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<![CDATA[Pelatihan Penggunaan Aplikasi Digital Pembelajaran Daring Dalam Masa Pandemi Covid-19 Bagi Guru Madrasah Aliyah ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Sofia Idawati Lubis]]>;
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/matappa.v4i1.1177
<![CDATA[Kegiatan pengabdian kepada masyarakat ini dilakukan dengan tujuan untuk memperkaya dan memperluas pengalaman guru-guru dalam penggunaan aplikasi digital pembelajaran daring untuk menudukung kegiatan pembelajaran selama masa pandemi. Metode yang digunakan dalam kegiatan ini adalah pelatihan penggunaan beberapa aplikasi digital seperti mentimeter, socrative, dan quizzes. Hasil dari kegiatan pelatihan ini dapat disimpulkan bahwa guru-guru yang diberikan pelatihan penggunaan aplikasi digital dapat mengeksplorasi penggunaan aplikasi tersebut dengan baik dan membantu mereka dalam mempersiapkan materi pembelajaran yang lebih menarik perhatian siswa. ]]>
<![CDATA[Teaching Concept Sentence Technique on Students’ Achievement in Writing Narrative ]]>
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Iskandar Zulkarnain]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 2, No 1 (2021): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v2i1.5910
<![CDATA[The objective of this research was to investigate if Concept Sentence Technique significantly affected students’ achievement in writing narrative. This research was conducted by using experimental research design. The population was all students of grade X TKJ of PAB-10 Patumbak with the total number of students was 30 students. There were two parallel classes, namely X TKJ-1 and X TKJ-2. Each class consisted of 15 students. By employing cluster random sampling technique, X TKJ-1was selected as experimental group and X TKJ-2 was selected as control group. The experimental group was taught by applying Concept Sentence Technique, while the control group was taught by applying Conventional Technique. The instrument for collecting the data was writing test. The data were analyzed by using Mann Whitney U-test Formula. After the data had been calculated, it was found that the smaller U-observed value was 11.9. It was smaller than U-table value which was 75 at p=0.05 (11.9 < 64). It meant that the alternative hypothesis (Ha) was successfully accepted and Null Hypothesis (Ho) was successfully rejected. Based on the research finding, it was found that Concept Sentence Technique significantly affected students’ achievement in writing narrative.]]>
<![CDATA[Clustering Technique in Teaching Writing Descriptive Text ]]>
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 2, No 2 (2021): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v2i2.6984
<![CDATA[This research aimed to find out the significant effect of clustering technique on the eighth grade students’ achievement in writing descriptive text. The research was conducted at a private school in Tanjung Morawa, Medan. It was conducted by applying experimental research design and the sample consisted of 60 students which were divided into two groups. They were experimental group which were taught by applying the clustering technique and control group which were taught without any specific technique. Each group consisted of 30 students. The instrument used to collect the data was writing test of descriptive text. The data obtained were analyzed using t-test. The test found out that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group (t-observed value 2.11 > t-table value 2.004). It was concluded that clustering technique had a significant effect on students’ achievement in writing descriptive text.]]>
<![CDATA[Effectiveness of Online Film Posters on Students’ Achievement in Writing Descriptive Text ]]>
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4997
<![CDATA[This research aimed to determine whether the online film posters as a teaching medium significantly affected students’ achievement in writing descriptive text. This research was conducted using a quasi experimental research with pre-test and post-test design. The population was 60 students of the tenth grade senior high school of MAS Muhammadiyah 13 Sei Rampah, Medan. There were two parallel classes as the population, namely Class X IPA and X IPS. Each class consisted of 30 students. The sample in this research was taken using the cluster sampling technique to decide the experimental and control groups. X IPA was the experimental group and X IPS was the control group. The experimental group consisted of 30 students was taught using online film posters and the control group consisted of 30 students was taught without using any media. There were five meetings during the research. The first and the fifth meetings were administered as pre-test and post-test while the other three meetings were administered as the treatment sessions.The instrument used to collect the data was a writing test. The students of both groups were assigned to write a descriptive text to be administered as the research data. It was obtained that the mean score of experimental group in pre-test was 74.86 and 79.93 in post-test while the mean score of control group in pre-test was 73.66 and 69.9 in post-test respectively. These statistical data were then analyzed using t-test formula. The result of t-test calculation showed the value of t-observed was 3.20 and the value of t-table was 2.00 in level of significance of 0.05 and df=58. This meant that t-observed was higher than t-table (3.20 > 2.00). Based on the finding, then alternative hypothesis (Ha) was accepted and null alternative (Ho) was rejected. Thus, it was concluded that online film posters significantly affected students’ achievement in writing descriptive text.]]>
<![CDATA[EFFECTIVENESS OF FIVES STRATEGY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Ramlah Ramlah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6649
<![CDATA[This research was aimed to find the effectiveness of FIVES strategy in teaching reading comprehension. This research was conducted by applying experimental research design. The sample was two classes with total number of 60 students taken out of the total population by applying cluster random sampling technique. One class as the experimental group was taught by applying FIVES strategy and the other class as the control group was taught by conventional strategy. The instrument for collecting the data was reading text with 20 items of multiple choices test. The data were analyzed by using t-test formula. Data analysis resulted that t-observed value was higher than t-table value ( > 2.000) at level of significance 0.05 with the degree of freedom (df) 58. Since t-observed value was higher than t-table value, it means Ha was accepted and Ho was rejected. Thus, the FIVES strategy significantly affected students’ reading comprehension. It is recommended for English teachers to apply the FIVES strategy to teach reading comprehension.]]>
<![CDATA[NOUN PHRASE CONSTRUCTION IN DESCRIPTIVE WRITING BY SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Hindun Lubis]]>;
<![CDATA[Nur Widya Ningsih]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 7 No 2 (2021): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v7i2.86
<![CDATA[This study analyzed the types of noun phrase construction. There were two problems in this study, namely the types of noun phrase construction found in writing by the first year students of senior high school and the dominant type of noun phrase constructions found in writing by the first year students of senior high school. The data in this study were taken from the students’ samples of writing particularly descriptive writing. There were two parallel classes involved which consisted of 50 students as total population and sample. This study was designed as a qualitative descriptive. The results of the analysis found that the students mostly used three types of noun phrase construction; they were Modifier + Head (M + H), Head + Modifier (H + M), and Modifier + Head + Modifier (M + H + M). As the most dominant type of noun phrase construction made by the students was the types of Modifier + Head (M + H) particularly in the arrangement of Determiner + Noun (68.03%).]]>
<![CDATA[THE EFFECT OF RIDDLE GAME ON STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Fitri Wahyuni Sembiring]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 8 No 1 (2022): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v8i1.277
<![CDATA[This research was aimed to find the effect of riddle game on students’ vocabulary mastery. This research was conducted by using experimental research design with two groups namely experimental and control. The population was all the students of grade VIII of SMP Al Washliyah 08 Medan in academic year 2019-2020 which consisted of two classes namely VIII2 and VIII4. The total number of the population was 60 students. Cluster random sampling was applied to decide the sample group. The experimental group was taught by applying Riddle Game whereas the control group was taught without specific strategy. The instrument for collecting the data was multiple choices test consisted of 20 items. After the data has been collected, the data then were analyzed by using t-test formula. Data analysis resulted that tobserved value was higher than ttable value (3.05 > 2.00172) at level of significance 0.05 with degree of freedom (df) = 58. It meant Ha was accepted and Ho was rejected. Thus, the riddle game strategy significantly affected students’ vocabulary mastery.]]>
<![CDATA[GRAMMAR ERROR BY STUDENTS IN TRANSLATING INDONESIAN INTO ENGLISH ]]>
<![CDATA[Maniar, Diani Syahputri , Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.63
<![CDATA[This research was to analyze the students’ grammar errors on the use of present tense and past tense in translating Indonesian sentence into English. The aims were to find out what errors were made by the students and what error was the dominant one. The method used was descriptive qualitative. It was conducted at SMP Swasta Dwitunggal Tanjung Morawa in academic year 2018 – 2019. The population was the students of the eighth grade consisted of 3 classes with the total number of population was 138. The sample was the class VIII-3 consisted of 41 students which was obtained through cluster random sampling with lottery technique. The instrument used was a translation test which consisted of 20 items of Indonesian sentence. Through the data analysis, it was obtained that there were four types of errors made by the eighth grade students, namely error of omission (17.22%), error of addition (32.05%), error of miss-formation (34.44%), and error of miss-ordering (12.91%). The most dominant error was error of miss-formation.]]>
<![CDATA[THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Srimaharani Tanjung]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Harahap Harahap]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.112
<![CDATA[This research aimed to find out the effect of Think Talk Write (TTW) Strategy on students’ ability in writing descriptive text. The research was conducted by using experimental research design. The population was the students of grade X consisting of 60 students. The sample was selected by applying cluster random sampling technique. The sample was divided into two groups namely experimental and control groups. Class X-iis consisting of 30 students was the experimental group taught by using Think Talk Write (TTW) Strategy. Class X-mia consisting of 30 students was the control group taught by conventional strategy. The instrument used to collect the data was writing test. The result of the data analysis by applying t-test formula showed that t-obs value was higher than t-table value (t-obs > t-table = 3.747 > 2.660). Based on the finding, Ha was accepted and Ho was rejected. Thus, Think Talk Write (TTW) Strategy significantly affected the students’ ability in writing descriptive text.]]>
