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All Journal Jurnal Pendidikan dan Pengajaran Ensiklopedia of Journal JEE (Journal of English Education) Jurnal Syntax Transformation J-COSCIS : Journal of Computer Science Community Service Argopuro: Jurnal Multidisiplin Ilmu Bahasa Argopuro : Jurnal Multidisiplin Ilmu Bahasa Jurnal Pengabdian Inovatif Multidisipliner
Suparmi
English Language Education Department, Faculty Of Teacher Training And Education, Universitas Putra Indonesia YPTK Padang
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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IMPROVING STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY AT ELEVEN GRADE OF MAN DHARMASRAYA Geofani Amelia; Suparmi; Rahma Dania
Argopuro: Jurnal Multidisiplin Ilmu Bahasa Vol. 1 No. 1 (2023): Argopuro: Jurnal Multidisiplin Ilmu Bahasa
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.6734/argopuro.v1i1.272

Abstract

The purpose of this research is to find out the significant differences in improving students' reading comprehension by using the Listen-Read-Discuss (LRD) strategy. This research was conducted on class XI IPK students at MAN Dharmasraya. In this study, the researcher only took one class as a sample. The sample consisted of 28 students of class XI IPK and was selected using a saturated sample technique. The material taught by research uses biography texts. This study used a quantitative method with a pre-experimental approach. Research used data collection techniques Pre-test, treatment, and post-test. The data collection instrument was a written test in the form of 10 multiple choices and 5 essays with total of 15 questions. The pre-experimental group was given pre-test and post-test. The final average value obtained from the experimental group was analyzed using the T-test formula with a significant level of α = 0.05. The results of the research conducted show that there is a significant effect of using the Listen-Read-Discuss (LRD) strategy in students' reading lessons. The results of research conducted by researcher indicate that there is a significant influence by using the Listen-Read-Discuss (LRD) strategy in students' reading lessons. From the results of the data, obtained the average score of the pre-test (1798) and post-test (2313). t-observe (3.315) and t-table (1.705). It supported by the t-test value that was higher than t-table value (3.35>1.705). Therefore, the alternative hypothesis shows that Ho is rejected and Ha is accepted. This means that there is a significant effect of using the Listen-Read-Discuss (LRD) strategy in improving reading comprehension in class XI IPK MAN Dharmasraya.
Pendekatan Flipped Classroom Berbasis PjBL sebagai Upaya Peningkatan Keterampilan Menulis Argumentatif Siswa SMA Negeri 2 Bukittinggi Noni Febriana; Asma Alhusna; Suparmi Suparmi; Afnesha Noveriana Chang
Jurnal Pengabdian Inovatif Multidisipliner Vol. 1 No. 03 (2026): ISSUE JULI
Publisher : Jurnal Pengabdian Inovatif Multidisipliner

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Abstract

Kegiatan Program Pengabdian kepada Masyarakat (PKM) ini dilaksanakan di SMA Negeri 2 Bukittinggi dengan tujuan meningkatkan keterampilan menulis argumentatif siswa melalui penerapan pendekatan pembelajaran yang inovatif dan berpusat pada peserta didik. Permasalahan yang dihadapi adalah rendahnya kemampuan menulis argumentatif siswa yang ditunjukkan oleh kesulitan dalam mengembangkan ide, menyusun argumen secara logis, dan menggunakan bukti pendukung secara tepat. Kondisi tersebut dipengaruhi oleh penerapan pembelajaran konvensional yang masih berorientasi pada guru dan kurang memberikan kesempatan kepada siswa untuk berpartisipasi secara aktif. Oleh karena itu, kegiatan ini menerapkan pendekatan Flipped Classroom berbasis Project-Based Learning (PjBL) yang mengintegrasikan pembelajaran mandiri melalui video dan materi digital di luar kelas dengan kegiatan proyek kolaboratif di dalam kelas yang berfokus pada penyusunan esai argumentatif bertema isu-isu aktual. Subjek kegiatan berjumlah 20 siswa kelas XI SMA Negeri 2 Bukittinggi. Desain kegiatan menggunakan kuasi-eksperimen dengan pola pre-test dan post-test. Instrumen yang digunakan meliputi tes keterampilan menulis argumentatif, lembar observasi, dan angket respons siswa. Hasil kegiatan menunjukkan adanya peningkatan keterampilan menulis argumentatif sebesar 20%, meningkatnya motivasi belajar, serta berkembangnya keterampilan berpikir kritis, kolaborasi, dan komunikasi siswa. Kegiatan ini diharapkan dapat memberikan kontribusi terhadap pengembangan inovasi pembelajaran bahasa Indonesia di era digital, khususnya dalam meningkatkan kompetensi literasi dan keterampilan menulis argumentatif siswa di SMA Negeri 2 Bukittinggi.
FROM PAIR TALK TO CLASSROOM VOICE: STUDENTS’ PERCEPTIONS OF THINK-PAIR-SHARE IN ENGLISH SPEAKING ACTIVITIES Suparmi Suparmi
Ensiklopedia of Journal Vol 8, No 1 (2025): Vol. 8 No. 1 Edisi 1 Oktober 2025
Publisher : Ensiklopedia of Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i1.4061

Abstract

Think-Pair-Share (TPS) provides a structured progression from individual preparation to peer rehearsal and whole-class speaking, making it relevant to English as a Foreign Language (EFL) classrooms where students often need cognitive and social support before speaking publicly. This descriptive quantitative study examined English Education students’ perceptions of TPS in English speaking activities across four functional dimensions: idea preparation, peer support, speaking confidence, and classroom participation. Data from 40 students were collected using a 20-item five-point Likert questionnaire. Negatively worded items were reverse-scored before descriptive analysis. The overall perception was positive (M = 3.79, SD = 0.19), with 66.75% of all scored responses falling in the agree or strongly agree categories. Peer support received the highest mean (M = 3.97, SD = 0.36), followed by classroom participation (M = 3.86, SD = 0.43), idea preparation (M = 3.71, SD = 0.32), and speaking confidence (M = 3.63, SD = 0.44). Item-level results showed strong appreciation for partner discussion and post-pair participation, but also revealed continuing fear and reluctance during public sharing. Internal consistency was low (Cronbach’s α = .206), so the findings are interpreted descriptively and with caution. The results suggest that TPS may be perceived as more supportive for collaborative preparation than for eliminating affective barriers to public speaking.Keywords: Think-Pair-Share; speaking activities; students’ perceptions; EFL; cooperative learning
INTEGRATING LOCAL IDENTITY INTO ENGLISH TEACHING MATERIALS FOR HOSPITALITY AND TOURISM STUDENTS IN MANDAILING NATAL, INDONESIA Dina Syarifah Nasution; Siska Oktawidya Wati; Vonny Ardiel; Suparmi
JEE (Journal of English Education) Vol. 11 No. 2 (2025): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v11i2.4853

Abstract

The rapid transformation of the tourism industry requires English teaching materials that extend beyond linguistic competence to prepare graduates for increasingly complex professional communication. However, existing English for Specific Purposes (ESP) materials for hospitality and tourism remain largely dominated by transactional communication, with limited attention to local identity, destination interpretation, and contemporary tourism competencies. This limitation may leave students insufficiently prepared to communicate local cultural knowledge and represent their destinations to international visitors. This study aims to identify the English teaching material needs of hospitality and tourism students in the Language Education Program in Mandailing Natal, Indonesia, and to develop a conceptual framework integrating local identity into ESP instruction. Employing a sequential exploratory mixed-methods design, qualitative data were collected through semi-structured interviews with lecturers, students, and tourism stakeholders, followed by quantitative validation using a structured five-point Likert-scale questionnaire administered to 30 hospitality and tourism students. The questionnaire was validated for content and assessed for internal consistency before administration. The findings reveal six interrelated competencies needed in English teaching materials: linguistic accuracy, destination explanation, customer interaction awareness, destination storytelling, digital communication, and sustainable tourism communication, grounded in local history, culture, and environmental heritage. Based on these findings, the study proposes the Identity-Driven English Teaching Materials Framework, which positions local identity as the organising principle for developing professional communicative competence. The framework extends conventional ESP by integrating language learning with cultural interpretation, community knowledge, digital engagement, and destination sustainability, providing practical guidance for developing locally grounded yet internationally relevant English teaching materials.
Co-Authors Afnesha Noveriana Chang Armando Saiola Asma Alhusna Cindy Permata Sari Dina Syarifah Nasution Geofani Amelia Ifani Candra Krisnova Natasia Lidya Nurhuda Monica Fransisca Noni Febriana Rahma Dania Rahma Dania Renny Permata Saputri Silky Safira Siska Oktawidya Wati Vonny Ardiel Yuliawati Yunus Yuliawati Yunus