Article Per Year (5 Year)
p-Index From 2020 - 2025
2.488
P-Index
This Author published in this journals
All Journal BAHAS JOURNAL OF APPLIED LINGUISTICS AND LITERATURE SALTeL Journal (Southeast Asia Language Teaching and Learning) JOLLT Journal of Languages and Language Teaching Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Pengabdian Mandiri Journal of Classrom Action Research JEELS (Journal of English Education and Linguistics Studies) Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED International Journal of Language, Education, and Literature (IJLEL)
Ariatna
Universitas Negeri Medan, Indonesia
Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
Communicative Language Teaching (CLT): An Evolution in Revolution ARIATNA ARIATNA
BAHAS No 84 TH 38 (2012): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i84 TH 38.2330

Abstract

The topic of language pedagogy has generated excitement and interest among language researchers for many years.  Again and again the discussion returns to the question of how to deliver language content to students so that they can learn a language effectively. Despite the numerous trends in language teaching, most attention has increasingly been given to an approach called ‘Communicative Language Teaching’ (CLT). As a new paradigm of pedagogy which  centres on communication-based classroom activities, CLT has emerged in response to an earlier focus on grammatical forms. This article is an attempt to briefly describe the beginnings of CLT and its developments, and to discuss different ideas surrounding CLT tenets and practice. In essence, this paper does not treat CLT as a superior western product but rather as an international phenomenon which attends to the needs of language learners in a variety of learning contexts.
Framework for Articulating Beliefs: Reflections on Teaching and Learning Experiences ARIATNA ARIATNA
BAHAS Vol 25, No 4 (2014): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v25i4.2517

Abstract

Our beliefs have a great influence on our daily activities and how we do them, for example how people go about driving has a lot to do with their beliefs about safety, beliefs about health influence the way people drink and eat, etc. As an English practitioner, my teaching practice is also driven by my beliefs. Thus, the way I select materials, start the class, assign an activity, and assess my students are informed by what I believe to be relevant to be applied to my language classroom. In the following paragraphs, I will discuss four categories of the Stern’s framework for articulating teaching beliefs and provide experience-based examples to illustrate how each could inform classroom pedagogy. As an extension of Stern’s view, I will also discuss the importance of assessment for learners and professional development for teachers. At this stage, my views will be based on the experiences that I have acquired  as a language learner and a language teaching professional. Key Words: framework, teaching beliefs, classroom pedagogy, teaching experience.
TEACHING ENGLISH LITERACY TO CHILDREN Ariatna Ariatna
BAHAS Vol 26, No 3 (2015): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v26i3.5589

Abstract

The topic of literacy is of special interest among language scholars and educators. Again and again the discussion returns to the question of how to best teach literacy. Despite the controversy over the methods of teaching literacy, the contemporary literature on literacy repeatedly describes teachers as having the power to make a change. This paper discusses what teachers need to know about teaching literacy and how to do the teaching to children. Key Words: Literacy, Teacher, Written Language, Oral Language
Analisis Estetika Resepsi terhadap Novel The Invisible Man dari Perspektif Gender ARIATNA ARIATNA; INDRA HARTOYO
BAHAS No 86 TH 39 (2013): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i86 TH 39.2408

Abstract

Sebuah karya sastra akan dapat dinikmati dan diapresiasi oleh pembacanya apabila pembaca dapat memahami tujuan penulis. Pemahaman ini sangat ditentukan oleh dua faktor umum seperti unsur intelektualitas dan unsur emosionalitas. Artikel ini bertujuan untuk mengungkap tiga hal pokok yang berkaitan dengan resepsi mahasiswa terhadap novel The Insible Man, yaitu dari sisi intelektualitas, sisi emosional, dan sisi gender. Dalam proses pengumpulan data, sebanyak 40 orang responden, 20 pria dan 20 wanita, dilibatkan. Data yang diperoleh menunjukkan bahwa dari sisi intelektualitas, responden yang bersikap positif sangat tinggi, yaitu sebesar 16,1% (sangat setuju), 40,4% (setuju) dan 31,8% (cukup setuju). Dari sisi emosional, resepsi positif responden juga cukup tinggi, yaitu 20,4% (sangat setuju), 32,5% (setuju) dan 24,2% (cukup setuju). Sedangkan dari sudut pandang gender, diperoleh temuan berikut. Penilaian responden pria dari perspektif intelektualitas dan emosional tergolong tinggi (positif) atau dengan total 81,2% yang setuju. Sedangkan, dari responden wanita diperoleh penilaian yang juga cukup tinggi (positif) yaitu total sebesar 84,9%,  meskipun terjadi perbedaan dalam sikap berdasarkan analisis per item. Dengan demikian, dapat disimpulkan bahwa terdapat sikap positif responden dari kedua perspektif. Kemudian, secara umum, dari sudut pandang gender, responden pria dan wanita sama-sama semiliki sikap positif terhadap novel tersebut.   Kata Kunci: perspektif intelektualitas, perspektif emosional, gender.
ESL IN THE EYES OF A MIDDLE-EASTERNER: A CRITICAL REPORT ON SECOND LANGUAGE LEARNING Ariatna Ariatna
BAHAS Vol 29, No 3 (2018): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v29i3.12212

Abstract

This report is based on an ethnographic project which attempts to find out how someone learns a second language from a participant’s point of view. The participant was a male international student who studied in Adelaide, South Australia with a continuous experience of learning English as a second language for twelve consecutive years in his country. Using a self-designed questionnaire which is based on Spolky’s model of second language learning (1989, as cited in Mitchell & Myles, 2004, p. 8), information about the participant’s language use, learning and behaviour was gathered through a 45-minute face-to-face interview. While participation is voluntary, the confidentiality of the participant and any information provided by the participant is highly respected. The results showed that the participant’s learning experience seemed to accord with the contemporary notions of second language acquisition in relation to pronunciation, learning setting, motivation, teaching approach, and other cognitive or affective factors.
OBE: OBAT BATUK ENAK OR OUTCOME-BASED EDUCATION? Ariatna Ariatna
BAHAS Vol 33, No 3 (2022): BAHAS
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v33i3.40640

Abstract

 Abstract   As a result of English globalization and commercialization, the past three decades have seen rapid changes in the field of English Language Teaching (ELT) around the globe. While some English as a Foreign Language (EFL) and English as a Second Language (ESL) nations are satisfied with the adoption of a traditional teacher-centered approach in their English language curriculum, others have opted for a more innovative student-centered approach in an attempt to produce communicatively competent graduates in their countries. Of all the existing student-centered approaches, one approach that has received increasing attention in many EFL/ESL countries is outcome-based education (hereinafter referred to as OBE). As an innovative model of pedagogy, this approach focuses on student learning outcomes which can be measured through what students know and what they can actually do upon completion of a course. This article provides an overview of the basic concepts of OBE and how it has developed across instructional contexts. To provide an objective perspective, the merits and downsides of OBE are also discussed along with some implementational possibilities and challenges. At the end of the paper, some educational  considerations are offered. Kata kunci: Outcome-based education; learning outcomes; student assessment
Tertiary Students' Deficiency in English Emphatic Listening Skills of NLP Matching and Mirroring Technique Rita Hartati; Meisuri; Siti Aisyah Ginting; Ariatna
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 2: July 2023
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v6i2.110

Abstract

Active Empathic listening is an activity that combines traditional active listening procedures with the element of empathy, which will result in a higher form of listening (Drollinger, Comes & Warrington, 2006, p.162). Drollinger et al. conceptualized AEL (active empathic listening) as a three-stage activity: sensing, processing, and responding. Empathic listening helps us to listen and understand how others feel. It is one of the most essential social skills we need to maintain healthy relationships with others. Empathic listening helps us to relate to those around us more healthily and effectively. Empathic listening helps to get into a conversation, especially with college students. This research will use a Google form as a questionnaire instrument filled out by participants. The research reveals that participants rarely heard about Empathic Listening and used it in conversation because it was never heard and learned before; some say it is not interesting to learn.
ENHANCING STUDENTS' CREATIVITY: IMPLEMENTING DIGITAL LITERACY THROUGH A TELEGRAM CHATBOT FOR CREATIVE PROJECTS AT YAYASAN PENDIDIKAN BINA BERSAUDARA Rita Hartati; Meisuri, Meisuri; Siti Aisyah Ginting; Ariatna, Ariatna
JURNAL PENGABDIAN MANDIRI Vol. 3 No. 6: Juni 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jpm.v3i6.8002

Abstract

Technological advances provide great benefits in various fields, including education. This service project aims to improve students' creativity and digital literacy through the implementation of Telegram chatbot at Bina Bersaudara Education Foundation. The main objective is to address the lack of utilization of digital technology by students for school promotion and enhance their creativity. The method used involved selecting 20 students based on their technological potential, providing intensive training on chatbot development and usage, as well as involving them in creative content creation for YouTube. The results showed Chatbot support Students' Creativity for Creative Projects. The findings show that 25% of students rated the chatbot support for their creative projects as excellent. A majority of 60% found the support to be very good, indicating that the chatbot met their needs effectively. Chatbot support Students' digital literacy. The findings indicate that 15% of students rated the chatbot support for their digital literacy as excellent. A significant majority of 70% found the support to be very good, suggesting that the chatbot was effective and met their needs well. In summary, the findings reflect a positive overall reception of chatbot support for creative projects and for digital literacy with significant room for minor improvements to achieve a higher level of excellence
IMPROVING TEACHERS' TRANSFORMATIVE TEACHING SKILLS IN DELIVERING ENGLISH LESSONS THROUGH A TASK-BASED MENTORING PROGRAM AT SD SYARIF AR RASYID IN MEDAN Ariatna, Ariatna; Nazlah Syahaf Nasution; Ita Khairani
JURNAL PENGABDIAN MANDIRI Vol. 3 No. 8: Agustus 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jpm.v3i8.8452

Abstract

SD Syarif Ar Rasyid, a private elementary school in Medan, has 11 teachers and 86 students. With the adoption of Kurikulum Merdeka in the 2023-2024 academic year, teachers are required to implement transformative teaching, which emphasizes student-centered learning. However, the transition has been challenging due to limited collaboration among teachers and lack of access to transformative teaching resources, especially for English lessons. This community service program aims to improve teachers' transformative teaching skills in English through a Task-Based Mentoring (TBM) program. The program includes training, developing task-based learning materials, and establishing a teacher learning community. Expected outcomes include reports, journal publications, media coverage, and intellectual property rights for the program materials. The program uses a mixed-methods approach, focusing on needs analysis, training, material development, mentoring, evaluation, and community building to enhance teaching quality.
PENDAMPINGAN DAN PELATIHAN MEDIA AJAR INTERAKTIF WORDWALL BERBASIS LITERASI NUMERASI DI SDN 105290 DESA KOLAM, KEC. PERCUT SEI TUAN, KAB. DELI SERDANG Rika, Rika; Juli Rachmadani; Ade Aini Nuran; Ariatna, Ariatna; Arnita, Arnita
JURNAL PENGABDIAN MANDIRI Vol. 3 No. 9: September 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jpm.v3i9.8650

Abstract

Pelaksanaan pelatihan penggunaan aplikasi Wordwall sebagai sarana pengembangan media pembelajaran interaktif merupakan bagian dari kegiatan pengabdian kepada masyarakat yang digagas oleh tim dari Program Studi Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni, Universitas Negeri Medan. Kegiatan ini diadakan di sekolah mitra, yakni SDN 105290, Desa Kolam, Kecamatan Percut Sei Tuan. Tujuan dari pelatihan ini adalah untuk memberikan pemahaman dan keterampilan mengenai penggunaan Wordwall dalam merancang media pembelajaran interaktif, sehingga dapat menjadi solusi dalam menciptakan suasana belajar yang lebih dinamis. Pelatihan ini mengadopsi metode ceramah dan praktik langsung. Materi teori mengenai aplikasi Wordwall dipaparkan oleh pemateri melalui presentasi slide, kemudian peserta diberikan kesempatan untuk mempraktikkan langsung dengan mengikuti langkah-langkah teknis penggunaan Wordwall secara rinci. Wordwall, sebagai sebuah aplikasi edukasi, diharapkan mampu meningkatkan minat siswa terhadap proses pembelajaran. Literasi numerasi merupakan keterampilan yang sangat penting dalam era modern, mengingat hampir semua aspek kehidupan memerlukan kemampuan ini. Siswa yang menguasai literasi dan numerasi memiliki keunggulan dalam memahami pelajaran serta menyelesaikan masalah. Oleh sebab itu, kedua keterampilan dasar ini menjadi prioritas utama yang harus dikuasai, terutama oleh anak-anak usia sekolah. Situasi ini menuntut para guru untuk memiliki kompetensi dalam menyusun bahan ajar berbasis literasi numerasi. Hasil yang diharapkan dari kegiatan ini adalah para guru dapat memahami inovasi terbaru dalam penggunaan media pembelajaran interaktif dan mampu mengaplikasikan Wordwall untuk merancang media ajar yang sesuai dengan kebutuhan kelas.
Co-Authors Anggraini Thesisia Saragih Arnita Arnita Asrifan, Andi Berlin Sibarani D. Trisha Laxmi Febyola, Wira Milenia Fitri Ayu Hasibuan, Maharani Amelia Indra Hartoyo Ita Khairani Jahrir, Andi Sahtiani Juli Rachmadani Lubis, Syafitri Sari R. Masitowarni Siregar Meisuri Meisuri Muhammad Tahir Najwa Ramadhani Pane Nazlah Syahaf Nasution Rahmad Husein Rika Rika, Rika Rita Hartati Rita Hartati Sinaga, Dolli Siti Aisyah Ginting Siti Aisyah Ginting Soongpankhao, Watcharaphong Yuni Khairina