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Juli Ayuri, Sati
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THE EFFECT ON PEER TEACHING METHOD TOWARD STUDENTS’ WRITING SKILL IN NARRATIVE TEXT AT THE GRADE X STUDENTS MA PP NURUL HUDA KULIM JAYA Yanti, Tiyas Kartini Apri; Syaftinentias, Widi; Yolanda, Rizky; Juli Ayuri, Sati
Ensiklopedia of Journal Vol 7, No 2 (2025): Vol. 7 No. 2 Edisi 1 Januari 2025
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v7i2.2772

Abstract

Language skills have four components, namely listening skill, speaking skill, reading skill, and writing skill. The four skills are closely related. Students must learn these four skills. If students cannot master these four components of language properly and correctly, it will affect their language skills as well. Writing skills are especially important today (Puspita, 2017). Teaching writing requires the most talent and continuous practice. It is no less important than listening, reading, and speaking skills. Writing is a productive skill (Helaluddin & Awalludin, 2020). This means a person's writing skills can be well developed if continually honed and trained.Writing skills are a skill that is used to communicate indirectly, not face-to-face with others (Helaluddin & Awalludin, 2020).  Meanwhile, there is another opinion that writing is a productive skill using writing (Helaluddin & Awalludin, 2020).  Writing is said to be the most complicated language skill. This is because writing is copying words and sentences and developing thoughts in an orderly writing structure.Learning writing skills at MA PP Nurul Huda Kulim Jaya, especially class X students in the second semester of the new teaching, namely writing narrative texts. A narrative text is a story essay presenting a series of events arranged chronologically according to the time sequence (Helaluddin & Awalludin, 2020).  The event can happen, but it can also be imaginary. Generally, essays or narrative texts aim to entertain readers with aesthetic experiences through stories, both fiction and nonfiction. It can be seen that students have low skills in writing narrative texts. The above situation may be influenced by the methods used so far. For this reason, researchers try to apply one of the other learning methods to create fun learning, of course, with fun methods.
STUDENTS' PERCEPTIONS OF THE USE OF DIGITAL MEDIA IN ENGLISH LANGUAGE LEARNING Yolanda, Rizky; Syaftinentyas, Widi; Juli Ayuri, Sati; Ari Saputra, Muhammad
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2289

Abstract

This study examines students' perceptions of the use of digital media in English language learning at Teacher Training and Education College of Insan Madani. Using a qualitative research approach, data were collected through semi-structured interviews with students enrolled in English language courses. The findings indicate that students perceive digital media as an effective and flexible tool that enhances their language acquisition. Platforms such as YouTube, Duolingo, Zoom, Google Classroom, and WhatsApp were particularly valued for their ability to provide authentic English exposure, interactive learning experiences, and opportunities for autonomous learning. However, despite the benefits, students also identified several challenges, including limited internet access, digital literacy gaps, and distractions from non-educational content. The study suggests that a blended learning approach, combining digital media with structured classroom instruction, could help mitigate these challenges and maximize the benefits of technology in English language learning. Additionally, institutions should focus on enhancing digital literacy training and improving internet accessibility to support students in effectively utilizing digital tools. This research contributes to the ongoing discourse on technology-enhanced language learning, particularly within the context of Islamic teacher training institutions, and provides insights for future studies on optimizing digital media use in English education.
Co-Authors Ari Saputra, Muhammad Rizky Yolanda Syaftinentias, Widi Syaftinentyas, Widi Yanti, Tiyas Kartini Apri