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All Journal Visi Sosial Humaniora Educate : Journal of Education and Learning
Selviana Napitupulu
Universitas HKBP Nommensen
Religion Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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SENTENCE PATTERNS IN DESCRIPTIVE TEXT OF SENIOR HIGH SCHOOL ENGLISH TEXTBOOK Selviana Napitupulu; Leonita Manihuruk
Visi Sosial Humaniora Vol. 1 No. 1 (2020): Visi Sosial Humaniora: Edisi Juni 2020
Publisher : LPPM Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51622/vsh.v1i1.25

Abstract

This research is aimed at the Sentence Patterns in Descriptive Text of Senior High School English Textbook. Focusing on the problem statements, there are two cases in this research. They are “What types of sentence patterns are found in Descriptive Text of Senior High School English Textbook and what are the found of each elements of the sentence patterns in Descriptive Text of Senior High School English Textbook. This research, applied descriptive qualitative method. The data is collected by documenting. The data is taken from Descriptive Text of Senior High School English Textbook. The procedure of analyzing the data start by analyzing about sentence patterns types based on Brown’s theory. Then find the dominant of the sentence patterns types of Descriptive text of Senior High School English Textbook and the elements of Sentence Pattern in English textbook. Based on the results, the researchers found out 5 patterns which were used in the descriptive text of senior high school English textbook. The sentence pattern which is was frequently used was pattern: S + V + SC and the elements used in the sentence pattern was Phrase namely, Noun Phrase. Finally, the researchers hope that the results can help English learners to improve their understanding on sentence patterns and the elements of the sentence patterns.
Students’ Perceptions Of Using English Songs To Enhance Vocabulary Mastery: A Qualitative Study Risma Sagala; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1583

Abstract

Vocabulary mastery is essential in English as a Foreign Language (EFL) learning; however, many EFL learners face difficulties and low motivation when vocabulary instruction relies on conventional teaching methods. This study aims to explore students’ perceptions of the use of English songs as learning media to enhance vocabulary mastery. The research employed a descriptive qualitative design involving 15 students from an English Education program. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. The results indicate that students perceive English songs positively in vocabulary learning. The dominant findings show that English songs increase learning motivation, support vocabulary retention through repeated exposure and contextual meaning, and improve pronunciation accuracy. Nevertheless, several challenges were identified, particularly related to unfamiliar vocabulary and song tempo, which require appropriate instructional guidance. In conclusion, the use of English songs contributes meaningfully to vocabulary development in EFL contexts by fostering motivation, retention, and pronunciation improvement when implemented with guided learning strategies. 
Co-Authors Leonita Maria E Manihuruk Risma Sagala