Article Per Year (5 Year)
p-Index From 2021 - 2026
2.715
P-Index
This Author published in this journals
All Journal MEDIA UNIKA - Majalah Ilmiah Jurnal PAJAR (Pendidikan dan Pengajaran) JOURNAL OF SCIENCE AND SOCIAL RESEARCH Pendidikan Bahasa Indonesia dan Sastra Journal of English Teaching and Applied Linguistics (JETAL) Indonesian Journal of Engagement, Community Services, Empowerment and Development (IJECSED) Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Abdimas Maduma Journal of Linguistics, Culture and Communication Jurnal of Art
Rosa Maria Simamora
Universitas Katolik Santo Thomas
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 18 Documents
Search

 1   2 
SELF-LIBERATION IN JODI PICOULT’S MY SISTER’S KEEPER Rosa Maria Simamora; Yolanda Silaban
Muse: Jurnal of Art Volume 1 Nomor 2 Januari 2023
Publisher : LPPM Universitas Katolik Santo Thomas Medan

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

Abstract

The research is self-liberation in Jodi Picoult’s My Sister’s Keeper. The novel represents people especially teenagers who want to liberate themselves from parents’ power, unfair treatment, fear and feeling guilty, to get medial emancipation and through sisterhood. This is a library research and applies mimetic theory proposed by Abrams saying that literature is an imitation of the real world. Liberation from parents' power is represented by Anna when she liberates herself by suing her mother because of making her as a donor to save her sister. Liberation from parents’ unfair treatment is represented by Anna and Jesse. Anna feels that she is treated unfairly by her mother because her mother has born Anna just for Kate needs a donor, and Jesse feels that he is treated unfairly because he does not get his parents’ attention. Liberation from fear and feeling guilty is represented by Sara and Campbell. Sara who is initially afraid of losing her daughter, Kate, is finally able to accept the reality and also feels guilty when Anna died because she had made Anna as a donor for Kate. Campbell liberates himself from his fear and over-thinking, he realizes that he has been wrong for hiding his epilepsy from the people around him, especially Julia. Liberation to get medical emancipation is represented by Anna and Kate. Anna wants to liberate herself to get medical emancipation so she can survive without having to donate anything to Kate. Kate wants to liberate herself to get her medical emancipation through Anna to refuse any kind of medical treatments because of giving up living. Liberation through sisterhood is represented by Anna who liberates herself because her sister, Kate forbids her to donate her kidney so Kate can go peacefully and Anna can live a normal life without having to worry about Kate anymore. In conclusion, the author, Jodi Picoult in her novel My Sister’s Keeper vividly portrays the condition of people who have right to possess their bodies even though they have to take legal action to sue families to get mutual understanding and advantages.
LOSS AND DEPRESSION IN JENNIFER NIVEN’S ALL THE BRIGHT PLACES Rosa Maria Simamora; Riandi Hasibuan
Muse: Jurnal of Art Volume 2 Nomor 1 Juli 2023
Publisher : LPPM Universitas Katolik Santo Thomas Medan

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

Abstract

This study discusses loss and depression in Jennifer Niven’s novel, All the Bright Places. The novel represents people who undergo loss and depression because of losing a loved one. This is library research and applies mimetic theory proposed by Abrams saying that literature is an imitation of the real world. The analysis is focused on the loss and depression as a result of the death, neglect, or abandoment. The author creates Violet and Finch to represent people who undergo the situations. Violet losses her beloved sister and suffers from depression of feeling sad and guilty. Finch losses his parents’ figure and care and the worst is he loses his freedom to make friend because of bullying, so he suffers from sadness and depression and ends in commiting suicide. It is found that the author, Jennifer Niven through her novel All the Bright Places conveys that loss can make people depress and affect their lives, and many of them can suffer and live tragically.
THE ASPECTS OF EDUCATION IN ANDREA HIRATA’S THE RAINBOW TROOPS Rosa Maria Simamora; Sriviani Br Tarigan
Muse: Jurnal of Art Volume 2 Nomor 2 Januari 2024
Publisher : LPPM Universitas Katolik Santo Thomas Medan

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

Abstract

This study discusses the aspects of education in Andrea Hirata’s The Rainbow Troops. The novel is seen as the portrait of education in some remote Indonesian areas. This is a library research, and its theory is mimetic proposed by Abrams saying that literature is the imitation of the real life. This study focuses on the discussion of the lack of the aspects of education in Indonesia particularly in the remote areas. It is traced through educator characters represented by Bu Mus who has high dedication and effort to sincerely motivates and educates the students towards perfection, Learners are represented by The Rainbow Troops students who really need to develop themselves psychologically and physically, educational method represented by Bu Mus and Pak Harlan who set specified curriculum to achieve educational goals, educational materials and tools are materials or media used in teaching and learning process, and educational environment is everything that is visible in natural world of life which always develops. In conclusion, Andrea Hirata in his novel The Rainbow Troops vividly portrays the condition of education in remote areas with inadequate aspects of education but shows exemplary teachers and students, intelligence, fighting spirit in educating children and achieving goals.
THE DARK SIDES OF SCIENCE IN KAZUO ISHIGURO NEVER LET ME GO Rosa Maria Simamora; Tasiana Indun Nainggolan
Muse: Jurnal of Art Volume 3 Nomor 1 Juli 2024
Publisher : LPPM Universitas Katolik Santo Thomas Medan

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

Abstract

This thesis describes the dark sides of science in Kazuo Ishiguro's Never Let Me Go. In this novel, Ishiguro clearly presents Kathy, the novel’s main character, as a representation of people who become the victims of the dark sides of science by Madame, Miss Lucy, and Miss Emily end in dying. This study uses narrative qualitative research and applies literary sociology theory by Wellek and Warren saying that the work of literature, the purpose as well as the things that are implicit in the work itself and that are related to social problems. The analysis is focused on alienation and exploitation as the dark sides of science and technology. In this study, there are two concepts of alienation. The people who alienate others are represented by Madame, Miss Lucy, and Miss Emily towards the characters Kathy, Ruth, and Tommy. The people who are alienated are represented by Kathy, Ruth, and Tommy who are placed by figures as representatives of the government or companies who agree with the development of science and technology, who are cloned in a Hailsham dormitory with strict rules that are lonely and hopeless. Exploitation in this study is represented by the characters Kathy H, Ruth and Tommy carried out by Madame, Miss Lucy, and Miss Emily who act as if they are educating and looking after the clones even though they are representatives of the authorities to ensure that the clones are in a healthy condition until time for donation. The clones, Kathy H, Ruth, and Tommy are exploited by strange and strict rules, hopeless, cruel, and are not allowed to become parents because the most important thing is their body organs without regard for their humanity. The study concludes that Kazuo Ishiguro in Never Let Me Go conveys the dangerous dark side of science to people i.e. alienation, and exploitation.
BULLYING IN JENNIFER NIVEN’SALL THE BRIGHT PLACES Rosa Maria Simamora; Bonar Gurning; Abigail Victoria L. Tobing
Muse: Jurnal of Art Volume 3 Nomor 2 Januari 2025
Publisher : LPPM Universitas Katolik Santo Thomas Medan

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

Abstract

This article describes bullying in Jennifer Niven's All the Bright Places. In this novel, Niven clearly presents Finch, the main character of the story, as a representation of people who becomes the victim of bullying by his father and his school community and end in commiting suicide. This study uses narrative qualitative research and applies literary sociology theory by Wellek and Warren saying that the work of literature, the purpose as well as the things that are implicit in the work itself and that are related to social problems. The analysis is focused on bullying of Finch, the main character of the novel, who committed suicide because he had been bullied physically, verbally and cyberly at home and school. Physical bullying is represented by Finch's father and Roamer. Verbal bullying is represented by Finch's father, Roamer, Amanda Monk, and his other school-mates. Cyberbullying is represented by his school community. He feels no one likes him or understands his feelings neither his parents nor his school community. In conclusion, Jennifer Niven in All the Bright Places vividly and beautifully conveys a moral message about bullying and its effect on people which leads to suicide.
STOP SAYING VERY: AN EXCEPTIONAL TEACHING STRATEGY TO ENHANCE STUDENTS’ VOCABULARY MASTERY Sari, Anna Stasya Prima; Pinem, Irmina; Anzelina, Dewi; Simamora, Rosa Maria; Ndraha, Lies Dian Marsa
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.961

Abstract

This Classroom Action Research (henceforth, CAR) was primarily carried out to prove that the use of Stop saying very teaching strategy is effective to enhance the students’ vocabulary mastery on adjectives and to describe the students’ responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. There are two cycles in this CAR in which each cycle consisted of three meetings excluded the pre-test, formative test, and post-test The research subjects of this CAR are the first semester students of the English Language Education, Faculty of Teachers Training and Education, Universitas Katolik Santo Thomas in the Academic Year of 2022/2023 consisting of 20 students. The analysis of quantitative data shows that the mean of the students’ score in the pre-test, formative test, and post-test increases continually after Stop saying very teaching strategy was implemented in teaching adjectives. The students’ total score in the pre-test is 216 and the pre-test mean is 10.8. The students’ total score in the formative test is 1.528 and the formative test mean is 76.4. The students’ total score in the post-test is 1.708 and the post-test mean is 85.4. The analysis of qualitative data shows that the students gave positive responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. They all agree that the application of Stop saying very teaching strategy helps trigger their curiosity and enhance their knowledge and vocabulary mastery on adjectives. The writers recommend that English teachers/lecturers apply Stop saying very teaching strategy to teach better and more impressive adjectives to their students. Keywords: adjectives, stop saying very, teaching strategy, vocabulary mastery
Women’s Empowerment in Local and Global Fiction: From Toba Beyond tarigan, Karisma erikson; Simamora, Rosa Maria
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 1 (2024): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i1.1668

Abstract

This study explores women's empowerment in literature, focusing on the interplay between tradition and modernity across different cultural contexts. Employing comparative literary analysis, this research examines Lucy by Jamaica Kincaid and Mangalua by Idris Pasaribu. The methodology involves thematic and narrative analysis, where thematic analysis identifies key motifs related to empowerment, resistance, and gender roles, while narrative analysis examines how each character's story arc reflects broader societal norms. Through these analyses, the study highlights how each protagonist navigates societal expectations and challenges gender norms within traditional and modern frameworks. Findings indicate that both novels use women’s empowerment as a lens to critique and reshape cultural expectations, offering insights into gender roles across varied societies. The study concludes with recommendations for further research on cross-cultural gender narratives, acknowledges the limitations of focusing on only two novels, and suggests broader literary comparisons for future studies.
GERAKAN BERSIH KOTA MEDAN SEBAGAI UPAYA KOLABORATIF CIVITAS AKADEMIKA UNIVERSITAS KATOLIK SANTO THOMAS DALAM MEWUJUDKAN INDONESIA EMAS 2045 tarigan, karisma; Purba, Veni Agri Vici; Lariesto, Pioro Benevolent; Simanihuruk, Bertova; Simamora, Rosa Maria
Indonesian Journal of Engagement, Community Services, Empowerment and Development Vol. 5 No. 3 (2025): Indonesian Journal of Engagement, Community Services, Empowerment and Developme
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ijecsed.v5i3.224

Abstract

This community service activity was carried out as part of the 41st Anniversary of the Catholic University of Santo Thomas Medan under the theme “Clean City Movement of Medan: Strengthening Collaboration to Realize Indonesia Emas 2045.” The primary objective of this program was to foster environmental awareness and strengthen synergy among universities, local communities, and regional governments in maintaining urban cleanliness and environmental sustainability. The implementation employed a participatory approach involving UNIKA’s academic community, local residents, and key stakeholders across seven districts in Medan City. The stages of activity included socialization, environmental clean-up actions, and post-activity evaluation. The results demonstrated an increase in community participation in maintaining environmental cleanliness and the establishment of cross-sector collaborative networks. Furthermore, this activity reinforced the implementation of the Tri Dharma of Higher Education through community engagement and the cultivation of environmental character education.
Co-Authors Abigail Victoria L. Tobing Anzelina, Dewi Bertova Simanihuruk Bonar Gurning Bonar Gurning Darinda Sofia Tanjung Jon Pieter Situmorang Karisma E. Tarigan Karisma Erikson Tarigan Lies Dian Marsa Ndraha Linus Rumapea Pangaribuan, Jontra Jusat Pinem, Irmina Pioro Benevolent Lariesto, Pioro Benevolent Pioro Benevolent Simarmata Purba, Veni Agri Vici Reflina Sinaga Riandi Hasibuan Rumapea, Linus Sananta Perangin Angin SARI, ANNA STASYA PRIMA SIMANJUNTAK, DAIRI SAPTA RINDU Situmorang, Jon Piter Sriviani Br Tarigan Tarigan, Karisma Tasiana Indun Nainggolan Yolanda Silaban