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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED Genre Journal: Journal of Applied Linguistics of FBS UNIMED Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Insan Cendikia
Neni Afrida Sari Harahap
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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 1 
Teacher Talk in Teaching Speaking of English Classroom Interaction Based on Foreign Language Interaction System Khairani Hapshah Panggabean; Neni Afrida Sari Harahap
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 12, No 3 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v12i3.49130

Abstract

This research is aimed at analyzing the categories of teacher talk in teaching speaking of English classroom interaction based on the FLINT system at grade VIII SMPIT Al-Hijrah Deli Serdang and explaining why teachers realize the categories of teacher talk as the way they do. The research design of this study was qualitative. The data were taken by recording and interviewing the teachers. FLINT system was used to analyze the data that contained eleven categories of teacher talk, namely: deals with feeling, praises or encourages, jokes, uses ideas of student, repeats student response verbatim, asks questions, gives information, corrects without rejection, gives direction, criticizes student behavior, and criticizes student response. The results showed that teacher 1 not applied corrects without rejection while teaching. Meanwhile, teacher 2 not applied jokes and repeats student response verbatim. The most significant difference between the two teachers was the class atmosphere taught by the first teacher was more cheerful than the second teacher. Then, the reasons teachers realize teacher talk categories are because of positive feeling atmosphere, increasing students' enthusiasm, creating a humorous class, developing ideas, emphasizing the words, providing the opportunity to speak, conveying information, building students' awareness, achieving the goals, changing students' non-acceptable behavior, and responding properly.
Teacher Talk Analysis in The Youtube Video "Differentiated Learning on Self-Introduction" From SMAN 1 Pangkalan Susu Through FIAC Feny Nursyahwa Aulia Tarigan; Rahmad Husein; Neni Afrida Sari Harahap
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 5 (2024): September : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i5.1090

Abstract

This study analyzes teacher talk in the YouTube video "Differentiated Learning on Self-Introduction" from SMAN 1 Pangkalan Susu using the Flanders Interaction Analysis Category (FIAC) system. Teacher talk, which includes both direct and indirect verbal interactions, plays a critical role in fostering an engaging and effective learning environment. The research focuses on identifying patterns of teacher-student interactions that support differentiated learning, a method designed to cater to individual student needs. The results reveal that indirect talk, such as accepting feelings and giving encouragement, accounts for 60.87% of the interactions, while direct talk, like giving instructions and lecturing, constitutes 39.13%. This balance suggests a strong emphasis on student engagement through supportive communication, essential for differentiated learning environments.
THE IMPLEMENTATION OF TRAINING-COACHING-INSPIRING MODEL IN MANAGERIAL TRAINING AND EVALUATION OF ENGLISH BASED INSTITUTIONS Khairun Nisa; Neni Afrida Sari Harahap
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This study aimed at investigating the aspects and phases of Training-Coaching-Inspiring (TCI) Model in managerial training and evaluation of English Based Institution. It was a case study at HERO English Course Medan. The research employed a qualitative case study method which was focusing on a single informant the academic manager at HERO English Course in Medan, Indonesia. Data were collected through semi-structured interviews and document analysis. The findings revealed that HERO applies a structured three-phases training model known as "Training, Coaching, and Inspiring" (T-C-I). The training emphasizes technical teaching skills through microteaching and interactive methods; coaching provides personalized mentoring based on students’ psychological and academic profiles; and inspiring includes motivational sessions with alumni to foster learner aspirations. The findings encouraged all English institutions to implement the specific strategies, model and approaches in managerial training and evaluation for staff institution, especially in an English Course Institution.
The Roles of Teacher in Implementing Independent Learning at BBC Vocational High School Medan Dea Erianti; Yessa Ananda Wibowo; Neni Afrida Sari Harahap; Karunia Devi Frida
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 1 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i1.68223

Abstract

This study explores the roles of teachers in implementing independent learning at BBC Vocational High School Medan. The research addresses two core questions: how teachers conceptualize their roles in fostering independent learning and how these roles are implemented in classroom practice. Using a qualitative descriptive case study approach, data were collected through classroom observations, interviews, and document analysis. Findings indicate that teachers predominantly fulfill roles as educators, motivators, planners, organizers, and evaluators. However, roles such as facilitator, mentor, and initiator are only partially implemented. The study underscores the importance of expanding teacher capacities to foster autonomy in vocational education and suggests areas for professional development to enhance independent learning practices.
STUDENTS’ PERSPECTIVES ON THE INDEPENDENT LEARNING STRATEGY Loisa Tambun; Neni Afrida Sari Harahap; Karunia Devi Frida
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 1 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i1.68226

Abstract

This study addresses the gap in understanding how collaborative learning strategies support independent learning among high school students, specifically at SMA Negeri 7 Medan. The purpose of the research was to explore students’ perceptions of collaborative learning within the context of independent English language learning. A qualitative case study design was employed to gain an in-depth understanding of students’ experiences. Data were collected through an online questionnaire distributed via Google Forms, which included both closed-ended and open-ended questions to capture students’ attitudes, challenges, and personal insights. The participants consisted of Senior High School students actively engaged in collaborative learning activities. Data were analyzed descriptively to identify key themes and patterns in students’ responses. The findings reveal that students generally perceive collaborative learning as beneficial, enhancing their academic understanding, self-confidence, and communication skills while fostering social interaction and cooperation. However, challenges such as uneven participation and insufficient teacher facilitation were also noted. These results suggest that integrating collaborative strategies within independent learning can improve student engagement and outcomes if supported by effective instructional design. The study implies that educators should balance individual autonomy with structured collaboration to maximize learning benefits and recommends further research on teacher roles and cross-subject applications of collaborative learning.
The Implementation of Problem Based Learning (PBL) in Encouraging Independent Learning in Grade 8 at SMP PAB 8 Sampali Nurhartini; Neni Afrida Sari Harahap; Karunia Devi Frida
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 2 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i2.68239

Abstract

This study aims to explore how the implementation of Problem-Based Learning (PBL) supports independent learning among Grade 8 students at SMP PAB 8 Sampali. A descriptive qualitative approach was employed, with data collected through questionnaires distributed to 11 students using a Likert scale. The findings reveal that most PBL components were effectively implemented, including the use of real-world problems, the teacher's role as a facilitator, interdisciplinary learning, critical thinking, reflection, and the development of lifelong learning skills. However, elements that require greater student participation such as active problem-solving and choosing how to learn were found to be less developed. PBL was shown to enhance students' time management, responsibility, self-assessment, and curiosity. Despite this progress, some students still heavily relied on teacher guidance, indicating a gap in their ability to learn on their own. Therefore, it is recommended that teachers provide additional support to build students’ confidence and thinking skills, helping them become more independent in their learning. Overall, PBL is proven to be an effective strategy for promoting independent learning, although its success depends on how ready students are to take charge of their own learning.
Teachers’ Strategy to Develop Independent Learner Students in EFL Classroom Raudhatul Jannah; Neni Afrida Sari Harahap; Karunia Devi Frida
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 14 No. 2 (2025): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v14i2.68240

Abstract

This study aims to identify teachers’ strategy to develop independent learners and how the teachers implement it in English class. This research uses qualitative descriptive method to describe deeply a phenomenon regarding teacher;s strategy in developing independent learner. The source of this data is 7 teachers in North Sumatera who teach English in Junior High School and Senior High School. The data is all the answers from the teachers through questionnaire. The answer responses are analyzed based on the theories to answer these problems. The results show that the social strategy is the most strategy implement by the teachers and the way they implement by asking students to do collaborative work and asking students to accomplish tasks individually.
Co-Authors Dea Erianti Feny Nursyahwa Aulia Tarigan Harahap, Neni Afrida Sari Karunia Devi Frida Khairun Nisa Loisa Tambun Nurhartini Rahmad Husein Raudhatul Jannah Yessa Ananda Wibowo