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All Journal Jambura Journal of English Teaching and Literature Jurnal Pendidikan dan Konseling Ideas: Jurnal Pendidikan, Sosial dan Budaya Research Review: Jurnal Ilmiah Multidisiplin Journal of International Conference Proceedings
Yusna Bantulu
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Humanities Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Ideas: Jurnal Pendidikan, Sosial dan Budaya

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Teacher’s Feedback on Learners’ English Writing Compositions Hanisah Hanafi; Rivaldy Pomalingo; Yusna Bantulu
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 9 No 2 (2023): Ideas: Pendidikan, Sosial, dan Budaya (Mei)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v9i2.1268

Abstract

This study sought to investigate the progress of students writing skills on teacher’s written corrective feedback. This study followed a qualitative approach, using a descriptive research design. Using Hedge's (1998) theory on written correction indicators, three written essays were obtained via three stages of students' paper essays as the research data. All these received essays were then examined following Hedge’s theory, and the study report were built on the basis of the triple concurrent qualitative analysis postulated by Miles et al’s (2014). The findings of this study showed that out of three participants, participant 1 and participant 3 presented similar trends in terms of progress from teacher feedback on the writing, while participant 2 performed huge significant progress concerning teacher written feedback.
Transition Signal Analysis in Undergraduate Theses: An Overview Yusna Bantulu; Elvriza Vadyla Marchena Suto; Sri Agriyanti Mestari
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 10 No 1 (2024): Ideas: Pendidikan, Sosial, dan Budaya (Februari)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v10i1.1515

Abstract

Transition signals is one of the main important things in composing a coherent paragraph; in fact, many students still feel struggle to apply them in their academic writing. Therefore, this research is conducted in order to provide a comprehensive overview of how current students use transition signals in their undergraduate thesis. This research is conducted by using descriptive qualitative method. The data are obtained from nine findings and discussion chapters on undergraduate thesis of English department students. The data are classified based on the types of transition signals by Oshima and Hogue (2006). The result revealed that all types of transition signals are existed in undergraduate thesis, those are transition signals for chronological order, order of importance, additional idea, cause and effect, comparison and contrast, giving example, and conclusion. The type of transition signals that most frequently used is transition signals for addition whereas the type of transition as the least used is transition signals for order of importance. Also, the type of transition signals that most incorrectly used is transition signals for chronological order
Reflections on The Challenges and Opportunities Prior to Digital Transformation: English Teacher Competence at SMPN 2 Mootilango Bantulu, Yusna; Maharuju, Rostin; Basalamah, Nonny
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 11 No 3 (2025): Ideas: Pendidikan, Sosial, dan Budaya (Agustus)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v11i3.2102

Abstract

This study evaluates the proficiency of english teachers at SMPN 2 Mootilango before digital transformation, with the objective of identifying issues in pedagogical methods, classroom management, and the utilization of instructional media. A qualitative case study approach was utilized to collect data via classroom observations, semi-structured interviews, and document analysis. The findings demonstrate that teacher-centered instruction, dependence on rote memorization, and inadequate classroom management practices substantially impeded student involvement and language acquisition. Moreover, inadequate instructional resources and insufficient professional development opportunities hindered pedagogical creativity. These findings highlight the imperative for adaptive professional development programs that furnish educators with varied techniques, irrespective of technological accessibility
Co-Authors Abid Bambela, Musdhalifa Muslima Basalamah, Nonny Elvriza Vadyla Marchena Suto Hanisah Hanafi Maharuju, Rostin Nonny Basalama Nurhardiyanti Adam Nurhariati, Emmy Resa Nadia Rivaldy Pomalingo Sri Agriyanti Mestari Sudaryati Sudaryati Titien Fatmawaty Mohammad Tulak, Wasty Yuni Siswanti