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English Language Teaching Prima Journal (ELT)
Published by Universitas Prima Indonesia
ISSN : 23387548     EISSN : 26861526     DOI : https://doi.org/10.34012
Core Subject : Humanities, Science, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences
ELT Prima is refered journal, published twice a year. An attempt is made to mantain a balanced coverage of language, literature, culture, teaching,pshycs, and comunication.
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Articles 14 Documents
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Search results for , issue "Vol. 7 No. 1 (2025): English Language Teaching Prima" : 14 Documents clear
An Exploration of Code Switching Used by English Teachers at SMP N 7 Medan Pandiangan, Kevin Valentino; Tarigan, Natalia Widya Pasca; Wariyati, Wariyati
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7180

Abstract

This qualitative study looks at how English teachers use code switching in the classroom, focusing on its types, functions, and how it affects teaching in an Indonesian EFL setting. The study took place at a junior high school in Medan and included classroom observations and semi-structured interviews with a small number of English teachers. The results showed that code switching is Often used as a strategic teaching tool to help students understand better, control classroom interactions, and give emotional support. Teachers often switched codes between sentences and within sentences, mostly going from English to Bahasa Indonesia. The study found that code switching has a number of teaching uses, such as helping students understand concepts, translating vocabulary, and keeping students interested. Teachers thought code switching was a good thing because it helped people with different languages talk to each other in a meaningful way. But there were worries that people might rely too much on their first language, which could make it harder for them to learn English. The study's conclusion is that code switching can help teachers do their jobs well in EFL classrooms if they use it wisely. It suggests that teachers come up with clear plans for using code switching and that more research be done on how students feel about it and how it affects their learning.
GENDER CONSTRUCTION IN THE LEGEND OF THE GREEN PRINCESS IN SIBERAYA VILLAGE, KARO REGENCY AND ITS RELEVANCE AS A TEACHING MATERIAL IN SMP NEGERI 8 MEDAN Ruth Mianty Br Sagala; Sartika Sari, SS, M.Hum.,; Hilda Septriani, SS, M.Hum.,
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

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

Abstract

This study aims to examine the gender construction depicted in the legend of Putri Hijau in Siberaya Village and explore its relevance as a teaching material at SMP Negeri 8 Medan. This legend tells the story of Putri Hijau who has a beautiful face and is considered to have mystical powers that come from gods and goddesses. Her struggle to maintain her dignity as a woman who is forced to marry a king. The research process was carried out through interviews with individuals who have a relationship with the legend. The method used is descriptive with a qualitative approach. The findings of the study indicate that the legend of Putri Hijau depicts women as strong and brave figures. In addition, this legend emphasizes the importance of gender equality towards the role of women in social life. This study concludes that the legend of Putri Hijau in Siberaya Village is relevant to be used as a teaching material at SMP Negeri 8 Medan to increase students' awareness and understanding of gender equality and the role of women in society and increase students' knowledge of the values ​​contained in a legend. Keywords: Gender, Legend, Women, Feminist, Patriarchy, Teaching Materials
Students’ Responses toward the Use of Interactive Dialogue Techniques in Speaking Class -, Chairunnissa; Fahada, Nazli
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7187

Abstract

This research paper investigates students' responses to the implementation of interactive dialogue techniques in speaking classes, aiming to enhance their English speaking skills. Recognizing the challenges faced by learners, such as anxiety and lack of confidence, the study emphasizes the need for innovative, interactive teaching methods that foster meaningful communication. Utilizing a qualitative approach, data were collected through semi-structured interviews, classroom observations, and documentation at MTs Muhammadiya 15 Medan. Findings reveal that students experienced increased confidence, improved speaking fluency, and greater classroom engagement when engaging in dialogue-based activities. However, challenges such as limited vocabulary and difficulties with spontaneous speaking were also noted, highlighting the necessity for scaffolding strategies to support language acquisition. The study concludes that while interactive dialogue techniques positively impact students' speaking abilities, effective implementation requires targeted support to overcome inherent challenges, ultimately contributing to more dynamic and student-centered language instruction.
LACK OF STUDENTS' VOCABULARY REPERTOIRE IN LEARNING ENGLISH Valentine, Ravina
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7398

Abstract

This classroom action research investigated the use of instructional media to improve students’ vocabulary repertoire in English learning at Markus Middle School in Medan. The study involved 26 ninth-grade students and was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Instructional media such as English songs, visual aids, and vocabulary games were integrated into the teaching process to enhance student engagement and vocabulary acquisition. Data were collected through vocabulary tests, classroom observations, and student questionnaires. The findings revealed a significant improvement in students’ vocabulary performance, with mean scores increasing from 30.76% in the diagnostic test to 60.76% by the end of Cycle II. Moreover, student engagement and motivation increased notably when instructional media were used. The study concludes that instructional media can be an effective strategy to support vocabulary development in EFL classrooms. It also emphasizes the importance of combining engaging content with scaffolding techniques to ensure comprehension and learner success.

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