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All Journal RETORIKA: Jurnal Ilmu Bahasa Pendas : Jurnah Ilmiah Pendidikan Dasar Edu-Ling: Journal of English Education and Linguistics JURNAL EDUCATION AND DEVELOPMENT Journal on Education Al-Mada: Jurnal Agama, Sosial, dan Budaya Jurnal Review Pendidikan dan Pengajaran (JRPP) Klasikal: Journal of Education, Language Teaching and Science Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Edu Cendikia: Jurnal Ilmiah Kependidikan Formosa Journal of Multidisciplinary Research (FJMR) Emasains : Jurnal Edukasi Matematika dan Sains Edukasia: Jurnal Pendidikan dan Pembelajaran Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Ilmiah Dan Karya Mahasiswa Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Sastra Inggris
Yaredi Waruwu
Universitas Nias
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Students’ Assessment in Lesson Plan at the Eight Grade of SMP Negeri 1 Somolomolo in 2022/2023 Hasrat Harefa; Yardin Setiaman Lawolo; Afore Tahir Harefa; Yaredi Waruwu
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6599

Abstract

Keberhasilan pembelajaran ditentukan oleh beberapa komponen, salah satunya adalah penilaian. Penilaian merupakan salah satu komponen penting dalam proses pembelajaran. Kesalahan guru dalama memberikan asesmen kepada siswa akan berdampak pada hasil pembelajaran yang diberikan. Sehingga guru sebelum melakukan pembelajaran membuat lesson plan sebagai patokan untuk mengajar di dalam kelas dan di dalam komponen assessment tersebut dimuatkan assessment yang akan digunakan. Berdasarkan hasil observasi, peneliti menemukan bahwa asesmen yang dilaksanakan di sekolah tidak sesuai rubrik yang tertuangkan di dalam buku guru kurikulum 2013 dari kementerian pendidikan dan kebudayaan, pemberian asesmen kepada siswa dilakukan berdasarkan pengamatan dan penafsiran saja tanpa melalui prosedur yang sebenarnya. Fokus penelitian ini adalah 1) Untuk mengetahui bagaimana penilaian siswa dalam lesson plan, dan 2) Apa saja kesulitan siswa dalam penilaian keterampilan speaking di dalam pelajaran bahasa Inggris. Metode yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif. Data diperoleh dari wawancara dengan guru bahasa Inggris dan wawancara dengan 32 siswa kelas VIII-A SMP Negeri 1 Somlomolo. Data wawancara dianalisis untuk menentukan jawaban dari pertanyaan penelitian. Setelah menganalisis jawaban, temuan penelitian menyimpulkan asesmen sangat mempengaruhi tingkat keberhasilan siswa di dalam proses pembelajaran karena dengan asesmen yang baik dan sesuai prosedur maka dapat diambil langkah yang tepat apa hal yang perlu dilakukan untuk mengoptimalkan hasil belajar siswa. Tapi pada kenyataannya asesmen yang diberikan guru jauh dari yang diharapkan Selain itu, ada juga beberapa factor yang membuat siswa kesulitan selama penilaian yaitu siswa kurang kosa kata, tidak percaya diri, takut diejek sehingga hal inilah yang membuat mereka tidak bisa mendapatkan hasil yang optimal. Akhirnya, peneliti menulis beberapa saran: guru bahasa Inggris disarankan untuk berlatih dan membiasakan diri untuk memberikan penilaian yang sesuai dengan rubrik dan membuat suasana pembelajaran yang inovatif dan kreatif pada saat melakukan penilaian sehingga siswa tidak merasa takut, dan punya semangat untuk praktik belajar bahasa Inggris.
Increasing the Student’s Vocabulary Mastery by Using List Group Label Strategy Yosef Yanuarius Zega; Kristof Martin Efori Telaumbanua; Hidayati Daeli; Yaredi Waruwu
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Vocabulary is an important component in learning English that should be mastered by students before mastering the four skills in English. However, the students had several problems in vocabulary mastery that caused the students were not able to comprehend the written descriptive text so that the students were not able to achieve the MCC. Therefore, the purpose of research was to increase the students’ vocabulary mastery by using List Group Label Strategy. The researcher used the Classroom Action Research method as research design that was held on in two cycles. The results of the research showed that in Cycle I most of students were not able to achieve the MCC, there were 4 students (15%) in “Very Good” level, 11 students (42%) in “Good” level, 9 students (35%) in “Enough” level, 2 students (8%) in “Less” level. The average of students score in Cycle I was 69.61. While the result in Cycle II showed that all of students have passed the MCC, there were 11 students (42%) in “Very Good” level, and 15 students (58%) in “Good” level. The average of students score in Cycle II was 85.57. Based on the results of the research, it proved that List Group Label Strategy increases the students’ vocabulary mastery.
Improving the Students Reading Comprehension by Using Scaffolded Reading Experiences (SRE) Strategy Warni Lesta Putri Ndraha; Yaredi Waruwu; Hidayati Daeli; Afore Tahir Harefa
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Reading is one of the important basic skill in learning English besides Listening, Speaking and Writing. Reading activity has one of the ways to catch up information, to know enough science concepts, to know more knowledge, to understand scientifics books , Through reading in reader may have satisfication and comfort. The were some problems namely : The students are not able to identify the generic structure of text, The students can not identify the main idea of text, The students not able to find social function of text, The students had difficulty to find characteristics of text. The students have difficulty to find the language features of text. To overcome the problems, the researcher was implemented Scaffolded Reading Experience (SRE) Strategy. The purpose of the research was to improving the students reading comprehension narrative text by using Scaffolded Reading Experience (SRE) Strategy at the tenth grade of SMA Swasta Kristen BNKP Gunungsitoli in 2022/2023. The research method was Classroom Action Research (CAR) especially Quantitative method. The subject of research was the tenth grade of SMA Swasta Kristen BNKP Gunungsitoli which the total number of the students was 24 students. The researcher has conducted in two cycles. Each cycles consists of two meeting. In collecting the data, the researcher used observation sheet, field notes and evaluation sheet. The result of the data in Cycle I that there were 2 students (8%) in fail level, 10 students ( 42%) less level, 6 students (25%) in the enough level, 6 students (25%) in the good level and 0 students in the very good level. The average of the students’ value was 63.58%. This result showed that the students were unsuccessful. In Cycle II that there were 16 students (33.34%) in the Good Level and 8 students (66.66%) in the very good level. The average of the students’ value is 82.50%. Finally, the researcher gave some suggestions as follows: (1) the researcher suggested to the students to be confidence to convey their text to share experience idea if the teacher implement Scaffolded Reading Experience ( SRE) Strategy in teaching comprehension. (2) the teacher was to give a reminder to the students that in giving the response they should do it by themselves without depending on the other friends. (3) the researcher suggested all readers especially to the next researchers to explore how to easy to find main idea of the text that had not been explored by the researcher in the research.
Improving The Students’ Speaking Ability by Using Small Group Discussions at The Eighth Grade of SMP Swasta Idanoi Melisandi Telaumbanua; Adieli Laoli; Yaredi Waruwu; Afore Tahir Harefa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.12712

Abstract

This study seeks to enhance students' speaking abilities through small group discussions. Many students face challenges in speaking English due to a lack of confidence and practice, while teachers often overlook engaging strategies that motivate students to participate. To address this, the researcher employed Classroom Action Research (CAR), which consisted of two cycles, each comprising two meetings focused on planning, action, observation, and reflection. Data were collected through observations, field notes, and evaluation sheets. The findings revealed significant improvement in each cycle, thanks to the grouping technique. In the first cycle, the average student score was 51, with many students not meeting the minimum competency standards (KKM). By the second cycle, however, all students successfully passed, achieving an average score of 79. The researcher concluded that small group discussions are an effective way to boost students' speaking ability. It is recommended that both students and teachers adopt this technique to further improve their speaking abilities.
An Analysis of Students’ Ability in Speaking Through Describing and Drawing Technique at Eighth Grade of SMP Swasta Bunga Mawar Reita Solagracia Telaumbanua; Riswan Zega; Yaredi Waruwu; Kristof Martin Efori Telaumbanua
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.4849

Abstract

Speaking is expressing ideas, feelings, and desires that need to be represented to others in the form of speech. The research aimed to describe the student's ability to speak and to find out the reasons for students' ability to describe a person through describing and drawing techniques in the eighth grade of SMP Swasta Bunga Mawar. The method used in the research was the qualitative method. The participants were 16 students in the eighth grade of SMP Swasta Bunga Mawar. The instruments used to get the data were tests, interviews, and observations. After obtaining the data, the researcher analyzed them using quantitative and qualitative techniques. The results showed that in the students' ability to speak through describing and drawing techniques, two students (12.5%) achieved outstanding category, seven students (44%) achieved good category, six students (37.5%) achieved enough category, and one student (6%) achieved less category. Then, the reasons students' ability to describe people through describing and drawing technique because this technique has eleven advantages: enhances students' vocabulary, makes learning more attractive, makes students interact with their friends, motivates them to speak, encourages them to be active in learning, enthusiastic, enhance their self-confidence, comfortable, the learning process not stuffy, convenient to describe something, and excite them to speak fluently. So, it can be concluded that the student's ability to talk through describing and drawing techniques in the eighth grade of SMP Swasta Bunga Mawar was good. The researcher suggests that teachers use this technique when teaching speaking.
THE CRITICAL THINKING SKILL REPRESENTATIONS OF PROFIL PELAJAR PANCASILA CHARACTER IN ENGLISH TEXTBOOK "WORK IN PROGRESS'' FOR TENTH GRADE OF HIGH SCHOOL Ika Erwita Zebua; Afore Tahir Harefa; Yaredi Waruwu; Trisman Harefa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1344

Abstract

Critical thinking is the ability to objectively assess information to reach logical conclusions. In the 21st century, this skill is essential for students to face global challenges. This study analyzed the representation of critical thinking indicators in the "Work in Progress" English textbook for Grade X used at SMK Swasta Pembda Nias. A qualitative content analysis method was applied, with data collected through documentation and analyzed in five stages: familiarization, coding, reduction, interpretation, and representation. The findings revealed that the three indicators of critical thinking from the Profil Pelajar Pancasila were present: acquiring and processing information (25%), analyzing and evaluating reasoning (52%), and reflecting on one own thinking (23%). The second indicator was most dominant. Additionally, implicit meaning delivery (52%) appeared slightly more frequently than explicit (48%). These results indicate that the textbook sufficiently supports the development of students critical thinking skills in line with the Profil Pelajar Pancasila.  
Increasing Eleventh Graders’ Collaborative Skill in English Learning Through the Jigsaw Model at SMK Negeri 2 Gunungsitoli Yarlin Nurlina Telaumbanua; Yaredi Waruwu; Riswan Zega; Afore Tahir Harefa
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.5938

Abstract

This study aimed to increase the collaboration skill of 11th grade students in English learning through the application of the Jigsaw model at SMK Negeri 2 Gunungsitoli. The main problem identified was the low level of students' collaboration skills despite the use of group discussion methods, which were characterized by passive attitudes, lack of active contribution, ineffective communication, minimal mutual respect among group members, and suboptimal role distribution in group discussions. This study used the Classroom Action Research (CAR) method conducted in two cycles, each consisting of two meetings with planning, implementation, observation, and reflection stages. Data were collected through observation sheets, interviews, and documentation, then analysed qualitatively and quantitatively. The results showed a significant improvement in students' collaboration skills after the implementation of the Jigsaw model. In Cycle I, students' collaboration skills were rated as adequate with an average score of 64, while in Cycle II, they improved to outstanding with an average score of 86. This 22-point increase indicated the effectiveness of the Jigsaw model in facilitating active participation, communication, responsibility, and mutual respect within the group. In addition, the interview findings revealed several factors that hindered collaboration, such as lack of confidence, lack of time discipline, fear of rejection, and an unfavorable group atmosphere. This study implied that the Jigsaw model had proven effective in overcoming these barriers by clearly dividing tasks, forming expert groups for in-depth material exploration, and fostering individual and collective accountability. Thus, the implementation of the Jigsaw model could be an effective strategy to enhance students' collaboration skills in English language learning at vocational high schools, ultimately supporting the achievement of better learning outcomes.
An Analysis of Skimming and Scanning Strategies in Teaching Reading Skill Used by the English Teacher at the Eighth Grade of UPTD SMP Negeri 1 Mandrehe Barat Herni Berkat Gulo; Yaredi Waruwu; Riswan Zega; Kristof Martin Efori Telaumbanua
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.5939

Abstract

This study aims to examine the use of skimming and scanning techniques in reading instruction implemented by the English teacher for eighth-grade students at UPTD SMP Negeri 1 Mandrehe Barat. The research focuses on how these techniques are applied during classroom activities and explores the challenges faced by the teacher in the teaching process. A qualitative descriptive approach was employed, with data collected through classroom observations, teacher interviews, and supporting documentation. The findings reveal that the teacher was able to apply skimming and scanning effectively to improve students’ reading comprehension. Skimming enabled students to identify the main ideas, themes, and general meaning of the text, while scanning facilitated the ability to locate specific information such as names, dates, and key terms. These techniques not only improved reading speed but also encouraged more active participation among students, creating a more interactive learning atmosphere. However, the study also identified several obstacles, including limited instructional time, variations in students’ reading proficiency levels, and challenges related to inadequate vocabulary mastery, which sometimes hindered comprehension. Despite these challenges, the integration of skimming and scanning proved beneficial in motivating students to read more purposefully and strategically. The study concludes that these reading strategies play a vital role in enhancing comprehension and engagement in English language learning. It is recommended that teachers receive further professional development and be supported with appropriate teaching resources to optimize the application of skimming and scanning techniques in various classroom contexts.
Developing a Total Physical Response (TPR)-Based English Module to Enhance Listening-Speaking Skills of Young Learners Merlin Waruwu; Yunita Tafonao; Arniwati Gulo; Oktoberlianus Zendrato; Fitri Seniawati Halawa; Arif Wahyu Tomosa Halawa; Yaredi Waruwu
Jurnal Pendidikan dan Sastra Inggris Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v6i1.6743

Abstract

In order to address the issues of classroom management, media integration, and listening-speaking progression that teachers at PPA Kramer Hilina'a Gunungsitoli faced with 18 students ages 6 to 9, this research and development (R&D) study created Total Physical Response (TPR)-based English teaching modules using the ADDIE model. The class D English instructor served as the study population. Semi-structured interviews and TPR classroom observations were used to gather data, which was then subjected to content analysis. Three primary needs were identified by the findings: listening-speaking hurdles, current media structuring (PPT, flashcards, videos), and movement classroom management (73% interview codes). The module increased student engagement from 62% (11/18 students) to 89% (16/18 students), command-response frequency from 8 to 21 per session, and verbal repetition from 9/18 to 15/18 students (83%) after it was tested in two class D sessions and validated by experts (score 4.2/5 or 84%). This low-tech lesson can be replicated in PAUDs with limited funding and space, giving non-specialist teachers formal TPR assistance utilizing already-existing resources at no further cost. Single respondent and short trial duration are research limitations; subsequent long-term testing across several PAUDs is advised.
Efektivitas Model Pembelajaran Kooperatif Tipe Jigsaw Pada Pemahaman Konsep IPA Siswa di SMP Swasta Masyarakat Damai Paskalius Halawa; Hardikupatu Gulo; Novelina Andriani Zega; Yaredi Waruwu
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 15 No. 1 (2026): Maret 2026 (On Progress)
Publisher : Program Studi Pendidikan Matematika dan Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/emasains.v15i1.5705

Abstract

Pembelajaran Ilmu Pengetahuan Alam (IPA) menuntut siswa tidak hanya menguasai materi, tetapi juga mampu memahami konsep secara mendalam melalui aktivitas ilmiah dan keterlibatan aktif dalam proses belajar. Namun, hasil observasi di SMP Swasta Masyarakat Damai menunjukkan bahwa pemahaman konsep IPA siswa masih rendah, ditandai dengan nilai rata-rata hasil belajar di bawah KKM, partisipasi belajar yang pasif, serta kurangnya kemampuan mengaplikasikan konsep dalam kehidupan sehari-hari. Kondisi ini disebabkan oleh penggunaan metode pembelajaran konvensional yang berpusat pada guru. Oleh karena itu, penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran kooperatif tipe Jigsaw dalam meningkatkan pemahaman konsep IPA siswa kelas VII. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-experimental dan desain One-Group Pretest-Posttest. Sampel penelitian adalah 32 siswa kelas VII-A yang dipilih melalui purposive sampling. Instrumen berupa tes objektif untuk mengukur pemahaman konsep IPA. Analisis data meliputi perhitungan skor pemahaman konsep dan uji N-Gain. Hasil penelitian menunjukkan adanya peningkatan signifikan pada pemahaman konsep IPA siswa. Rata-rata nilai pre-test sebesar 59,53 meningkat menjadi 75,62 pada post-test. Persentase kategori “baik” meningkat dari 40,62% menjadi 87,50% dan muncul kategori “sangat baik” sebesar 3,12%. Nilai N-Gain sebesar 0,38 termasuk dalam kategori efektivitas sedang. Selain itu, peningkatan terjadi pada semua indikator pemahaman konsep, yaitu menjelaskan, menerapkan, mengelompokkan, dan merepresentasikan konsep IPA. Temuan ini membuktikan bahwa model pembelajaran kooperatif tipe Jigsaw efektif dalam meningkatkan pemahaman konsep IPA melalui aktivitas kolaboratif, interaksi kelompok, dan tanggung jawab individu dalam menguasai materi. Dengan demikian, model Jigsaw dapat menjadi alternatif strategi pembelajaran yang relevan dan direkomendasikan untuk meningkatkan kualitas pembelajaran IPA di SMP.
Co-Authors Adieli Laoli Adriani Putri Hura Afore Tahir Harefa Afore Tahir Harefa Agnes Fristaniat Zendrato Anjelina Agustina Ndruru Ari Kartiko, Ari Arif Wahyu Tomosa Halawa Arniwati Gulo Arozatulo Bawamenewi Audian Meria Yanti Laoli Citra Dewi Derita Gulo Dermawani Ziliwu Desi Rahmadani Dwi Putri Juwita Zebua Ella Mayasari Elnardus Fransiskus Jafrinus Namo ELWIN PIARAWAN ZEBUA Erna Zamasi Ester Surya Ningsih Zebua Fatiaro Daeli Fitri Seniawati Halawa Giawa, Nurul Hikmah Gulo, Margaret Mesra Wati Halawa, Seprianus Hardikupatu Gulo Harefa, Agnes Renostini Harefa, Noveri Amal Jaya Harefa, Trisman Hasrat S. Harefa Hasrat Sozanolo Harefa Henti Sartika Sari Gulo Herni Berkat Gulo Hidayati Daeli Ice Trisna G Zega Idelia Dara Zebua Ika Erwita Zebua Iman Agus Trisnawati Lase Iman Sudi Zega Imansudi Zega Imriani Idrus Inayah Syah Putri Telaumbanua Jacqueline Laoli Jenidar Permata Sari Gulo Juardiman Putra Gea Khoirul Anwar Lestari Waruwu Linda Mariani Gulo Marinus Zai Maru'ao, Nursayani Mastawati Ndruru Meiman Edi Putra Hura Melisandi Telaumbanua Merlin Waruwu Mochammad Hendrik NETTI KARIANI MENDOFA Noibe Halawa Nopianus Gea Novelina Andriani Zega Novita Sari Zebua Nurmawati Harefa Okniel Zebua Oktoberlianus Zendrato Paskalius Halawa Putri Pinta Pinta Permata Bate'e Ralis Zalukhu Reita Solagracia Telaumbanua Riana Riana Selvin Try Hartati Harefa Silvan Herniyanti Telaumbanua Sirilus Suriani Telaumbanua Suryanti Novita Lase Suyitno Suyitno Telaumbanua, Kristof Martin Efori Theresia Trines Anjelin Zai Tiwi Hati Hartati Zebua Triman Harefa Umbu Citra Kasih Zebua Veronica Victoria Nazara Warni Lesta Putri Ndraha Waruwu, Toroziduhu Wina Anjelina Harefa Yanida Bu’ulolo Yardin Setiaman Lawolo Yarlin Nurlina Telaumbanua Yasminar Amaerita Telaumbanua Yofita Gulo Yosef Yanuarius Zega Yunita Tafonao Zega, Riswan