Authentic assessment is a pivotal in teaching-learning process. With the use of authentic assessment, teachers can measure students’ learning achievement and progress effectively. This research investigated how teachers implement authentic assessment focusing in students’ speaking skills in two different schools. The study applied descriptive-qualitative method. Two English teachers were interviewed. In addition, the data collected by structured-interview and documentation. The finding stated that the English teachers applied authentic assessment nicely through the usage of different kind appealing activities in their speaking class.
{"title":"Authentic Assessment of Speaking Skills in Junior High School","authors":"Armita Ayu Sekarsari, Muamaroh Muamaroh, Mauly Halwat Hikmat","doi":"10.24256/ideas.v11i1.3854","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3854","url":null,"abstract":"Authentic assessment is a pivotal in teaching-learning process. With the use of authentic assessment, teachers can measure students’ learning achievement and progress effectively. This research investigated how teachers implement authentic assessment focusing in students’ speaking skills in two different schools. The study applied descriptive-qualitative method. Two English teachers were interviewed. In addition, the data collected by structured-interview and documentation. The finding stated that the English teachers applied authentic assessment nicely through the usage of different kind appealing activities in their speaking class.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135056281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research discussed about students’ difficulties in writing recount text at tenth grade SMAN 1 Selesai Kab. Langkat. The problem of this research were the students’ difficulties in writing recount text and factors that cause students’ difficulties in writing recount. The objective of this research was to find out the students’ difficulties in writing recount text and to describe the factors that make students have difficulties writing recount text. This research was qualitative descriptive. The source of the data of this research was tenth grade SMAN 1 Selesai Kab. Langkat. Total of the were 24 students. The researcher used test and gave a questionnaire as the instruments. The researcher analysed the data by editing the data, reducing the data, tabulating the data and the last taking conclusion. The researcher found some facts in the field. First, it was found that the answer that students’ difficulties in writing recount text were difficulties in developing the content, organization, vocabulary, language, and mechanics. The data were got from students’ test that had been analysed. Beside that, the causes of the students’ difficulties in writing recount text were grammatical weakness, knowledge and understanding, less practice, and educational background
{"title":"Students’ Difficulties in English Writing at Tenth Grade in Senior High School","authors":"Doni fransiskus Purba, Sahlan Tampubolon, Erika Sinambela","doi":"10.24256/ideas.v11i1.3795","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3795","url":null,"abstract":"This research discussed about students’ difficulties in writing recount text at tenth grade SMAN 1 Selesai Kab. Langkat. The problem of this research were the students’ difficulties in writing recount text and factors that cause students’ difficulties in writing recount. The objective of this research was to find out the students’ difficulties in writing recount text and to describe the factors that make students have difficulties writing recount text. This research was qualitative descriptive. The source of the data of this research was tenth grade SMAN 1 Selesai Kab. Langkat. Total of the were 24 students. The researcher used test and gave a questionnaire as the instruments. The researcher analysed the data by editing the data, reducing the data, tabulating the data and the last taking conclusion. The researcher found some facts in the field. First, it was found that the answer that students’ difficulties in writing recount text were difficulties in developing the content, organization, vocabulary, language, and mechanics. The data were got from students’ test that had been analysed. Beside that, the causes of the students’ difficulties in writing recount text were grammatical weakness, knowledge and understanding, less practice, and educational background","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135358111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.24256/ideas.v11i1.3491
Suryandewi Komang
Ajisaka dance is a traditional Balinese dance that has lexicons and their cultural meaning. The ones who practice and perform the dance do not know about the lexicons of the dance. It can cause language death because the native speaker does not maintain their language. This study aimed to find out the lexicons and their cultural meaning related to Ajisaka dance movements. The setting of this study was conducted in Buleleng regency. It was designed in the form of a qualitative method using an ecolinguistic approach. The data were obtained through observation and interview techniques. The results of the study show that the lexicons are classified into eye movements (two lexicons), neck movements (two lexicons), body movements (four lexicons), hand movements (eight lexicons), finger movements (four lexicons), and leg movements (eight lexicons) and the cultural meaning of the lexicons of movements refers to the firmness, obedience to responsibility, authority, majesty, intelligence and agility, the subtlety of mind and soul, and the strong principles of the king and his soldiers. The results of this study can be used as teaching material for the dance teacher to teach lexicons and their cultural meaning to their students and introduce it to foreigners who want to learn this dance. Specifically, this study can help maintain a local language and lead to avoiding language death. Keywords: ecolinguistic; lexicons; cultural meaning; Balinese dance; Ajisaka dance
{"title":"Lexicons in Ajisaka Dance","authors":"Suryandewi Komang","doi":"10.24256/ideas.v11i1.3491","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3491","url":null,"abstract":"Ajisaka dance is a traditional Balinese dance that has lexicons and their cultural meaning. The ones who practice and perform the dance do not know about the lexicons of the dance. It can cause language death because the native speaker does not maintain their language. This study aimed to find out the lexicons and their cultural meaning related to Ajisaka dance movements. The setting of this study was conducted in Buleleng regency. It was designed in the form of a qualitative method using an ecolinguistic approach. The data were obtained through observation and interview techniques. The results of the study show that the lexicons are classified into eye movements (two lexicons), neck movements (two lexicons), body movements (four lexicons), hand movements (eight lexicons), finger movements (four lexicons), and leg movements (eight lexicons) and the cultural meaning of the lexicons of movements refers to the firmness, obedience to responsibility, authority, majesty, intelligence and agility, the subtlety of mind and soul, and the strong principles of the king and his soldiers. The results of this study can be used as teaching material for the dance teacher to teach lexicons and their cultural meaning to their students and introduce it to foreigners who want to learn this dance. Specifically, this study can help maintain a local language and lead to avoiding language death. Keywords: ecolinguistic; lexicons; cultural meaning; Balinese dance; Ajisaka dance","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135358114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.24256/ideas.v11i1.3802
Heppy Naibaho, Sondang Manik
This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. It can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta.
本研究旨在探讨(1)使用拼图策略对学生视觉和听觉学习风格的阅读理解是否有影响。(2)使用拼图策略对学生视觉和听觉学习风格的阅读理解是否有不同的影响。本研究的设计采用混合设计、定量比较和准实验研究，旨在确定实验组和对照组在阅读理解方面是否存在关系，实验组即为接受治疗的组。采用目的性抽样技术，从总体中抽取一类作为样本。9 - 1班32名学生作为总体。本课程将采用拼图策略进行教学，了解学生的阅读理解成绩，并将听觉学习方式与视觉学习方式进行比较。本研究结果表明:(1)听觉班与视觉班在使用拼图策略教学后的测试后得分存在差异，视觉班的测试后得分(71,25分)高于听觉班的测试后得分(67,000分)。配对样本t检验结果显示，sig (2- tailed)的值为0000 <(2)通过ANCOVA检验发现，学习风格显著性水平的值为0.120，拼图策略显著性水平的值为0.162。可以说，拼图策略对SMP Negeri 3 Lintonghihuta学生的听觉和视觉听觉学习风格的阅读理解没有显著影响。
{"title":"The Comparative Study of Visual and Auditory Learning Style on Jigsaw Strategy in Students’ Reading Comprehension at Junior High School","authors":"Heppy Naibaho, Sondang Manik","doi":"10.24256/ideas.v11i1.3802","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3802","url":null,"abstract":"This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. It can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135358112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to determine the perceptions and motivations of EFL students at SMP St. Ignatius Medan who apply blended learning in English subjects. The collected data were analyzed descriptively and qualitatively. The research findings show that EFL students have a positive perception of the use of blended learning in learning English and an increase in their learning motivation after using this method. This is because 72.9% of students are more comfortable using technology in the classroom, and 53.1% of students have a more interactive and interesting learning experience, even though student feedback is considered to be of lower quality; namely, from the data obtained, only 24% of students easily get feedback from teachers. The main problem for students is that 57.3% of them feel there is a lack of social interaction with classmates and teachers, and 71.9% have problems with poor internet connectivity, which causes them to not fully understand learning material. Student motivation in blended learning is influenced by two factors: the first is the intrinsic factor, where it was found that 57.3% of students felt learning English with blended learning was more interesting and fun. Student motivation related to the extrinsic factor; researchers found that 67.7% of students felt motivated to learn English with blended learning because they could access learning materials more flexibly. From these data, it was found that the impact of learning English using blended learning was due to the intrinsic factor: 94.8% of students felt that English was important for their future, and 84.4% of students felt that learning English was a necessity. from the extrinsic impact factor of blended learning with students' motivation to learn English, 86.4% of students feel that they will get a better job in the future. The research findings show that the use of blended learning can be applied more broadly and effectively in increasing the learning motivation and English skills of EFL students.
{"title":"The EFL Students’ Perception of Blended Learning Towards Students’ Motivation in English Subject at Junior High School","authors":"Ernawati Sihombing, Erika Sinambela, Sahlan Tampubolon","doi":"10.24256/ideas.v11i1.3803","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3803","url":null,"abstract":"This study aimed to determine the perceptions and motivations of EFL students at SMP St. Ignatius Medan who apply blended learning in English subjects. The collected data were analyzed descriptively and qualitatively. The research findings show that EFL students have a positive perception of the use of blended learning in learning English and an increase in their learning motivation after using this method. This is because 72.9% of students are more comfortable using technology in the classroom, and 53.1% of students have a more interactive and interesting learning experience, even though student feedback is considered to be of lower quality; namely, from the data obtained, only 24% of students easily get feedback from teachers. The main problem for students is that 57.3% of them feel there is a lack of social interaction with classmates and teachers, and 71.9% have problems with poor internet connectivity, which causes them to not fully understand learning material. Student motivation in blended learning is influenced by two factors: the first is the intrinsic factor, where it was found that 57.3% of students felt learning English with blended learning was more interesting and fun. Student motivation related to the extrinsic factor; researchers found that 67.7% of students felt motivated to learn English with blended learning because they could access learning materials more flexibly. From these data, it was found that the impact of learning English using blended learning was due to the intrinsic factor: 94.8% of students felt that English was important for their future, and 84.4% of students felt that learning English was a necessity. from the extrinsic impact factor of blended learning with students' motivation to learn English, 86.4% of students feel that they will get a better job in the future. The research findings show that the use of blended learning can be applied more broadly and effectively in increasing the learning motivation and English skills of EFL students.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135357899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.24256/ideas.v11i1.3796
Ester Donna Simanjuntak, Erika Sinambela, Sahlan Tampubolon
This study is aimed to know the EFL students’ perceptions of literacy activities for students’ interest in reading at SMA Negeri 12 Medan. A total of 265 eleventh grade students of XI P 1 until XI P 9 at SMA Negeri 12 Medan were involved in this study. This research used a descriptive qualitative design. The researcher used questionnaire technique to collect the data, the Likert Scale. The result of this research showed that most of the students’ perceptions are positive, as many as 210 (79,48%) of the 265 students, this shows that more than half of the students’ perceptions of literacy activities are positive, 127 (48,20%) students’ perceptions of students’ reading interest are positive and only 107 (40,69%) students’ perceptions of reading interest are negative. This research also showed that there are 253 (95,35%) students’ perceptions of interaction on literacy activiies for students’ interest in reading are satisfied. The frequency of students’ activities on reading and what the read affect their perception of literacy activities. Students’ literacy activities showed their interest in reading through their motivation in completing their sources for literacy activities. It can be concluded that most of the EFL students’ perception of literacy activities for students’ reading interest in Reading are positive.
本研究旨在了解英语学生对SMA Negeri 12 Medan学生阅读兴趣的读写活动的看法。本研究采用描述性定性设计。研究人员使用问卷调查技术来收集数据，即李克特量表。本研究结果显示，大多数学生的感知是积极的，265名学生中有210名(79,48%)，这表明超过一半的学生对读写活动的感知是积极的，127名(48,20%)学生对学生阅读兴趣的感知是积极的，只有107名(40,69%)学生对阅读兴趣的感知是消极的。本研究还显示，253名(95,35%)学生对读写活动互动对学生阅读兴趣的感知是满意的。学生阅读活动的频率和阅读内容对其读写活动感知的影响。学生的识字活动表现出他们对阅读的兴趣，通过他们完成识字活动资源的动机。可以得出结论，大多数英语学生对读写活动对学生阅读兴趣的感知是积极的。
{"title":"The EFL Students’ Perceptions of Literacy Activies for Students’ Interest in Reading at Senior High School","authors":"Ester Donna Simanjuntak, Erika Sinambela, Sahlan Tampubolon","doi":"10.24256/ideas.v11i1.3796","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3796","url":null,"abstract":"This study is aimed to know the EFL students’ perceptions of literacy activities for students’ interest in reading at SMA Negeri 12 Medan. A total of 265 eleventh grade students of XI P 1 until XI P 9 at SMA Negeri 12 Medan were involved in this study. This research used a descriptive qualitative design. The researcher used questionnaire technique to collect the data, the Likert Scale. The result of this research showed that most of the students’ perceptions are positive, as many as 210 (79,48%) of the 265 students, this shows that more than half of the students’ perceptions of literacy activities are positive, 127 (48,20%) students’ perceptions of students’ reading interest are positive and only 107 (40,69%) students’ perceptions of reading interest are negative. This research also showed that there are 253 (95,35%) students’ perceptions of interaction on literacy activiies for students’ interest in reading are satisfied. The frequency of students’ activities on reading and what the read affect their perception of literacy activities. Students’ literacy activities showed their interest in reading through their motivation in completing their sources for literacy activities. It can be concluded that most of the EFL students’ perception of literacy activities for students’ reading interest in Reading are positive.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135357900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.24256/ideas.v11i1.3801
Vera Nova Sitanggang, Sahlan Tampubolon, Erika Sinambela
This research was conducted based on some problems in learning English especially in vocabulary and grammar. It was also aimed to find out students’ vocabulary and grammar who are taught by using Board GameTechnique and students’ vocabulary and grammar who are taught without using Board Games and find out whether there was any significant effect of using Board Game on the tenth-grade students’ ability in vocabulary and grammar at SMA Kristen Immanuel. In this quasi-experimental design research, the researcher took two of 2 classes as the sample, the experimental class with 20 students in it, and the control class with 20 students as well. The research method was pre-test and post-test of the experimental research. The data collection technique was pre-test and post-test score result. The data were analyzed by using compare means paired sample T-test by comparing the result of pre-test and post-test design, and t-test to know the significant effect in students’ English vocabulary mastery after using Board Game. The result showed there was a significant different between pretest and post test mean. Ho was rejected because significance level was < 0.05. Therefore, there was a significant effect of using board game towards students’ vocabulary mastery of the research. The research of data analysis showed that there was a positive effect of using Board Games on students’ vocabulary and grammar. In which in vocabulary, the t-obtained had a higher value than the t-table either at 5% or 1% significance levels (1,68595 < 4,174> 2,42857). Therefore, Ho is rejected and Ha is accepted; or there is a significant difference in using Board Games on student’s vocabulary and grammar ability of tenth grade students. The result of grammar, the condition of the experimental class was getting better. The students were more active in English learning process. In summing up it may be stated that using Board Game can effect the students‟ grammar mastery and students learning activities at the tenth grader of SMA Kristen Immanuel Medan.
{"title":"The Effect of Board Game on Students’ Vocabulary and Grammar Mastery in Senior High School","authors":"Vera Nova Sitanggang, Sahlan Tampubolon, Erika Sinambela","doi":"10.24256/ideas.v11i1.3801","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3801","url":null,"abstract":"This research was conducted based on some problems in learning English especially in vocabulary and grammar. It was also aimed to find out students’ vocabulary and grammar who are taught by using Board GameTechnique and students’ vocabulary and grammar who are taught without using Board Games and find out whether there was any significant effect of using Board Game on the tenth-grade students’ ability in vocabulary and grammar at SMA Kristen Immanuel. In this quasi-experimental design research, the researcher took two of 2 classes as the sample, the experimental class with 20 students in it, and the control class with 20 students as well. The research method was pre-test and post-test of the experimental research. The data collection technique was pre-test and post-test score result. The data were analyzed by using compare means paired sample T-test by comparing the result of pre-test and post-test design, and t-test to know the significant effect in students’ English vocabulary mastery after using Board Game. The result showed there was a significant different between pretest and post test mean. Ho was rejected because significance level was < 0.05. Therefore, there was a significant effect of using board game towards students’ vocabulary mastery of the research. The research of data analysis showed that there was a positive effect of using Board Games on students’ vocabulary and grammar. In which in vocabulary, the t-obtained had a higher value than the t-table either at 5% or 1% significance levels (1,68595 < 4,174> 2,42857). Therefore, Ho is rejected and Ha is accepted; or there is a significant difference in using Board Games on student’s vocabulary and grammar ability of tenth grade students. The result of grammar, the condition of the experimental class was getting better. The students were more active in English learning process. In summing up it may be stated that using Board Game can effect the students‟ grammar mastery and students learning activities at the tenth grader of SMA Kristen Immanuel Medan.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135358113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.24256/ideas.v11i1.4003
Neng Eva Loviasyuni, Gartika Pandu Bhuana
Some experts believe that audio-visual media is beneficial in learning a second language, including English. It can increase not only students’ motivation to learn, but also their focus on the learned material. In reading, audio-visual media is considered effective in enhancing students’ comprehension. Most of the studies focus on the positive impact of using audio-visual media, but they have not yet investigated the obstacle that might be experienced by the students on its usage. Therefore, this study intends to examine the students’ obstacles of using audio-visual media in reading as well as their responses to its implementation. The qualitative method was applied. The data were gained through questionnaires and observation. The respondents were 37 ninth-grade students. The findings revealed that although the students responded positively to the use of audio-visual media in reading, they had issues with its implementation. The issues dealt with language and comprehension. In the term of language, the students found it hard to understand the meaning of some words. As a result, it impacted their comprehension. Thus, it is suggested for the teachers to first consider the students’ vocabulary mastery before using audio-visual media in teaching reading. If the students have a limited vocabulary, they can use a video that has familiar words known by the students.
{"title":"Audio-Visual as Media in Reading: Students’ Responses and Challenges","authors":"Neng Eva Loviasyuni, Gartika Pandu Bhuana","doi":"10.24256/ideas.v11i1.4003","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.4003","url":null,"abstract":"Some experts believe that audio-visual media is beneficial in learning a second language, including English. It can increase not only students’ motivation to learn, but also their focus on the learned material. In reading, audio-visual media is considered effective in enhancing students’ comprehension. Most of the studies focus on the positive impact of using audio-visual media, but they have not yet investigated the obstacle that might be experienced by the students on its usage. Therefore, this study intends to examine the students’ obstacles of using audio-visual media in reading as well as their responses to its implementation. The qualitative method was applied. The data were gained through questionnaires and observation. The respondents were 37 ninth-grade students. The findings revealed that although the students responded positively to the use of audio-visual media in reading, they had issues with its implementation. The issues dealt with language and comprehension. In the term of language, the students found it hard to understand the meaning of some words. As a result, it impacted their comprehension. Thus, it is suggested for the teachers to first consider the students’ vocabulary mastery before using audio-visual media in teaching reading. If the students have a limited vocabulary, they can use a video that has familiar words known by the students.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135357889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.24256/ideas.v11i1.3891
Susan Maria, Barli Bram
The article aims to examine meanings of the figurative language, namely metaphors and similes in the Book of Revelation in the Bible. The figurative language found in the Book of Revelation is used to emphasize to the reader terms, parables, or visions about what John saw. The research used qualitative content analysis and document analysis as the method to analyze the data found. The findings showed 34 figurative languages of metaphor and simile in the revelation which are in 26 verses. The metaphor only has 4 verses, while the simile has 30 verses. Metaphors are few compared to similes because in the Book of Revelation, there are not many words of God but parables about what will happen in the future according to John's vision. The analysis of simile uses the comparison to compare animals and objects, comparing the characteristics of the human body and objects, comparing the condition or situation of humans and objects, and comparing objects, both concrete and abstract. The findings of the research would be an alternative way to learn and understand the figurative language in the Bible: Book of Revelation.
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Pub Date : 2023-07-29DOI: 10.24256/ideas.v11i1.3998
Azizah Husda, Ribka Simorangkir, Christine Natalie Zalukhu, Armitha Miranda Marbun, Lorenzo Bindunose Nababan
The purpose of this study was to determine whether employing the paragraph hamburger strategy on the students’ writing report text at SMK Immanuel Medan in the academic year 2022-2023. The writers used the quantitative method when carrying out this research. After doing this research, the writers got several findings. Significant changes are made to students writing abilities after they are trained by using the paragraph hamburger strategy to learn writing skills. The results of this study allow it to be said that applying the paragraph hamburger strategy could have a significant effect on the student’s writing skills. Using the paragraph hamburger Strategy gave a more effective result than using a conventional strategy. The average scores from intensive classes were higher than the average from regular classes. From this pretest, the average test result from the regular class was 63.86, and after doing that post-test, the mean scores were 73.18. Meanwhile, the pretest was completed by the intensive class, and the mean result was 66.00, and upon completion of the post-test, these mean scores were 82.80. The writers used the t- test to obtain the findings of this study. We might therefore say that the value was 5.64. After analyzing this data, the t-table was smaller than the t-t-test (1.67 > 5.64). That author displays a p-value of 0.05. The DF was 47. By seeing the data, the writers could conclude that the paragraph hamburger strategy could have a significant effect on the students’ report text in SMK Immanuel Medan. From this study, it might be said that Paragraph Hamburger had a big impact on the text written for a student report at SMK Immanuel Medan.
{"title":"Paragraph Hamburgers Strategy in Writing a Report Text","authors":"Azizah Husda, Ribka Simorangkir, Christine Natalie Zalukhu, Armitha Miranda Marbun, Lorenzo Bindunose Nababan","doi":"10.24256/ideas.v11i1.3998","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3998","url":null,"abstract":"The purpose of this study was to determine whether employing the paragraph hamburger strategy on the students’ writing report text at SMK Immanuel Medan in the academic year 2022-2023. The writers used the quantitative method when carrying out this research. After doing this research, the writers got several findings. Significant changes are made to students writing abilities after they are trained by using the paragraph hamburger strategy to learn writing skills. The results of this study allow it to be said that applying the paragraph hamburger strategy could have a significant effect on the student’s writing skills. Using the paragraph hamburger Strategy gave a more effective result than using a conventional strategy. The average scores from intensive classes were higher than the average from regular classes. From this pretest, the average test result from the regular class was 63.86, and after doing that post-test, the mean scores were 73.18. Meanwhile, the pretest was completed by the intensive class, and the mean result was 66.00, and upon completion of the post-test, these mean scores were 82.80. The writers used the t- test to obtain the findings of this study. We might therefore say that the value was 5.64. After analyzing this data, the t-table was smaller than the t-t-test (1.67 > 5.64). That author displays a p-value of 0.05. The DF was 47. By seeing the data, the writers could conclude that the paragraph hamburger strategy could have a significant effect on the students’ report text in SMK Immanuel Medan. From this study, it might be said that Paragraph Hamburger had a big impact on the text written for a student report at SMK Immanuel Medan.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134920165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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