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All Journal Mutiara: Jurnal Penelitian dan Karya Ilmiah Cemara Education and Science
M.Yusri Ali Lubis
Unknown Affiliation
Religion Humanities Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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suara pasif dan suara aktif: suara pasif M.Yusri Ali Lubis; Reysha Miranti
Cemara Education and Science Vol. 2 No. 2 (2024): Vol II. Edisi II Tahun 2024
Publisher : Cendekia Madani Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62145/ces.v2i2.52

Abstract

Background: Expert guidelines recommend using active over passive voice to improve clarity in Englishacademic writing. However, few systematic reviews synthesize research on reader outcomes from texts writtenin the passive versus active voice. This paper reviewed experimental studies comparing the effects of active andpassive voice on reader comprehension in English academic writing. Methods: Following PRISMA guidelines,database searches identified quantitative studies manipulating voice in academic texts and measuringdifferential impacts on reader understanding. 9 eligible studies were analyzed narratively. Results: Studiesconsistently demonstrated reduced readability, slower processing, and lower comprehension scores for passiveversus active voice texts across reader groups and disciplines.On coherence ratings, grammatical errors, and comprehension questions, passive voice performed significantlyworse.Conclusions: Strong evidence confirms active voice improves reader comprehension over passive in academicwriting. However, strategic passive usage may still benefit writing on a situational basis. More research isneeded on providing effective instruction to EFL students on selectively deploying active/passive principles.Originality: This systematic review is the first to synthesize major studies comparing active and passive voiceimpacts on reader outcomes in academic writing. The consistent experimental results provide an empirical basisfor style guidelines favoring active voice for clarity.
Tantangan dan Peluang Pembelajaran Bahasa Arab di Era Digital Vivi Sutinalvi; Annisa Harahap; M.Yusri Ali Lubis; Sahkholid Nasution
Mutiara : Jurnal Penelitian dan Karya Ilmiah Vol. 3 No. 1 (2025): Mutiara : Jurnal Penelitian dan Karya Ilmiah
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/mutiara.v3i1.1969

Abstract

Learning Arabic in the digital era faces great challenges and opportunities. The main challenges include limited technological infrastructure, low skills of educators in utilizing technology, and limited internet access, especially in remote areas. Additionally, technical issues such as the use of Arabic letters and the distraction of non-educational content affect learning effectiveness. The quality of digital learning materials also needs to be improved to make them more interactive. On the other hand, technology provides opportunities such as flexible access to learning resources, gamification to increase motivation, as well as more personalized and multimedia-based learning. Digital learning allows wider access to education, especially for students in remote areas. To maximize this potential, training for educators, improving infrastructure and developing quality content is needed. Policy support and collaboration between government, educators and technology developers are very important to optimize Arabic language learning in the digital era.
Co-Authors Annisa Harahap Reysha Miranti Sahkholid Nasution Vivi Sutinalvi