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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Kajian Ilmu Pendidikan (JKIP)
Hia, Orani Adel Valentina
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Education Social Sciences Other

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Penguatan Literasi dan Numerasi Pada Anak Sekolah Minggu melalui Kegiatan Pengabdian kepada Masyarakat Nainggolan, Juliper; Hia, Orani Adel Valentina; Silaban, Desi Lestari; Manik, Ratnasari; Loi, Stefanus Sijepri
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37142

Abstract

Literasi dan numerasi merupakan kompetensi dasar yang penting bagi perkembangan kemampuan berpikir dan pemecahan masalah pada anak. Namun, dalam praktiknya masih banyak anak yang mengalami kesulitan dalam memahami bacaan serta konsep dasar matematika. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat kemampuan literasi dan numerasi anak Sekolah Minggu melalui kegiatan bimbingan belajar dan pembelajaran edukatif. Metode yang digunakan adalah pendekatan edukatif partisipatif melalui kegiatan membaca, menulis, berhitung, dan permainan edukatif. Kegiatan dilaksanakan di Gereja HKBP Ressort Cinta Damai dengan melibatkan anak-anak Sekolah Minggu sebagai peserta. Hasil kegiatan menunjukkan adanya peningkatan minat belajar serta pemahaman anak terhadap kemampuan membaca dan berhitung dasar. Selain itu, kegiatan ini juga meningkatkan kepercayaan diri dan partisipasi anak dalam proses belajar. Dengan demikian, kegiatan pengabdian kepada masyarakat ini dapat menjadi salah satu upaya untuk mendukung penguatan literasi dan numerasi anak melalui lingkungan pendidikan nonformal.
Error Analysis On The Pronunciation Of Past Tense Endings (-ED) By Eleventh Grade Students At SMA N 14 Medan Hia, Orani Adel Valentina; Simarmata, Rina Octavia; Manurung, Lastri Wahyuni
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2293

Abstract

This study investigates the types and causal factors of pronunciation errors in the realization of the regular past tense suffix -ed among eleventh-grade students at SMA Negeri 14 Medan. Adopting a qualitative descriptive approach, this study employed Error Analysis as its primary analytical framework, guided by Corder (1981) and the Surface Strategy Taxonomy of Dulay, Burt, and Krashen (1982). Data were collected from ten purposively selected students of class XI.2 through an oral pronunciation test comprising 60 regular past tense verbs representing the three allophones of -ed (/t/, /d/, and /ɪd/), yielding a total corpus of 600 pronunciation tokens. Semi-structured interviews were subsequently conducted to triangulate the findings and identify the sources of error. The results reveal three types of pronunciation errors: misformation (50.50%), addition (21.17%), and omission (10.00%), with an overall error rate of 81.67%. A cross-categorical analysis demonstrated a clear hierarchy of difficulty: /t/ (100%) > /d/ (87%) > /ɪd/ (58%), reflecting an inverse relationship between allophonic difficulty and orthographic transparency. Two interacting causal factors were identified: interlingual interference from Indonesian, manifested through orthographic reading habits and the absence of word-final voicing distinctions in L1, and intralingual overgeneralization driven by the near-total absence of explicit phonological instruction. These findings underscore the urgent need for targeted phonological instruction that explicitly addresses the voiced-voiceless distinction and the allophonic conditioning rules governing -ed pronunciation.
Co-Authors Lastri Wahyuni Manurung Loi, Stefanus Sijepri Manik, Ratnasari nainggolan, juliper Silaban, Desi Lestari Simarmata, Rina Octavia