Articles
<![CDATA[STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT ]]>
<![CDATA[Utami Dewi]]>;
<![CDATA[Maryati Salmiah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 11, No 1 (2019): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v11i1.122
<![CDATA[Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts]]>
<![CDATA[Students' Perceptions: Using Writing Process Approach in EFL Writing Class ]]>
<![CDATA[Utami Dewi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i2.555
<![CDATA[The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.]]>
<![CDATA[Using Digtogloss Dictation Method to Improve Students’ Skills in Writing Narrative Text ]]>
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Utami Dewi]]>;
<![CDATA[Rizaldi Pulungan]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.718
<![CDATA[The purpose of this study described the use of digtogloss method to improve students’ skills in writing narrative text. This study was classroom action research which consisted of planning, implementation, and reflection. The qualitative data was gathered using an observation sheet, an interview, diary notes. The quantitative data was taken from the writing test. The data in this study was analyzed qualitatively and quantitatively. The findings of quantitative analysis showed that the mean of pre-test was 40.67. In cycle one, the mean of first post-test was 65.6. In cycle two, the mean of second post-test was 70.17. Based on the findings of this study, it was concluded that the application of dictogloss method improved students’ ability in writing narrative text. The finding of the qualitative analysis showed that the students were interested in writing narrative text through digtogloss method.]]>
<![CDATA[THE APPLICATION OF GOOGLE CLASSROOM IN LEARNING ENGLISH: STUDENTS’ INTERESTS ]]>
<![CDATA[Puspita Sari Nasution]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v9i02.4808
<![CDATA[This study aimed to describe students’ interests in the application of Google Classroom (GC) in learning English. The subjects of this study were ten students of the Religious Department who learn English subject. The instruments of data collection were questionnaires and interviews. The data were analyzed by using the theory of Miles and Huberman. The results showed that students’ interest in learning by using online through Google classroom has four aspects include: (1) The students felt happy in learning English using Google Classroom was 60 %; (2) The students had a strong interest in using Google classroom in learning English was 50%; (3) The students gave strong attention in the process of using Google classroom was 40%; and (4) The students actively involved in using google classroom was 50%.]]>
<![CDATA[Repeated Communication and Echolalia in Autism (A Case Study) ]]>
<![CDATA[Surya Wijaya Purnama]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 2 (2022): April Pages 1500- 3199 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i2.2569
<![CDATA[This study aims to examine the communication phenomenon of autistic children who are influenced by echolalia. One of the difficulties faced by autistic children in communicating, especially for children who experience severe barriers, is in mastering language and speech. This study uses a qualitative approach, in which the researcher describes the existing reality. The main informants in this study were a teacher at the Center for Emotional Focus Therapy and a teacher at the Behavior Therapy Center. The results showed that learning to communicate nonverbally with autistic children was more dominant by instilling language concepts through visual media by means of the teacher asking questions and the children answering things with their abilities. The teacher helps by showing visual pictures and asking autistic children to imitate them. As for verbal autistic children, both teachers emphasize adding or expanding vocabulary. The difficulty of autistic children in communicating is caused by having language disorders (verbal and nonverbal), even though language is the main communication medium. They often have difficulty communicating their desires both verbally (oral/speaking) and nonverbally (gestures/gestures and writing). Most of them can speak, using short sentences with simple vocabulary but their vocabulary is limited.]]>
<![CDATA[Peer Observation in Facilitating Teacher Professional Development: A Study of EFL Novice and Experienced Teachers Perceptions ]]>
<![CDATA[Indah Dwi Lestari]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.2197
<![CDATA[Novice and Experienced English Teachers are inevitably confronted with a must to be a qualified and professional teacher. This is particularly relevant in Indonesia, where English teachers are graduates of English Education departments has challenged to teach not only English language, but also culture and should have preparation for their duties as English teachers. Peer observation has the potential to facilitate teachers to develop their teacher professional development, particularly those who teach EFL in navigating challenging elements of their teaching practice. For this reason, this qualitative study explored 10 participants’ perceptions of peer observation as an aid to professional growth. Data were garnered from questionnaires and in-depth interview. The findings of the study suggest that the participants’ understanding of peer observation as an opportunity for them to learn each other to improve their teaching quality and construct their professional identity. Then, the participants also talk about their experiences in doing peer observation, which Experienced Teachers (ET) are more confidence than Novice Teachers (NT). Further, both ET and NT need peer observation to negotiate issues and solve problems. Finally, peer observation enabled the participants to reflect on themselves and their respective weaknesses in teaching English for professional development as both novice and experienced teachers.]]>
<![CDATA[PEMBERDAYAAN MASYARAKAT MELALUI METODE PENYULUHAN DALAM PENCEGAHAN STUNTING DI DESA BAGAN KUALA KECAMATAN TANJUNG BERINGIN ]]>
<![CDATA[Anna Tasya Putri]]>;
<![CDATA[Herlisa Suhada]]>;
<![CDATA[Muflih Khairul Ibad Rangkuti]]>;
<![CDATA[Rini Deby Astria Lubis]]>;
<![CDATA[Windy Afrida]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 9 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v5i9.3175-3182
<![CDATA[Belakangan, ini stunting menjadi salah satu masalah kesehatan di Indonesia. Saat ini ,penanggulangan stunting masih terus di upayakan pemerintah. Salah satu upaya dalam pencegahan stunting yaitu dengan cara promosi, pendidikan atau penyuluhan kesehatan. Pelaksanaan kegiatan ini merupakan salah satu bentuk upaya pencegahan stunting yang dilaksanakan oleh tim pengabdia KKN 150 Uinsu.Metode dalam kegiatan ini yaitu berupa penyuluhan kesehatan dengan metode ceramah. Hasil dari kegiatan ini yaitu Bahwa penyuluhan dapat berpengaruh dalam meningkatkan pemahaman peserta, pengaruh yang signifikan serta bermakna. Terjadi peningkatan pemahaman kategori tinggi pada peserta sebanyak 32,5% dan tingkat pemahaman menengah peserta sebanyak 2,5% dan pada pemahaman responden kategori rendah mengalami penurunan yaitu menjadi 10%.Pada kegiatan ini dapat ditekankan bahwa penyuluhan yang dilaksakan dapat membawa perubahan peningkatan pemahaman peserta. Diharapkan setelah pelaksanaan kegiatan ini dapat merubaah perilaku serta meningkatkan pemahaman masyarakat dalam pencegahan stunting]]>
<![CDATA[Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions ]]>
<![CDATA[Utami Dewi]]>
<![CDATA[ Lingua Cultura Vol. 16 No. 2 (2022): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v16i2.8315
<![CDATA[The research aimed to describe EFL students’ perceptions of the effectiveness of Grammarly as an Automated Writing Evaluation (AWE). Nowadays, the Grammarly application is used to give AWE in many EFL writing classes. The respondents of the research were 75 students in an EFL writing class. The questionnaires and interviews were used to explore the students’ perceptions of using Grammarly in editing their drafts. The data from the questionnaires were calculated by percentages, and the data from the interview were analyzed by content analysis. The results show that the students have positive perceptions of using the Grammarly application as AWE. They state many advantages of Grammarly, such as Grammarly helps to identify errors in grammar, punctuation, spelling, and word choices in writing; helps to minimize errors in writing products; to enhance paraphrasing skills; to corrects the errors in writing anytime and anywhere; helps to improve students’ vocabulary; and Grammarly is easier to find errors in writing. Besides the advantages, the students state the drawback of Grammarly as AWE, such as Grammarly for free version has limited features to check errors; Grammarly for the premium version is expensive for students; and Grammarly cannot be accessed offline. The results of the questionnaires and interview represent that the Grammarly application has positive impacts on EFL students as an automated writing evaluation.]]>
<![CDATA[Using Scaffolding to Support Students’ English Speaking: What Does The Teacher Think? ]]>
<![CDATA[Ade Tika]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v10i2.5993
<![CDATA[This study aims to explore the scaffolding instruction used in developing students’ speaking and describe the teacher's perspective after using scaffolding to support and help students develop their English speaking skills. A qualitative descriptive research method was used in this study that aims to describe the situation observed in the field more precisely, transparently, and in-depth. The focus of this study was one English teacher in a primary school. In collecting the data, the researcher conducted semi-structured interviews and observations to obtain the teacher’s perception and the instructional scaffolding used in teaching speaking. Then in analyzing data, the researcher adopts Miles and Huberman's (1994) method consisting of data reduction, data display, and conclusion or drawing. The results showed that the types of scaffolding used by the researcher in teaching English were two types: modelling and bridge, and then the positive and negative effects were provided. Significantly, this study can be used as a reference in supporting students to develop their speaking skills through instructional scaffolding.]]>
<![CDATA[The Use Of Code-Switching By Teacher In Classroom Interaction At MAN 2 Model Medan ]]>
<![CDATA[Muhammad Zakky Mubarak]]>;
<![CDATA[Utami Dewi]]>;
<![CDATA[Deasy Yunita Siregar]]>
<![CDATA[ VISION Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[UIN Sumatera Utara ]]>
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DOI: 10.30829/vis.v18i2.2242
<![CDATA[This research that has been conducted entitled "The Use of Code-Switching By Teacher In Classroom Interaction At MAN 2 Model Medan" which is motivated by the fact that there are differences in abilities between teachers and students in using and understanding English so make the teacher adjust the language gap so that code-switching occurs between students and teachers in classroom interaction. Code-switching is a communication between people use two or more language. The research methodology in this study use a qualitative method where the data collected by the researcher was by triangulation method that are observation, documentation and interview the teacher. The results obtained by the researcher are three types of code-switching used by teachers in classroom interaction, those are tag switching, inter-sentential switching, and intra-sentential switching. Based on those three types, the dominant types that are most often used by the teacher is inter-sentential switching. The teacher use code switching because of talking about particular topic, quoting somebody else, showing empathy, interjection, repetition, expressing group identity, and to clarify about the content. Based on the finding of the research, it can be concluded that code-switching can be used by teacher in classroom interaction because code-switching as the solution of the language gap between teacher and student.]]>
