Articles
<![CDATA[Improving the Ability in Academic Writing of Student’s English Education Department Through Self Directed E-Learning ]]>
<![CDATA[Yulia Rizki Ramadhani]]>;
<![CDATA[Rini Kesuma Siregar]]>
<![CDATA[ ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 10, No 2 (2019): ANGLO-SAXON, DESEMBER 2019 ]]>
Publisher : <![CDATA[English Department, University of Riau Kepulauan, Batam,Indonesia ]]>
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DOI: 10.33373/as.v10i2.2002
<![CDATA[The aim of this study is to collaborate on the Self Directed Learning model through the use of moodle technology media in which the learning model can enhance the quality and effectiveness of student learning independently so that students can use technology devices in a correct and proper way. This study utilizes a quantitative approach to the design of OneGroup Pretest-Posttest Design with a pre-experimental research technique. The researcher used cluster samples in the process of collecting samples. The data collected from this study was further analyzed and conclusions were reached using the Prerequisite Test of Analysis and the Paired T-Test Test for hypotheses. The findings of the study with the descriptive statistical analysis showed that the pre-test average value was lower than the post-test average, in description there were differences in the average learning outcomes between the pre-test and post-test. Based on the results of the Paired T-Test statistics, Ha is accepted as having t-count value (13,691) greater than T-table (2,131). The results of the pre-testand post-testing are differenced on average so there is a significant effect of self-directed learning using moodle to improve student learning achievement in academic writing skills. The average value of the experimental class was included in a sufficient category, according to calculated results from Gain-scores. It means learning through self-directed e-learning is quite effective in order to improve students ' academic writing abilities. Self-directed learning through Moodle and learning resources are quite effective and efficient in improving student learning and can encourage students to learn on-campus as well as at home, train students to be ready for learning, allow students to participate actively during face to face teaching and learning activities so that students can enhance learning outcomes.]]>
<![CDATA[ENHANCING STUDENTS’ ACTIVITIES LEARNING USING SELF-DIRECTED LEARNING MODEL BASED ON ICT ]]>
<![CDATA[Yulia Rizki Ramadhani]]>;
<![CDATA[Rini Kesuma Siregar]]>
<![CDATA[ Jurnal Education and Development Vol 7 No 3 (2019): Vol.7.No.3.2019 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v7i3.1115
<![CDATA[Penelitian ini bertujuan untuk meningkatkan aktivitas belajar mahasiswa melalui penerapan model self-directed learning berbasis teknologi sehingga mahasiswa dapat memanfaatkan perangkat teknologi secara benar dan tepat. Penelitian ini merupakan penelitian penelitian tindakan kelas (Classroom Action Research). Penelitian dilakukan di Universitas Graha Nusantara Padangsidimpuan. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Bahasa Inggris pada semester genap Tahun Ajaran 2018/2019 yang berjumlah 16 orang. Teknik pengumpul data yang digunakan adalah observasi. Aspek-aspek aktivitas belajar mandiri mahasiswa yang diteliti adalah (1) kemampuan mahasiswa dalam mempersiapkan proses belajar mengajar,(2) kemampuan mahasiswa dalam memecahkan masalah,(3)interaksi mahasiswa selama kegiatan proses belajar mengajar,(4) tanggung jawab mahasiswa, dan (5) motivasi dan kegairahan mahasiswa dalam proses belajar mengajar. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran pada mata kuliah academic writing dengan menggunakan Model Pembelajaran self directed berbasis ICT dapat meningkatkan aktivitas belajar mahasiswa pada mata kuliah academic writing. Hal ini dibuktikan dengan adanya peningkatan persentase skor aktivitas belajar mahasiswa aktivitas belajar siswa pada siklus I dan meningkat pada siklus II. Model pembelajaran self-directed berbasis ICT dapat dikembangkan lagi untuk dapat diterapkan pada program studi lain di lingkungan Universitas Graha Nusantara Padangsidimpuan. Bagi penggunna pertama kali, perlu pelatihan yang lebih mendalam dari dosen dan juga operator serta aktif dalam memperbaharui informasi, materi kuliah, dan tugas begitu juga dalam melakukan manajemen sistem e-Learning sehingga dapat sejalan dengan kurikulum yang berlaku.]]>
<![CDATA[Penggunaan Media Rosetta Stone melalui Metode Dynamic Immersion untuk Meningkatkan Kosakata Bahasa Inggris Siswa Menengah Pertama ]]>
<![CDATA[Nursaima Harahap]]>;
<![CDATA[Siti Meutia Sari]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Jurnal Education and Development Vol 7 No 3 (2019): Vol.7.No.3.2019 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v7i3.1231
<![CDATA[The aim of this research is to describe the influence of Rosetta Stone media and applying the Dynamic Immersion method to improving students' English vocabulary. The Rosetta Stone a is a visual and computer based media. This media displays two-way communication, so it can improve student interactivity. The preferred method is Dynamic Immersion which is without English translation, only in the form of visuals or images, so it is expected that the students' brains are immediately used to associating English vocabulary with visual images. This reseach using classroom action research (CAR) when the students in SMP N 3 Padangsidimpuan as a research subject which amounted to 33 students. Data are collected using observation sheets, also evaluation tests. The results of the study increased from the cycle I to cycle II.]]>
<![CDATA[THE UTILIZATION OF EDMODO PLATFORMS IN ENGLISH LEARNING ]]>
<![CDATA[Lisa Fitri Meidipa]]>;
<![CDATA[Yulia Rizki Ramadhani]]>;
<![CDATA[Nursaima Harahap]]>
<![CDATA[ Jurnal Education and Development Vol 9 No 4 (2021): Vol.9 No.4 2021 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v9i4.3126
<![CDATA[The utilization of information technology as a learning media to support the learning process in schools is essential. Furthermore, efforts are needed to realize a learning process that uses effective learning methods according to the expectations of the Government. Especially in the current era, the spread of the coronavirus is still high, making online learning platforms one of the alternatives so that education can continue to run. The risk of being exposed to the virus can be avoided. Moreover, one of the online learning platforms that can be used is Edmodo. Not only communicating through this platform, but teachers can also learn by sharing content in the form of text or videos, practice questions, and homework (PR). This study uses a quantitative approach. The method used in this research is quasi-experimental. This research was conducted on class X SMA Negeri 2 Padangsidimpuan. The results showed that through the application of the Edmodo platform in learning English online, there was a significant effect between the pretest and posttest. Based on the analysis test results through the t-test, the significance value stated that it was smaller than 0.05. So, Ha was accepted, which means that the pretest and posttest results experienced significant changes (meaning/influential).]]>
<![CDATA[PENERAPAN MEDIA ROSETTA STONE DALAM MENGAJAR KOSAKATA BAHASA INGGRIS MELALUI METODE DYNAMIC IMMERSION TERHADAP SISWA SMP 3 NEGERI 3 PADANGSIDIMPUAN ]]>
<![CDATA[Nursaima Harahap]]>;
<![CDATA[Siti Meutia Sari]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Linguistik : Jurnal Bahasa dan Sastra Vol 4, No 2 (2019): LINGUISTIK : Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/linguistik.v4i2.85-92
<![CDATA[This research aims to improve the vocabulary of students' English vocabulary and student learning outcomes using Rosetta Stone through Dynamic Immersion media. The Dynamic Immersion is an audiovisual method without translation, so it is hoped that the brains of students will immediately become accustomed to associating English words with visual images.After the instrument is declared valid and has a high level of reliability, the next step is to provide pre-test and post-test to both groups. The test given is a learning achievement test in the form of an objective test in the form of multiple-choice related to the vocabulary theme of singular and plural vocabulary which is done by students of the control class and the experimental class.Hypothesis testing is done to find out whether there is a significant influence on the Rosetta Stone media through the dynamic immersion method to the learning outcomes of Grade VII students of SMP Negeri 3 Padangsidimpuan. Hypothesis testing in this study was conducted using a test analysis with analysis using the SPSS statistical program. The results of calculations from the t-test were 4.93 with Df = na + nb - 2, Df = 68, a significance level of 5%, then t-table = 1.99. So the result of the t-test is 4.93> 1.99. So, the t-test is bigger than the t-table. Based on the results, it means that there are significant differences in the post-test scores between the experimental group and the control group.Based on the decision-making basis of the independent sample t-test in this study, it can be concluded that the implementation of Rosetta Stone useful as a medium in teaching vocabulary mastery of seventh-grade students of SMPN 3 Padangsidimpuan. Keywords: vocabulary, rosetta stone, dynamic immersion]]>
<![CDATA[Students’ Classroom Interaction In Speaking English at Fourth Semester in University of Graha Nusantara Padangsidimpuan ]]>
<![CDATA[Nusaima Harahap]]>;
<![CDATA[Rini Kesuma Siregar]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Aksara: Jurnal Bahasa dan Sastra Vol 19, No 2 (2018): Aksara: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of the research is to know Students’ classroom interaction in English speaking at fourth semester in University of Graha Nusantara Padangsidimpuan; Students’ classroom interaction with lecturer in English speaking at four semester in University of Graha Nusantara, and to know the difficulties and effort to solve it of students’ classroom interaction in English speaking at on the fourth semester in University of Graha Nusantara Padangsidimpuan. This research used qualitative research with descriptive method. After collecting data, the researcher analyzed the data by using reduction, then devided the data to one unit with categorize the data. Afterwards, the researcher made interprestation and described about data to make a conclusion. The reseacher found phenomena Students’ classroom interaction in English speaking at four semester University of Graha Nusantara Padangsidimpuan was running well. Some of students could speak English in classroom. Some of them its means about 15 students could speak English to others. Students’ classroom interaction with lecturer in English speaking at fourth semester University of Graha Nusantara Padangsidimpuan was also running well. They could give feedback to lecturers’ respond. Then they used English for discussion, presentation, and asking to lecturers. The difficulties of students’ classroom interaction in English speaking were in lack of vocabulary, mistakes pronunciation, low self confidence, less practice, and did not master English material. DOI: http://dx.doi.org/10.23960/aksara/v19i2.pp98-113]]>
<![CDATA[Pantulan Fonem Konsonan /c/, /k/ dalam Bahasa Batak Toba > /s/, /h/ dalam Batak Angkola ]]>
<![CDATA[Anna Leli Harahap]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Aksara: Jurnal Bahasa dan Sastra Vol 19, No 2 (2018): Aksara: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Tulisan ini berjudul Pantulan Fonem Konsonan /c/, /k/ dalam Bahasa Batak Toba /s/, /h/ dalam Batak Angkola. Permasalahan yang dibahas dalam tulisan ini adalah bagaimanakah Pantulan Fonem Konsonan /c/, /k/ dalam Bahasa Batak Toba menjadi /s/, /h/ dalam Batak Angkola? Sementara itu, tulisan ini bertujuan mendeskrifsikan pantulan Fonem Konsonan /c/, /k/ dalam Bahasa Batak Toba /s/, /h/ dalam Batak Angkola. Teori yang digunakan dalam tulisan adalah teori Linguistik Historis Komparatif yang memiliki dua pandangan ini. Kedua pandangan tersebut adalah Tipe-tipe Perubahan Fonetis dan Tipe-tipe Proses Fonologis. Sedangkan metode yang penulis pergunakan adalah metode perbandingan yaitu perbandingan bahasa Batak Toba dengan bahasa Batak Angkola. Perbandingan yang ditekankan adalah fonem /c/ /s/ dan /h//k/ dalam bahasa Batak Toba dan bahasa Batak Angkola. Berdasarkan uraian pada bab pembahasan, maka dapat disimpulkan hal-hal sebagai berikut : Berdasarkan kosa kata yang kognat, fonem pantulan Fonem Konsonan /c/ dan /k/ dalam Bahasa Batak Toba mengalami perubahan linier menjadi /s/ dan /h/ dalam Batak Angkola. Hal ini terjadi baik pada posisi awal dan tengah. Perubahan tersebut adalah sebagai berikut : s c, dan h k. Perubahan-perubahan tersebut tidak terjadi secara beraturan baik pada posisi awal maupun tengah. DOI: http://dx.doi.org/10.23960/aksara/v19i2.pp61-67]]>
<![CDATA[Development Of Teaching Materials Based On Local Wisdom Through E-Learning Edmodo To Increase Student English Literacy ]]>
<![CDATA[Lisa Fitri Meidipa]]>;
<![CDATA[Nursaima Harahap]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v4i5.7562
<![CDATA[Penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis kearifan lokal melalui e-learning EDMODO. Sehingga penelitian ini dapat memberikan pengetahuan kepada guru dan siswa bahwa bahan ajar berbasis kearifan lokal sebagai alternatif untuk meningkatkan literasi bahasa Inggris siswa dan menjadikan bahan ajar sebagai sumber dan media pembelajaran. Maka untuk menunjang keberhasilan proses pembelajaran, diperlukan bahan ajar berbasis kearifan lokal melalui E-Learning Edmodo. Metode penelitian yang digunakan adalah penelitian pengembangan perangkat 4D (Four D Model). Berdasarkan hasil analisis data yang diperoleh, validasi bahan ajar berbasis kearifan lokal melalui Edmodo E-Learning diperoleh pada aspek kelayakan isi 3, aspek kebahasaan sebesar 3,375 dan aspek kelayakan penyajian sebesar 3,4; mereka termasuk kriteria yang valid. Dan terjadi peningkatan hasil belajar siswa dimana terjadi peningkatan hasil belajar siswa sebesar 27%.]]>
<![CDATA[HUBUNGAN PENDEKATAN KONSTRUKTIVISME TERHADAP KECEMASAN BELAJAR MAHASISWA DINTINJAU DARI SELF- REGULATED LEARNING ]]>
<![CDATA[Yulia Rizki Ramadhani]]>;
<![CDATA[Azwar Ananda]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>
<![CDATA[ Jurnal Education and Development Vol 11 No 2 (2023): Vol.11 No.2.2023 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v11i2.4617
<![CDATA[Tujuan dari penelitian ini adalah untuk melihat ada atau tidaknya hubungan pendekatan konstruktivisme terhadap kecemasan mahasiswa yang ditinjau dari kemampuan self- regulated learning. Metode penelitian ini merupakan pendekatan penelitian kuantitatif. Pengumpulan data dengan menggunakan kuesioner pada variable self- regulated learning dan kecemasan mahasiswa yang disebar melalui google form. Sebelum melakukan penyebaran instrument, maka dilakukan uji validitas dan uji reliabilitas. Selanjutnya melakukan uji normalitas dan uji linearitas serta uji hipotesis. Berdasarkan hasil penelitian yang diperoleh terdapat adamya hubungan antara self-regulated learning dan kecemasan akademik. Mahasiswa yang mampu menerapkan self-regulated learning dengan baik akan mengalami kecemasan akademis yang lebih rendah.]]>
<![CDATA[Pelatihan Lesson Study Sebagai Upaya Peningkatan Profesionalisme Guru ]]>
<![CDATA[Yuswin Harputra]]>;
<![CDATA[Yulia Rizki Ramadhani]]>
<![CDATA[ Jurnal Pengabdian kepada Masyarakat Radisi Vol 1 No 1 (2021): April ]]>
Publisher : <![CDATA[Yayasan Kajian Riset dan Pengembangan RADISI ]]>
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DOI: 10.55266/pkmradisi.v1i1.4
<![CDATA[Program PKM ini bertujuan agar guru memahami konsep lesson study, mampu melaksanakan lesson study. Kegiatan pengabdian ini dimulai dengan tahap persiapandan tahap pelaksanaan. Metode yang digunakan dalam pengabdian ini adalah pelatihanlesson study serta implementasi lesson study. Pelatihan ini mampu meningkatkan minat dan rasa percaya diri para guru untuk menjadi guru yang profesional. Hal ini terlihat dari semangat dan ketekunan para peserta dalam mengikuti pelatihan hingga akhir.]]>
