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All Journal Vision: Journal for Language and Foreign Language Learning Minda Baharu Didaktika: Jurnal Kependidikan Jurnal Abdimas ADPI Sosial Dan Humaniora TELL - US JOURNAL Journal of English Language Teaching and English Linguistics
Sulastri Manurung
Universitas Riau Kepulauan
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MATEMATIKA, BERBAHASA INGGRIS DAN MEWARNAI UNTUK MEMBUAT DUNIA BERWARNA Nailul Himmi; Yesi Gusmania; Sulastri Manurung; Adam Adam; Wanda Novita Sari
MINDA BAHARU Vol 5, No 2 (2021): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/jmb.v5i2.3502

Abstract

Matematika dan bahasa Inggris tidak terlepas dari kehidupan manusia. Matematika merupakan dasar kemampuan berpikir untuk memecahkan suatu permasalahan dan Bahasa Inggris merupakan salah satu bahasa yang di pergunakan untuk berkomunikasi secara global. Matematika dan Bahasa Inggris penting diperkenalkan bagi anak usia dini untuk mengkonstruksi pemikiran anak usia dini dari abstrak menuju konkrit dan pemerolehan bahasa pada anak usia ditengarai lebih baik dibanding orang dewasa. Untuk itu kegiatan ini bertujuan untuk memperkenalkan matematika dan Bahasa Inggris kepada anak-anak usia dini di lingkungan Perumahan Fantasy Residence. Kegiatan ini dilakukan dengan pendampingan selama 4 kali pertemuan, dimana setiap pertemuannya dilakukan pengenalan angka 1-20 dan Bahasa Inggris Angka dan Objek yang ada di Lembar Kerja Anak. Tutor memperkenalkan Angka dan Bahasa Inggrisnya secara berulang-ulang sambil mewarnai Objek tersebut. Adapun hasil kegiatan ini, anak-anak usia dini di lingkungan perumahan Fantasy Residence mampu mengidentifikasi bilangan dan objek yang diberikan, serta mengetahui maknanya dalam Bahasa Inggris
BIMBINGAN BELAJAR BAHASA INGGRIS UNTUK ANAK USIA DINI DI KELURAHAN BULIANG RW 18 Juwita Boneka Sinaga; Sulastri Manurung; Juni Erissa Marpaung
MINDA BAHARU Vol 1, No 1 (2017): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.767 KB) | DOI: 10.33373/jmb.v1i1.1171

Abstract

Pengabdian ini berjudul bimbingan Bahasa Inggris  untuk anak usia dini di Kelurahan Buliang RW 18. Pengabdian masyarakat ini bertujuan untuk memberikan bimbingan belajar Bahasa Inggris  untuk anak-anak usia dini di Kelurahan Buliang RW 18 Batam Kepulauan Riau, Sasaran pengabdian adalah anak-anak usia dini di Kelurahan Buliang RW 18 Batam Kepulauan Riau. Persiapan dilakukan dengan melakukan survei pendahuluan untuk melihat kondisi di lapangan. Luaran pengabdian ini adalah : Menumbuhkan minat belajar Bahasa Inggris  anak-anak usia dini warga RW 18 kelurahan buliang kecamatan batu aji kota batam. Meningkatkan kemampuan anak-anak usia dini  dalam berBahasa Inggris .Menumbuhkan kesadaran anak usia dini  akan pentingnya Bahasa Inggris . Hasil kegiatan menunjukkan bahwa: ada perubahan kemampuan dari anak-anak usia dini dimana mereka yang awalnya tidak bisa berBahasa Inggris  karena kurang mendapatkan pengajaran belajar Bahasa Inggris  sebelumnya, menjadi bisa berBahasa Inggris  meskipun masih dalam tataran sederhana. Anak anak yang awalnya takut dan tidak suka terhadap pelajaran Bahasa Inggris  menjadi suka dengan Bahasa Inggris . Kesimpulan dari pengabdian ini adalah bahwa anak-anak perlu diberikan bimbingan Bahasa Inggris  sedini mungkin untuk pembiasaan dan menumbuhkan semangat belajar yang tinggi di kalanagn anak.
Pelatihan Bahasa Inggris bagi Guru TK Negeri dan Pos PAUD Kota Batam Sulastri Manurung; Dewi Yana; Adam Adam; Juwita Boneka Sinaga
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 4 (2021):  Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/soshum.v2i4.4

Abstract

English is not included as a compulsory subject for Elementary School and young learners. However, most kindergartens and private primary schools in Batam, teach and use English intensively. It is different from the case of most state Kindergartens and in which teaching and learning English is very limited. This is also due to lack of knowledge and skills of teachers who teach in Kindergartens so teaching learning English for kindergarten students is difficult to apply. Based on the problem above, the lecturers team of English Department University of Riau Kepulauan provides English language training for teachers at Kindergartens Batam. The team collaborate with the Education Officer for PAUD and PNF Batam to choose and send delegation from each Kindergarten and Pos PAUD to participate in the training. After going through intensive training for 30 meetings, the trainees showed an improvement in English especially to deliver the teaching material for young learners which was integrated with some relevant and suitable teaching activities for young learners.
An Analysis of Self-regulated Learning in Student Speaking Skill Nikyta Olivia Edini Putri; Sulastri Manurung; Adam Adam
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2250

Abstract

Self-regulated learning (SRL) refers to the process by which individuals take control of their own learning. self regulated learning involves forethought phase, performance/ volitional control and self reflection. determining the planning stage in learning speaking, monitoring the process of learning speaking and evaluating what else needs to be improved in speaking. The aims of this study is to analyze how students regulate themselves in speaking learning. Digging deeper into how self-regulated is applied in students and what strategies they do. This study used qualitative methods and Semi-structured interviews by asking 10 vocational high school students. Only 10 students were taken because the study used purposive sampling technique, a technique where researchers deliberately select samples based on the objectives to be achieved, obtaining information from students who have relevant speaking learning experience to answer research questions. The data collection is using audio recordings and the data is processed using thematic analysis. After the interview, the results of the students' answers will be described one by one, coding the data, providing data categories, analyzing the data and developing conclusions from all answers. The results showed that students were better at organizing themselves in the forethought phase. Students have appropriate planning strategies for speaking learning. From the results and discussion that have been described, self-regulated learning is very important in students' speaking learning. It is important for teachers to provide training on how to self-regulate in speaking learning. Provide efficient directions and strategies according to each student's ability.
The Correlation between Students’ Metacognitive Reading Strategies and Reading Comprehension Putri Salsyabillah.M; Sulastri Manurung; Adam Adam
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2253

Abstract

Reading comprehension is an essential skill for academic success, particularly for students developing literacy through reading. Nevertheless, lack of awareness or ineffective reading strategies frequently lead to students encountering challenges in understanding texts. Metacognitive strategies have been considered important means to improve students’ Reading comprehension. This study aims to analyze the relationship between metacognitive reading strategies and reading comprehension using a quantitative approach with a correlational design. The study employed the Survey of Reading Strategies (SORS) developed by Mokhtari to measure metacognitive strategies and a reading comprehension test compiled based on language assessment theory. Data were collected from 98 students at a Vocational School in Batam, Kepulauan Riau, Indonesia. The Spearman Rho non-parametric correlation method was used to analyze the data. The findings imply no statistically significant relationship exists between metacognitive reading strategies and students' reading comprehension. This study provides important insights into the effectiveness of learning strategies in educational contexts. Therefore, it is recommended that further research be conducted to investigate other factors that may contribute to reading comprehension and evaluate more comprehensive learning approaches in improving students' reading skills. The practical implication of this study is the importance of integrating metacognitive strategies in reading learning to enhance students' learning outcomes.
Teacher-Students Power Relation in Online Class Interactions in the Higher Education Context Laser Romios; Sulastri Manurung
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.9492

Abstract

As online class during the Covid-19 pandemic was mandatory, teaching methods changed and no-human touch was involved, causing fewer social dynamics and interactions. Hence, it is interesting to investigate how a lecturer and students dealt with it. This study aimed to investigate the power relation between a lecturer and his students in a tertiary level education in a particular course of a doctoral degree majoring English Education. The study employed qualitative research with a case method to explore how teacher and students exercised power in online class interactions from January-May 2022. Data were obtained from a recording of zoom meetings involving a male lecturer and 20 doctoral students in a state university in Bandung, Indonesia. Online class verbal and nonverbal interactions were transcribed to describe, interpret, and analyze the teacher-student discursive practices. Analysis of the data was done through the three stages of critical discourse analysis by Fairclough, including description, interpretation, and explanation. In particular, the study employed the systemic functional linguistics by Eggins and Halliday to discuss mood type and to understand the semantic system of speech function and mood employed by the teacher and students. Based on the analysis of three episodes, the study shows that the lecturer did not dominate the classroom, suggesting the power relation was equal. Thus, students found it easy to demonstrate their ideas and opinions during classroom activities.Keywords: Power Relations; systemic functional linguistics; English Education; Tertiary Education
Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
PELATIHAN PENINGKATAN KEMAMPUAN LITERASI BACA TULIS ANAK-ANAK DI PERUMAHAN EDOFA GARDENIA DENGAN METODE BERCERITA Juwita Boneka Sinaga; Junierissa Marpaung; Sulastri Manurung; Novita Mandasari Hutagaol; Joy Early Wahyuni Simarmata; Jenni Happy Manalu
MINDA BAHARU Vol 9, No 2 (2025): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/jmb.v9i2.7308

Abstract

Di abad 21, keterampilan literasi sangat penting untuk mengembangkan kemampuan analitis, evaluasi dan berpikir kritis. Literasi baca tulis terdiri atas dua kegiatan yaitu kegiatan membaca dan menulis. Di Perumahan Edofa Gardenia banyak anak yang mengisi waktu luang dengan bermain dan melakukan kegiatan yang kurang bermanfaat dikarenakan para orang tua sibuk bekerja sehingga anak-anak kurang dalam pengawasan. Selain itu, anak SD di Perumahan Edofa Gardenia masih banyak yang belum mampu untuk literasi baca tulis. Adapun tujuan dari pengabdian ini adalah untuk meningkatkan kemampuan literasi baca tulis pada anak di Perumahan Edofa Gardenia dengan menggunakan metode storytelling. Metode pelaksanaan kegiatan ini adalah pelatihan dengan menggunakan metode storytelling. Peserta kegiatan dalam pengabdian ini adalah anak-anak dari usia 5-11 tahun yang berjumlah 30 orang anak. Adapun kegiatan dilakukan selama 2 bulan yaitu dari bulan Agustus – September tahun 2024. Tahap pelaksanaan kegiatan ini dari tahap persiapan, pelaksanaan dan tahap akhir dengan melakukan evaluasi. Dari hasil pelatihan diperoleh ada peningkatan anak dalam kemampuan literasi baca tulis dengan menggunakan metode storytelling dimana membawa perubahan dalam kemampuan verbal, kreativitas dan pemikiran kritis dalam mengkontribusikan ide-ide serta imajinasi.
THE CORRELATION BETWEEN AFFECTIVE-COGNITIVE WRITING AND WRITING SKILLS Nursyahida Suci Ramadhani; Sulastri Manurung; Aulia Putri
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10619

Abstract

This study examined the relationship between students’ affective-cognitive writing strategies and their writing skills at the seventh-grade level of SMPN 21 Batam. The study employed a quantitative correlational design with a sample of 30 students selected through cluster random sampling to ensure representation of the population. Data were gathered using two primary instruments: the Affective-Cognitive Writing Strategies Questionnaire (ACWS) developed by Fisher (2010), which measures students’ affective and cognitive approaches to writing, and a descriptive writing test assessed using Brown’s (2007) analytic rubric. Assumption testing through the Shapiro-Wilk normality test and the linearity test confirmed that the data met the requirements for parametric analysis. Pearson’s Product Moment correlation showed that the use of affective cognitive writing strategies did not have a statistically significant relationship with students’ writing performance (r = -0.011, p = .954). These findings suggest that students’ writing performance was influenced more by their basic language proficiency and familiarity with the task than by their reported strategy use. Future studies with larger samples, multiple writing tasks, or qualitative data are recommended to provide deeper insights into how affective and cognitive factors contribute to students’ writing development. These results highlight the need for explicit instruction in both emotional regulation and cognitive strategy training in EFL writing classroom.
Co-Authors Adam Adam Aulia Putri Desi Surlitasari Dewi Dewi Yana Isnaini Eddy Saputro Jenni Happy Manalu Joy Early Wahyuni Simarmata Juni Erissa Marpaung Junierissa Marpaung Juwita Boneka Sinaga Laser Romios Mega Aulia Ardhi Nailul Himmi Hasibuan, Nailul Himmi Natalia Manuhutu Nikyta Olivia Edini Putri Novita Mandasari Hutagaol Nursyahida Suci Ramadhani Putri Salsyabillah.M W, Widhiyanto Wahyuni, Sri Wanda Novita Sari Yesi Gusmania