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All Journal Jurnal Ilmu Pendidikan dan Sosial JURNAL PENDIDIKAN BAHASA
Dumaris E Silalahi
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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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.
Co-Authors Angel Lamtama Sihaloho Angelica Tessalonica Napitupulu Kesia Rahelin Simanjuntak Rotua Sinta Marito Pakpahan Sinurat, Bloner Tessaria Simorangkir Yanti kristina Sinaga Yolanda Jesica Sitanggang