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CROSSWORD PUZZLE GAME FOR TEACHING VOCABULARY Impiani Zagoto; Renata R. S. A. Laia
Research on English Language Education (Relation Journal) Vol 4 No 2 (2022): Research on English Language Education (Relation Journal)
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.409 KB)

Improving students’ vocabulary mastery using Crossword Puzzle Game was the aim of this research. This research was designed by using Classroom Action Research (CAR) which was done in two cycles. The subject of this research was the Eighth Grade Students of SMP Negeri 1. The instruments of collecting the data were observation paper and test. The result of data analysis showed that the result of the researcher’s observation paper in the cycle I for the first meeting was 73.68% while in the second meeting was 85.71%. In the cycle II for the first meeting was 88.23% and the second meeting was 100%. The result of students’ observation paper on the cycle I for the first meeting was 65.93% and the second meeting was 71.43%. In the cycle II for the first meeting was 87.91% and the second meeting was 98.02%. Furthermore, the average score of the students’ test result in cycle I was 40.95 while the average score of students’ test result in cycle II was 75. Based on the findings, it is concluded that the implementation of Crossword Puzzle Game is useful to teach vocabulary since it offered a good exercise to help the students to understand and learn different levels of meaning for the same words. In addition, it is suggested to the English teacher to apply Crossword Puzzle Game in teaching English vocabulary and for another researcher as a reference in doing research.

Edukasi Pembuatan Bookchapter Catatan Berbagai Metode & Pengalaman Mengajar Dosen Di Perguruan Tinggi Murnihati Sarumaha; Kaminudin Telaumbanua; Fatolosa Hulu; Baziduhu Laia; Amaano Fau; Impiani Zagoto; Selfi Yanti Bali; Andrian Novialdi; Indah Permata Sari Lase; Tatema Telaumbanua; Agustinus Duha; Yohanna Theresia Venty Fau; Askarman Laia; Darmawan Harefa; Arianus Harefa; Yonathan Sebastian Laowo; Aluiwaauri Tafonao; Yurmanius Waruwu; Kristiurman Jaya Mendrofa; Jurisman Waruwu
KOMMAS: Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2022): KOMMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : KOMMAS: Jurnal Pengabdian Kepada Masyarakat

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Pengabdian ini bertujuan untuk meningkatkan kualitas dari dosen dalam menulis serta membuat karya dalam bentuk buku. Pengabdian ini dilaksanakan di Universitas Nias Raya, sasaran utamanya adalah dosen yang belum pernah atau pernah memiliki karya berbentuk buku, mencoba untuk membuat karya yang di muat dalam bentuk bookcapter. Metode dalam pelaksanaan kegiatan pengabdian ini adalah metode pelatihan yang langsung dilakukan selama satu bulan oleh peserta bersama-sama dalam menghasilan sebuah karya buku chapter. Hasil penulisan bookcapter yang ditulis adalah berbagai metode & pengalaman mengajar dosen di perguruan tinggi yang akan di terbitkan secara nasional oleh penerbit yang memiliki kerja sama dengan penerbit IKAPI.

SENTENCE STRUCTURE ERROR IN WRITING NARRATIVE PARAGRAPH Impiani Zagoto; Restu Damai Laia; Senadaman Wau
JURNAL MathEdu (Mathematic Education Journal) Vol 6 No 2 (2023): JURNAL MathEdu (Mathematic Education Journal) Juli 2023
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v6i2.5452

Narrative paragraph is a kind of paragraphs that tells events in the order they happened. It can be imaginary or based on the real incident. In writing the paragraph, however, the students made errors in sentences structure. The purpose of this study was to find out the errors made by third semester students of English Department at Nias Raya University. This is was a kind of qualitative research which explained the errors found. The result of this study showed that the sentence errors were on subject-verb agreement, and fragments. Moreover, the students were error in the use of punctuations comma (,) and semicolon (;) in compound sentence. Therefore, it is concluded that leaving out the subject/verb/ both and wrong orders of the grammatical elements of a sentence, and misusing the punctuations cause the error in writing narrative paragraph.

DEVELOPING STUDENTS’ ABILITY IN SPEAKING BY USING DISCOVER LEARNING METHOD AT THE NINTH GRADE STUDENTS OF SMP NEGERI 1 LUAHAGUNDRE MANIAMOLO Fau, Martina Meldawati; Impiani Zagoto
FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 3 No 2 (2024): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/faguru.v3i2.1300

This research aimed to developing students’ ability in speaking by using discovery learning method. This research design by using classroom action research (CAR). This research was carried out in the ninth grade of SMP Negeri 1 Luahagundre Maniamolo which consisted of 22 students’ test. The data were analyzed by using qualitative and quantitative analysis to describe the students ability in speaking by using discovery learning method. . It showed that before conducting the research, the percentage of the students who can achieved the MCC was only 62% the students problem there are having the students have less motivation to have speaking ability because of their assumptions that English is a difficult in constructing sentences, the students have bad accent or pronounciation in speaking, the students have lack of vocabulary in constructing a sentences, the method in teaching speaking was less suitable to the students when having speaking topic, the researcher concludes that most of the students’ problem are in the technique of teaching. In collecting data the researcher using observation and test.Then after conducting the result, It can be seen from the students’ result in two cycles of research, where in the cycle I was 36%, passed or 64% were failed. while in the cycle II it was 84%, passed whereas 16% were failed. The total score gained in this cycle was 1.850 with the average score was 84. Thus, it can be stated that the students problem in speaking is solved by using discovery learning method. Discovery Learning Method is a way of achieving learning goals which emphasizes the students to learn by autodidact and to discovery the discussed material. For the Students, English teacher in general suggested should be highly motivated to know a lot of vocabulary and use them in practicing their speaking, and to use discovery learning method to develop the students ability in speaking

STUDENTS’ ANXIETY IN LEARNING ENGLISH AT THE TENTH GRADE TKJ STUDENTS OF SMK NEGERI 2 SIDUAORI Halawa, Asalia; Laia, Restu Damai; Zagoto, Impiani; Wau, Senadaman
FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 3 No 2 (2024): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/faguru.v3i2.1558

This research was carried out to investigate the students’ anxiety in learning English at the tenth grade TKJ of SMK Negeri 2 Siduaori. The objectives of this research were to find out the types of students’ anxiety in learning English at the tenth grade TKJ of SMK Negeri 2 Siduaori and to explain the factors contributing to the students’ anxiety in leraning English to tenth grade TKJ of SMK Negeri 2 Siduaori. This research was a qualitative research design and the data were obtained through the classroom observation and interviews. The data were analyzed by using Miles and Huberman’ theory such as data reduction, data display and conclusion drawing and verification. The result of this study showed that the students at the tenth grade TKJ of SMK Negeri 2 Siduaori were experienced the anxiety in learning English. There were two types of anxiety experienced by the students such as state anxiety and trait anxiety. The factors that contribute to the students’ anxiety in learning English such as speaking in front of the class, being called by the teacher, incomprehensible input or unclear explanation, being ridiculed by peers/classmates, inappropriate teaching method, low self-esteem, lack of preparation, students’ beliefs about learning English, English is excessive, and stressful learning experience. The researcher figured out that the sources of these factors do not only come from the teacher but also from the students. Thus, it is extremely important to increase teacher’s awareness since anxiety is the main factor which affects the students’ learning. Knowing the students’ anxiety in learning will absolutely influence the teacher in treating the students properly. The students should respect each others and support each others in growing together and developing skills in the class.

Developing a Writing Assessment Instrument for English Students on Argumentative Essays Suhono, Suhono; Nur Mukminatien; Erikson Saragih; Raga Driyan Pratama; Impiani Zagoto; Ardhi Eka Fadilah; Risma Fahrul Amin
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.65

Writing argumentative essay poses a significant challenge for English students, who often struggle with expressing opinions, organizing ideas logically, and using appropriate language structures. Despite the importance of assessing writing skills at early stages, few reliable instruments exist that are specifically designed to evaluate argumentative essay. This study aims to develop a valid and reliable analytic rubric to assess students’ argumentative essay skills, focusing on six key components: clarity of thesis, organization and coherence, supporting evidence, argument development, language use, and vocabulary range. The research employed a design-based development approach, incorporating literature review, expert validation, and empirical testing. Content validity was established through expert judgment (S-CVI = 0.95), and the instrument was pilot-tested with 85 English students. Statistical analyses demonstrated high inter-rater reliability (ICC = 0.87) and strong internal consistency (Cronbach’s α = 0.89). Descriptive data revealed that while English students showed emerging abilities in thesis clarity and grammar, they struggled with supporting arguments and maintaining logical flow. The resulting rubric serves both as an assessment and instructional tool, helping educators diagnose English student needs and promote writing development. Unlike general-purpose rubrics or those designed for advanced English students, this rubric is specifically aligned with the challenges of early-stage academic writers. The study contributes to closing a gap in writing assessment tools and provides a practical resource for use in EFL classrooms

From Drafting to Publication: A Systematic Review on Genre-Based Pedagogy in EFL Academic Writing Instruction Zagoto, Impiani; Suhono, Suhono; Ndraha, Lies Dian Marsa
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1894

This systematic review examines the application of genre-based pedagogy in English as a foreign language (EFL) academic writing instruction between 2015 and 2025. It addresses persistent challenges faced by learners, particularly their limited familiarity with academic genres and difficulties in managing disciplinary writing conventions. Genre-based pedagogy, which foregrounds explicit instruction in genre structures and communicative purposes, has gained recognition as an effective framework for enhancing learners’ academic writing competence. Through a systematic search of peer-reviewed studies indexed in Scopus, this review synthesizes evidence on instructional approaches, learning outcomes, and teaching contexts. Findings reveal that genre-based instruction has been widely implemented in secondary and tertiary education, consistently leading to improved writing performance. Gains are especially evident in organization, cohesion, and genre awareness, alongside increased learner motivation, engagement, and confidence. The reviewed studies employed diverse models, ranging from traditional genre cycles and process-oriented strategies to technology-supported approaches using digital platforms. This diversity highlights the adaptability of genre-based pedagogy and its compatibility with learner-centered instruction. Nonetheless, significant gaps remain: most studies are short-term, emphasize conventional essay genres, and give limited attention to multimodal or interdisciplinary writing. Moreover, inadequate teacher preparation, particularly among preservice educators, continues to hinder effective implementation. To strengthen future research and practice, the review recommends longitudinal studies, broader genre coverage, and systematic teacher training. Overall, the synthesis affirms genre-based pedagogy as a flexible and dynamic approach that fosters both cognitive development and affective engagement in EFL academic writing.

CROSSWORD PUZZLE GAME FOR TEACHING VOCABULARY Zagoto, Impiani; Laia, Renata R. S. A.
Research on English Language Education Vol 4 No 2 (2022): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v4i2.381

Improving students’ vocabulary mastery using Crossword Puzzle Game was the aim of this research. This research was designed by using Classroom Action Research (CAR) which was done in two cycles. The subject of this research was the Eighth Grade Students of SMP Negeri 1. The instruments of collecting the data were observation paper and test. The result of data analysis showed that the result of the researcher’s observation paper in the cycle I for the first meeting was 73.68% while in the second meeting was 85.71%. In the cycle II for the first meeting was 88.23% and the second meeting was 100%. The result of students’ observation paper on the cycle I for the first meeting was 65.93% and the second meeting was 71.43%. In the cycle II for the first meeting was 87.91% and the second meeting was 98.02%. Furthermore, the average score of the students’ test result in cycle I was 40.95 while the average score of students’ test result in cycle II was 75. Based on the findings, it is concluded that the implementation of Crossword Puzzle Game is useful to teach vocabulary since it offered a good exercise to help the students to understand and learn different levels of meaning for the same words. In addition, it is suggested to the English teacher to apply Crossword Puzzle Game in teaching English vocabulary and for another researcher as a reference in doing research.

TRANSLATION METHOD USED IN TRANSLATING SHORT STORY “THE GIFT OF THE MAGI” BY HARUM WIBOWO Laia, Marnidewi; Wau, Senadaman; Zagoto, Impiani
Research on English Language Education Vol 3 No 2 (2021): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v3i2.394

The aims of this research were to find out kinds of translation method and to find out the most dominants kinds of translation method used by Harum Wibowo in translating short story “The Gift of the Magi”. This research was conducted by using Qualitative research to analyze the translation methods used by Harum Wibowo in translating short story “The Gift of the Magi”. The data were analyzed by reading both English and Indonesian version of the short story classifying each sentence according to each translation methods and explaining why the utterances are included into each translation methods. There were 125 utterances in short story “The Gift of the Magi”. The result shows that there were 6 kinds of 8 translation methods found in translation short story “The Gift of the Magi”. the translation methods used by the translator in translating short story, word for word translation (2 utterances), literal translation (34 utterances), faithful translation (33 utterances), free translation (53 utterances), idiomatic translation (1 utterance), and communicative translation (2 utterances). Free translation method is more frequently used because the translator tried to make the target reader understand as far as possible. These results are expected will give a new insight for teacher and students about translation method and more be carefully in using translation method in order to make a better translation.

STUDENTS’ MOTIVATION IN LEARNING ENGLISH DURING PANDEMIC COVID-19AT SMA NEGERI 1 TELUKDALAM Laiya, Rebecca E.; Zagoto, Impiani; Sarumaha, Anastasia Yanilia
Research on English Language Education Vol 4 No 1 (2022): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v4i1.395

In this situation the process of learning is not running as well as usual because of pandemic covid-19, it makes the students’ motivation in learning English disturbed and the students faced the different situation and they should do E-learning process. This research aimed to know the types students learning motivation and the percentage of high and low the students learning motivation during the pandemic covid-19. during pandemic covid-19 namely intrinsic motivation and extrinsic motivation and students motivation in SMA N.1 Telukdalam was high in this pandemic situation. Every difficult proccess and the different situation, they used it as a big motivation to do learning, to search more about their material, to do their homework for sure, because they know that they should face this pandemic covid-19 through learning for sure., the students should motivate themselves to learn more, and make there daily activity fun at e-learning. For students who faced pandemic Covid-19 students should be students it self and be consistent.

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