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All Journal JURNAL PENDIDIKAN TAMBUSAI International Journal of Community Service (IJCS) Excellence Jaliye: Jurnal Abdimas, Loyalitas, dan Edukasi
Prihatini, Syafrina
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Exploring The Figurative Language Landscape In “Moana” Movie (A Semantics Analysis on Figurative Language) Tinambunan, Toibah Hasanah; Sihite, Meida Rabia; Prihatini, Syafrina
EXCELLENCE: Journal of English and English Education Vol 4 No 1 (2024): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v4i1.832

Abstract

The goals of the research were to identify the many forms of symbolic language employed in the film "Moana" and to provide an analysis of the symbolic language's contextual significance. A descriptive qualitative approach was used to carry out the research in this study. The actors' and actresses' dialogues from the film Moana were analyzed using the text transcribed version of the film. Metaphor(25.66%), metonymy(12.38%), hyperbole(17.69%), personification(9.37%), simile(0.88%), irony(22.12%), symbolism(7.96%), and paradox (3.53%) were the eight forms of figurative language identified in the Moana animated film. In addition, the researchers found that the meaning of each figure of speech varied depending on the situation in which it was used.
Exploring Students’ Anxiety in Writing Thesis Proposal Dian, Octa Sinar Anisah; Rahmawati, Wiki Tedi; Prihatini, Syafrina
EXCELLENCE: Journal of English and English Education Vol 4 No 2 (2024): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v4i2.943

Abstract

This study aims to explore the anxiety experienced by students during the thesis proposal writing process, focusing on the factors that influence the level of anxiety and the strategies used by students to overcome it. This study uses a qualitative approach with a narrative inquiry method to explore students' personal experiences in depth. Data were collected through observation and in-depth interviews with the participants from two final semester students in the English Education Study Program, Al Washliyah University, Medan. The results of the study indicate that the anxiety experienced by students in writing thesis proposals is triggered by various internal and external factors. Although students try various strategies to reduce anxiety, such as dividing tasks into small parts, consulting with lecturers, and using relaxation techniques, anxiety remains a major obstacle in the thesis proposal writing process. This study provides important insights into the importance of more empathetic and systematic guidance, as well as adequate support to improve students' mental well-being during the thesis writing process.
Enhancing English Listening Skills through Metacognitive Strategy: A Study on Student Achievement Nasution, Zuraidah; Prihatini, Syafrina
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1196

Abstract

This study investigates the significant effect of metacognitive strategy instruction on students’ achievement in listening comprehension among eighth-grade students at SMP Muhammadiyah 7 Medan during the 2022/2023 academic year. The population consisted of 60 students, divided into an experimental group taught using metacognitive strategies and a control group taught by conventional methods. Employing a quantitative descriptive design, data were collected through multiple-choice and essay listening tests and analyzed using an independent samples t-test. The results demonstrated a statistically significant improvement in the experimental group’s listening comprehension compared to the control group (t₀ = 15.52 > tₜ = 2.00, p < 0.05, df = 94). This finding aligns with contemporary research highlighting that metacognitive strategies—such as planning, monitoring, and evaluating listening processes—enhance learners’ ability to manage comprehension challenges and improve performance (Aktar, 2020). The study confirms that teaching metacognitive strategies fosters greater learner autonomy, motivation, and effective listening skills, particularly in second language contexts where learners face difficulties such as limited vocabulary and lack of exposure to native speakers. Implications suggest that integrating metacognitive strategy instruction into listening curricula can significantly boost students’ listening achievement and overall language proficiency.
Co-Authors Dian, Octa Sinar Anisah Kartika, Mega Kumalasari, Intan Mardiah Mardiah Nasution, Zuraidah Putri, Jihan Hidayah Rahmawati, Wiki Tedi Sari, Adinda Mutiara Sihite, Meida Rabia Siti Fatimah Zahara Syafitri, Tirta Tinambunan, Toibah Hasanah Warda, Yulia Wiki Tedi Rahmawati