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All Journal Journal on Education Journal of Language Education and Development (JLed) Jurnal Pengabdian Masyarakat Journey: Journal of English Language and Pedagogy
Afore Tahir Harefa
University of Nias
Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Subject-Verb Agreement Analysis in Prabowo Subianto’s Interview as President-Elect at the Qatar Economic Forum Afore Tahir Harefa; Feliks Rejeki Sotani Zebua; Martin Ifolala Zamasi; Yarlin Harefa
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6299

Abstract

This study analyzes the use of subject-verb agreement in Prabowo Subianto’s interview as president-elect at the Qatar Economic Forum. The objective is to evaluate the accuracy of subject-verb agreement in his spoken English during the interview. Using qualitative content analysis, the transcript of the interview was examined to identify instances of correct and incorrect subject-verb agreement. The results indicate a consistent application of subject-verb agreement throughout the interview, with both singular and plural subjects correctly matched with their respective verbs. This consistency contributes to the clarity and professionalism of the communication. Despite the spontaneous nature of spoken language, which often allows for grammatical leniency, Subianto's use of subject-verb agreement was found to be highly accurate. These findings highlight the importance of grammatical precision in spoken English, especially in formal settings.
The Role of the English Teachers in Strengthening Character Education at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 2023/2024 Herni Trisna Lase; Yasminar Amaerita Telaumbanua; Afore Tahir Harefa; Elwin Piarawan Zebua
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i3.279

Abstract

The objective of this research  is to analyze English teachers' roles in strengthening character education and its obstacles. Qualitative methods with an inductive approach were used, gathering data through interviews, observations, and field notes. There are two English teachers and the eighth grade students participated in this research, which was conducted at SMP Negeri 1 Lahewa Timur. The data analysis techniques used are data condensation, data display, and verification. Results reveal three teacher roles, designing and implementing learning that integrates character values, being role models, and inspirators. Religiousness, honesty, tolerance, discipline, hard work, creativity, independence, curiosity, national spirit, love for the country, respect for accomplishment, friendliness, peace, love of reading, environmental and social care, and responsibility are all examples of integrated character values. Lesson plan analysis shows five main character value focuses: religion, honesty, responsibility, hard work, discipline, and environmental care. Obstacles include environmental factors, family, social media, and time constraints. Due to time constraints, one teacher was observed to only verbally communicate their role as an inspirator without putting it into practice in the classroom, according to the Theory of Planned Behavior.
DEEP INTERACTIVE LEARNING ACTIVITIES FOR IMPROVING YOUNG LEARNERS’ ENGLISH VOCABULARY AT PPA IO- 0133 KRAMMER HILINA’A Afore Tahir Harefa; Wina Anjelina Harefa; Sharley Grace Mendrofa; Christian Pradana Putra Zalukhu; Friska Putri Waruwu; Oktoberlianus Zendrato
BESIRU : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2026): BESIRU : Jurnal Pengabdian Masyarakat, Januari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/besiru.v3i1.2329

Abstract

This community service program was conducted to address young learners’ limited basic English vocabulary in a non-formal educational setting at PPA Krammer Hilina’a Church. The program aimed to improve students’ vocabulary mastery through deep learning–based interactive learning activities that emphasize meaningful understanding and active use of language. The participants were 23 students aged 9 to 11 years. The program was implemented in two cycles using planning, action, observation, and reflection stages. Interactive activities such as gesture-based learning, picture-based tasks, pair work, and guided sentence construction were employed to support deep learning through repeated exposure and contextual practice. Quantitative data were collected through vocabulary tests, while qualitative data were obtained from observation sheets and field notes. The results indicated a significant improvement, as students in the Good and Very Good categories increased from 21.74% in Cycle 1 to 69.57% in Cycle 2, while students in the Poor and Very Poor categories decreased from 39.13% to 0%. These findings demonstrate that deep learning–based interactive learning activities effectively support basic English learning in community-based programs.
Analysis of Students' Perspectives of the Kurikulum Merdeka Implementation at SMP Swasta Kristen Tomosa 1 Ayu Kartika Zai; Kristof Martin Efori Telaumbanua; Yaredi Waruwu; Afore Tahir Harefa
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/maad5w42

Abstract

This study aims to analyze the perspectives of students at SMP Swasta Kristen Tomosa 1 on the implementation of the Kurikulum Merdeka. This research focuses on how students view the curriculum in terms of understanding, learning experiences, emotional responses, and expectations. To comprehensively explore these perspectives, an appropriate research approach is needed. Therefore, a qualitative descriptive method was used using interviews as the main instrument and classroom observation as the second instrument. Data were analyzed using the Miles et al. (2014) model which includes data condensation, data display, and conclusion drawing. This study involved 25 seventh-grade students as respondents. The results showed that most students viewed Kurikulum Merdeka positively. They consider this curriculum to be more practical, fun, and interesting compared to the previous curriculum. Students expressed their appreciation for hands-on activities, project-based learning, and a more flexible learning process. This research also found that students expect more creative and interactive teaching methods to support their interests and learning styles. This research provides insights into how Kurikulum Merdeka is received by students and highlights their expectations for the learning environment. Keywords: students’ perspectives, kurikulum merdeka.
Co-Authors Ayu Kartika Zai Christian Pradana Putra Zalukhu Feliks Rejeki Sotani Zebua Friska Putri Waruwu Herni Trisna Lase Kristof Martin Efori Telaumbanua Martin Ifolala Zamasi Oktoberlianus Zendrato Sharley Grace Mendrofa Wina Anjelina Harefa Yaredi Waruwu Yarlin Harefa Yasminar Amaerita Telaumbanua