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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Profesi Pendidikan JOURNAL OF LANGUAGE JOLLT Journal of Languages and Language Teaching Transform : Journal of English Language Teaching and Learning Journal of Innovative and Creativity
Siregar, Tiarnita Maria Sarjani Br.
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Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics 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.
Analisis Kualitatif Penerapan Communicative Language Teaching (Clt) Dalam Menciptakan Lingkungan Komunikatif Yang Efektif Di Sekolah Dasar Siregar, Tiarnita Maria Sarjani br.; Pakpahan, Putri; Simorangkir, Marie Natasya; Ketaren, Dea Febria br.; Abrilya, Selsy
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5950

Abstract

Penerapan Communicative Language Teaching (CLT) di sekolah dasar menjadi pendekatan penting untuk menciptakan pembelajaran bahasa yang komunikatif, interaktif, dan bermakna. Penelitian ini bertujuan untuk mendeskripsikan secara kualitatif bagaimana CLT diterapkan dalam pembelajaran bahasa Inggris serta perannya dalam membangun lingkungan kelas yang komunikatif. Penelitian dilakukan menggunakan metode kualitatif deskriptif dengan studi pustaka yang memanfaatkan jurnal empiris dan kajian teoretis terkait pembelajaran bahasa Inggris di sekolah dasar. Hasil analisis menunjukkan bahwa CLT mampu meningkatkan partisipasi siswa, memperkuat penguasaan kosakata dan kemampuan berbicara, serta menumbuhkan rasa percaya diri dalam berkomunikasi. Guru berperan sebagai fasilitator melalui aktivitas seperti dialog, diskusi kelompok, role play, dan tugas komunikatif berbasis konteks. Kendala seperti keterbatasan waktu, media pembelajaran, serta rendahnya kepercayaan diri siswa tetap menjadi tantangan dalam implementasi CLT. Secara keseluruhan, CLT terbukti efektif dalam menciptakan lingkungan belajar yang komunikatif apabila didukung strategi pembelajaran yang tepat dan kreativitas guru.
Desain Model Pembelajaran “Voca-Motion” Berbasis Aktivitas Gerak untuk Meningkatkan Penguasaan Kosakata Bahasa Inggris Siregar, Tiarnita Maria Sarjani br.; Andikha, Gilang Fathir; Nazyfha, Shalsya; Simbolon, Grace Shinta; Tambunan, Mutiara Uli Arta
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6029

Abstract

Penguasaan kosakata merupakan fondasi utama pembelajaran bahasa Inggris, namun siswa sekolah dasar sering mengalami kesulitan akibat metode pembelajaran konvensional yang pasif. Penelitian ini bertujuan mendesain model pembelajaran inovatif bernama “Voca-Motion” yang mengintegrasikan aktivitas gerak fisik untuk meningkatkan penguasaan kosakata. Metode penelitian menggunakan studi literatur dengan menganalisis artikel ilmiah terkait Total Physical Response (TPR), Running Dictation, serta metode Gerak dan Lagu. Hasil kajian menunjukkan bahwa sintesis ketiga metode tersebut dalam “Voca-Motion” mampu menstimulasi memori kinestetik, menurunkan kecemasan siswa, dan meningkatkan partisipasi aktif secara signifikan. Desain model ini menyajikan tahapan pembelajaran sistematis mulai dari imitasi gerak, internalisasi irama, hingga produksi bahasa melalui kompetisi tim. Disimpulkan bahwa model “Voca-Motion” memiliki landasan teoretis dan dukungan empiris yang kuat sebagai solusi efektif dalam pembelajaran kosakata bahasa Inggris di sekolah dasar
Co-Authors Abrilya, Selsy Andikha, Gilang Fathir Anni Holila Pulungan Batubara, Khairunnisa Br. Christine Helena Natalia Hesti Fibriasari Ketaren, Dea Febria br. Lubis, Adhaniha Karimah Manalu, Ekam Sehari Muhammad Natsir Nanda Ramadani, Nanda Nazyfha, Shalsya Pakpahan, Putri Rahmadany, Savitri Rika, Rika Saragih, Nurkhayati Br Simanjuntak, Satria Simbolon, Grace Shinta Simorangkir, Marie Natasya Siregar, Suci Ramadhani Tambunan, Mutiara Uli Arta Yuni Khairina