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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Multidisiplin Sahombu JURNAL PENDIDIKAN BAHASA
Dumaris E Silalahi
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The Effect Of Cooperative Integrated Reading And Composition (Circ) Technique On Reading Comprehension Of Narrative Text At Grade Eighth Students Of SMP Swasta GKPS 3 Pematang Siantar Kesia Rahelin Simanjuntak; Dumaris E Silalahi; Yanti Kristina Sinaga
Jurnal Ilmu Pendidikan dan Sosial Vol. 2 No. 4 (2024): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v2i4.462

Abstract

This research aimed to find Out The Effect Of Cooperative Integrated Reading And Composition (Circ) Technique On Reading Comprehension Of Narrative Text At Grade Eighth Students Of Smp Swasta Gkps 3 Pematang Siantar. This research design is quantitative. The quantitative method is a planned and careful problems solving method. In quantitative, systematically control data collection design, and will focus on constructing inductively concluded theories within the framework of empirically proving hypothesis. The quantitative research imposes objective measuring to collect numeric data that are utilized the answers of questions or test the specified hypothesis. Researcher will choose two groups as the sample, namely class VIII.1 and VIII.2. The two classes that researcher will choose as sample have studied the narrative text based on school education curriculum. By calculating the data, we can conclude that the t-test result (2.42) exceeded the t-table value at a significance level of 0.05 (2.00), meaning 2.42 > 2.00. This indicates that the use of the CIRC technique has a significant impact on students' reading comprehension. This is evident from the list of student scores in reading comprehension when using the CIRC technique compared to the conventional technique. In other words, grade eighth students' capacity at SMP Swasta GKPS 3 Pematang Siantar in reading comprehension is significantly impacted by using of CIRC technique.
Students’ Perception of the Use of ChatGPT in English Writing Skills for Grade Ten at Senior High School Angelica Tessalonica Napitupulu; Bloner Sinurat; Dumaris E Silalahi
JURNAL PENDIDIKAN BAHASA Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v15i3.3428

Abstract

This research aims to explore tenth-grade students’ perceptions of using ChatGPT in supporting English writing skills at SMA Negeri 3 Pematangsiantar. The research applied a descriptive qualitative method based on the Technology Acceptance Model (TAM), focusing on two constructs: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). The qualitative approach was chosen to deeply understand students’ experiences, meanings, and subjective views regarding ChatGPT in writing, as qualitative research allows for exploration beyond mere numerical data (Miles & Huberman, 1994, cited in Sugiyono, 2017). The sample consisted of 35 students selected through purposive sampling. Data were collected through a questionnaire and analyzed using descriptive statistics. The findings reveal that students’ perceptions were generally positive, with a stronger inclination toward ease of use. For PEOU, there were 322 agree responses in total (from 12 items), indicating that students perceived ChatGPT as simple to operate, accessible, and effective in writing. For PU, there were 314 agree responses, showing that students recognized ChatGPT’s usefulness in enriching vocabulary, improving grammar, and assisting idea generation. While a few students expressed concerns about overreliance, most perceived ChatGPT as a user-friendly and supportive tool for writing. The research suggests that integrating AI-based applications like ChatGPT, guided by TAM theory, can enhance students’ confidence and engagement in English writing instruction.
Analysis of English Skill Tests for Grade VII Students Based on Language Assessment Principles Yolanda Jesica Sitanggang; Tessaria Simorangkir; Angel Lamtama Sihaloho; Rotua Sinta Marito Pakpahan; Dumaris E Silalahi
JURNAL PENDIDIKAN BAHASA Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v15i3.3331

Abstract

This study evaluates English assessment instruments for Grade VII students at SMP Swasta Taman Asuhan based on five principles of language assessment: practicality, reliability, validity, authenticity, and washback. A mixed-method research design was employed, combining quantitative analysis of test validity and reliability with qualitative evaluation through classroom observations. The study involved 20 students and assessment tasks for writing, reading, listening, and speaking. The findings revealed that practicality was achieved as all tests were implemented efficiently using available resources and time. Reliability analysis showed high internal consistency for speaking and listening (Cronbach’s Alpha = 0.94), writing (0.86), and moderate reliability for reading (0.59). Validity analysis using Pearson Product Moment indicated that most essay items in all skills were valid, while several multiple-choice items in writing and reading were invalid. Authenticity was evident through tasks relevant to students' real-life experiences. Washback was positive, as the assessments encouraged meaningful language use and provided valuable instructional feedback. These results affirm that the instruments are generally effective but require revision in certain areas.
An Analysis Students Habit of using Body Language (Gesture) to Replace Unmastered English Vocabulary in Class Eleventh Six at SMA Negeri 1 Pematangsiantar Raysha Zahra Harahap; Trivena Gracia Sirait; Trinita Ivana Rumapea; Dumaris E Silalahi
Jurnal Multidisiplin Sahombu Vol. 6 No. 01 (2026): Jurnal Multidisiplin Sahombu, January 2026
Publisher : Sean Institute

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

Abstract

This study investigates the habit of students using body language (gestures) to replace unmastered English vocabulary during classroom communication. Vocabulary mastery is a key component in English learning, yet many students struggle to express themselves verbally, resulting in a reliance on gestures as compensatory tools. Although previous research has shown the effectiveness of gestures in enhancing comprehension and engagement, limited studies focus on students’ natural gesture use in Indonesian EFL classroom contexts. Therefore, this study aims to analyze how eleventh-grade students at SMA Negeri 1 Pematangsiantar utilize gestures to substitute for English vocabulary they have not yet mastered. Employing a descriptive qualitative method, data were collected through classroom observations and semi-structured interviews with ten purposively selected students. The findings revealed that students frequently employed iconic, deictic, and emblematic gestures, primarily to clarify meaning and maintain communication flow when vocabulary gaps occurred. These gestures were found to facilitate comprehension, support memory retention, and sustain classroom interaction, aligning with the embodied cognition theory that emphasizes the integration of body movement in language processing. However, overdependence on gestures may hinder verbal vocabulary growth. The study concludes that gestures serve as effective nonverbal strategies in English learning, yet should be integrated with explicit vocabulary instruction to promote balanced communicative competence.
Analyzing Parts of Speech Mastery of Students of Grade 10 at SMA Jenny Nur Idill Rohan Damanik; Yuni Enjelina Napitupulu; Titin Marpaung; Ingnatius Tumpal Hot Raja Silalahi; Dumaris E Silalahi
JURNAL PENDIDIKAN BAHASA Vol. 16 No. 1 (2026): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v16i1.4014

Abstract

Mastery of parts of speech is a fundamental aspect of English grammar that supports students’ ability to construct accurate and meaningful sentences. Despite its importance, many senior high school students still struggle to differentiate word functions and apply them correctly in writing, which creates a gap between the theoretical knowledge of grammar and its practical use in classroom learning. This study aims to analyze the mastery of the eight parts of speech—noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection—among Grade 10 students of SMA Negeri 5 Pematangsiantar. The research employed a descriptive quantitative design with 35 students from class X-3 as participants, selected purposively because they had received basic grammar instruction. Data were collected through a 24-item essay test requiring students to identify and analyze words within sentences. The findings revealed that the overall mean score was 68.14, which falls into the Good category. The highest mastery was found in Adjectives (91.4), Prepositions (88.6), and Nouns (81.4), while the lowest mastery occurred in Verbs (50.0) and Adverbs (50.0). Furthermore, frequency distribution indicated that 42.86% of the students still performed poorly. These results suggest that while some students have strong mastery, many continue to face difficulties, particularly in functional categories such as verbs and adverbs. The study concludes that more contextual and practice-oriented teaching strategies are required to strengthen students’ grammar skills and overall English proficiency.
Co-Authors Angel Lamtama Sihaloho Angelica Tessalonica Napitupulu Ingnatius Tumpal Hot Raja Silalahi Jenny Nur Idill Rohan Damanik Kesia Rahelin Simanjuntak Raysha Zahra Harahap Rotua Sinta Marito Pakpahan Sinurat, Bloner Tessaria Simorangkir Titin Marpaung Trinita Ivana Rumapea Trivena Gracia Sirait Yanti kristina Sinaga Yolanda Jesica Sitanggang Yuni Enjelina Napitupulu