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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Ilmiah Profesi Pendidikan JOURNAL OF LANGUAGE JOLLT Journal of Languages and Language Teaching International Journal of Education, Social Studies, And Management (IJESSM) Transform : Journal of English Language Teaching and Learning International Education Trend Issues
Siregar, Tiarnita Maria Sarjani Br.
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Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Developing English Writing Assessments of Procedure Text for Local Culinary Program Siregar, Tiarnita Maria Sarjani Br.; Natsir, Muhammad; Fibriasari, Hesti; Rahmadany, Savitri
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12908

Abstract

This study investigates the enhancement of English writing assessments focusing on local cuisine as a thematic subject. A comprehension test was employed as a key instrument to measure students' progress and evaluate their understanding of the lessons delivered. Following the test administration, the teacher utilized appropriate assessment methods to ensure accurate evaluation. The primary objective of this research is to develop and refine writing assessments for English language learners, particularly within the context of local culinary topics. The study adopted a Research and Development (R&D) approach, structured into six distinct stages: (1) information and data collection, (2) data analysis, (3) development of new writing assessments, (4) expert validation, (5) revision of assessments, and (6) finalization of the validated tool. Data was gathered through interviews and questionnaires distributed to English teachers. Two evaluators—an English lecturer and an English instructor—provided critical validation of the assessment tools. The evaluation framework emphasized three core competencies: attitude, knowledge, and skill, incorporating a formative and authentic assessment approach. The writing tasks centered on topics such as local dishes, pastries, and beverages, integrating cultural elements into language learning. The assessment instruments underwent validation by two professionals, yielding an excellent classification score of 93%, indicating the reliability and effectiveness of the developed tools. The study underscores the significance of culturally relevant content in English language learning, fostering deeper engagement and contextual understanding among students. By integrating local cuisine into writing assessments, the research highlights the potential to enhance both linguistic competence and cultural awareness, promoting a more holistic educational experience.
SPEAKING CLASSROOM INTERACTION BASED ON INITIATION-RESPONSE-FEEDBACK (IRF) MODEL FOR GRADE VIII AT SMP NEGERI 16 MEDAN Manalu, Ekam Sehari; Rika, Rika; Siregar, Tiarnita Maria Sarjani Br.
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 1 (2019): March, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i1.19638

Abstract

This study was about Speaking Classroom Interaction Based on Initiation-Response-Feedback (IRF) Model for Grade VIII at SMP Negeri 16 Medan. The aim of this study were to state clearly the objectives of the study in relation of the problem posed. The objective was to describe how the pattern of IRF in the speaking classroom interaction for students grade VIII at SMP Negeri 16 Medan. This research used qualitative research. The data were collected in two ways by observing by video recording and interviewing. The data was analyzed based on Sinclair and Coulthard theory (1975). The results of this study were the following (1) The language used by the teacher and the students in the classroom interaction was not balance. They are seldom to use English. Both teacher and students used Bahasa for 57% and the rest 43% they use English. (2) The lowest pattern was the teacher™s feedback. It had 22% feedback given by the teacher to the students. The students™ response was the dominant pattern in the classroom interaction rather than initiation. The students™ response had 44%, while the teacher™s initiation had 34%. This pattern happened when the teacher asked students the examples of using ˜can™ and to do some exercises of using ˜can™ in sentences.
Developing English Writing Assessments of Procedure Text for Local Culinary Program Siregar, Tiarnita Maria Sarjani Br.; Natsir, Muhammad; Fibriasari, Hesti; Rahmadany, Savitri
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12908

Abstract

This study investigates the enhancement of English writing assessments focusing on local cuisine as a thematic subject. A comprehension test was employed as a key instrument to measure students' progress and evaluate their understanding of the lessons delivered. Following the test administration, the teacher utilized appropriate assessment methods to ensure accurate evaluation. The primary objective of this research is to develop and refine writing assessments for English language learners, particularly within the context of local culinary topics. The study adopted a Research and Development (R&D) approach, structured into six distinct stages: (1) information and data collection, (2) data analysis, (3) development of new writing assessments, (4) expert validation, (5) revision of assessments, and (6) finalization of the validated tool. Data was gathered through interviews and questionnaires distributed to English teachers. Two evaluators—an English lecturer and an English instructor—provided critical validation of the assessment tools. The evaluation framework emphasized three core competencies: attitude, knowledge, and skill, incorporating a formative and authentic assessment approach. The writing tasks centered on topics such as local dishes, pastries, and beverages, integrating cultural elements into language learning. The assessment instruments underwent validation by two professionals, yielding an excellent classification score of 93%, indicating the reliability and effectiveness of the developed tools. The study underscores the significance of culturally relevant content in English language learning, fostering deeper engagement and contextual understanding among students. By integrating local cuisine into writing assessments, the research highlights the potential to enhance both linguistic competence and cultural awareness, promoting a more holistic educational experience.
INTEGRATING LOCAL WISDOM AND CHARACTER VALUES IN DIGITAL MATERIALS FOR RECEPTIVE ORAL LANGUAGE SKILLS Natalia, Christine Helena; Siregar, Tiarnita Maria Sarjani Br.; Pulungan, Anni Holila; Khairina, Yuni; Batubara, Khairunnisa Br.
JOURNAL OF LANGUAGE Vol 7, No 2: November 2025
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v7i2.12262

Abstract

This study aimed to develop digital learning materials that integrate local wisdom and character education for the Receptive Oral Language Skills course in the English Education Study Program at Universitas Negeri Medan. Using a Research and Development (R&D) model, the study followed several stages: preliminary study, needs analysis, material design, expert validation, revision, and final product development. Data were collected through questionnaires, interviews, and expert evaluation forms, and analyzed both qualitatively and quantitatively to assess the materials’ quality and feasibility. The developed digital materials were designed to enhance students’ receptive oral skills while embedding character values and local cultural elements from North Sumatra. Expert validation, conducted by specialists in English education, instructional media, and local culture, evaluated linguistic quality, learning process, content integration, and digital design. The results showed an overall score of 91.75%, categorized as “very good.” The final product is a set of digital learning materials that combine cultural relevance, character education, and interactive features to support meaningful learning in Receptive Oral Language Skills. The findings imply that integrating local wisdom and character values into digital learning resources can not only enhance language comprehension but also foster students’ cultural awareness, moral development, and appreciation of local identity. This approach offers a model for culturally responsive and value-oriented language instruction in higher education.
Effectiveness of Integrated Language Skills-Based Student Worksheets for Elementary School Students Siregar, Tiarnita Maria Sarjani Br.; Natalia, Christine Helena; Ramadani, Nanda; Fibriasari, Hesti; Rahmadany, Savitri
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4113

Abstract

Language learning during the formative years of elementary education serves as the foundation for students’ academic, social, and cognitive growth. Mastery of language enables students not only to communicate effectively but also to think critically, collaborate with peers, and comprehend a wide range of academic content. This study investigates the effectiveness of integrated language skills-based student worksheets in improving the English proficiency of elementary school students. Conducted in two public schools in Medan, Indonesia, the quasi-experimental research involved 60 fourth-grade students divided into experimental and control groups. The experimental group utilized worksheets designed to integrate listening, speaking, reading, and writing skills based on thematic content, while the control group used conventional skill-separated materials. Data were collected through pre-tests, post-tests, observations, and student self-assessments. Findings revealed that students in the experimental group showed significantly greater improvements in all four language skills. They also demonstrated higher levels of engagement, confidence, and motivation. The study concludes that integrated worksheets provide a more holistic and effective approach to language learning, supporting communicative competence and student-centered learning. These results underscore the importance of designing instructional materials that reflect authentic language use and curricular goals. Integrated language skills-based student worksheets have been proven effective in improving the language competence of elementary school students.
Analysis of the Influence of Bilingual Learning Methods on Increasing Elementary School Students' Vocabulary Siregar, Tiarnita Maria Sarjani Br.; Siregar, Suci Ramadhani; Saragih, Nurkhayati Br; Lubis, Adhaniha Karimah; Simanjuntak, Satria
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Kemampuan kosakata merupakan salah satu komponen penting dalam pemerolehan bahasa kedua pada siswa Sekolah Dasar. Dalam konteks globalisasi, pembelajaran bilingual mulai diterapkan sebagai alternatif untuk meningkatkan kemampuan berbahasa Inggris sejak dini. Penelitian ini bertujuan untuk menganalisis pengaruh metode pembelajaran bilingual terhadap peningkatan kosakata siswa sekolah dasar melalui pendekatan kualitatif dengan desain Comprehensive Literature Review. Data dikumpulkan dari berbagai penelitian terdahulu yang relevan dan dianalisis menggunakan teknik sintesis kualitatif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran bilingual memberikan pengaruh signifikan terhadap peningkatan penguasaan kosakata siswa, baik dari sisi pemahaman makna, penggunaan dalam konteks, maupun retensi jangka menengah. Selain itu, pembelajaran bilingual mampu meningkatkan keaktifan belajar, self-efficacy, serta fleksibilitas kognitif siswa dalam memproses informasi linguistik. Keberhasilan pembelajaran bilingual sangat dipengaruhi oleh strategi pengajaran seperti code-switching, penggunaan media visual, pendekatan kontekstual, serta pengulangan bermakna. Kesimpulannya, pembelajaran bilingual merupakan metode yang efektif dan layak untuk dikembangkan pada tingkat sekolah dasar guna memperkuat kompetensi kosakata Bahasa Inggris siswa dan mempersiapkan mereka menghadapi tantangan global.
BILINGUAL LEARNING APPROACHES TO IMPROVE ENGLISH LANGUAGE DEVELOPMENT IN ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS Siregar, Tiarnita Maria Sarjani Br.; Simanullang, Sri Rahayu; Hutabarat, Aprilia; Munthe, Putri Olivia; Riadi, Kaisyah Abellia
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 4 (2025): Volume 8 No. 4 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i4.56487

Abstract

This study examines the role of bilingual learning approaches in improving English language development among Elementary School Teacher Education (PGSD) students. As future educators, PGSD students are expected to demonstrate adequate English proficiency to support instructional practices, meet curriculum requirements, and integrate bilingual elements in primary school learning environments. This research employs a literature review method by analyzing relevant national and international journals, books, and educational reports that discuss bilingual learning, teacher preparation, and English language development. The findings indicate that bilingual learning approaches contribute significantly to strengthening students’ linguistic competence, particularly in vocabulary development, reading comprehension, speaking confidence, and academic communication skills. Furthermore, the reviewed literature highlights that exposure to bilingual learning environments increases student engagement, motivation, and readiness to apply bilingual instruction in future classrooms. Therefore, integrating bilingual learning approaches is essential for preparing competent, adaptive, and globally oriented future elementary school teachers
The Role of Visual and Interactive Media in Teaching English to Elementary School Students: A Literature Review Siregar, Tiarnita Maria Sarjani Br.; Fadillah, Shyaillah; Azzahrawani, Fatharisa
International Education Trend Issues Vol. 4 No. 1 (2026): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i1.1386

Abstract

This study aims to examine the role of visual and interactive media in teaching English to elementary school students through a systematic literature review. Employing a qualitative approach, the study analyzes relevant scholarly publications from the past ten years. The findings reveal that visual and interactive media significantly contribute to enhancing students’ learning motivation, vocabulary acquisition, active participation, communication skills, and the development of meaningful learning environments. Visual media—such as images, flashcards, and videos—facilitate students’ comprehension of language concepts by presenting them in concrete and contextualized forms. Meanwhile, interactive media—including digital games and multimedia applications—encourage active engagement and collaborative learning experiences. Furthermore, the integration of these media reduces language anxiety and fosters an enjoyable classroom atmosphere. As a result, students demonstrate greater confidence in using English and increased involvement in learning activities. Therefore, the incorporation of visual and interactive media is essential for promoting effective, engaging, and meaningful English language instruction at the elementary school level.
English Language Learning Strategies to Improve the Language Skills of Elementary School Students Siregar, Tiarnita Maria Sarjani Br.; Ilmy, Wahyu Nurul; Pos, Maymunah Pos; Rayhan, Nayla Arifa; Lestari, Putri Ayu
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 6 No. 1 (2026): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v6i1.1020

Abstract

English language learning in primary schools plays an important role in building students' language skills from an early age. However, in practice, English language learning still faces various challenges, such as low student motivation, limited learning strategies, and a lack of media that is appropriate for primary school students. This study aims to examine various effective English learning strategies in improving the language skills of primary school students. The research method used is a literature study by reviewing SINTA indexed national journal articles and reputable international journals relevant to the research topic. The data were analysed using qualitative descriptive analysis techniques by grouping and synthesising previous research findings. The results of the study show that the application of interactive and communicative learning strategies, such as the Audio Lingual Method, Total Physical Response (TPR), cooperative learning, and the use of visual and audiovisual media, can increase the motivation, participation, and language skills of primary school students. Thus, the application of varied English learning strategies that are appropriate for the characteristics of primary school students is necessary to create effective and meaningful learning.
Co-Authors Anni Holila Pulungan Azzahrawani, Fatharisa Batubara, Khairunnisa Br. Christine Helena Natalia Fadillah, Shyaillah Hesti Fibriasari Hutabarat, Aprilia Ilmy, Wahyu Nurul Lubis, Adhaniha Karimah Manalu, Ekam Sehari Muhammad Natsir Munthe, Putri Olivia Nanda Ramadani, Nanda Pos, Maymunah Pos Putri Ayu Lestari Rahmadany, Savitri Rayhan, Nayla Arifa Riadi, Kaisyah Abellia Rika, Rika Saragih, Nurkhayati Br Simanjuntak, Satria Simanullang, Sri Rahayu Siregar, Suci Ramadhani Yuni Khairina