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Cooperative Learning Method Integrated Cartoon Picture Pinterest Media on Student’s Descriptive Writing Ability at SMP Negeri 1 Siantar Indah Dame Nababan; Dumaris E Silalahi; Irene Adryani Nababan
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4083

English plays a vital role as a global language and an essential skill for academic and professional success. Among the four language skills, writing is the most challenging for Indonesian EFL learners, particularly in descriptive text production, due to limited vocabulary, grammatical difficulties, and lack of exposure to authentic English use. Traditional teaching methods often fail to provide adequate engagement and creativity, resulting in students’ low writing performance. To address these issues, this study investigated the effect of applying the Cooperative Learning method of the learning together model integrated with cartoon picture media from Pinterest on students’ descriptive writing ability at SMP Negeri 1 Siantar. The research employed a quantitative approach with a quasi-experimental design. The population consisted of 237 eighth-grade students, from which class VIII-4 was selected as the experimental group and class VIII-5 as the control group. Data were collected through pre-tests and post-tests, and analyzed using mean, standard deviation, normality, homogeneity, and independent sample t-test. The results revealed a significant improvement in the experimental class, with the mean post-test score increasing from 39 to 80, compared to the control class which only rose from 46 to 59.2. The t-test result (7.722) exceeded the t-table value (1.677) at the 0.05 significance level, confirming that the treatment had a positive effect. It can be concluded that the integration of Cooperative Learning with cartoon picture media from Pinterest is effective in enhancing students’ descriptive writing ability. This method not only improved writing scores but also fostered greater motivation and active participation in the classroom.

The Effect Of Using Magic Card As Media On The Ability Of Eighth Grade Students Of SMP Negeri 1 Siantar In Writing Descriptive Text Novry Yohanna Damanik; Sanggam Siahaan; Irene Adryani Nababan
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2498

This research aimed to investigate the effect of using Magic Card as media on the ability of eighth-grade students in writing descriptive text at SMP Negeri 1 Siantar. This study applied a quasi-experimental research design involving two groups, namely an experimental group and a control group. The experimental group was taught by using Magic Card media, while the control group was taught by using the conventional teaching method. The population of this research consisted of all eighth-grade students in the 2025/2026 academic year, and the sample was selected through purposive sampling. The sample consisted of 64 students divided into two classes: 32 students in the experimental group and 32 students in the control group. The instrument used in collecting the data was a writing test in the form of pre-test and post-test. The data were analyzed by using an independent sample t-test. The findings showed that the mean score of the experimental group improved from 55.25 in the pre-test to 71.69 in the post-test, while the control group showed only slight improvement. The result of hypothesis testing revealed that the value of t-observed was 7.29, which was higher than the value of t-table 2.000 at the significance level of 0.05. Therefore, the alternative hypothesis (Ha) was accepted. In conclusion, the use of Magic Card media significantly improved students’ ability in writing descriptive text. Magic Card media also created a more interactive, enjoyable, and motivating learning atmosphere during the teaching and learning process.

SOSIALISASI PELATIHAN PEMBUATAN BAHAN AJAR BERBASIS KEARIFAN LOKAL BAGI GURU-GURU SD NEGERI 095127 WARINGIN KECAMATAN GUNUNG MALELA Irene Adryani Nababan; Asister Fernando Siagian; Osco Parmonangan Sijabat
Pengembangan Penelitian Pengabdian Jurnal Indonesia (P3JI) Vol. 4 No. 2 (2026): Vol. 4 No. 2 (2026) : P3JI - MEI
Publisher : PT. Migas Centre Sidjabat

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

Kearifan lokal dapat diwariskan dari generasi ke generasi karena memainkan peran penting dalam melestarikan identitas budaya komunitas di tengah cepatnya laju modernisasi dan globalisasi. Guru berperan penting dalam mengintegrasikan pembelajaran dengan kearifan lokal daerah setempat melalui bahan ajar. Kegiatan pengabdian kepada masyarakat dilakukan oleh tim pengabdi, dosen bersama mahasiswa Universitas HKBP Nommensen Pematangsiantar terhadap guru-guru SD Negeri 095127 Waringin Kecamatan Gunung Malela, Kabupaten Simalungun. Sosialisasi pelatihan pembuatan bahan ajar berbasis kearifan lokal memanfaatkan penggunaan aplikasi canva. Metode pengabdian yang digunakan pada kegiatan ini terdiri dari 3 tahapan yaitu perencanaan, pelaksanaan, dan evaluasi. Proses pelatihan berjalan dengan baik dari awal sampai akhir kegiatan. Kegiatan pelatihan meliputi: pretest, penyampaian materi, pelatihan, postest, evaluasi dan refleksi. Pelatihan ini dapat meningkatkan pengetahuan dan kompetensi guru dalam merancang serta menghasilkan bahan ajar kearifan local yang dapat membantu guru dalam proses peningkatan hasil belajar siswa di SD Negeri 095127 Waringin Kecamatan Gunung Malela, Kabupaten Simalungun.

The Effect Of Using Magic Card As Media On The Ability Of Eighth Grade Students Of SMP Negeri 1 Siantar In Writing Descriptive Text Novry Yohanna Damanik; Sanggam Siahaan; Irene Adryani Nababan
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2498

This research aimed to investigate the effect of using Magic Card as media on the ability of eighth-grade students in writing descriptive text at SMP Negeri 1 Siantar. This study applied a quasi-experimental research design involving two groups, namely an experimental group and a control group. The experimental group was taught by using Magic Card media, while the control group was taught by using the conventional teaching method. The population of this research consisted of all eighth-grade students in the 2025/2026 academic year, and the sample was selected through purposive sampling. The sample consisted of 64 students divided into two classes: 32 students in the experimental group and 32 students in the control group. The instrument used in collecting the data was a writing test in the form of pre-test and post-test. The data were analyzed by using an independent sample t-test. The findings showed that the mean score of the experimental group improved from 55.25 in the pre-test to 71.69 in the post-test, while the control group showed only slight improvement. The result of hypothesis testing revealed that the value of t-observed was 7.29, which was higher than the value of t-table 2.000 at the significance level of 0.05. Therefore, the alternative hypothesis (Ha) was accepted. In conclusion, the use of Magic Card media significantly improved students’ ability in writing descriptive text. Magic Card media also created a more interactive, enjoyable, and motivating learning atmosphere during the teaching and learning process.

STUDENTS’ PERCEPTION OF THE USE OF ChatGPT AS A WRITING ASSISTANT IN EFL CLASSROOM OF GRADE IX AT SMP NEGERI 10 PEMATANGSIANTAR Tio Lestari Br Simanjuntak; Chritian Neni Purba; David Berthony Manalu; Irene Adryani Nababan
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1364

The rapid advancement of technology, particularly artificial intelligence (AI), has transformed English language learning, including the development of students’ writing skills. ChatGPT, an AI-based language model, has increasingly been used as a writing assistant to help learners generate ideas, organize text structure, improve grammar, and expand vocabulary. This study aims to explore the perceptions of ninth-grade students at SMP Negeri 10 Pematangsiantar regarding the use of ChatGPT as a writing assistant in an English as a Foreign Language (EFL) classroom. Employing a qualitative descriptive approach with a case study design, the study investigates students’ perceived usefulness (PU) and perceived ease of use (PEOU), guided by the Technology Acceptance Model (TAM). Data were collected through open-ended essay questionnaires distributed to 28 students who had received direct instructional exposure to ChatGPT through guided writing activities. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the majority of students hold positive perceptions of ChatGPT. In terms of PU, students reported that ChatGPT effectively supported idea generation, improved writing structure and grammar, expanded vocabulary, enhanced writing quality, and increased their confidence in writing English texts. ChatGPT was also perceived as helpful in overcoming writing difficulties and completing academic tasks more efficiently. Regarding PEOU, students stated that ChatGPT was easy to learn, accessible through mobile devices, and provided clear and understandable responses. Many students also felt comfortable using it independently without teacher supervision. Nevertheless, several challenges were noted, such as unstable internet connectivity and difficulties in formulating appropriate prompts. Overall, the results indicate that ChatGPT is well-accepted by students and has the potential to serve as an effective tool for supporting English writing instruction at the junior high school level. The study recommends guided and ethical integration of ChatGPT in EFL classrooms to prevent overreliance and promote critical engagement with AI-generated content.

THE APPLICATION OF SCAFFOLDING TECHNIQUES IN WRITING ABILITY OF ELEVENTH GRADE STUDENTS AT SMA NEGERI 1 SIANTAR Dwi Fitria Anggraini; Leonita M.E. Manihuruk; Irene Adryani Nababan
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1366

Writing is one of the essential skills in English learning, yet many students face difficulties in generating ideas, organizing arguments, and applying appropriate linguistic features when composing analytical exposition texts. This study aims to investigate the effect of scaffolding techniques on the writing ability of eleventh-grade students at SMA Negeri 1 Siantar. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental class taught using scaffolding techniques and a control class taught using conventional methods. Both groups completed a pre-test and post-test to measure their writing performance. The findings show that the experimental group experienced a significant improvement, with the mean score increasing from 50.50 to 82.74, while the control group increased from 50.71 to 72.12. The Wilcoxon Signed Rank Test and Mann-Whitney U Test revealed a significant difference between the two groups, with Asymp. Sig. (2-tailed) = 0.000, indicating that scaffolding had a positive and statistically significant effect. These results suggest that scaffolding through modeling, guided practice, feedback, and gradual release helps students better understand text structure, develop ideas, and apply appropriate language features. Therefore, scaffolding techniques are effective in enhancing students’ writing ability, particularly in composing analytical exposition texts.

The Effect of Mind Mapping Teaching Technique to The Writing Ability of Tenth Grade Students of Sma S YP HKBP 1 Pematangsiantar in a Descriptive Text Sanggam Siahaan; Irene Adryani Nababan; Carolina Carolina
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.192

This research aims to know the effect of mind mapping teaching technique to the writing ability of tenth grade students of SMA S YP HKBP 1 Pematangsiantar in a descriptive text. This research was quantitative research. To get the answer for the research, the researcher used quasi-experimental design. The population of this research was tenth grade students of SMA S YP HKBP 1 Pematangsiantar that consisted of four classes. The sampling technique in this research was purposive sampling. The sample consisted of two classes, namely class X-3 used the mind mapping teaching technique as the experimental class and class X-4 used the guided writing teaching technique as the control class. To collect the data, the researcher used the test. The researcher used essay test as the instrument of the research. Paired-samples t-test was used by the researcher to test the hypothesis. The result of the research showed that the effect of mind mapping teaching technique was more significant than guided writing teaching technique. It was proved by the t-test value (2.52) > t-table (1,67). It means that Ha was accepted and H0 was rejected. The writing ability of students in a descriptive text in experimental class was improved since they were taught by mind mapping teaching technique. It is recommended that the result of this research can be used in order to develop the teaching technique at school.

Socialization of the Importance of Building English Skills for Elementary School Children at SD Negeri 122395 Pematang Siantar Herman Herman; Vera Elisabet Siahaan; Angel Nerin Patricia Panggabean; Hanji Agustina Sitohang; Theresi Theresi; Santa Veronika Situmorang; Fitrianti Manurung; Yanti Kristina Sinaga; Irene Adryani Nababan; Prakash Puhka
Pengabdian: Jurnal Abdimas Vol. 1 No. 3 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/abdimas.v1i3.327

Background. The results of observing the abilities of students at this school, it can be seen that grade 5 students at SD Negeri 122395 Pematangsiantar have the basic skills to master the use of English well. Purpose. This study aimed to investigate the importance of giving socialization to the students about basic skills that the students need to acquire in learning English well. Method. This ability can be seen from the speed of students in understanding and responding to learning that has been socialized. Grade 5 students of SD Negeri 122395 Pematangsiantar consisting of 20 students are the subject of this observation. This socialization was conducted at SD Negeri 122395 Pematang Siantar. Three phases were implemented such as preparation, implementation and evaluation. Results. The results showed that importance of building English skills starts from elementary school. Interesting learning methods can also build student activity and skills in the learning process that takes place in the classroom. Conclusion. This is also based on the communication skills that students get in the learning process, not only limited to knowledge, students will be motivated and feel that what they have learned will be useful and used in the future..

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