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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Sosial dan Humaniora Journal Innovative Practices in Education (JIPE)
Selviana Napitupulu
Universitas HKBP Nommensen Pematangsiantar, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Improving Students’ Vocabulary Mastery in Descriptive Text through Picture and Word Matching Technique at the Seventh Grade of SMP Negeri 3 Pematangsiantar Dwi Angeli Pardede; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 1 (2025): December
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i1.1321

Abstract

This classroom action research investigated the effectiveness of the Picture and Word Matching Technique in enhancing the vocabulary mastery of seventh-grade students at SMP Negeri 3 Pematangsiantar. The study involved 30 students of Class VII-5 and was conducted in two cycles following the stages of planning aniani4d, action, observation, and reflection. Data were obtained through vocabulary tests, classroom observations, and field notes. The results showed a consistent increase in students' vocabulary performance. The mean score improved from 60.00 in the pre-test to 73.33 in Cycle I and reached 86.00 in Cycle II. The percentage of students achieving the minimum mastery criterion (75) rose from 20% to 90%. Qualitative findings indicated higher student participation, stronger motivation, and more accurate vocabulary use during learning activities. The combination of visual support and word recognition tasks helped students recall and apply new vocabulary more effectively. Overall, the Picture and Word Matching Technique proved to be an effective approach for improving students' vocabulary mastery in descriptive text learning.
The Use Of Communicative Language Teaching In Teaching Narrative Text Writing At Grade XII Of SMA Negeri 1 Siantar Bella Sianturi; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.1377

Abstract

This study aimed to investigate the effectiveness of Communicative Language Teaching (CLT) in improving students’ ability to write narrative texts at Grade XII of SMA Negeri 1 Siantar. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each involving planning, acting, observing, and reflecting stages. The participants were 32 students of Class XII-Science 2 in the academic year 2024/2025. Data were collected through writing tests, observation sheets, and field notes. Quantitative data were obtained from pre-test and post-tests to measure students’ writing performance, while qualitative data were used to examine students’ participation, motivation, and classroom interaction during the implementation of CLT. The findings indicated a significant improvement in students’ narrative writing skills, particularly in content development, organization, vocabulary use, grammatical accuracy, and mechanics. In addition, students showed higher engagement, confidence, and collaboration during communicative writing activities such as group discussions, storytelling, and peer feedback. The results suggest that Communicative Language Teaching is an effective and meaningful approach for enhancing students’ narrative writing ability and creating a more interactive learning environment. Therefore, it is recommended that English teachers apply CLT-based strategies in writing instruction to improve students’ communicative competence and writing proficiency.
Using Google Docs for Collaborative Revision in EFL Academic Writing Tiofanny Elisabet Sirait; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.1385

Abstract

This study explores the use of Google Docs as a collaborative tool to support the revision process in English as a Foreign Language (EFL) academic writing. Employing a qualitative descriptive research design, the study involved six EFL university students enrolled in an academic writing course at a private university in Indonesia. Data were collected through an open-ended questionnaire and analyzed using thematic analysis. The findings reveal that Google Docs facilitated continuous and multi-stage revision through features such as commenting, suggestion mode, and real-time editing. Peer feedback played a central role in shaping students’ revisions, particularly in improving clarity, organization, and language accuracy. Students also perceived several benefits, including increased awareness of writing weaknesses, greater participation, and reduced anxiety during revision. However, challenges such as unclear feedback, unequal participation, and technical issues were also identified. The study concludes that Google Docs supports a process-oriented and interactive approach to revision and has the potential to enhance collaborative academic writing when accompanied by appropriate pedagogical guidance
Language Errors in TikTok Content Captions Sanju Febrio Saragih; Selviana Napitupulu
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 4 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i4.1327

Abstract

The rapid growth of TikTok as a popular social media platform has significantly influenced written language practices, particularly in caption writing, which tends to be informal and spontaneous. This study aims to identify, classify, and analyze language errors found in TikTok captions created by Indonesian content creators. Employing a descriptive qualitative research design, the data were collected through documentation of publicly accessible TikTok captions and analyzed using qualitative content analysis. The findings reveal that language errors predominantly occur in the forms of redundancy, grammatical errors, spelling errors, and semantic inconsistency. These errors are not categorized as intentional code-switching or stylistic language mixing but rather as violations of standard linguistic norms. Theoretically, this study confirms that the informal nature of social media influences written language use and encourages non-standard forms in digital communication contexts.
Vocabulary Mastery Challenges Among Indonesian Public Junior High School Students Jonathan Halomoan Sinaga; Selviana Napitupulu
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1379

Abstract

Vocabulary mastering is essential in English as a Foreign Language (EFL) learning; however, many Indonesian public junior high school pupils continue to have major lexical weaknesses. The purpose of this study is to look into the lack of vocabulary mastery among seventh- and eighth-grade students at a public junior high school in Indonesia, as well as to discover the underlying causes of this problem. Data for 96 students were acquired using a qualitative descriptive technique, including classroom observations, student interviews, and teacher reports. According to the findings, students displayed inadequate vocabulary recognition, poor retention, and a low ability to utilise words effectively in context. Seventh-grade students had difficulty with basic word memory and expressed significant levels of fear and unwillingness to speak, whereas eighth-grade students struggled with pronunciation, grammatical word forms, and inconsistent vocabulary use. Traditional teaching approaches that emphasise rote memorisation without adequate contextual exposure were found as a primary contributor to children' restricted vocabulary development. The findings also show that a lack of relevant language input and limited possibilities for active vocabulary use had a negative impact on students' confidence and communicative skills. This study finds that enhancing vocabulary mastery necessitates instructional strategies that emphasise contextualised learning, regular exposure, and active participation with high-frequency terms. The findings have pedagogical implications for English teachers and policymakers in Indonesian junior high schools, helping to improve vocabulary training and promote long-term language development.
Co-Authors Bella Sianturi Dwi Angeli Pardede Jonathan Halomoan Sinaga Sanju Febrio Saragih Tiofanny Elisabet Sirait