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All Journal ELT Worldwide: Journal of English Language Teaching SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Sebatik JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Aquinas INTERACTION: Jurnal Pendidikan Bahasa Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Darma Agung Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences SALEE: Study of Applied Linguistics and English Education Nusantara Hasana Journal Journal of English Language and Education Indonesian Collaboration Journal of Community Services (ICJCS) Joal : Journal of Applied Linguistics Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning LingPoet: Journal of Linguistics and Literary Research Tamaddun Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Journal of Linguistics, Culture and Communication Tradition and Modernity of Humanity INTERACTION: Jurnal Pendidikan Bahasa
Karisma Erikson Tarigan
Universitas Katolik Santo Thomas
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Social Sciences Other

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Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question Stevani, Margaret; Tarigan, Karisma Erikson
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 1 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v0i0.526

Abstract

The use of Bloom’s taxonomy to form knowledge, comprehension, application, analysis, synthesis, evaluation, and creation in choosing the type of reading test was to consider the role of higher and lower-order thinking skills in reading comprehension questions in English textbooks. The conceptual aspects of the reader's mental and visual response to the purpose of reading comprehension needs were the ability to generate new thoughts, separate ideas into parts, and judge the values of ideas by using appropriate criteria based on the text. This research contributed to the following questions: (1) the representation of Bloom’s taxonomy levels in English textbooks, and (2) the calculation of reading comprehension questions in each level of Bloom’s taxonomy. Using a qualitative approach with content analysis, the results showed that the types of reading comprehension questions could foster the student’s critical thinking regarding acquiring learning objectives in the English curriculum. Most of the question was focused on comprehension level (26%), knowledge/remember level (17%), application level (16%), synthesis level (14%), analysis level (13%), evaluation level (11%), and creation level (3%). By applying Bloom's taxonomy, English teachers were suggested to classify their instructional objectives and learning goals.
ROLE PLAYING STRATEGY IN ENHANCING STUDENTS’ IDIOMATIC EXPRESSION MASTERY Prayuda, Meikardo Samuel; Tarigan, Karisma Erikson
JURNAL DARMA AGUNG Vol 32 No 1 (2024): FEBUARI
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Darma Agung (LPPM_UDA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46930/ojsuda.v32i1.3980

Abstract

This research discussed about the use of Role Playing Strategy in enhancing students’ Idiomatic Expression Mastery. This research was conducted to the grade X students of SMA SWASTA PKMI EFESUS AEK BATU. This research was conducted in Classroom Action Research in order to find out how the process of Role Playing Strategy enhanced the students’ Idiomatic Expression Mastery. From this research, it was found out that the implementation of the first cycle was last well but less condusive. The students mean score in the theoretical test was 62.57 while in practical test was 28.57. The result had not fulfilled the requirement so the second cycle need to be conducted. 4. Based on the next findings, the problems had already been fixed and the students’ mastery in learning was also improved. It can be seen from the students’ score in the theoretical test with the mean 80.00, while in the practical test was 85.71. The qualitative data showed positive improvement from cycle one to cycle two. It was found out that students were interested in learning by using role playing strategy. Therefore, it was concluded that teaching by using role playing was effective in improving the students’ idiomatic expression mastery.
EFL Students' Attitude Towards English Lessons Through Indonesia’s Merdeka Curriculum Sitohang, Caecilia Adinda Rosa; Tarigan, Karisma Erikson; Ginting, Fiber Yun
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.50916

Abstract

The purpose of this study was to examine the attitudes of students towards English lessons within the context of the Merdeka curriculum. Specifically, the study aimed to investigate the impact of the Merdeka curriculum on students' attitudes towards English lessons, as well as identify the factors that contribute to students' positive attitudes towards the Merdeka curriculum at SMA Swasta Katolik Tri Sakti Medan. The analysis of qualitative data revealed that students exhibited favorable attitudes towards English lessons within the Merdeka curriculum. Specifically, in the cognitive component, the findings indicated that 62% of students held positive attitudes, 18% held negative attitudes, and 20% remained neutral. In the affective component, 53% of students displayed positive attitudes, while 22% exhibited negative attitudes and 25% maintained a neutral stance. Lastly, the conative component demonstrated that 59% of students showcased positive attitudes, 14% displayed negative attitudes, and 27% remained neutral. The present study employed qualitative data collection methods. The findings indicated that a majority of the student population, specifically 146 out of 197 students, expressed contentment in their English language learning endeavors. It was observed that certain factors contributed to the cultivation of positive attitudes among students towards English lessons. Firstly, students exhibited a preference for English lessons. Additionally, the presence of an engaging, knowledgeable, and perceptive subject teacher played a crucial role in creating an enjoyable learning environment. The impact of pupils' positive attitudes on their learning achievements is significant.
The Identification Of Self-Assessment To Develop Students’ Writing Skill Deviana Elwis Simarmata; Tarigan, Karisma Erikson; Prayuda, Meikardo Samuel
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.6515

Abstract

Many students still didn’t understand how to write properly and correctly, there are also many obstacles’ students face when writing, one of which is how to arrange sentences in making stories, and many don't know that writing is also one of the 4 abilities that are often used by many people. The writer brought this self-assessment method to the SMP Santo Petrus Medan to be used as research material for students. The purpose of this method is for students to know what obstacles make students late in understanding how to write well. After the self-assessment method was taught in class which would be used as research material by the writer, the writer found that in the final test students almost all students understood what the self-assessment method was, and in the description of the data it can be seen that the number of students in the experimental class was 27 students and in the control class as many as 27 students. From the experimental class scores, the average pre-test was 62.70 and the post-test was 79.70. The median for the pre-test was 62.00 and for the post-test was 80.00. The lowest score for the pre-test was 50 and the highest was 76. For the post-test, 70 was obtained for the lowest score and 90 for the highest score. It can be concluded that the lowest and highest scores on the post-test are higher than the pre-test.
THE USE OF DIGITAL STORYTELLING TOWARDS STUDENTS’ COMPETENCY IN WRITING TEXT Tarigan, Karisma Erikson; Liana, Liana
Sebatik Vol. 22 No. 2 (2018): DESEMBER 2018
Publisher : STMIK Widya Cipta Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (423.906 KB) | DOI: 10.46984/sebatik.v22i2.333

Abstract

The main objective of this research is to prove whether the digital storytelling enhances and improve students writing competency. The study uses classroom action research (CAR). The data in this study are quantitative and qualitative data. The quantitative data will be collected by using the essay test. The qualitative data will be collected by using observation, field notes, and questionnaire. The score of students’ writing descriptive text kept increasing from pre-test until post-test. It was proved by the data which showed that the mean of the students’ score in post-test II is 86.6 (92.75%) was higher than the post-test I is 72.2 (68.75%), and also higher than the pre-test 54.8 (25%). The response of student in using digital storytelling in the agree category, it can be seen from the 15 students who passed the KKM (70) and 1 student still low of KKM. The class percentages of post-test II show improvements from the previous test; the improvement is 67.75%. The frequencies of item agree appear 110 times or (52.88%). Furthermore, it can be concluded that Digital Storytelling is effective and useful to be used in teaching writing skill, especially in Descriptive Text.
Code Switching and Mixing Among Students at Catholic University of Saint Thomas Tarigan, Karisma Erikson; Gurning, Bonar; Simamora, Rosa Maria
Journal of linguistics, culture and communication Vol 2 No 2 (2024): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v2i2.243-264

Abstract

This study investigates the linguistic patterns of code-switching and code-mixing between Bahasa Indonesia and Batak languages among students at Catholic University of Saint Thomas to explore their impact on academic and social communication. The study utilizes a qualitative descriptive approach grounded in ethnographic and discourse analysis frameworks to examine natural interactions within WhatsApp group chats and face-to-face communications. These frameworks allow for an in-depth understanding of the dynamics of bilingual usage and the social functions of language switching in real-life contexts. The study identifies several typical patterns: frequency of switching correlates with the formality of the setting, with more frequent switching in informal contexts, and functional usage where students switch languages to clarify concepts or strengthen social bonds. The analysis reveals that 70% of bilingual students report positive social impacts from code-switching, such as enhanced communication efficiency, cultural identity expression, and academic collaboration. However, 30% of student’s experience anxiety or feelings of exclusion due to limited fluency in dominant languages, which affects their sense of belonging and academic engagement. These findings highlight the dual nature of code-switching as both a facilitator of communication and a potential barrier in multilingual environments. The study suggests that educational policies at the University of Saint Thomas should support a more inclusive multilingual environment to address the diverse linguistic needs of all students, thereby enhancing cognitive, emotional, and social outcomes.
PENGENALAN METODE WAWANCARA KELOMPOK FOCUS GROUP DISCUSSION (FGD) DI SMP ANASTASYA: "MEMBANGUN KETERAMPILAN PEMAHAMAN BERDISKUSI" Tarigan, Karisma Erikson; Simamora, Rosa Maria
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol 4, No 1 (2024): April 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpstm.v4i1.1814

Abstract

Abstract: This community service aims to explain how students at Anastasya Middle School understand the focus group discussion (FGD) method, and the extent to which this understanding influences their involvement in group discussion activities. This study applies design-based research (DBR), a systematic yet flexible research method that aims to improve educational practice through iterative analysis, design, development, and implementation of scientific collaboration in real action settings and has an impetus towards the development of context-based learning principles and theories. The results of observations of the students' abilities obtained an average of 89.00 with a completion percentage of 50%. So the students' ability level at this stage is categorized as good. The average score is 89.00 which is in the good category with a classical completion percentage reaching 50%. The results obtained indicate that the students' ability to implement a scientific approach is good. Through the opportunities given, each student, after identifying their own shortcomings and weaknesses, began to make improvements after conducting a focus group discussion. Keyword: Focus Group Discussion, speaking skill.Abstrak: Pengabdian kepada masyarakat ini bertujuan untuk menjelaskan bagaimana pemahaman siswa di SMP Anastasya terkait metode wawancara kelompok terfokus (FGD), dan sejauh mana pemahaman tersebut memengaruhi keterlibatan mereka dalam kegiatan diskusi kelompok. Penelitian ini menerapkan penelitian berbasis desain (DBR), sebuah metode penelitian sistematis namun fleksibel yang bertujuan untuk meningkatkan praktik pendidikan melalui analisis berulang, desain, pengembangan, dan implementasi kolaborasi ilmiah dalam pengaturan tindakan nyata dan memiliki implikasi terhadap pengembangan prinsip dan teori pembelajaran berbasis konteks. Hasil observasi kemampuan para siswa memperoleh rata-rata 89.00 dengan persentase ketuntasan 50%. Maka tingkat kemampuan para siswa pada tahap ini terkategori baik. Nilai rata-rata 89,00 yang berada para kategori baik dengan persentase ketuntasan secara klasikal mencapai 50%. Hasil yang diperoleh menunjukkan bahwa kemampuan para siswa dalam mengimplementasikan pendekatan saintifik sudah baik. Melalui kesempatan yang diberikan, setiap siswa setelah melakukan identifikasi kekurangan dan kelemahan masing masing, mulai melakukan perbaikan setelah dilakukan focus group discussion. Kata kunci: Focus Group Discussion, Kemampuan Berbicara.  
Enhancing Speaking Skills By Using Focus Group Discussion (FGD) Technique to Eighth Grade Student of SMP Swasta Budi Murni 2 Medan sitohang, Mikhaela; Tarigan, Karisma Erikson; Pangaribuan, Jontra Jusat
Journal of Applied Linguistics Vol. 4 No. 2 (2025): January, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v4i2.278

Abstract

This research was conducted to find out how Focus Group Discussion can improve the speaking ability of class VIII students with the research subjects as many as 60 students at SMP Budi Murni 2 Medan. This research was conducted using quasi-experimental method to compare the speaking ability of experimental class and control class using traditional method. The data was sourced from 30 eighth grade students, both from pre test, post test and questionnaire. The results showed a high appreciation of the improvement from before and after the application there was an increase in learning scores obtained by students. Before the implementation of FGD in the learning process students obtained an average score of 49.83. While after the implementation of FGDs students obtained an average score of 90.00. This shows that the implementation of FGDs is considered very appropriate for the English language learning process in class VIII students of SMP Swasta Budi Murni 2 Medan. Keywords : Focus Group Discussion, Speaking Skills  
Increasing the Students’ Reading Comprehension Achievement Through Retelling Stories Technique at the Eighth-Grade Students Gulo, Yaniria; Pangaribuan, Jontra Jusat; Tarigan, Karisma Erikson
Journal of Applied Linguistics Vol. 4 No. 2 (2025): January, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v4i2.287

Abstract

This research was conducted to increase reading comprehension through the retelling stories technique among the eighth-grade students’ of SMP Swasta Primbana. In conducting research this research, the writer used Classroom Action Research (CAR). This research showed that teaching reading through retelling stories to the eighth-grade students’ of SMP Swasta Primbana could improve their reading. The result of the research showed that the students’ responses after being taught by using the retelling stories technique were good. The result of the test showed that the students’ mean score on the pre-test was 58,75, on the formative test the students’ mean score was 68,03, and on the post-test, the student's mean score was 81,42. The research, findings showed that using retelling stories techniques could improve reading comprehension achievement. It is advisable that English teachers apply Retelling Stories Technique in order to improve reading comprehension. Keywords : Retelling Stories, Reading, Descriptive Test
PENGEMBANGAN KETERAMPILAN SOSIAL DAN KOGNITIF PELAJAR EDUKASI KELOMPOK BIMBINGAN HARFORD INSTITUTE MELALUI METODE MAPPING CONCEPT Tarigan, Karisma Erikson; Tarigan, Rio Stefanus; Lariesto, Pioro Benevolent; Abi, Antonius Remigius
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol 4, No 2 (2024): Desember 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpstm.v4i2.2498

Abstract

Abstract: This study aims to develop students' social and cognitive skills at Harford Institute through the Mapping Concept method. The research adopts a qualitative descriptive approach with a sample of 13 students selected using total sampling technique. Instruments such as questionnaires and tests were employed to assess social skills (communication, collaboration, and empathy) and cognitive skills (problem-solving, critical thinking, and knowledge organization). The results indicate that the Mapping Concept method effectively enhances students' social skills, especially in group discussions, and cognitive skills, such as understanding material. In conclusion, this method significantly contributes to a more inclusive and collaborative learning experience and can be widely applied in educational environments.Keywords: Social Skills, Cognitive Skills, and Concept Mapping Abstrak: Penelitian ini bertujuan untuk mengembangkan keterampilan sosial dan kognitif siswa di Harford Institute melalui metode Mapping Concept. Penelitian menggunakan pendekatan deskriptif kualitatif dengan sampel sebanyak 13 siswa yang dipilih menggunakan teknik total sampling. Instrumen berupa angket dan tes digunakan untuk mengukur keterampilan sosial (komunikasi, kerja sama, dan empati) serta kognitif (pemecahan masalah, berpikir kritis, dan pengorganisasian pengetahuan). Hasil analisis menunjukkan bahwa metode Mapping Concept efektif meningkatkan keterampilan sosial siswa, terutama dalam diskusi kelompok, dan keterampilan kognitif, seperti pemahaman materi. Kesimpulannya, metode ini memberikan kontribusi signifikan terhadap pengalaman belajar yang lebih inklusif dan kolaboratif, sehingga dapat diterapkan secara lebih luas dalam lingkungan pendidikan.Kata kunci: Keterampilan Sosial, Keterampilan Kogniti, dan Mapping Concept
Co-Authors Abi, Antonius Remigius Afldy Nurseri Sihotang Anton Sitepu Bonar Gurning Caecilia Adinda Rosa Sitohang Deviana Elwis Simarmata Dwi Widayati Dyan Wulan Sari Hs Ghisela Stefany Putri Ginting, Fiber Yun Gulo, Yaniria Kartini Br Bangun Liana Liana Liana Liana LUBIS, TASNIM Margaret Stevani MEIKARDO SAMUEL PRAYUDA Mulyadi Mulyadi Pangaribuan, Jontra Jusat Paulina Kezia Rajagukguk Pioro Benevolent Lariesto, Pioro Benevolent Putri, Ghisela Stefany Rosa Maria Simamora Rosma Sani Fitria br Sinukaban Sidabungke, Aldyan Okuli Alberdsius Sihotang, Afldy Nurseri Simarmata, Petrus Sinaga, Mikael Siska Julinda Yani Zega Sitohang, Caecilia Adinda Rosa sitohang, Mikhaela Sumarlin Mangandar Marianus Tafonao, Wiranda Syahputra Tarigan, Rio stefanus Tarigan, Sri Ninta