finally the result will be put in findings. The results of the research indicates that: the dominant type used by lecturers in semantics class, kajian budaya and technology of translation, are prompting strategy, meanwhile in akustik dan organologi class, the lecturer used taking over and prompting strategy as the dominant types. Meanwhile the students used the same dominant types in four different class, they are taking over strategy. While the types that is not used at all in four different classes are the silent pause strategy and giving up strategy.
THE EFFECT OF USING THIEVES AND CSR STRATEGIES TO IMPROVE READING COMPREHENSION SKILL AT EIGHTH GRADE SMP KINGSTON SCHOOL, DELI SERDANG Jingga, Jenny; Sinambela, Erika; Tampubolon, Sahlan
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiarapendidik.v7i1.3015

Abstract

The purpose of this study is to determine the efficacy of applying THIEVES and CSR techniques to increase reading comprehension in Kingston School grade 8 students. The researcher devised a quasi-experimental study in order to fulfil the research's goal. The participants in this study were 108 eighth-grade Kingston School students, with 36 involved in the experimental group 1 who were taught reading comprehension using the THIEVES strategy, 36 involved in the experimental group 2 who were taught reading comprehension using the CSR strategy, and the remaining 36 involved in the control group who were taught reading comprehension using the conventional strategy. A pre-test and post-test with 40 multiple-choice items were included in the data collection instrument. The results were compared and examined to determine the efficacy of the two strategies. The experimental groups 1 and 2 scored higher than the control group, according to the results of a study. THIEVES and CSR techniques are both successful in boosting reading comprehension, according to the results. The statistics also indicate that the CSR method outperforms the THIEVES technique. Keywords: reading comprehension, THIEVES Strategy, CSR Strategy
Improving the Students’ Reading Comprehension Mastery by Using Canva and Word Wall Application in Grade VIII of SMP Negeri 18 Medan Damanik, Yudit; Sinambela, Erika; Elena Bárcena, Elena
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 3 No. 2 (2025): November
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v3i2.237

Abstract

Reading comprehension is a critical skill that influences students' academic success and overall literacy development. However, many students face challenges in understanding texts, which can affect their learning process. The reading comprehension skills of eighth-grade students at SMP Negeri 18 Medan are low. Many students struggle to understand texts due to limited vocabulary and a lack of interest in reading. This study aims to investigate the effect of Canva and Wordwall Application into the students’  reading comprehension mastery among Grade VIII students at SMP Negeri 18 Medan. The study adopts an experimental research methodology through a qualitative one-group design, focusing on class VIII-9 as the sample population. Data were collected through pre-tests and post-tests to assess students' reading comprehension development before and after using applications as learning media. The research sample consisted of 32 students, and the results indicated a significant improvement in reading comprehension scores after integrating digital applications.. The average score increased from 65 to 80, demonstrating a 25.29%.enhancement in reading comprehension mastery. Research findings reveal that the experimental group demonstrated a marked improvement in reading comprehension scores, indicating that the integration of technology in the classroom can enhance learning outcomes.  This research firmly establishes the critical role of innovative digital tools in modern educational practices and confidently presents recommendations for their broader implementation in classroom settings.
EXPLORING STUDENTS’ INTEREST IN LEARNING ENGLISH AS A FOREIGN LANGUAGE THROUGH TRADITIONAL GAMES IN 2nd GRADERS Ami nurasid; Arsen Nahum Pasaribu; Erika Sinambela; Minliw Zour; Yong Wag
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1917

Abstract

This study investigates students’ interest in learning English as a foreign language through traditional games in primary school. Using a qualitative descriptive method, the research focuses on student interest based on classroom observations and interviews, applying Schiefele’s (2009) indicators of student interest. The study population includes grades 2A, 2B, and 2C (87 students) at SDIT Permata Hati, Tebing Tinggi. A purposive sample of 29 students from grade 2B was selected. Data collection involved interviews and classroom observations. The findings indicate that a majority of students show high interest in learning English through traditional games. During game-based activities, 96% of students demonstrated positive emotional responses such as excitement and enthusiasm, reflecting key indicators of interest. These results suggest that traditional games can effectively enhance student motivation and engagement in English learning. The findings offer practical implications for English teachers in utilizing traditional games as instructional media. Moreover, the study recommends further research to explore the effectiveness of traditional games in secondary school contexts, particularly in enhancing interest and developing language skills such as listening, speaking, reading, and writing.
Co-Authors A Sembiring, Rony Agnes Meikurniawaty Nehe Agustinus Gea Agustinus Gea Ami nurasid Arsen Nahum Pasaribu Arsen Nahum Pasaribu Arsen Pasaribu Asima Situmorang Balazs Huszka Bimbi Izumi Sembiring Carolina Carolina Carolina Carolina, Carolina Carolina Pakpahan Caroline Caroline Cici Melysa Cici Melysa Dakhi, Adoramos Dakhi, Katarina Natalia Damanik, Yudit Darman Pangaribuan Darman Pangaribuan Doni fransiskus Purba Donna Pasaribu Dorayanti Lumban Gaol Dwi Handayani Silitonga Edi Suprayetno Elena Bárcena, Elena Elfrida, Rotua Elfriman Gea Eliana Sitompul Ermika Ermika Ernawati Sihombing Ester Donna Simanjuntak Evirita Roslina Sitinjak Farida Hanum Pakpahan Febrika Dwi Lestari Gea, Mira Kristiyanti Gea, Pinta Ginting, Dameria Ginting, Mayasari br Gusti Ayu Sri Andayani Hartati, Risda Immanuel Padang Jenny Jingga Jingga, Jenny Jubil Ezer Sihite Jubil Ezer Sihite Junianti Naibaho Kammer Tuahman Sipayung Kiki Anggreni Lastri W. Manurung Lastri Wahyuni Manurung Laura. A Simanjuntak Lena Lestari Hutagaol Manullang, Vitri Rosalina Manurung, Lastri Manurung, Lastri W Maria Elizabet Silitonga Marunduri, Suci Wahyuni Maulida Gustika Mayasari br Ginting Metta Indah Jayanti Metty Asima Panggabean Milala, Herian Bastanta Minliw Zour Monica Chesilya Sinaga Nababan, Regina Gresia F Nainggolan, Putri Novita Nurcahaya Sihombing Pakpahan, Carolina Pangaribuan, Rotua Elfrida Parlindungan Sach Lubis Pasaribu, Arsen Pasaribu, Dian Polotangi Pandapotan Pasaribu, Donna Ria Pasaribu, Tiara PASARIBU, TIARA K Poster Sagala Poster Sagala Rajagukguk, Rosdiana Richad Hamonangan Rini Saragih Risda Hartati Sitorus Roni Arahta Sembiring Rony Arahta Sembiring Roswani Siregar Rotua Elfrida Rumahorbo, Rostetty S Sahlan Tampubolon Sandi Frandes Malau Sihardo R. H. Simanjuntak Silitonga, Maria Elizabet Simangunsong, Irmawati Simanjuntak, Laura. A Simbolon, Ester Wilis Sinaga, Riandi Sintia Friskila Rajagukguk Sitinjak, Sabta Togarma Situmorang, Asima Sondang Manik Tarigan, Ervina Br Tasvil Kristin Yavernidar Zebua Theoria Indah Swari Sinaga Tiar Pasaribu Tiara K Pasaribu Tiara K. Pasaribu Tiara Kristina Pasaribu Vera Nova Sitanggang Vitri Rosalina Manullang Wiwik Damanik Yensi Nurisa Simaremare Yong Wag Yosia Rajagukguk Yuni Siregar