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All Journal Lexeme : Journal of Linguistics and Applied Linguistics IJLHE: International Journal of Language, Humanities, and Education
Nerisha Arviana
Universitas Pamulang
Humanities Education Languange, Linguistic, Communication & Media

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THE EFFECTIVENESS OF MIND MAPPING IN TEACHING DESCRIPTIVE-TEXT WRITING TO THE FIRST GRADE STUDENTS OF “DHARMA KARYA UNIVERSITAS TERBUKA” JUNIOR HIGH SCHOOL, PONDOK CABE ILIR Nerisha Arviana; Muhammad Ahsan Tampubolon
Lexeme : Journal of Linguistics and Applied Linguistics Vol 4, No 1 (2022)
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v4i1.18848

Abstract

The objective of this research is to find empirical evidence of whether or not mind mapping technique is effective in teaching descriptive-text writing to the first-grade students of “Dharma Karya Universitas Terbuka” Senior High School, Pondok Cabe Ilir. The method of the research was a pre-experiment. The writer conducted pre-test to the students’ writing skill to make descriptive text at the first. Then the writer taught writing descriptive text in experiment class by using mind mapping. In the last meeting the writer gave a post-test to know the effect of the increase of the students’ writing skill in making descriptive texts. The data that the writer collected is quantitative in the forms of scores representing how skillful the students in writing descriptive text. In collecting the data of this research, the writer used a pre test and a post test. In the first meeting, the writer gave a pre-test to know the level of the students’ competence at the beginning in writing descriptive texts. In the last meeting, the writer gave a post-test to know the increase of students’ writing skill after they followed the teaching-learning process using mind mapping.
Encouraging Student Question-Asking in Primary Classrooms: Teachers’ Strategies, Behaviors, and Assessment Techniques Nerisha Arviana
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1814

Abstract

This qualitative study explores the strategies, assessment techniques, and classroom behaviors that primary school teachers employ to encourage student question-asking, a critical component of active and meaningful learning. Drawing on semi-structured interviews with nine classroom teachers selected via purposive sampling, the study adopts a phenomenological approach to understand how educators foster inquiry in their daily practices. The findings reveal ten key themes that reflect teacher efforts to promote question-asking, including encouraging active participation, addressing diverse learning styles, enabling students to formulate their own questions, and overcoming student shyness. Teachers reported using visual aids, storytelling, group discussions, drama, peer questioning, and feedback techniques tailored to individual learners. Additionally, teacher behaviors—such as verbal encouragement, maintaining eye contact, and empathetic listening—were found to cultivate supportive learning environments conducive to curiosity and self-expression. The study concludes that student questioning is influenced by the alignment of instructional strategies with students’ cognitive and affective needs. It recommends sustained professional development focused on inquiry-based pedagogy to expand students’ questioning capacities and support the formation of democratic, student-centered classrooms.
Co-Authors Muhammad Ahsan Tampubolon