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All Journal Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Sandra Sridevi Hutapea
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Developing Edpuzzle Application as Learning Media in Listening Descriptive Text: Penelitian Nurfarah; Neni Afrida Sari Harahap; Halimahtu Saddiah; Nazwa Inaya Sani T.; Sandra Sridevi Hutapea
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.2977

Abstract

This study aimed to develop Edpuzzle application as learning media in listening descriptive text. The research applied a Research and Development (R&D) design, adapting Borg and Gall’s model into six simplified stages. The data were obtained from two main sources, fifteen eighth-grade students at SMP Islam Al Ulum Terpadu Medan and one expert in English education who served as a validator. Data collection techniques included needs analysis to identify students’ needs, wants, lacks, and familiarity with the Edpuzzle Application, and an expert validation process to evaluate the product’s linguistic, process, layout, product, and content. The instruments of data collection consisted of a structured needs analysis questionnaire for students and a validation sheet for the expert. The techniques of data analysis combined quantitative and qualitative methods: students’ questionnaire responses were analyzed using percentage formulas, while expert judgments were scored on a Likert scale and described qualitatively. The findings were obtained through six steps: (1) gathering data and information from literature, previous research, and online descriptive texts; (2) conducting needs analysis which showed students’ priority on short, interactive, and culturally relevant videos; (3) designing the first draft by converting the descriptive text into video with embedded interactive questions; (4) validating the product by an expert; (5) revising the product; and (6) producing the final Edpuzzle video. Consequently, the final product is valid and suitable for classroom use, earning a score of 8.5 out of 10, which places it in the “Very Good” category.
The Structure of Classroom Talk: Applying the Sinclair & Coulthard Model in Teaching Descriptive Text Ami Girsang; M. Rafif Zaki Ramadhan; Rina Trie Syahputri; Sandra Sridevi Hutapea; Zuraima Fitriani Salim
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 6 (2025): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i6.2316

Abstract

This study aims to explore the use of classroom talk in Indonesian EFL classrooms, specifically when teaching descriptive texts. Utilizing Sinclair & Coulthard's (1975) discourse analysis theory, the study focuses on the Initiation-Response-Feedback (IRF) model, which offers a framework for analyzing classroom interactions. By applying this model, classroom discourse can be broken down into a hierarchical structure that includes Exchanges, Moves, and Acts. This structure allows for a detailed examination of teacher-student communication, making its subtle nuances more explicit and accessible for analysis. The IRF model is widely recognized for its applicability and effectiveness in identifying the functional roles of utterances in classroom talk. One key observation from this study is that teacher-led initiation and questioning often dominate the discourse, with students primarily responding to the teacher’s prompts. The study suggests that the implications of the IRF model can help teachers reflect on their communication patterns and improve their teaching methods. By transforming teacher-centered scaffolding into a more student-centered approach, teachers can foster more effective interactions that enhance student engagement and learning. The study also highlights the importance of using the IRF model as a diagnostic tool for improving classroom communication practices and encouraging more dynamic and student-oriented teaching methods.
Co-Authors Ami Girsang Halimahtu Saddiah M. Rafif Zaki Ramadhan Nazwa Inaya Sani T. Neni Afrida Sari Harahap Nurfarah Rina Trie Syahputri Zuraima Fitriani Salim