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DEVELOPING ENGLISH TEACHING MATERIALS USING A DEBATE TECHNIQUE TO IMPROVE THE SPEAKING SKILLS OF THE 8th GRADE STUDENTS AT PERMATA BANGSA SCHOOL Febyola, Wira Milenia; Ariatna, Ariatna
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.v12i4.54444

The use of textbooks as a teaching media is similar to the conventional approach to class, applying a repeating strategy that students sometimes see as lacking in enthusiasm. As a result, the students' ability in speaking doesn't grow as expected. The research conducted at Permata Bangsa School Binjai with 19 eighth-grade students as the subjects. This study used a debate technique to cultivate speaking material particular focused on the British Parliamentary Style. This study was categorized as a Research and Development (R&D) with questionnaire, interview as the data. The experts gave 98% for the developed speaking materials which means the suitability of the materials for usage by eighth-grade students at Permata Bangsa School Binjai has been confirmed valid through expert validation. The final product named “Speaking Materials Utilizing a Debate Technique for Eighth Grade Students in Junior High School."

Developing English Teaching Materials Using Task Generator to Enhance The Seventh Graders’ English Language And 21st Century Skills Ariatna; Nuran, Ade Aini; Soongpankhao, Watcharaphong
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1751

Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.

Teacher's Instructional Scaffolding in Teaching Writing Recount Text for Tenth Grade Students of SMAS Amir Hamzah Medan Najwa Ramadhani Pane; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to find the teacher’s instructional scaffolding in teaching writing recount text for tenth grade students of SMAS Amir Hamzah Medan, as well as the teacher’s reasons for implementing it. This study utilized the theory of Walqui (2006 which outlines six types of instructional scaffolding: modelling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition. Data were collected through observation and interview. The researcher employed the data analysis model of Miles et al. (2014), which consists of three stages: data condensation, data display, and drawing and verifying conclusions. This study revealed that (1) The teacher implemented five out of six types of instructional scaffolding proposed by Walqui (2006), namely modelling, bridging, contextualizing, schema building, and developing metacognition. (2) There were seven teachers’ reasons for implementing the five types of instructional scaffolding such as supporting understanding and accuracy, activating prior knowledge and motivating students, advancing student’s interest and providing supporting media, improving student’s awareness and linking the previous material with the material being taught, enhancing self-reflection, collaboration, critical thinking, communication skills, and creating a conducive learning environment.

Fostering communicative competence: a task-based approach to public speaking materials development Ariatna; Nuran, Ade Aini; Nasution, Nazlah Syahaf
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 1 (2025): February 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i1.36086

While ample studies have explored the creation of task-based materials to enhance the English proficiency of university students, there has been limited research on how such materials can be tailored to promote university students' public speaking competence. This paper presents findings from a research and development (R&D) study aimed at refining English teaching materials using a task-based approach to bolster university students' public speaking abilities. The study was conducted in the English Language Department at a public university in Medan and followed the R&D model by employing a multi-phase methodology. Initially, a needs analysis was carried out using a questionnaire to gather student data, focusing on their learning needs and preferences for public speaking skill development. The data were analysed using descriptive statistics to identify key trends. Based on the findings, task-based public speaking materials were developed, featuring structured debates, role-plays, and presentations that encouraged students to engage in real-world speaking tasks. These materials aimed to cultivate both linguistic and strategic competencies necessary for effective public speaking in academic and professional contexts. The materials were then validated through expert evaluation to ensure content accuracy, alignment with public speaking objectives, and pedagogical relevance. Following validation, the materials were piloted in the classroom, and qualitative feedback was collected from both the lecturer and students through interviews and surveys. The validation process confirmed the practicality and effectiveness of the task-based materials. Additionally, both the lecturer and students reported positive outcomes, noting significant improvements in the students' public speaking competence and increased engagement due to the real-world relevance of the tasks.

Teacher’s Elicitation Techniques in Teaching Expressing Agreement for 8th Grade Students at UPT SMP Negeri 17 Medan D. Trisha Laxmi; Ariatna
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.68918

This study investigates the types of elicitation techniques used by an English teacher and how these techniques were implemented in teaching expressions of agreement to Grade 8 students at UPT SMP Negeri 17 Medan. Utilizing a qualitative descriptive design, data were obtained through classroom observations and teacher interviews. The findings indicate that the teacher applied five types of elicitation techniques as proposed by Doff (2013): asking questions, using pictures, texts/dialogues, games/activities, and non-verbal language. Among these, direct questioning and text/dialogue-based elicitation frequently, were mostly employed. These techniques were implemented systematically across the pre-teaching, whilst-teaching, and post-teaching stages to promote student participation, enhance interaction, and support comprehension. The study underscores the significance of varied elicitation techniques in fostering student-centered learning and improving students’ communicative competence.

An Investigation of Obstacles Experienced by 8th Grade Junior High School Student in Speaking Performance at SMP Swasta Muhammadiyah 1 Medan Hasibuan, Maharani Amelia; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the obstacles faced by 8th grade students at SMP Swasta Muhammadiyah 1 Medan in speaking performance and the reasons behind these obstacles. Using Ur's (1996) theory, qualitative methods like observation and interviews were employed. The analysis revealed three main problems: inhibition, nothing to say, and mother tongue use. Inhibition was the primary issue, involving verbal disfluency, facial expressions, voice characteristics, and physical behavior. Nothing to say led to superficial content, while mother tongue use, such as code-switching, was a minor obstacle. Several causes of those obstacles, including affective factors such as anxiety, worries, nervousness, shyness, forgetfulness, confusion, lack of confidence, and discomfort; linguistic factors, such as the fear of making mistakes in pronunciation, grammar, and word choice, unfamiliarity with speaking in English, difficulty in organizing words or sentences, and limited proficiency in English; meanwhile performance conditions involve issues such as time pressure, lack of preparation and external disturbances from peers.

Developing English Teaching Materials Using Task Generator to Enhance The Seventh Graders’ English Language And 21st Century Skills Ariatna; Nuran, Ade Aini; Soongpankhao, Watcharaphong
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1751

Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.

Analyzing Teacher’s Teaching Style in Teaching Descriptive Texts for Seventh Grade Students at SMP Negeri 37 Medan Lubis, Syafitri Sari R.; Ariatna
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64470

This study aimed to analyze teachers' teaching styles, the realization of teachers' teachingstyles in teaching descriptive text, and the reason teacher uses teaching styles in teachingdescriptive text at SMP Negeri 37 Medan. This research was conducted using descriptivequalitative design to find out the teaching styles used by the teacher through observationchecklist, video-recording, and interviewing the teacher. The result of this study is that theteacher dominantly used the facilitator teaching style, and the teacher realizes the teachingstyle by using all types but is more dominant in the facilitator style as there is moreinteraction between the teacher and students during the descriptive text lesson and thereason why the teacher used teaching style in teaching description text is that manystudents still lack of vocabulary and to know each student well enough as a guide toteaching effectively.Keywords: Teaching Style, Delegator, Descriptive Texts

Training through Tasks: Voices of Medical Professionals on English Learning at RS Haji Medan Ariatna; Anggraini Thesisia Saragih; Rika; Yuni Khairina; Fitri Ayu
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i2.66498

This study explores the implementation of a Task-Based Language Teaching (TBLT) English training program for medical staff at RS Haji Medan, a government-owned hospital in North Sumatra, Indonesia, aiming for Joint Commission International (JCI) accreditation. Despite having strong infrastructure, the hospital faces challenges in English communication among staff, which is critical for serving international patients. The training program involved 15 doctors, nurses, and administrative staff, focusing on practical communication in clinical settings through simulations, problem-solving, and medical dialogues. At the end of the program, a 5-point Likert scale questionnaire was administered to obtain students’ views on the task-based instruction. The survey data revealed positive responses regarding material relevance, teaching methods, instructor performance, and the usefulness of learning resources. Most participants reported improved English skills and greater confidence in medical communication. The findings highlight TBLT's effectiveness in meeting specific workplace needs and support its broader use in healthcare language training. This study contributes to the growing English for Specific Purposes (ESP) field in Indonesian medical contexts.

Examining the Role of AI-Powered Writing Assistants in Enhancing Critical Thinking In EFL Academic Writing Tahir, Muhammad; Jahrir, Andi Sahtiani; Asrifan, Andi; Ariatna, Ariatna
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15077

AI-driven writing assistants in EFL classrooms have revolutionized academic writing pedagogy, offering students immediate feedback on grammar, coherence, and organization. Although AI tools have demonstrated efficacy in improving linguistic precision, their influence on developing critical thinking remains ambiguous, especially among varying competency levels. Current study predominantly emphasizes AI's impact on grammatical corrections, although there is a paucity of knowledge on its effect on higher-order cognitive involvement, including argumentation and reasoning abilities. This study examines the interaction between EFL students and AI feedback, assessing its impact on promoting or obstructing critical thinking. The study reveals that, through examining pre-test and post-test writing evaluations, student reflections, and AI feedback patterns, lower-proficiency students (B1) predominantly depend on AI for superficial adjustments. In contrast, advanced learners (C1) interact with AI-generated ideas more critically. Nonetheless, AI's constraints in assessing argument strength and logical reasoning demonstrate that it cannot entirely supplant human feedback. These findings indicate that AI should be deliberately integrated with teacher support to optimize its advantages while reducing over-dependence. Future studies should investigate AI-human hybrid feedback models to improve language proficiency and critical thinking skills in academic writing.

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