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All Journal Linguistica BAHAS JURNAL PENGABDIAN KEPADA MASYARAKAT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jambura Journal of English Teaching and Literature Jurnal Abdidas Randwick International of Social Science Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED LingPoet: Journal of Linguistics and Literary Research Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED
Erlita, Yeni
Universitas Negeri Medan
Arts Humanities Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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AN ANALYSIS OF GRADE XI STUDENTS’ PERCEPTION OF CAKE APPLICATION IN LEARNING SPEAKING AT SMA YAYASAN DAYAH DARUL Dara, Muetya Permata; Erlita, Yeni
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 12, No 4 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v12i4.54407

Abstract

The aim of this study was to investigate the students’ perception by Cake application in speaking skill. This study was conducted at XI grade of SMA Yayasan Dayah Darul Qur’an. The methodology of this study is qualitative descriptive research. The data was collected by distributing the questionnaire and interviews by divided the questionnaire into 3 aspects namely; cognitive, affective, conative. The findings show that Cake Application is appropriate for learning English, particularly for strengthening students’ speaking abilities. Based on questionnaire data of the cognitive, affective, and cognitive aspects which show that almost all students feel that Cake Application is easy to use and helps them in the learning process. The Cake Application is highly valuable since it teaches them more about learning English and how to improve their speaking talents. Students also enjoy using the application since it may change a repetitious method of learning into a speaking method of learning with the use of technology.
Pendampingan Guru Penggerak dalam Pembuatan Bahan Ajar Bahasa Inggris dengan Memanfaatkan Teknologi Artificial Intelligence (AI) pada Kurikulum Merdeka Erlita, Yeni; Saragih, Farida Hanim; Nasution, Rafika Dewi; Manalu, Leli Cronica; Wulandari, Tri Rizky Afita
Jurnal Abdidas Vol. 5 No. 3 (2024): June, Pages 97 - 300
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v5i3.939

Abstract

Pengabdian Kepada Masyarakat (PKM) merupakan pelaksanaan pengamalan ilmu pengetahuan, teknologi dan seni budaya dalam usaha mengembangkan kemampuan masyarakat. Pengabdian ini didasari oleh pentingnya pemahaman penggunaan teknologi dalam dunia pendidikan. Pengabdian yang dilakukan merupakan sebuah pendampingan untuk guru penggerak di SD Negeri 101791 Patumbak Kampung, Kabupaten Deli Serdang dalam pembuatan bahan ajar Bahasa Inggris pada Kurikulum Merdeka dengan pemanfaatan teknologi Artificial Intelligence (AI) yaitu website Tome.app. Tujuan yang hendak dicapai melalui kegiatan pendampingan ini adalah membantu guru-guru di SD Negeri 101791 Patumbak Kampung dalam pembuatan bahan ajar yang menarik dalam waktu yang singkat. Adapun metode pelaksanaan pengabdian ini adalah metode partisipatif. Adapun hasil yang didapatkan melalui pengabdian ini yaitu slides bahan ajar yang menarik yang dibuat oleh guru SD Negeri 101791 Patumbak Kampung. Tome.app secara otomatis akan membantu guru-guru dalam menyajikan slides bahan ajar yang menarik dan eye-catching. Slides bahan ajar melalui website Tome.app ini dapat memikat atensi dan semangat murid dalam belajar, dikarenakan penyajian materinya disertai gambar-gambar yang bervariatif. Berdasarkan hasil kegiatan disimpulkan bahwa Tome.app dapat meminimalisir tantangan yang dihadapi guru dalam pembuatan bahan ajar.
Euphemism in IBerhamsyah Barbary's Verse 1001 Gurindam Rosmawaty, Rosmawaty; Erlita, Yeni; Bahri, Syamsul
Randwick International of Social Science Journal Vol. 6 No. 1 (2025): RISS Journal, January
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rissj.v6i1.1120

Abstract

The study on euphemism in IBerhamsyah Barbary’s 1001 Gurindam explores the use of refined language in traditional Malay poem. This study highlights the importance of language in conveying messages and ideas effectively while also avoiding impoliteness or offended feelings of others. The goal of the study is to examine the many kinds of euphemisms that are employed in the 1001 Gurindam verses and determine how they enhance the language's general elegance and civility. This study examined euphemism in IBerhamsyah Barbary's Verse 1001 Gurindam using a qualitative methodology. Taylor, Bogdan & Devault ( 2016 ) claimed that the descriptive qualitative approach is a research process that generates data from people's written or spoken words and observable behavior. The findings reveal that the most common types of euphemisms used in the 1001 Gurindam are Metaphors 39,65% , Jargon 22,41% and Figurative expressions 18,9%. These types of euphemisms are used to convey complex ideas and emotions more subtly and politely, making the language more refined and beautiful to hear. The study also highlights the use of other types of euphemisms, such as one-for-one substitutions 8,6% , colloquial expressions 6,8% and hyperbole 3,4%, which contribute to the overall refinement of the language. The study demonstrates that euphemism plays a significant role in refining the language used in traditional Malay poem, such as the 1001 Gurindam. The various types of euphemisms used in the verses contributing to the overall politeness and beauty of the language, making it more effective in conveying messages and ideas.
ERROR ANALYSIS ON ENGLISH DEPARTMENT STUDENTS™ THESIS BACKGROUNDS Simanjuntak, Dita Yohana Sara; Murni, Sri Minda; Erlita, Yeni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 2 (2019): June, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i2.19651

Abstract

This study deals with the Error Analysis on English Department Students™ Thesis Backgrounds in State University of Medan. The objective of this research are: 1. To find the types of errors are frequently found in thesis background written by graduated students of English department at State University of Medan. 2. To find the source of the errors that found in the thesis background of graduated students  of English Department. Related to the object of the research, the researcher used the descriptive qualitative method. The research was conducted at Reading Room Faculty of Lamguages and Arts. The object of this research is 30 theses. The result of this research showed that there are 103 errors of Misformation that happened because the students write the  sentences  in  present tense, while  the thesis background study has to be written in past tense. The highest recapitulation showed that the most source of error is œintralingual transfer. Keywords: error analysis, thesis backgrounds
DEVELOPING VIDEO AS THE TEACHING MEDIA OF WRITING DESCRIPTIVE TEXT FOR GRADE VIII STUDENTS IN SMP BRIGJEND. KATAMSO 1 MEDAN Br. Karo, Meyke Pratiwi; Sumarsih, Sumarsih; Erlita, Yeni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19658

Abstract

This research was aimed to develop video as the teaching media of writing descriptive text for grade VIII students in SMP Brigjend.Katamso I Medan. This study was categorized as Research and Development (R & D) study which adapted from Borg and Gall (2003). The method through six phases: conducting need analysis, designing, developing, experts validating, revising, and final product. The subjects of this research were 40 students of grade eighth of SMP Brigjend. Katamso I Medan which was located in Jl. Sunggal No. 370 Medan. The data and data resources were the teacher™s lesson plan, teacher™s interview, and students™ questionnaires result. After getting the last data, the media should be planned to be designed as the students™ needs. The media were developed and had been validated by the experts. The percentages of the media from the experts were 90% that categorized as very good. It can be concluded that video as one of the creative media to improve the students™ ability in writing descriptive texts.Key words: Research and development (R&D),Descriptive Text, Video, Writing, Junior High School.
Students™ Attitudes Toward English Writing Activities at SMP Negeri 29 Medan Novita, Novita; Erlita, Yeni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 12 No. 1 (2023): March, 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v12i1.47260

Abstract

This study aimed to analyze the students™ attitudes toward English writing activities. The method of this study was descriptive qualitative by conducting the in-depth interview and questionnaire sheets. The data of this study were transcription of the students™ attitudes toward English writing activities especially in recount text topic. Moreover, the data sources were 31 students at grade 8 of SMP Negeri 29 Medan. The results showed that the dominant components of students™ attitudes in English writing activities was affective component (60,75%), followed by conative component (58,06%) and cognitive component (54,8%) which could be interpreted that the students had positive attitude regarding to the writing of recount text. It was reflected from three components. For cognitive component, the students believed that their writing skills will be better after studying the material despite the many difficulties encountered when writing recount text. For affective component, the students felt happy, interested and really enjoyed the lesson. And for conative component, the students were able to pay attention during teacher explained about material, asked questions about material that has been understood and always discussed it with friends. So that, this indicated that their overall attitude was positive.
Developing project-based e-module for contextual written language skills course at English language education study program Rika; Saragih, Anggraini T; Haswani, Fahri; Erlita, Yeni
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.31324

Abstract

The ability to develop, project-based e-modules for the Contextual Written Language Skills course in a learning context into another learning context is anessential ability for students based on project-based learning. However, the learning pattern used is innovative learning, which can improve students’ skills and thinking abilities. The ability of project-based e-modules for the English lecturers to adapt their knowledge and skills from project-based e-modules for the Contextual Written Language Skills course to another course has been studied. This research focused on the presentation of discussion material that is not accompanied by an assignment or project or the systematics of preparing teaching materials and e-modules using project-based learning for Contextual Written Language Skills. The research used in this study is the Research and Development (RnD) development model by adopting the model Borg and Gall, which consists of 6 phases: 1) Gathering data and Information, 2) Need analysis, and 3) Material Design. 4) Validating by experts, 5) Revising, and 6) Final Product. The results of this study are based on an analysis of the needs of students who experience limited digital learning resources related to the material in the Contextual Written Language Skills course. Therefore, researchers are interested in developing textbooks in the form of e-modules to meet the needs of students and improve their learning outcomes. E-modules developed were validated by experts. Material expert validation had an average score of 88,61%, which was classified as very good. Media expert validation obtained an average score of 87,75% which was classified as very good. This means that the developed e-module is valid to be used in the Contextual Written Language Skills course.
Teaching Strategies Used By English Teacher For Writing Descriptive Text In Vocational High School Andre Silitonga; Yeni Erlita
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 3 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i3.67401

Abstract

This study aimed to (1) analyze the teaching strategies used by the English teacher in teaching writing descriptive text at a Vocational High School, and (2) describe how these strategies were implemented during the teaching and learning process. The research employed a descriptive qualitative approach, which is suitable for exploring and understanding the detailed aspects of teacher strategies in a natural classroom setting. The data in this study were collected through two main techniques: classroom observations and in-depth interviews with the teacher. The collected data were then analyzed using three stages of qualitative data analysis, namely data reduction, data display, and conclusion drawing, as proposed by Miles and Huberman. The findings of this study revealed that the English teacher applied five teaching strategies that align with the framework proposed by Haynes and Zacarian (2010). These strategies included: (1) determining key concepts, (2) making the lesson visual, (3) linking new information to students’ prior knowledge, (4) providing comprehensible input, and (5) modifying vocabulary to suit students’ language proficiency levels. the implementation of these strategies was integrated into the Modeling of the Text stage, which is a crucial phase in the Genre-Based Approach. This stage allowed the teacher to guide students in analyzing and understanding the structure and language features of descriptive texts before attempting to write their own. As a result of this approach, students demonstrated improved comprehension of the material, increased attentiveness during the lesson, and greater participation in class activities. These strategies were found to be effective in helping students engage with the lesson content more meaningfully.   Keywords: Teaching Strategies, Teaching Writing, Descriptive Text.
Developing Gamified E-Worksheets for Reading Narrative Texts at UPT SMP Negeri 10 Medan Pohan, Hammi Kasifa; Erlita, Yeni
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 3 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i3.67688

Abstract

The purpose of this study is to develop a gamified e-worksheet for eighth-grade students at UPT SMP Negeri 10 Medan to help students comprehend narrative texts. This development is based on the Gamification of Learning and Instruction Theory (Kapp, 2012). The need for this product arose from students' difficulties in understanding narrative text, limited vocabulary, low motivation, and preference for interactive digital media. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the researcher created e-worksheets that integrated game elements—such as storytelling, levels, competition, goals, rewards, and feedback—using Canva, Educaplay, and Genially platforms. Material and media expert validation gave an average score of 4.6 out of 5, or 93%, in the "very good" category. In addition, student perceptions showed an average score of 4.8, or 96%, which falls into the “very good” category. Interviews with students supported these findings, indicating that the e-worksheet was engaging, visually appealing, and effective in enhancing reading comprehension. The study concludes that gamified e-worksheets can significantly improve students' motivation and reading skills.
Designing SDGs-Oriented Digital Materials to Foster 21st Century Learning in the Productive Written Language Skill Course Br. Batubara, Khairunnisa; Erlita, Yeni; Oktora, Maya; Frida, Karunia Devi; Khairina, Yuni; Natalia, Christine Helena; Dewi, Nora Ronita
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34765

Abstract

This study aims to design and evaluate SDG-oriented digital learning materials for the Productive Written Language Skill (PWLS) course in alignment with 21st-century learning principles. Responding to the growing need to integrate global citizenship and sustainability into English language education, the materials embed Sustainable Development Goals (SDGs) within argumentative writing tasks. A research and development (R&D) approach (Branch, 2010) was employed, involving expert validation, student testing, and classroom observation. Two subject-matter experts assessed the materials and rated them as very good (M = 4.0) in terms of relevance, clarity, and integration of SDG content. Thirty students from the English Education Study Program at Universitas Negeri Medan participated in the implementation stage. Their feedback indicated strong engagement and perceived usefulness (M = 4.16), while pre- and post-test results showed significant improvement in writing performance—from 65.30 to 76.40. Observational data confirmed high student participation and timely task completion, with only minor navigation issues. Overall, the SDG-oriented digital modules effectively supported language development, critical thinking, and 21st-century competencies. The findings imply that SDG-oriented digital materials can effectively foster students’ critical thinking and writing competence in the Productive Written Language Skill course, supporting the goals of 21st-century learning.
Co-Authors Andre Silitonga Anni Holila Pulungan Aspita Zega Br. Karo, Meyke Pratiwi Christine Helena Natalia Dara, Muetya Permata Dewi, Nora Ronita Dina Azizah Lubis Dita Yohana Sara Simanjuntak Elisa B. Manullang Elisa Betty Manulang Fahri Haswani FARIDA HANIM SARAGIH Fidia Laraswati Saragih Fitri Atika Frida, Karunia Devi I Wayan Dirgeyasa Irma Yani Lubis Johan Sinulingga Juni Anto Manullang Khairunnisa Br. Batubara Maisaroh Sartika Damanik Manalu, Leli Cronica Maryam Nerissa Masitowarni Siregar Maya Octora Maya Oktora Meyke Pratiwi Br. Karo Muetya Permata Dara Novita Novita Novita Novita Nurul Aulia Nurwahidah Ramadhani Waruwu Pohan, Hammi Kasifa Putri, Aryanti Anna Rafika Dewi Nasution Rafika Dewi Nasution Rika Rika Rika Rika Rika, Rika Rizki Indah Sari Hasibuan Rosmawaty Harahap Saragih, Anggraini T Simanjuntak, Dita Yohana Sara SITI Aisah Ginting Sri Agus Turnip Sri Minda Murni Sri Minda Murni Sumarsih . . Sumarsih Sumarsih Syamsul Bahri Tania La Rose Theo Kismarianto Wulandari, Tri Rizky Afita Yuni Khairina