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All Journal Jurnal Suluh Pendidikan Jurnal Pendidikan LLDIKTI Wilayah I (JUDIK) Kreativitas Pada Pengabdian Masyarakat (Krepa) Journal of English Language Teaching, Literatures, Applied Linguistics J-Shelves of Indragiri (JSI)
harpen silitonga
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Arts Humanities Education Energy Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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 1 
AN ANALYSIS ON WRITING EXERCISES IN ENGLISH TEXTBOOK FOR GRADE SEVEN ENTITLED "WHEN ENGLISH RINGS A BELL" Wiwin Sulastri Simanungkalit; Kammer Tuahman Sipayung; harpen silitonga
Jurnal Suluh Pendidikan Vol 7 No 2 (2019): September 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nom- mensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v7i1.113

Abstract

Abstract This study is attempts Analysis on writing Exerciss In English Textbook Entitled “When English Rings a Bell”. The objectives of this research is to know the types of writing exercises in When English Rings a Bell textbook based on 2013 Curriculum. The research is content analysis design. The instrument for collecting data is documentary is taken from English textbook seventh grade students published by kemendikbud. After observing the textbook, matching with the 2013 Curriculum, the types of writing exercises of When English Rings A Bell Textbook the writer found four type there are is (a) Completing texts, (b) writing sentence dealing with grammar, (c) writing short functional text and (d) Developing vocabulary into sentence. The writer found the kinds practice of exercises there are Controlled exercises and Guided exercises, the result is are: arranging scrambled word into good sentences (not found in the textbook), completing texts/sentences (12,50%), writing sentences dealing with grammar (50%), writing short functional texts (18,75%), developing vocabulary into sentences (18,75%) so the types of writing exercises are dominant is writing sentences dealing with grammar (50%). Keywords : An Analysis, Writing Exercises, Textbook, 2013 Curriculum
TEACHERS’ STRATEGY USED IN TEACHING READING COMPREHENSION IN THE CLASSROOM Christian Neni Purba; Harpen Silitonga; Karolina Sinulingga; Nona Sony Manihuruk
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 1 No. 1 (2023): June
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v1i1.37

Abstract

Reading is one of the language skills which is very important to be learned by students. Through this activity, students can improve their own language and experience. The objectives of this research to find out the English teacher’s strategies in teaching reading comprehension and the advantages of using strategy. The research designed this study with qualitative method with the data from observation teaching learning process at SD HKBP Sidorame. The findings show that: the strategies commonly used by the English teacher in teaching reading comprehension at ten grade students of SMA HKBP Sidorame are question-answer relationship and discussion. The former eases the teacher in recognizing the students’ comprehension about the text, and helps the students develop an awareness of the multiple source of information in their reading. The later makes the students learn not only from the teacher but also from their fellow, and this strategy creates the active classroom atmosphere. In short, the mentioned strategies provide good contribution for both parties in the classroom: teacher and students.
LITERASI DAN NUMERASI MENGAJAR SEBAGAI MOTIVASI DALAM PENINGKATAN MINAT BELAJAR DI DESA SUGIHARJO KEC. BATANG KUIS Harpen Silitonga; Widya Ningsih Simalango; Lastri Marito Gurning; Selvira Yanti Harefa; Selly Lorenza Manik
Kreativitas Pada Pengabdian Masyarakat (Krepa) Vol. 4 No. 12 (2025): Kreativitas Pada Pengabdian Masyarakat (Krepa)
Publisher : CV SWA Anugerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.8765/krepa.v4i12.12122

Abstract

Increasing interest in learning among rural communities is a challenge in itself, especially in terms of literacy and numeracy. This study aims to analyze the role of literacy and numeracy in the teaching process as a motivational factor in increasing interest in learning in the community in Sugiharjo Village, Batang Kuis District. The method used is a qualitative approach with observation, interview, and documentation study techniques. The results of the study indicate that literacy and numeracy-based teaching strategies can increase student involvement, strengthen critical thinking skills, and build self-confidence in learning. In addition, environmental support and innovation in teaching methods play an important role in maintaining interest in learning sustainably. Thus, literacy and numeracy are not only basic skills, but also effective motivational tools in the education process at the village level.
THE EFFECT OF USING PINTEREST MEDIA ON STUDENTS’ ABILITY IN DESCRIPTIVE WRITING FOR GRADE X AT SMAS GKPI PADANG BULAN Mei Br. Siringo-ringo; Fenty Debora Napitupulu; Harpen Silitonga
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2948

Abstract

This study examines the effect of utilizing Pinterest as a teaching tool on the descriptive writing abilities of SMAS GKPI Padang Bulan students in the tenth grade. The issue raised in this study is the difficulty students face in developing ideas, enriching vocabulary, and enhancing creativity in writing. The objective of this research is to determine whether Pinterest, as a visual-based platform, can enhance students' descriptive writing skills. The research method used is a quantitative experimental method involving two classes: class X-3 as the experimental group and class X-1 as the control group, each consisting of 26 students. Both groups were given a pre-test to measure the students' initial writing abilities. The experimental group was taught using Pinterest, while the control group was taught using conventional methods. After the treatment, a post-test was conducted to measure the improvement in writing skills. The research results show that the average score of the experimental group significantly increased from 61.38 to 77.23, while the control group increased from 54.81 to 67.27. The results of the t-test showed a t-value of 2.557, higher than the t-table value of 2.010 at a significance level of 0.05. This indicates a significant difference between the two groups. Thus, the use of Pinterest has a positive and significant impact on students' descriptive writing skills and can be considered an effective and innovative learning tool in teaching writing at the high school level.
An Analysis of Negative Politeness Strategy Used by Eleventh-Grade Students in English Learning at SMA Swasta Gajah Mada Medan Jessica Talenta Panjaitan; Yessy Octavianna; Harpen Silitonga
Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK) Vol. 5 No. 01 (2025): Education, 2025
Publisher : Lembaga Layanan Pendidikan Tinggi (LLDIKTI) Wilayah - 1

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

Abstract

Communication in the school environment plays a significant role in fostering a respectful and effective learning atmosphere. However, the increasing neglect of politeness due to technological and cultural shifts has become a concern. This study aims to explore the use of negative politeness strategies by eleventh-grade students during English learning activities at SMA Swasta Gajah Mada Medan. Negative politeness, as proposed by Brown and Levinson (1987), is directed at minimizing the imposition on the listener's negative face. Using a descriptive qualitative approach, this research analyzes utterances containing negative politeness strategies from classroom interactions. The findings indicate seven types of negative politeness strategies, with "be conventionally indirect" being the most dominant. These strategies help maintain harmonious communication and reduce potential conflicts in classroom settings.
Co-Authors Christian Neni Purba Fenty Debora Napitupulu Jessica Talenta Panjaitan Kammer Tuahman Sipayung Karolina Sinulingga Lastri Marito Gurning Mei Br. Siringo-ringo Nona Sony Manihuruk Selly Lorenza Manik Selvira Yanti Harefa Widya Ningsih Simalango Wiwin Sulastri Simanungkalit Yessy Octavianna