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Improving Students’ Speaking Skills by Using Storytelling Caroline Sabatiana Ambarita; Junita Siahaan; Resperdiana Purba; Irma Khoirot Daulay
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5027

This study aims to describe the improvement of speaking skills using the story telling method in X MIPA-1 SMAS Yayasan Pendidikan Pangeran Antasari. The research method used is qualitative. Two sessions were held to perform this research. The initial study’s findings revealed that during the first meeting, 50% of the participants dared to speak English in front of the class and 60% were able to do so. At the second meeting, 80% of the students were willing to speak in front of the class and could speak English to 90% level. From the data obtained, it can be concluded that there was an increase in speaking ability for X MIPA-1 SMAS Yayasan Pendidikan Pangeran Antasari. Key words: Story Telling, Teaching Speaking Skills

Improving Students’ Speaking Skills by Using Storytelling Caroline Sabatiana Ambarita; Junita Siahaan; Resperdiana Purba; Irma Khoirot Daulay
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5027

This study aims to describe the improvement of speaking skills using the story telling method in X MIPA-1 SMAS Yayasan Pendidikan Pangeran Antasari. The research method used is qualitative. Two sessions were held to perform this research. The initial study’s findings revealed that during the first meeting, 50% of the participants dared to speak English in front of the class and 60% were able to do so. At the second meeting, 80% of the students were willing to speak in front of the class and could speak English to 90% level. From the data obtained, it can be concluded that there was an increase in speaking ability for X MIPA-1 SMAS Yayasan Pendidikan Pangeran Antasari. Key words: Story Telling, Teaching Speaking Skills

Improving Students’ Speaking Skills by Story Telling Caroline Sabatiana Ambarita; Junita Siahaan; Resperdiana Purba; Irma Khoirot Daulay
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3947

Listening, speaking, writing, and reading are four activities that encourage each other in the communication process, known as the four skills language. When one of the four Language Skills speaks, it takes center stage. This student needs more opportunities to speak English in public, either at or outside of school. Students not used to communicating in English could struggle to compete with international students. Language is also regarded as a difficult lesson by students because they become easily bored during the learning process. This factor influences participants' desire to study English at a higher level. Lessons are uninteresting to students, and as a result, they need to accept learning optimally. Researchers use survey results to collect student responses to learn how to use storytelling to improve students' language skills. Ten students from MIPA-1 SMAS Yayasan Pendidikan Pangeran Antasari Class X Participant research is in the works. The questionnaire responses are reviewed and revised to produce reliable results. According to research findings, 90% of students are satisfied with their English language lessons, while 60% of dissatisfied students believe that English language lessons are too difficult. Approximately 90% of English students, particularly those enrolled in the Skills Speak course, are overjoyed. The brave student has only completed half of his in-class English speaking.

The Impact of Tiktok's Online App Used on Learning Interest among High School Students Lia Yuliana; Madeleine Intan Hutagaol; Nova Sarah Hutabarat; Rahmawati Rahmawati; Irma Khoirot Daulay
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3950

TikTok Online Application is an audiovisual medium. With the increasing development, applications on mobile phones can affect learning interests among students. This research is located at SMP Negeri 6 Medan. The reason for the exploration is to figure out the Impact of Using the TikTok Online Application on Learning Interests among understudies. This research uses qualitative research methods. This research study focuses on how the impact caused by using the TikTok Online Application on Learning Interests, among learners. From the results of the study, it was found that there are 2 impacts of TikTok Online Application among students, namely positive impacts where students get new knowledge and experiences and both negative impacts, namely in often forgetting time, becoming addicted, not paying attention to health and much more. TikTok users also often use it in the wrong way or have crossed the line so that a video that smells negative and accidentally the person who saw the video has seen what he should not see.

A SPEECH ACT ANALYSIS: TEACHERS’ ILLOCUTIONARY ACTS IN HAPPY ENGLISH COURSE 2 Evi Isfiatul Jannah; Fajar El Fikri; Iwan Setiawan; Abdul Hakim; Irma Khoirot Daulay
Jurnal Education and Development Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.5222

Communication is important because it provide the element to perform an effective interaction in teaching and learning process. When the teacher makes an utterance, it could be called as speech acts. The teacher’s speech act in English classroom plays an important role in facilitating the effective interaction in a communication with the students. All of the teachers use speech acts to express their action to know how the students conclude the intended meaning of what the teachers said. The purposes of this research are analyzed and compared the two teachers’ speech based on the forms of speech acts in Searle’s illocutionary act theory. This research will focus on the utterances of the English teachers in Happy English Course 2 Pare, Kediri. In this research, the researchers used qualitative research design, specifically in case study. The research result showed that the teachers tend to use directive acts form in teaching and assertive acts form in announcing a thing. These results are aligned with previous researches who suggested the use of directive speech acts to emphasize the awareness of teachers regarding their position of authority and ability to efficiently manage their classroom environment, and develop the students’ communicative competence

IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN BAHASA INDONESIA DI SMP NUR ADIA Nanda Dwi Astri; Lydia Hutabalian; Silvia Ayu Ningsih; Irma Khoirot Daulay
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 7 No. 1 (2024): Volume 7 No 1 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i1.25520

Tujuan penelitian ini adalah untuk mengetahui lebih jauh bagaimana penerapan Kurikulum Merdeka di SMP Swasta Nur Adia dalam pembelajaran bahasa Indonesia. Metode yang digunakan dalam penelitian ini pendekatan deskriptif kualitatif. Wawancara dengan kepala sekolah, bagian kurikulum, guru bahasa Indonesia, dan siswa digunakan sebagai metode penggumpulan data, teknik observasi dan dokumentasi juga digunakan untuk mengamati proses pembelajaran. Teknik analisis deskriptif digunakan untuk menganalisis data. Hasil penelitian menunjukkan bahwa faktor pendukung terlaksananya Kurikulum Merdeka meliputi tenaga pendidik yang didukung sosialisasi Kurikulum Merdeka, sarana prasarana yang mendukung proses belajar peserta didik. Meskipun demikian terdapat kendala dalam melaksanakan Kurikulum Merdeka di SMP Nur Adia, yaitu: 1). Kurangnya pengalaman dalam menerapkan kurikulum baru, 2). Peserta didik kurang tertarik pada kelas bahasa Indonesia karena dianggap kurang menarik, 3). Keterbatasan fasilitas, dan 4). Kurangnya kelas yang berfokus pada proyek. Meskipun guru sudah menerapkan diferensiasi pembelajaran berbasis proses, namun guru masih mengalami kesulitan dalam melaksanakannya. Jadi implementasi guru di SMP Nur Adia sudah terlaksana namun masih perlu penyempurnaan untuk mencapai Tingkat yang optimal.

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