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All Journal Scope: Journal of English Language Teaching BRIGHT VISION Journal of Language and Education Journal of Linguistics, Literacy, and Pedagogy
Daulay, Sholihatul Hamidah
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Various Wordings of Propaganda on Social Media: Cases from Instagram Application Daulay, Sholihatul Hamidah; Bahar, Tanzila; Putri, Ayunda; Batubara, Putri Fadilah
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.17800

Abstract

A communication tool with a poor reputation in society is propaganda. This is the result of a long history of the development of propaganda and its erroneous use to influence public opinion as propaganda is used, it gets worse. In actuality, propaganda is merely a method, or depending on who uses it and the objectives it seeks, a communication tool may be helpful or terrible to succeed. People's lives have been impacted by the advancement of communication technologies. New media, which eventually gave rise to social media, is one area of communication technology development. since thing. The mass media currently holds a very critical position in terms of providing access to individuals who require information. The existence of the mass media is thought to be able to aid humans by facilitating access for people to obtain the information they require, in accordance with human nature, specifically, curiosity about everything. Cangara (2002) asserts that social media is a tool employed in transmitting messages from the source to the audience. 
USING POWER STRATEGY ON STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY: IT’S EFFECTIVENESS Rambe, Siti Rahma; Daulay, Sholihatul Hamidah; Ramadhan, Achmad
BRIGHT VISION Journal of Language and Education Vol 4, No 2 (2024)
Publisher : Faculty of Tarbiyah nad Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/brightvision.v4i2.3867

Abstract

This study examines how well ninth-grade students at SMP Negeri 1 Rantau Utara use the POWER approach to improve their writing skills in descriptive texts. Because they don't want to learn how to write in English and because the approaches aren't engaging enough, the students' writing skills are poor. This issue needs to be taken into account because students' motivation to write in English will be impacted if they are not interested in learning the language. The study utilized a quasi-experimental design featuring a pre-test/post-test control group structure, as well as quantitative technique. The experimental group received teaching utilizing the POWER technique (Plan, Organize, Write, Edit, Revise), whereas the control group received standard writing instruction. Students from SMP Negeri 1 Rantau Utara's ninth grade made up the research's population. The study included sixty students, divided equally into thirty in the experimental group and thirty in the control group. Data analysis was conducted using the t-test in SPSS version 23, revealing a difference in writing proficiency between the students in the experimental and control groups. Evidence for this is the significance, or Sig. (2-tailed), which was reached 0.000<0,05, indicating the acceptance of Ha and the rejection of H0. According to the results of the aforementioned study, ninth-grade students at SMP Negeri 1 Rantau Utara can enhance their writing skills by utilizing the POWER Strategy.
Vocabulary Learning Strategies of Indonesian EFL Undergraduate Students Utami, Nancy Putri; Daulay, Sholihatul Hamidah
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.20709

Abstract

Vocabulary is essential in learning a foreign language. This study aims to determine how frequently and how the students feel about the usage of vocabulary acquisition tactics by 22 undergraduate EFL learners. The purposes of this study are achieved by utilizing a descriptive qualitative research methodology. Data for this inquiry were gathered using both questionnaires and observation. Analysis of the interactive simulation developed by Miles and Huberman, which involves data reduction, data display, and conclusion drafting, was the method of data analysis employed in this study. The study's findings show that students use 17 different vocabulary-building strategies. The vocabulary acquisition strategies that the students in this study selected and used were significantly influenced by their teaching and learning environment, culture, learning preferences, and sources of motivation. Every student has a different learning style that they find most effective in increasing their vocabulary as well as vocabulary.
A Communicative Language Teaching Approach in Technology Enhanced English Classrooms: A Linguistic Perspective Hutauruk, Desi Ramadali; Daulay, Sholihatul Hamidah; Dalimunte, Muhammad
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24101

Abstract

This research aims to gain insights into teachers' perceptions and practices regarding CLT principles and their alignment with linguistic theories of language learning. A qualitative approach was used by involving 10 English teachers from different secondary schools in North Sumatra using purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed through inductively using thematic analysis. The findings reveal a strong emphasis on authentic language use, development of communicative competence, student-centered and interactive approaches, and integration of digital technology to facilitate real-time communication and collaborative language learning experiences. Therefore CLT and linguistic perspective in the language classroom and potential role of technology in enhancing effective communicative language teaching.
Utilizing Semantic Mapping to Enhance Students' Understanding in Reading Sundari, Ari Gusti; Daulay, Sholihatul Hamidah
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.23981

Abstract

Reading is a fundamental skill in English learning; nevertheless, many English learners encounter challenges in comprehending English texts. Thus, providing students with effective reading strategies is essential. This study aimed to evaluate the effect of semantic mapping on improving students' reading comprehension. Using a quasi-experimental design, the research targeted first-semester students from the Tarbiyah Faculty and Teacher Training at the English Department UINSU, who were specifically selected as participants. Data was gathered using the TOEFL reading test, and analysis was performed with SPSS version 21 IBM, including frequency, mean score, normality test, and nonparametric tests (Mann-Whitney U test and Wilcoxon test). The findings showed that using semantic mapping as a teaching method significantly improved students' reading performance. The Mann-Whitney U test revealed a notable difference between the mean scores of the experimental group using semantic mapping and the control group without it (42.3 > 32.3). Furthermore, the Wilcoxon test indicated a significant improvement in the experimental group's scores from the pretest (29.5) to the post-test (42.3). In summary, semantic mapping seems to enhance students' reading comprehension.
The Effectiveness of Using Syntax Games in Fostering Students' Ability to Learn English: Perspectives from EFL Teachers Harahap, Anggi Handayani; Daulay, Sholihatul Hamidah; Kembaren, Farida Repelita Waty
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24102

Abstract

The primary aim of this study was to explore the effectiveness of using syntax games in fostering students' ability to learn English from the viewpoints of EFL teachers working in a private Islamic junior high school in Padangsidimpuan. The study's findings and the data gathered from a questionnaire showed that the EFL teachers have a variety of ideas about using games to teach grammar that are comparable to those discussed in the current literature. According to the study, although the EFL teachers acknowledge that games are a useful tool for teaching grammar, they do not employ games as frequently as one might anticipate in their classrooms.
Exploring the Use of Semantic Mapping in English Language Teaching Classroom Harahap, Melisa Khoyyiroh; Daulay, Sholihatul Hamidah; Dalimunte, Muhammad
SCOPE: Journal of English Language Teaching Vol 9, No 2 (2025): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i2.22643

Abstract

The study examined the efficacy of employing semantic mapping as a method for comprehending and enhancing students' vocabulary proficiency. This study was conducted at SMA Swasta Al-Fattah Medan in the tenth grade students. This study investigates the implementation of semantic mapping as a vocabulary instruction strategy in English language teaching classrooms at the senior high school level, specifically focusing on Grade X students. Using a qualitative research design, the study explores both teacher implementation practices and student perceptions of semantic mapping through classroom observations, semi-structured interviews, and document analysis. Data were collected from three English teachers and their respective classes over one semester. The findings reveal that students demonstrate positive perceptions toward semantic mapping, with the majority reporting enhanced comprehension and vocabulary retention. Analysis of student responses indicates that semantic mapping facilitates vocabulary acquisition by creating meaningful connections between words and promoting higher cognitive engagement. The research also identifies successful implementation strategies and challenges faced by teachers, including time management and varying student participation levels. The study concludes that semantic mapping is an effective instructional tool that not only improves vocabulary acquisition but also increases student engagement and motivation in English language learning. These findings contribute to the understanding of effective vocabulary instruction methods in English language teaching and provide practical insights for educators implementing semantic mapping in their classrooms.
Co-Authors Bahar, Tanzila Batubara, Putri Fadilah Dalimunte, Muhammad Harahap, Anggi Handayani Harahap, Melisa Khoyyiroh Hutauruk, Desi Ramadali Kembaren, Farida Repelita Waty Nasution, Ayau Ummad Putri, Ayunda Ramadhan, Achmad Rambe, Aisyah Arfani Rambe, Siti Rahma Sahnan, Bajuri Sundari, Ari Gusti Utami, Nancy Putri