Articles
<![CDATA[Implementasi Sekolah Rujukan Nasional Di SMPN 3 Langsa ]]>
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Maria Ulfa]]>;
<![CDATA[Rica Andriani]]>
<![CDATA[ SEMINAR NASIONAL PENINGKATAN MUTU PENDIDIKAN Vol. 1 No. 1 (2020): Seminar Nasional Peningkatan Mutu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Samudra ]]>
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<![CDATA[Penelitian ini berjudul implementasi sekolah rujukan nasional di SMPN 3 Langsa. Penelitian ini dilakukan untuk mengetahui usaha- usaha yang dilakukan sekolah dalam menjalankan sekolah rujukan nasional. Pengumpulan data dalam penelitian ini mengunakan metode kualitatif deskriptif, dimana peneliti akan mengamati fenomena yang berkaitan dengan usaha-usaha yang dilakukan sekolah dan guru untuk mencapai tujuan sekolah rujukan. Penelitian ini berlangsung 2 minggu, instrumen yang diambil dengan menggunakan wawancara dan observasi, yang digunakan untuk mengetahui pencapaian sekolah rujukan . dari hasil wawancara peneliti menemukan bahwa SMPN 3 Langsa memberikan perhatian khusus untuk mencapai tujuan dari sekolah rujukan yaitu memberikan wadah kepada siswa yang memiliki prestasi akademik dan non akademik untuk mengembangkan dan mengasah kemampuan mereka melalui guru pendamping dan bekerja sama antara instansi luar yang mendukung. Peneliti juga menemukan banyaknya prestasi akademik dan non akademikyang dicapai oleh sekolah dan sekolah juga menerapkan budaya literasi bahasa inggris yang dilakukan setiap 15 menit awal pelajaran, literasi ini dilakukan oleh setiap guru mata pelajaran yang masuk di kelas.]]>
<![CDATA[PELATIHAN BAHASA INGGRIS PADA ANAK DI PKBM HUDA WAN NUR ]]>
<![CDATA[Allif Syahputra Bania]]>;
<![CDATA[Imran]]>;
<![CDATA[Nursamsu]]>;
<![CDATA[Fadlia]]>
<![CDATA[ Aptekmas Jurnal Pengabdian pada Masyarakat Vol 4 No 4 (2021): APTEKMAS Volume 4 Nomor 4 2021 ]]>
Publisher : <![CDATA[Politeknik Negeri Sriwijaya ]]>
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DOI: 10.36257/apts.v4i4.3599
<![CDATA[PKBM Wan Nur prioritizes basic English learning for children. Children are the nation's future partners because with the possession of English skills, future leaders have inherited the procedures for communicating internationally in the era of globalization. The problems faced in the implementation of service activities are the increasing need for English language training for children, especially in PKBM Huda Wan Nur, the need for active coaching and socialization in fostering interest in learning English at PKBM Huda Wan Nur and the need for empowering positive mindsets for teachers about the importance of English for children. From the results of the study of the problems faced, the solutions that can be proposed to solve the existing problems are English language training for children at PKBM Huda Wan Nur and Increasing the empowerment of digital learning media in fulfilling interactive teaching materials for children at PKBM Huda Wan Nur. The implementation method is a field survey, scheduling, preparation, explanation, training, and evaluation. The children really enjoyed actively and seriously the basic English training activities related to nouns in the form of pictures of animals, fruits and flowers with bilingual texts that used teaching materials that could be obtained digitally.]]>
<![CDATA[TEFL in the Postmethod Era ]]>
<![CDATA[Surya Asra]]>;
<![CDATA[Faizatul Husna]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Allif Syahputra Bania]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.31.81
<![CDATA[This study aims to review the implementation of steps in teaching English as a Foreign Language (TEFL) from a post-method point of view. The research is an analytical study using a literature review approach to describe the results and to draw conclusions. The results of the literature analysis show that basically there is no fundamental theoretical difference between the method and post-method. Regarding the implementation of teaching English from the post - method point of view, there is no fundamental difference found on the steps of teaching English in methods that existed before the era of post-method. Therefore, the energy of debate between proponents of method and post-method can be directed to find the best and appropriate steps in teaching English to students.]]>
<![CDATA[ENGLISH SUBJECT ON ENGLISH FOR SPECIFIC PURPOSES (ESP) IN VOCATIONAL SCHOOLS ]]>
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Evi Zulida]]>;
<![CDATA[Surya Asra]]>;
<![CDATA[Rahmiati Rahmiati]]>;
<![CDATA[Allif Syahputra Bania]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 2: December 2020 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v4i2.3064
<![CDATA[This study aimed to analyze the English subject in two vocational schools in Kota Langsa based on English for Specific Purposes (ESP) approach and how it was implemented in the classroom. This study applied a descriptive qualitative method. The two vocational schools involved in the research are Hotel Hospitality Management and Maritime Fishing Vessel Engineering. The data were gained from the teachers and students by conducting observation, interview, Focus Group Discusssion (FGD), and document analysis of syllabus and teaching materials. The data were analyzed by comparing the real condition of teaching-learning process and the ideal condition based on ESP approach. The finding showed that the two schools used General English (GE) frequently rather than ESP on English subject. Despite the common use of GE in these two schools, they had the option to adjust their English subject into ESP standard. One school had the ESP subject called English for Maritime and another school chose Mandarin subject as the option. As a result, the school only had GE for English subject. Thus, the English subject was taught and designed as English for General Purposes rather than English for Specific Purposes.]]>
<![CDATA[Pelatihan Pembuatan Deterjen Cair Bagi Ibu PKK Gampong Sungai Pauh Pusaka ]]>
<![CDATA[Rizky Nafaida]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Nursamsu Nursamsu]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Vol 2 No 1 (2021): Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LP2M Institut Teknologi dan Bisnis Asia Malang ]]>
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DOI: 10.32815/jpm.v2i1.285
<![CDATA[Gampong Sungai Pauh Pusaka merupakan bagian dari Kecamatan Langsa Barat Kota Langsa. Rata – rata penduduk khusunya ibu rumah tangga tidak mempunyai pekerjaan untuk pendapat tambahan rumah tangga. Dengan demikian yang menjadi permasalahan mitra adalah tidak adanya pengetahuan masyarakat untuk membuat detejen cair dan tidak adanya pelatihan bagi masyarakat khususnya bagi ibu rumah tangga tentang pengetahuan keterampilan yang menjadikan peluang usaha home indusry. Justifikasi solusi atas permasalahan mitra adalah peningkatkan pengetahuan dan keterampilan ibu rumah tangga dalam mengolah deterjen cair, upaya peningkatan pendapatan penghasilan tambahan masyarakat, membantu pemerintah desa untuk memajukan kesejahteraan masyarakat dan Mensosialisasikan hasil proses pembuatan produk melalui media kovensional dan online. Selanjutnya Metode pelaksanaan pengabdian adalah survey, pelatihan, monotoring dan evaluasi. Hasil dalam kegiatan dengan memnyebarkan angket bagi ibu PKK yang telah melaksanakan kegiatan pengabdian dengan jumlah ibu PKK 20 orang dengan nilai 83,0 % dinyatakan puas telah mengikuti kegiatan pelatihan dalam pembuatan deterjen cair.]]>
<![CDATA[An exploration of students’ engagement in EFL classrooms ]]>
<![CDATA[Ivana Sambara Barus]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Merina Devira]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25969
<![CDATA[The purpose of this research was to explore students' behavioral engagement in the classroom and the factors that affect it. This research was approached using an explorative descriptive qualitative study., involving teachers and students in two classes at the first grade of a senior high school in Langsa, Indonesia. The classes were taught by two English teachers, and 57 students were involved. The instruments used in this research were observations, questionnaires and focus group discussions with teachers and students. The results of this study indicate that most students paid serious attention to the lesson, put their best effort to focus on the teaching and learning process, and complete assignments. In addition, the students were active in asking questions, giving opinions, and participating in group discussion. The results of this study also show that the most dominant factor in influencing students 'engagement was the teachers' support factor, followed by class structure and school level factors. Therefore, it is suggested that English teachers and school provide best support to students, and they establish good class structure in terms of class size and situation to improve students’ engagement.]]>
<![CDATA[The THE INFLUENCE OF WORDS RECOGNITION IN READING COMPREHENSION TO NINTH GRADE STUDENT OF MTSN LANGS ]]>
<![CDATA[Fadlia Fadlia]]>
<![CDATA[ Journal of Education, Linguistics, Literature and Language Teaching Vol 1 No 1 (2018): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHIN ]]>
Publisher : <![CDATA[Universitas Samudra ]]>
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<![CDATA[The influence of word Recognition in Reading comprehension to Ninth Grade Students of MTsN Langsa. Words are basic element to language learning. The learners are required master them as well as possible in order that they can use them as a tool of communication. To extract the information from the text very much depends upon the knowledge of word the readers live. The sample of this study was the students of MTsN Langsa who were in the ninth grade in the academic year of 2017/2018. In this study the researcher took one class only randomly. The purpose of this writing was intended to know the influences of word recognition to students’ ability in reading comprehension. In this researcher the researcher tries to describe the result of a research of the effect of the word recognition skill on student’s reading comprehension achievement. The data are collected by using a text in MTsN Langsa, Kota Langsa. The word recognition test consists of 40 questions. Since this researcher dealt with the correlation between two variables, the appropriate statistical procedure is person’s product moment correlation formula.]]>
<![CDATA[Developing ESP based-digital learning materials support students’ needs at Indonesian vocational schools: Perceived quality ]]>
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Surya Asra]]>;
<![CDATA[Evi Zulida]]>;
<![CDATA[Made Hery Santosa]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v10i1.12166
<![CDATA[The purpose of incorporating digital learning materials into vocational school English instruction is to assist students in acquiring specific competencies. Additionally, prepared digital learning materials are intended to assist teachers in developing instructional materials that follow the principles of English for Specific Purposes (ESP) in vocational high schools (SMK). The research used the qualitative research and development (R&D) method. The stages of developing this teaching material model are adapted from Thiagarajan, Semmel, and Semmel's 4Ds model (1974), which consists of four stages: define, design, develop, and disseminate. As data sources, the participants were two teachers from two different vocational schools with a combined enrolment of 115 students. This research's results are a model for developing digital-based teaching materials (prepared digital learning materials). Furthermore, it was discovered that using the prepared digital learning materials greatly aided teachers in teaching English to achieve specific competencies. From the students' perspective, they admitted that it was also exciting because they perceived learning as distinct from traditional learning materials due to digital materials usage.]]>
<![CDATA[Pelatihan Penulisan Karya Ilmiah untuk Peningkatan Profesionalisme Guru ]]>
<![CDATA[Tengku Muhammad Sahudra]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Cut Rafika Firdaus]]>
<![CDATA[ Majalah Ilmiah UPI YPTK Vol. 29 (2022) No. 2 ]]>
Publisher : <![CDATA[Universitas Putra Indonesia YPTK Padang ]]>
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DOI: 10.35134/jmi.v29i2.121
<![CDATA[Permasalahan utama kegiatan ini adalah banyak nya guru yang mengalami keterlambatan dalam mengurus kenaikan jabatan fungsional yang diakibatkan oleh rendahnya kemampuan guru dalam menulis dan mempublikasikan karya ilmiah. Keterlambatan guru ini berakibatkan kepada banyak nya guru yang menumpuk pada golongan tertentu. Hal ini apabila dibiarkan akan berdampak kepada kualitas keprofesionalan guru. Karya ilmiah merupakan salah satu persyaratan dalam proses kenaikan jabatan fungsional guru. Tujuan dari kegiatan pelatihan ini adalah melaitih guru dalam menulis karya ilmiah dan mempublikasikanya. Aktivitas pengabdian ini dilakukan di SMPN 10 Langsa dengan melibatkan 25 orang guru. Metode yang digunakan dalam melaksanakan kegiatan yakni (1) metode ceramah, terutama yang berhubungan tentang memahami paradigma mengenai karya tulis ilmiah, dan juga proses menyusun karya ilmiah, serta proses mempublikasi karya ilmiah kejurnal ilmiah, (2) metode selanjutnya adalah memberikan tugas, yang berhubungan dalam membuat karya tulis ilmiah serta didampingi sampai karya ilmiah terpublikasi dijurnal ilmiah. Hasil kegiatan ini yaitu dari sisi kebermanfaat, hasil kegiatan yang diperoleh termasuk kedalam kategori sangat bermanfaat. Hal ini telihat dari 95% guru menyatakan sangat bermanfaat dan 5% guru menyatakan bermanfaat. Dari segi kualitas karya ilmiah didapatkan skor 85,78. Hal ini membuktikan bahwa guru telah mampu menulis dan mempublikasikan karya ilmiah dengan baik. Implikasi kegiatan ini adalah dapat dijadikan sebagai sarana untuk meningkatkan kemampuan menulis dan mempublikasikan karya ilmiah guru]]>
<![CDATA[L1 in L2: Indonesian towards English in Public Speaking Class ]]>
<![CDATA[Surya Asra]]>;
<![CDATA[Nizar Saputra]]>;
<![CDATA[Irma Dewi Isda]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Winasti Rahma Diani]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 4, No 1 (2023): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v4i1.12953
<![CDATA[Indonesian or Bahasa (L1) as a learner's first language is often used in English (L2) speaking lessons. This phenomenon often occurs even though teachers have informed them that using Indonesian during English-speaking skills classes is not permissible. Many reasons are suggested by experts why students use this first language. The most prominent reason is the student's lack of understanding of L2. However, this phenomenon still occurs in Public Speaking classes where students are already at the intermediate and advanced levels. In connection with this phenomenon, this study aims to find the main reasons students in the Public Speaking class use Indonesian in their English-speaking skills and what they think about using Indonesian in their English-speaking skills. A total of 50 students in two Public Speaking classes were observed and given questionnaires about their reasons and opinions for using Indonesian in speaking English skills. The results show that the highest reason students use L1 (Indonesian) in Public Speaking class is to process new and complex concepts. They argue that using Indonesian makes it easier for them to explain and understand the new concept.]]>
