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All Journal Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Jurnal Dimensi Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Minda Baharu Journal of English Language Teaching and Learning (JETLE) Didaktika: Jurnal Kependidikan Jurnal Abdimas ADPI Sosial Dan Humaniora JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan 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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BRANDING DAN EDUKASI STRATEGI MARKETING UMKM BROWNIES, USAHA PRODUKSI TEMPE DAN JASA JAHIT PAKAIAN DI PERUMAHAN GRAHA NAMARINA KECAMATAN SEKUPANG KOTA BATAM Sinaga, Juwita Boneka; Marpaung, Junierissa; Manurung, Sulastri; Ardhi, Mega Aulia; Khurnia, Putri
MINDA BAHARU Vol 8, No 2 (2024): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/jmb.v8i2.6072

Abstract

Pengabdian masyarakat ini bertujuan untuk memberikan pengetahuan tentang pentingnya branding dan strategi pemasaran dalam meningkatkan ekonomi masyarakat, khususnya UMKM di Perumahan Graha Namarina. Kegiatan ini dilakukan dengan memberikan edukasi tentang pengambilan foto produk, pembuatan video menarik, dan pemasaran melalui media sosial. Evaluasi dilakukan untuk mengetahui efektivitas dari kegiatan sosialisasi branding dan edukasi strategi pemasaran. Hasil evaluasi menunjukkan adanya perubahan pengetahuan dan dampak positif pada produk setelah diberikan logo dan merek pada kemasan serta strategi pemasaran yang lebih luas. Metode penelitian yang digunakan adalah metode deskriptif dengan wawancara mendalam pada setiap narasumber. Dalam mengukur efektivitas kegiatan sosialisasi, digunakan tiga indikator yaitu pengetahuan produk, pengetahuan pengemasan produk, dan pengetahuan promosi dan strategi pemasaran. Diharapkan kegiatan ini dapat meningkatkan pemahaman masyarakat tentang pentingnya branding dan strategi pemasaran dalam mengembangkan usaha mitra.
Students' perceptions of Photomindset media in English language teaching Ghaisani, Fadhilah; Manurung, Sulastri; Siahaan, Safnidar
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.32176

Abstract

The demand for innovative and attractive teaching resources in the digital age is crucial for enhancing students' language proficiency and learning engagement. This study examines students' perceptions of Photomindset as media in English teaching and learning. This study employed a mixed-method approach, combining a close-ended questionnaire and interviews. The study involved 32 students in one of Junior High School in Batam, Indonesia and utilized the Technology Acceptance Model (TAM) to assess their perceptions. Three students with the highest TAM scores were selected for interviews to gain deeper insights into their perception. Data were analyzed using descriptive statistics to describe the tendency of students' perceptions of Photomindset and the relationship between perceived usefulness and perceived ease, as measured by Pearson correlation. Thematic analysis was employed to identify recurring themes and pattern from interviews. The results showed that students have positive perception of Photomindset with the mean score of 116 for Perceived Usefulness and 115 for Perceived Ease of Use. However, there is no correlation between perceived usefulness and perceived ease of use. The findings suggests that Photomindset is an effective, beneficial and user-friendly tool for enhancing English learning.
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.
The effectiveness of photomindset learning media based on discovery learning to enhance EFL student's critical thinking Manurung, Sulastri; Yuri, Melani Putri; Yudani, Nadia Putri; Sembiring, Elisma; Pratiwi, Septiani Indah; Ghaisani, Fadhilah
CAHAYA PENDIDIKAN Vol 11, No 1 (2025): JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/chypend.v11i1.6751

Abstract

Students’ low English proficiency and critical thinking often stem from traditional language learning methods that do not encourage performance, creativity, or analytical abilities. Teachers play a vital role in cultivating these skills through meaningful and interactive learning experiences. This study investigated the effectiveness of using photomindset learning media based on a discovery learning method to enhance English as a Foreign Language (EFL) students' critical thinking skills. Employing a quantitative approach with a one-group pre-test post-test design, this study involved 33 first-grade students from a Junior High School in Batam, Indonesia, through purposive sampling. The research instrument was a test consisted 30 multiple-choice questions and one essay covering reading and writing section, validated by expert judgment, Pearson Product-moment and tested for reliability using Cronbach’s Alpha. A Paired-sample T-test revealed a significant difference between pre-test and post-test scores (a sig. (2-tailed) = 0.000 < 0.05). The finding demonstrates that using photomindset learning media based on discovery learning effectively enhances students’ critical thinking skills. This study contributes valuable insights into EFL teaching by demonstrating how integrating discovery learning with visual media can foster students’ analytical and problem-solving abilities. Future research should explore its impact on other English skills and involve a larger sample with a control group for broader comparisons.
EXPLORING THE SELF-CONFIDENCE OF SIXTH SEMESTER STUDENT PRESENTING PROPOSAL DURING THE PROPOSAL SEMINAR COURSE Kristina, Geofani; Novelita, Naomi Mars; Panjaitan, Angels Dermika; Monika, Tiara; Zahara, Nasyiva; Situmorang, Citra Betha; Dewi, Desi Surlitasari; Manurung, Sulastri; Susanti, Ervin Nora; Sirait, Sindy Deswita Natalia
JURNAL DIMENSI Vol 13, No 3 (2024): JURNAL DIMENSI (NOVEMBER 2024)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v13i3.8197

Abstract

This study aims to explore sixth semester students' self-confidence in presenting research proposals in the Proposal Seminar course. Using a mixed methods approach, data was obtained from 19 students through a self-confidence questionnaire and semi-structured interviews. The questionnaire results showed that most participants had a high level of self-confidence, with an average score of 79.61%. Analysis of the interview transcripts revealed six main themes: strengths in presenting, presentation challenges, preparedness, coping strategies, audience influence, and self-reflection. Although many students experienced nervousness, they demonstrated an awareness of their strengths and applied strategies such as deep breathing, positive thinking, and rehearsal as ways to manage anxiety. The presence of an evaluative audience, especially lecturers, proved to be a major influence on students' confidence levels. Overall, the results show that students' self-confidence is dynamic and shaped by readiness, experience, audience context, and reflective practice. This study emphasizes the importance of a supportive academic environment to foster confidence in oral academic presentations.
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 Adam Adam Albert Efendi Pohan Aprilia, Rebecha Ardhi, Mega Aulia Ariyanti, Anita Aulia Putri Aulia Putri Desi Surlitasari Dewi Dewi Yana Dewi Yana Dewi Yana, Dewi Ervin Nora Susanti, Ervin Nora Ghaisani, Fadhilah Hilda Wiryanti Manurung Isnaini Eddy Saputro Jenni Happy Manalu Joy Early Wahyuni Simarmata Juni Erissa Marpaung Junierissa Marpaung Junierissa Marpaung, Junierissa Juwita Boneka Sinaga Khurnia, Putri Kristina, Geofani Mega Aulia Ardhi Monika, Tiara Nailul Himmi Hasibuan, Nailul Himmi Natalia Manuhutu Nikyta Olivia Edini Putri Novelita, Naomi Mars Novita Mandasari Hutagaol Novita Mandasari Hutagaol Nursyahida Suci Ramadhani Panjaitan, Angels Dermika Pratiwi, Septiani Indah Putri Salsyabillah.M Raya, Valentina Letek Romios, Laser Safnidar Siahaan, Safnidar Sari Rishita Siallagan Sembiring, Elisma Sirait, Sindy Deswita Natalia Situmorang, Citra Betha Sri Setyarini Susi Septaviana Rakhmawati W, Widhiyanto Wahyuni, Sri Wanda Novita Sari Yesi Gusmania Yudani, Nadia Putri Yuli Angraini, Yuli Yuri, Melani Putri Zahara, Nasyiva