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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL MUTIARA PENDIDIKAN INDONESIA English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Sintaksis : Pendidikan Guru Sekolah Dasar, IPA, IPS dan Bahasa Inggris The seall Jurnal Pengabdian Masyarakat STKIP AL MAKSUM LANGKAT Journal La Edusci IIJSE Harmoni Sosial : Jurnal Pengabdian Dan Solidaritas Masyarakat
Rosmen
STKIP Al Maksum Langkat, Stabat, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE ROLE OF LEARNING FACILITIES IN ENHANCING TOEFL TEST PREPARATION AMONG UNIVERSITY STUDENTS Donny Adiatmana Ginting; Rosmen Rosmen; Muhammad Hassan; Fernando De Napoli Marpaung
PROJECT (Professional Journal of English Education) Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, MAY 2024
Publisher : IKIP Siliwangi

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

Abstract

The aim is to find the learning facilities' impact on students' preparation on the TOEFL test. Students must take the TOEFL test as one of the requirements for admission to universities, scholarships and job vacancies. The research approach is quantitative, and the research method is a survey. The population are ninety students from English Department Study Program, STKIP Al Maksum, who already took the TOEFL test; the sample were fifty-three students, and the author used random sampling to choose the sample. The data collection is from the questionnaire, which was analyzed through descriptive analysis as the data analysis technique. The result is that learning facilities consisting of large and comfortable classrooms, presentation equipment, books, computers and the internet influenced students' preparation for the TOEFL test. The average score was above 50% among the questions. Workshops and seminars also support students to build confidence and readiness in following the TOEFL test. In conclusion, adequate learning facilities can support students' preparation for taking the TOEFL test.
The Influence of Story Telling Technique On Students Speaking Skill Muhammad Hassan Hassan; Rosmen Rosmen Rosmen
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.v11i2.4377

Abstract

The aims of this study were to examine the impact of storytelling approach on students' speaking proficiency and to determine the extent to which storytelling elicits positive responses in English instruction.   The study utilised a one-group pretest-posttest design.   The data was analysed using a repeated measure t-test, and hypothesis testing was conducted using SPSS version 15.0.   The findings demonstrated that the utilisation of storytelling technique is effective in enhancing the students' oral proficiency, particularly in the areas of fluency, grammar, pronunciation, vocabulary, and comprehensibility.   The average score of pupils in the pretest was 49.13, which increased to 62.86 in the posttest.   Regarding speaking skills, there was an improvement in students' fluency from 9.80 to 12.26 (a gain of 2.46), pronunciation from 10.00 to 12.53 (a gain of 2.53), grammar from 9.86 to 13.00 (a gain of 3.14), vocabulary from 9.60 to 12.40 (a gain of 2.80), and comprehension from 9.86 to 12.66 (a gain of 2.80).   The questionnaires yielded a highly favourable response on the impact of narrative style on students' speaking proficiency.   The use of storytelling technique has been found to have a substantial impact on students' speaking abilities and elicit positive responses.
Enhancing Language Literacy for the Children of Rejatengah Village to Achieve Indonesia's Golden Generation in 2045 Donny Adiatmana Ginting; Fernando De Napoli Marpaung; Rosmen Rosmen; Yunita Sari Adelina; Muhammad Hassan
Harmoni Sosial : Jurnal Pengabdian dan Solidaritas Masyarakat Vol. 2 No. 1 (2025): Januari : Harmoni Sosial : Jurnal Pengabdian dan Solidaritas Masyarakat
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/harmoni.v2i1.1120

Abstract

This article explores a community service initiative aimed at enhancing literacy among children in Rejatengah Village, Indonesia, as part of the national effort to develop Indonesia’s Golden Generation by 2045. The project was conducted by a team from Al Maksum College of Teacher Training and Education over a one-month period, targeting children aged 6 to 9 years. The initiative involved comprehensive educational activities, including literacy assessments, interactive workshops, and parental involvement, to foster a supportive learning environment. Significant improvements in literacy skills were observed, attributed to the innovative teaching methods and community engagement strategies employed. The establishment of a permanent educational resource center has ensured the sustainability of educational efforts, serving as a model for similar interventions in other rural areas. This project not only highlights the critical role of community-based educational programs in enhancing literacy but also demonstrates the potential of such initiatives to contribute to broader national development goals.
English Syntax Learning; Student Errors in Analyzing Sentence Structure through Tree Diagrams Marpaung, Fernando De Napoli; Donny Adiatmana Ginting; Muhammad Hassan; Rosmen; Yunita Sari Adelina
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.v12i2.6223

Abstract

This study aims to identify errors that are often made by 5th semester English language students in completing tree diagram assignments, especially in analyzing sentence structures in the Syntax course. The method used in this study is a descriptive qualitative approach, with data analysis techniques in the form of content analysis of 22 students who were divided into 10 groups to work on the task of making tree diagrams from English news texts from various sources. Based on the analysis, several types of main errors were found, namely errors in identifying word categories (168 words), incorrect node labeling (42 node labeling), and incorrect application of phrase structures (11 phrase structures). In addition, students also have difficulty in understanding the hierarchical relationship between syntactic elements, such as the correct placement of determiners and auxiliary verbs. These errors are often caused by a lack of understanding of basic word categories and the underlying syntactic rules. This study reveals that making tree diagrams requires a deep understanding not only of syntactic theory, but also its practical application in everyday sentence analysis. Errors in node labeling and errors in syntactic category identification indicate the need for a more contextual and deeper understanding-based learning approach.
The Implementation of Mediated Instruction of Text (MIT) Strategy on Improving Reading Comprehension of Eighth Grade Students at Madrasah Tsanawiyah (Mts) Darul Amanah Teluk Sylfana Ryan Mulia; Rosmen Rosmen; Fernando De Napoli Marpaung
Indonesian Interdisciplinary Journal of Sharia Economics (IIJSE) Vol 9 No 1 (2026): Sharia Economics
Publisher : Universitas KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/iijse.v9i1.10175

Abstract

This classroom action research is aimed at analysing the impact of the Mediated Instruction of Text (MIT) strategy on the reading comprehension of eighth-grade students at MTs Darul Amanah Teluk. Focusing specifically on descriptive text comprehension, the study involves 24 students and employed a pre-test and post-test design. Data analysis using gain scores reveal a significant improvement in reading comprehension, with the average score increasing from 39.2 on the pre-test to 93.3 on the post-test. This gain of approximately 54 points indicates a substantial positive effect of the MIT strategy on students' reading abilities. Based on these findings, it is recommended that English teachers at MTs Darul Amanah Teluk integrate the MIT strategy into their reading instruction to enhance students' comprehension skills.
Improving Female Students' Descriptive Writing Skills Through the Microselection Learning Strategy: A Classroom Action Research Study Rosmen Rosmen; Syahran Yusuf; ⁠Muhammad Hassan; Shilhatus Syakiyah
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3127

Abstract

Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.
Dissecting logical statements in EFL undergraduate thesis abstracts: Gaining insight through cohesive and coherent mechanisms Pirman Ginting; Sulistya Ningsih Pratiwi; Ika Agustina; Yenni Hasnah; Rosmen Rosmen
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.13644

Abstract

A well-structured composition must be both coherent and cohesive, enabling arguments to flow logically and ensuring clarity for readers. Yet, this critical aspect of academic writing is often overlooked, particularly in the thesis abstracts of EFL college students. Thus, this study investigates how cohesive and coherent mechanisms are employed to construct logical arguments in student-written thesis abstracts. By applying qualitative content analysis, the research examined patterns of cohesive ties and their contribution to overall textual coherence. The data employed for this research were ten theses abstracts accessed publicly from the universities’ official repositories.  The findings indicate that cohesive devices play a crucial role in shaping coherence, with greater cohesion typically resulting in stronger logical connections within the text. Transition markers, which establish semantic links between clauses and sentences, emerged as the most influential indicators of coherence. These markers guided readers through the arguments and ensured a more unified presentation of ideas. The results suggest that the effective use of cohesive and coherent strategies not only improves the clarity of thesis abstracts but also enhances their academic quality. This highlights the pedagogical need to integrate explicit instruction on cohesion and coherence into EFL writing courses. By fostering students’ awareness and mastery of these devices, educators can support the development of more precise, persuasive, and professional academic writing. Ultimately, improving these skills can raise the standard of student theses and contribute to higher levels of scholarly communication.
Co-Authors Abdi Sugiarto Donny Adiatmana Ginting Edi Suprayetno Elissa Haddina Fernando de Napoli Fernando De Napoli Fernando De Napoli Marpaung Fernando De Napoli Marpaung Ika Agustina Kurniawan Sinaga Maitri Rahmadhani Muhammad Hassan Muhammad Hassan Neneng Sri Lestari Neneng Sri Lestari Pirman Ginting Ratih Shilhatus Syakiyah Sulistya Ningsih Pratiwi Supriadi Supriadi Surya Syahran Yusuf Sylfana Ryan Mulia Yenni Hasnah Yunita Sari Adelina Yusrah Yusrah Yusrah