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Ade Aini Nuran
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transformjournal@unimed.ac.id
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+6282282080321
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Universitas Negeri Medan Jl. Willem Iskandar / Pasar V, Medan, Sumatera Utara –Indonesia, Postal Code 1589, ZIP Code 20221
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Kota medan,
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Transform : Journal of English Language Teaching and Learning
Published by Universitas Negeri Medan
ISSN : 23015225     EISSN : 29859441     DOI : -
Core Subject : Humanities, Education, Engineering,
Humanities Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other
Transform Journal is an open-access electronic journal that supports research in the field of Linguistics, Literature, and English Language Teaching. The aim of the journal is to publish academic research on applied linguistics relevant to actual issues and to be a publication platform for original research from academics, researchers, and practitioners. Transform journal is issued four times annually, in March, June, September and December. The focus and scope of this journal include areas of analysis: Linguistics Literature English Language Teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 14 No. 2 (2025): June, 2025" : 5 Documents clear
Students’ Perception on Micro-teaching Course at English Education Department of UIN SUSKA RIAU Muhammad Rifki Hamim; Idham Syahputra
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67358

Abstract

The purpose of this research is to describe the students’ perception on micro-teaching and to determine students’ ability in micro-teaching course at sixth semester for students of English education department UIN Suska Riau. This research used quantitative design. The sample of this research were taken by random sampling. The population of this research is sixth semester students at the English education department of UIN Suska Riau. There were 26 students in total as the sample (20% from 126 students). In data collection, researcher used questionnaires and interview to collect data. The result of the research shows that the students’ perception on micro-teaching course is M=4.68 which is classified into very good category with students’ ability in teaching preparation is M=4.36 which is classified into very high level of category, students’ ability in preparation process (making RPP) is M=4.00 which is classified into high level of category, and students’ ability in explaining classified into enough level of category.
Students’ Perceptions on The Implementation of Problem-Based Learning at SMKN 8 Medan Afifah Zahra Atamy
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67361

Abstract

This study is aimed to analyze students’ perceptions on the implementation of Problem-Based Learning (PBL) in writing procedural texts at Grade X Culinary Arts 5 at SMKN 8 Medan. Employing a qualitative approach, the data were obtained through questionnaire, classroom observation, and semi-structured interview. Thirty-five students from X Culinary Arts 5 served as the source of the data. The questionnaire consisted of eight closed-ended statements adapted from Zahra and Baa (2021), which measured students’ perceptions based on key indicators such as curiosity and independent learning, organization and writing process, collaboration and communication, and vocabulary and writing skills development. Classroom observations documented real-time engagement and interactions during PBL activities, while semi-structured interview captured students’ experiences and thoughts on PBL implementation. The findings revealed that students generally perceived PBL positively, noting its effectiveness in enhancing writing skills, particularly in structuring procedural texts and expanding vocabulary. This study highlights that PBL is more effective when students possess a practical orientation and a collaborative mindset, as seen in Culinary Arts students who connected procedural texts with real-world applications. Although some students faced challenges in adapting to problem-solving tasks, PBL fostered collaboration, encouraged independent learning, and increased motivation, making it a highly interactive and beneficial approach to learning procedural texts in a vocational education
Existential Presupposition Found in The Great Indian Teen Fiction Collective Aqila Gustaf
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67364

Abstract

The objectives of this study were to find out the existential presupposition found in the book entitled The Great Indian Teen Fiction Collective. This study used George Yule’s theory of presupposition in which there are six types of presupposition. The research method used qualitative research method. Data were obtained from the book entitled The Great Indian Teen Fiction Collective which is the source of data in this study. A total of 30 existential presuppositions were found, in each of the first to fifth titles. 1% in The Hero of Mayapur, 5% in Finally Free, 6% in Strangers We Meet, Friends We Depart, 10% in Big Brown Desk, and 7% in Zem.
Students’ Language Anxiety Levels and Factors in Using ELSA Speak for Grade Eight at SMP Santo Thomas 3 Medan Saragih, Fransiska; Lubis, Safrida
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67378

Abstract

This study investigates the levels of students’ language anxiety and its contributing factors in using ELSA Speak, an AI-powered mobile application for English speaking practice. Conducted among 26 eighth-grade students at SMP Santo Thomas 3 Medan, the research applied a qualitative method utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and in-depth interviews. The findings revealed that most students experienced mild to relaxed levels of anxiety when using ELSA Speak. Only one student reported an anxious level, while none fell into the very anxious category. Three primary factors contributing to students’ language anxiety were identified: communication apprehension, test anxiety, and fear of negative evaluation. Notably, test anxiety appeared across all anxiety levels, indicating its strong influence in technology-assisted language learning. The study concludes that while ELSA Speak reduces extreme anxiety, the embedded scoring and feedback system remains a source of pressure for learners. Recommendations are made for educators to create supportive learning environments and for application developers to consider the psychological impacts of evaluative features in educational technologies.
Analysis of Students’ Awareness Toward The Importance of Mastering English Skill for Their Future Career Muchammad Sofyan Firmansyah
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67385

Abstract

This research investigates the awareness level of students in Politeknik Harapan Bersama regarding the importance of mastering English skills, specifically in the context of future career development. Using a structured questionnaire administered to 42 students from various departments, the results reveal a generally low level of awareness and motivation toward English language acquisition for professional advancement. Reliability and validity analyses were conducted, including Cronbach's alpha, item-total correlation, and p-value t-tests. The findings underline the urgent need for targeted interventions and curriculum reforms to enhance English proficiency and awareness among vocational learners.

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