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Ridawati Sirait
Universitas Terbuka
Education Social Sciences

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DEVELOPING TASK-BASED ENGLISH MATERIALS MODEL FOR STUDENTS OF PRIMARY TEACHER EDUCATION Ridawati Sirait; Audi Yundayani; Didik Santoso
SOSCIED Vol 5 No 1 (2022): SOSCIED - Juli 2022
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v5i1.433

Abstract

English can be used as the language of instruction in specific educational units to support students' foreign language skills. However, teachers are still not fit to teach lessons in English because of the poor quality of English. This study aims to develop a model of task-based English materials for students of primary teacher education. The type of this study is Research and Development through the model of task-based. This study involved alumni, English lecturer of PGSD UNIMED, and students of PGSD UNIMED as the research’s participants. Questionnaire, interview guidelines, and English test were the instruments used to collect the data. The research findings show that (1) from the analysis result, 100% respondents wanted primary school books based on existing themes in content courses would be used as sources of course materials; 2) the design used task-based approach and was made based on basic competency to measure the student competency achievement; (3) the basic competence for unit one is to represent and communicate observations and ideas in a variety of ways; (4) according to experts judgment, the developed materials are suitable for students of primary teacher education, which can be shown from the percentage of the content and language appropriateness are 100%, presentation appropriateness is 97% and layout appropriateness is 95% which categorized as very good; (5) there are differences in test results before and after the explanation of English teaching materials. It means that the English teaching materials developed is effective in increasing students' interest in learning.
GENDER DIFFERENCES IN WRITING COMPLEX SENTENCES Ridawati Sirait; Noflin Wenas; Eri Kurniawan
SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i1.591

Abstract

This study mainly to describe the gender differences in wtiting complex sentences. Twelve (12) students grade eight (8) junior high school students in two different places, one is in North Sumatera and another one is in Manado – 6 males and 6 females – were instructed to write an informal letter to their friends. The writers use a descriptive qualitative method to classify and analyze the writing complex sentences. The object of this study was 12 students’ informal letter. The findings of this research are following: 1T-units (1 independent clause) for male is 36% and 1T-units for female is 64%; it shows a big gap. However, the 2T-units (2 independent clauses) for male is 21% and for female is 17%, and 3T-units (3 independent clauses) for male is 11% and for female is also 11%.
Improving Elementary Students' English Learning Through Think-Pair-Share Model Ridawati Sirait
SOSCIED Vol 6 No 2 (2023): SOSCIED - November 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i2.691

Abstract

This action research aims to explore the effectiveness of implementing the Think-Pair-Share (TPS) model to improve elementary students' English learning, which consists of two cycles. Each cycle consists of the stages of planning, implementing, acting, observing, evaluating, and reflecting. The subjects of this research were 20 class V students in one of elementary schools in Deli Serdang. The object of research is an increase in learning outcomes, which include knowledge and skill competencies. The Students took multiple-choice tests to assess knowledge learning outcomes and speaking skills tests to assess skill learning outcomes at the conclusion of each cycle in order to evaluate their progress in learning English. The results demonstrate the impact of TPS on students' language proficiency, confidence in speaking, engagement, and collaboration skills. The findings provide useful insights for educators seeking innovative instructional approaches to foster effective English language learning at the elementary school level.
Co-Authors Didik Santoso Eri Kurniawan Noflin Wenas Yundayani, Audi