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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha RETORIKA: Jurnal Ilmu Bahasa PREMISE: Journal of English Education and Applied Linguistics Jurnal Arbitrer Pendas : Jurnah Ilmiah Pendidikan Dasar Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Journal of Pragmatics Research E-Link Journal ELECTRUM: The English Language and Education Spectrum LingPoet: Journal of Linguistics and Literary Research Jurnal Pendidikan Bahasa dan Sastra Asshika: Journal of English Language Teaching and Learning Jurnal Pendidikan Ilmu Sosial Educandumedia: Jurnal Ilmu Pendidikan dan Kependidikan International Journal Linguistics of Sumatra and Malay (IJLSM) JELT Journal of English Education, Teaching and Literature ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan JALC : Journal of Applied Linguistics and Studies of Cultural AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Simple: International Journal of English Education Innovations in Language Education and Literature ELLITE Journal Lumbung Aksara: Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of Education, Language, Social and Management EPISTEMOLOGI : Jurnal Pengabdian Masyarakat dan Penelitian
Gumarpi Rahis Pasaribu
STIT AL-ITTIHADIYAH LABUHANBATU UTARA
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Linguistic Landscape in Kualanamu International Airport Pasaribu, Gumarpi Rahis; Salmiah, Maryati; Junaidi
LingPoet: Journal of Linguistics and Literary Research Vol. 5 No. 1 (2024): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

Abstract

This paper examines the spread of written language in the public space at Kualanamu International Airport. Kualanamu International Airport is one of the public spaces where members of the public gather together, interact, and communicate. The method used in this research is the descriptive qualitative method. This type of qualitative descriptive research is a research method that utilizes qualitative data and is described in descriptive history. Data for this study were taken from written language related to the Linguistic Landscape at Kualanamu Airport. The study was conducted from the perspective of a linguistic landscape approach. The study results show that language in public spaces is very dynamic and has a variety of designs. Regarding the use of signs, speech spread in public areas combines lingual and non-lingual forms with an attractive design and layout. In terms of function, written language in public spaces on display at Kualanamu Airport is a medium to inform the public.
PENGARUH PEMBELAJARAN BAHASA DAERAH DI SEKOLAH, TERHADAP CINTA TANAH AIR Zainuddin; Nanda Dwi Astri; Gumarpi Rahis Pasaribu
PENDIS (Jurnal Pendidikan Ilmu Sosial) Vol. 4 No. 3 (2025): Desember
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pendis.v4i3.629

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh pembelajaran bahasa daerah di sekolah terhadap penumbuhan sikap cinta tanah air peserta didik. Bahasa daerah dipandang sebagai bagian penting dari warisan budaya bangsa yang memiliki peran strategis dalam penguatan identitas nasional melalui jalur pendidikan formal. Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk memahami secara mendalam kontribusi pembelajaran bahasa daerah terhadap pembentukan sikap nasionalisme peserta didik. Penelitian dilaksanakan di salah satu sekolah menengah di Provinsi Sumatera Utara yang menerapkan pembelajaran bahasa daerah sebagai muatan lokal. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru dan peserta didik, serta dokumentasi pembelajaran. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa pembelajaran bahasa daerah memberikan pengaruh positif terhadap sikap cinta tanah air peserta didik. Nilai-nilai cinta tanah air diinternalisasikan melalui materi pembelajaran berupa cerita rakyat, ungkapan adat, dan praktik kebahasaan tradisional yang sarat dengan nilai budaya lokal. Meskipun demikian, pembelajaran bahasa daerah masih menghadapi beberapa kendala, seperti keterbatasan waktu pembelajaran, minimnya variasi media pembelajaran, serta perbedaan latar belakang kebahasaan peserta didik. Oleh karena itu, pembelajaran bahasa daerah perlu dioptimalkan sebagai bagian dari pendidikan karakter untuk memperkuat rasa cinta tanah air yang berbasis pada keberagaman budaya bangsa.
Curriculum Innovation in English Language Education: A Comparative Study Jamiatul Hasanah; Gumarpi Rahis Pasaribu
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.618

Abstract

This study explores the implementation and impact of curriculum innovation in English language education at SMA Negeri 1 Padang Sidimpuan. Against the backdrop of national curriculum reforms and global educational trends, this research investigates how curriculum innovation is interpreted and practiced by English teachers, and how it influences teaching effectiveness and student learning outcomes. Employing a qualitative approach with case study methods, data were gathered through interviews, classroom observations, and document analysis. The findings reveal that innovative practices—such as the integration of technology, contextualized learning materials, and student-centered pedagogy—are being implemented to varying degrees. However, several challenges persist, including limited teacher training, inconsistent access to resources, and misalignment between innovation goals and assessment practices. The study concludes that successful curriculum innovation depends not only on policy directives but also on teacher agency, institutional support, and continuous professional development. This research contributes to the growing discourse on English curriculum transformation and offers recommendations for sustainable, context-sensitive innovation in secondary language education.
THE APPLICATION OF DEEP LEARNING–BASED ARTIFICIAL INTELLIGENCE IN ENHANCING ENGLISH LISTENING AND SPEAKING SKILLS Muhammad Eka Zuwanda; Gumarpi Rahis Pasaribu
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 2 (2025): August
Publisher : PT Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i2.642

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly influenced educational practices, particularly in English as a Foreign Language (EFL) learning. Deep learning–based AI technologies offer adaptive and interactive learning environments that support the development of communicative language skills. This study aims to examine the application of deep learning–based Artificial Intelligence in enhancing students’ English listening and speaking skills, which are often challenging to develop through conventional instructional methods. This study employed a quasi-experimental research design with a pre-test and post-test control group approach. A total of 30 EFL students participated in the study and were divided into an experimental group (15 students) and a control group (15 students). The experimental group received instruction using deep learning–based AI tools, including automatic speech recognition, adaptive listening materials, and real-time pronunciation feedback, while the control group was taught using traditional methods. Data were collected through listening and speaking tests and analyzed using descriptive statistics and inferential statistical tests. The findings revealed that students in the experimental group showed significantly greater improvement in listening comprehension and speaking performance than those in the control group. The use of AI-based instruction contributed to improved pronunciation accuracy, fluency, and confidence in oral communication. These results indicate that deep learning–based Artificial Intelligence is an effective instructional approach for enhancing English listening and speaking skills and has the potential to support learner-centered and technology-enhanced EFL instruction
VARIASI BAHASA DALAM INTERAKSI SISWA DAN GURU BAHASA INDONESIA DI SMP PANGERAN ANTASARI MEDAN Weni Tresya Girsang; Nanda Dwi Astri; Gumarpi Rahis Pasaribu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41426

Abstract

This study, entitled “Language Variation in Interactions between Students and Indonesian Language Teachers at Pangeran Antasari Junior High School, Medan,” aims to describe the forms of language variation used in interactions between Grade IX-3 students and Indonesian Language teachers, as well as to identify the social and situational factors influencing the choice of language varieties during the Indonesian language learning process. The subjects of this study were Indonesian Language teachers and Grade IX-3 students of Pangeran Antasari Junior High School, Medan, in the 2025/2026 academic year. The object of the study was language variation in verbal utterances produced by teachers and students during classroom interaction. Data were collected through participatory observation, interviews, and documentation. This research employed a qualitative approach using the ethnography of communication. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was ensured through data triangulation and member checking. This study was conducted at Pangeran Antasari Junior High School, Medan, located on Jl. Veteran No. 1060/19, Helvetia. The findings revealed several forms of language variation, including formal, casual, intimate, and consultative varieties, with casual language being the most dominant form used by both teachers and students during classroom learning. Furthermore, social factors such as teacher–student social relationships, the teacher’s role as instructor and classroom manager, students’ age and characteristics, teacher–student closeness, and local social and cultural backgrounds, as well as situational factors including classroom conditions, communicative and instructional goals, classroom atmosphere, and types of learning activities, influenced the selection of language varieties used by teachers and students.
The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching Gumarpi Rahis Pasaribu; Febrika Dwi Lestari; Muchlas Suseno
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i1.359

Abstract

This study explores the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in developing speaking fluency through interactive simulation. The study's results indicate that using VR proves effective med primarily by providing action in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. Also, it highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.
The Development of English Language Skills in Early Childhood Education Nanda Dwi Astri; Muhammad Walimsyah Sitorus; Gumarpi Rahis Pasaribu
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 1 (2026): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v5i1.648

Abstract

This study aims to explore the development of English language skills in early childhood education, focusing on how young learners acquire basic language abilities in classroom settings. The research is grounded in the increasing importance of English as a global language and the need to introduce it at an early age. However, teaching English to young learners presents unique challenges due to their developmental characteristics, limited attention span, and varying learning abilities. Therefore, this study investigates the processes, strategies, and factors that influence children’s English language development, particularly in terms of vocabulary acquisition, pronunciation, and simple sentence construction. This study employed a qualitative descriptive approach with a case study design conducted in an early childhood education institution in Indonesia. The participants consisted of children aged 4–6 years and an English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using thematic analysis, including data reduction, coding, categorization, and interpretation to identify patterns related to language development. To ensure the trustworthiness of the findings, triangulation and member checking techniques were applied. The findings reveal that children’s English language development occurs gradually through engaging and interactive learning activities such as songs, games, and storytelling. These activities help children improve their vocabulary, pronunciation, and ability to form simple expressions. The teacher plays a significant role in facilitating learning by using repetition, visual aids, and contextual teaching strategies. Additionally, a supportive and enjoyable learning environment enhances children’s motivation and participation. However, limited exposure to English outside the classroom and differences in individual abilities were identified as challenges affecting language development.
The Power of Spotify in Improving Listening Skills: English Talitha Zafirah; Windi Wulandari; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 2 No. 2 (2024): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v2i2.81

Abstract

English is an international language with Listening skills being one of the most important abilities. The emergence of Spotify as the largest music platform with the best features and unlimited access is one of the media recommendations to help improve listening skills. This research uses a qualitative method with the data generated obtained from the answers of students from the English study program who were selected as respondents. The results found, show that the power of spotify with habits in use has a good impact on improving listening skills in English.
Teachers’ Approaches to Creating Active Learning Environments in English Classrooms in MAN 1 Labuhanbatu Utara Zainuddin; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.634

Abstract

This study environments in English classrooms at Madrasah Aliyah Negeri (MAN) 1 Labuhanbatu Utara. A qualitative research design was employed to examine teaching practices in their natural classroom contexts. The participants consisted of English teachers selected purposively based on their active involvement in classroom instruction. Data were collected through classroom observations, semi-structured interviews, and document analysis to ensure depth and credibility. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, with triangulation applied to enhance trustworthiness. The findings revealed that teachers implemented student-centered learning as a core approach by engaging students in group work, pair activities, and collaborative tasks. Interactive teaching strategies, including role plays, discussions, presentations, and language games, were found to significantly promote student participation and confidence in using English. Effective classroom management, such as flexible seating arrangements and clear instructional procedures, supported the smooth implementation of active learning activities. In addition, positive teacher–student relationships created a supportive learning atmosphere that encouraged students to participate without fear of making mistakes. Despite challenges related to students’ varying proficiency levels, limited instructional time, and differences in motivation, teachers demonstrated adaptability in modifying tasks and providing additional support. Overall, the study concludes that the creation of active learning environments in EFL classrooms is influenced by pedagogical, managerial, and affective factors. The findings highlight the importance of teacher agency in fostering meaningful and engaging English learning experiences, particularly in madrasah contexts.aimed to explore English teachers’ approaches to creating active learning
A Pragmatic Analysis of Politeness Strategies in Classroom Interaction Syahrul Efendi Lubis; Dimas Setiawan; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 4 No. 1 (2026): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v4i1.653

Abstract

This study aims to analyze the use of politeness strategies in classroom interaction from a pragmatic perspective. It focuses on identifying the types of politeness strategies employed by teachers and students, as well as examining their functions in facilitating effective communication. This research uses a qualitative approach with a descriptive design. The data were collected through classroom observation and documentation, including audio recordings of interaction between the teacher and students in an English as a Foreign Language (EFL) classroom. The participants consisted of one teacher and several students selected purposively based on their involvement in classroom interaction. The findings reveal that four types of politeness strategies are used in classroom interaction, namely bald on-record, positive politeness, negative politeness, and off-record strategies. Among these, positive politeness is the most frequently used strategy, particularly by the teacher, to build rapport and create a supportive learning atmosphere. The use of politeness strategies is influenced by social roles, power relations, and communicative purposes within the classroom. The study concludes that politeness strategies play an important role in maintaining effective communication and fostering a conducive learning environment. It is suggested that teachers incorporate pragmatic awareness into English language teaching to improve students’ communicative competence
Co-Authors Afsaneh Baharloo Aisyah Amru Aizan Yaacob Amaliah, Ayu Aqsa Saleem Aron Meko Mbete Asmara, Trinata Ayu Febriyanti, Ayu Billy Joel Chaesar, Ari Suryawati Secio Dara Mubshirah Dardanila, Dardanila Daulay, Sholihatul Hamidah Dewi Nurmala Dimas Setiawan Dwi Widayati Erna Januarini Febrika Dwi Lestari Frez Djaxxas Daleon Clorion Inom Nasution Jamiatul Hasanah John Bunce Junaidi Junaidi Junaidi Junaidi Khoirunisa, Khoirunisa Kusyani, Diah Mubshirah, Dara Muchlas Suseno Muhammad Eka Zuwanda Muhammad Walimsyah Sitorus Muhammad Walimsyah Sitorus Muliatik, Sri MULYADI Mulyadi Mulyadi Mulyadi Murniati Br Barus Murniati Br Barus Nanda Dwi Astri Nasution, Toni Nasywa Sakinah Nguyen Hoang Anh Nurainun Hasibuan Nursaima Harahap Putra Thoip Nasution Qun Zhang Rahmat Darmawan Rani Arfianty Rani Arfianty Salmiah, Maryati Satriadi Satriyadi Sholihatul Hamidah Daulay Siahaan, Annisa Frilisilia Siti Meutia Sari Syahban Danas Syahrul Efendi Lubis Talitha Zafirah Tarigan, Nurul Husna Weni Tresya Girsang Wina Wulandari Windi Wulandari Yasser M. H. Ahmed Alrefaee Zainuddin Zainuddin Zainuddin Saragih Zang, Yunhao