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MORPHOLOGICAL ERROR ANALYSIS ON WORD CLASSES FOUND IN STUDENTS’ DESCRIPTIVE WRITING OF THE FIFTH SEMESTER ENGLISH DEPARTMENT AT NOMMENSEN HKBP UNIVERSITY (NHU) MEDAN Sondang Manik; Poster Sagala; Fhadillah Dhuha
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiara pendidik.v7i1.2958

The writer did a research of fifth semester English department students at Faculty of Art and Nommensen HKBP University Medan. This research entitled : Morphological Error Analysis on Word Classes Found in Students’ Descriptive Writing of The Fifth Semester English Department at Nommensen HKBP University (NHU)- Medan The writer asked the students to write a descriptive text. When they did the test, they felt confuse to write words with correct morphology. The result of the analysis was found that they knew about morphology, but they are confused to apply that. After they finished to write a descriptive text, the writer analyzed them. The writer underlined and classified the errors into four word classes on Morphological error. There are four word classes of morphological Errors, they are noun morphological errors, verb morphological errors, adjective morphological errors and adverb morphological errors . The result of the analysis, the writer concluded that there are four word classes was found by the writer, namely noun morphological errors, verb morphological errors, adjective morphological errors, and adverb morphological error. The data of morphological erors are found 154 errors. The percentage of errors in noun morphological was 52 errors i.e, 33,8%, errors of verb morphological was 91 errors or, 59,0%, errors of adjective morphological was 7 errors i.e, 4.6%, and error of adverb morphological was 4 errors i.e, 2.6%. The result of the analysis was found that the students knew about morphology but they are still confused to write words based on the correct morphology, so they made the errors. Looking at the percentage it shows verb morphological was 91 errors or 59,0%, of 154 errors, it means that verb is mostly used in a text, to express the ideas or activities . Key words : Morphological Error , Word Classes , Descriptive Writing

IMPROVING STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GR STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GRADE XI IN WELLINGTON INTELLIGENCE SCHOOL Laura. A Simanjuntak; Sondang Manik; Erika Sinambela; Edi Suprayetno
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiara pendidik.v7i1.3009

This study aims to: (1) find out whether collocation improves students' vocabulary competence (2) find the type of collocation that is most developed in students' vocabulary competence. This research combined qualitative data and quantitative data, where quantitative data was used to support qualitative data. The subject in this research were high school students of grade XI Wellington Intelligence School. The number of students was 39 students consisting of two classes (22 students in science class and 17 students in social class). The instruments used consist of interviews, observations, documents, and tests. This study adopted descriptive statistics to describe the main features of the data set. The average score of each test, including pre-test and post-test, were used to analyze the data. The results showed that collocation can improve students' vocabulary competence. The students' initial average was 70 for science students and 68.23 for social students. While the final average value showed an increase in the value of 82.72 for science students and 80.58 for social studies students. There were more student errors in the interpretation of lexical collocations than in the interpretation of grammatical collocations. Keywords: Vocabulary Competence, Building Grammar, Lexical Collocation

The Effect of Using Comic in Teaching Writing Descriptive Text at the Tenth Grade of SMA Methodist Berastagi Sondang Manik; Lastri Wahyuni Manurung; Efendi Barus; Immanuel Padang
Journal on Teacher Education Vol. 3 No. 3 (2022): Journal On Teacher Education
Publisher : Universitas Pahlawan

Penelitian ini berfokus untuk mengetahui pengaruh penggunaan komik dalam pengajaran teks deskriptif. penelitian ini dilakukan dalam desain eksperimental. Populasi dalam penelitian ini adalah siswa kelas X SMA Methodist Berastagi. Sampel penelitian ini berjumlah empat puluh siswa kelas X SMA. Penelitian ini dilakukan dengan dua kelompok secara acak yaitu Kelompok Eksperimen dan Kelompok Kontrol. Kelompok Eksperimen diajar dengan menggunakan komik. Komik merupakan media pembelajaran yang bertujuan untuk membuat siswa menjadi lebih aktif dalam pembelajaran bahasa dengan memberikan materi dan siswa memecahkannya dengan cara dipresentasikan. Instrumen pengumpulan data berupa tes teks deskriptif tertulis. perhitungan menunjukkan bahwa t-hitung (6,00) lebih tinggi dari t-tabel (2,024) pada tingkat pengaruh signifikan penggunaan komik dalam teks deskriptif menulis siswa. Jadi, disarankan bagi Guru untuk menggunakan komik dalam pengajaran menulis teks Deskriptif.

The Effect of Using The Herringbone and Semantic Mapping Techniques on Students’ Reading Comprehension Skills at SMA Yadika Torganda Sondang Manik; Yinghuei Chen; Lastri Wahyuni Manurung; Dewi Maya Manurung; Eliana Sitompul
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

This research presents a research report on the use of Herringbone Technique and Semantic Mapping Technique for students’ reading comprehension skills at SMA YADIKA Torganda. The objective is to find out the effect of using the Herringbone Technique and Semantic Mapping Technique on students’ reading comprehension skills. It was by using classroom action research. The subjects of this study were grade X students of SMA YADIKA Torganda. In this study, the writers took 90 students of SMA YADIKA Torganda as the sample. They were divided into three groups. The first and the second groups are (Experimental Groups). They were taught by using Herringbone Technique and Semantic Mapping Technique in reading recount text, while the third group (Control Group) was taught without using Herringbone Technique and Semantic Mapping Technique. The technique for data analysis is quantitative research. In analyzing the data the mean of the students’ score for pre-test in experimental group one (Herringbone Technique) is 59,16 the mean of the students’ score for post-test in experimental group one is 91,83. The mean of students’ scores for pre-test in experimental group two (Semantic Mapping Technique) is 45 the mean of the students’ score for post-test in experimental group two is 69,26. The mean for pre-test in the control group is 46,66 and the mean for post-test in the control group is 56,16. The conclusion is that the use of the Herringbone Technique and Semantic Mapping Technique significantly affect on students’ reading comprehension skills. The Herringbone technique is the most effective one in teaching recount text than the Semantic Mapping Technique It is suggested that teachers should apply this technique as one technique to improve students’ comprehension in reading recount text.

Students’ Perception of Online Learning During the Covid-19 Pandemic at SMP Swasta Sinar Sentosa Farida Hanum Pakpahan; Erika Sinambela; Sondang Manik; Kammer Tuahman Sipayung
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

The purpose of this study is to find out how students at SMP Swasta Sinar Sentosa felt about online learning during the covid-19 pandemic. This study uses a quantitative approach to conduct a descriptive investigation. A survey method was used in this study. The information was gathered utilizing a questionnaire at SMP Swasta Sinar Sentosa, 26 of the ninth graders took part in this investigation. The researcher discovered that learning online during the covid-19 pandemic is less effective than learning in the classroom. The students showed positive and negative perceptions. Online learning at SMP Swasta Sinar Sentosa, students learn through a variety of applications, including WhatsApp, Zoom, and Google Classroom. Based on the analysis of the data, the conclusion can be drawn that students’ perceptions of online learning during the covid-19 pandemic have positive perceptions and negative perceptions. This can be seen from the percentage of the data based on some dimensions. Perception related to the dimension of teaching material with a percentage of 71,79 % agree perception related to the dimension of atmosphere or learning environment with a percentage of 74,03 %disagrees, and perception related to students’ interaction with a percentage of 69,22 % disagree. From the finding that has been discussed, the students cannot adapt and adjust to all the dimensions contained in the online learning process.

A Semiotic Pragmatic Analysis of Signs on Billboard Advertisement Sondang Manik; Sahlan Tampubolon; Immanuel Padang
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

Semiotic pragmatic is a branch of semiotic inquiry which study “the relationship between signs and interpreter or users” use of signs. Pragmatics specifically deals with the aspects of communication specifically situational functions that underlie speech. Therefore, one of the goals of semiotic analysis is to provide analytical methods and thinking and coping frameworks for misreading or misinterpreting the meaning of a sign. The researcher uses Roland Barthes' semiotics approach, and also uses John Space 2019, used as a methodology for peeling and deciphering elements of meaning signs found in advertisements and then interpreting them. The writer found out the message implied on billboard advertisements, 1. by focusing on the product, visually, and putting the tag line verbally, 2. By using popular artists’ endorsement on the product 3. Put the context visually first and making interpret the verbal message, 4. make the context on the Billboard, when to enjoy the product 5. The writer found the type of connotative meaning mostly uses friendly connotation 0,86% the hard connotation0,0 4%, high connotation 0.08%, dangerous connotation 0.04% means most Billboard advertisements use friendly connotation 0,86%, friendly connotation by using slang words, or colloquial sentences, that make the reader as friends. To find out the myth implied in those billboard advertisements, which is where when the connotation aspect becomes popular thought in society, then Myth naturalizes events: it transforms history into nature. myth is a semiological system that has the pretension of transcending itself into a factual system.

Speech Acts Analysis on Hate Speech Commentary on Anies Rasyid Baswedan’s Twitter Sondang Manik; Yarman Ndraha; Donna Ria Pasaribu
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

This research discusses Speech acts analysis of hate speech based commentary on Anies Rasyid Baswedans’ Twitter. The purpose of this research is to find out the types of “Speech Acts” based on commentary on Anies Baswedans’ Twitter (AB) and the speech acts found in the category of the “Hate Speech” on ABs Twitter. The research was descriptive qualitative research. The research utilized Speech Acts theory of Searle (1996) in analyzing the data. The steps of this research included identification of data, categorization and analyzing the data. The answer to the first problem of research findings show that the types of illocutionary acts found on Anies Baswedan‟s twitter consist of assertives, directives, commissives, expressive and declarative Assertives have the highest frequency of occourance or 50%. It is followed by expressive, directives, declarative, and commissives which occur 28%, 15%, 5% and 2% respectively. The answer of second problem of research findings show that speech acts found in the category of Hate Speech on ABs Twitter consist of insulting, defamation, provoking or incite and prejudice. Insulting have the highest frequency of occourance 80%. It is followed by provoking or incite, defamation, prejudice which occur 11%, 7%, 2% respectively. The highest frequency is 80% and netizens insulted the performance of AB in flooding case and rehabilitation of Monas.

MORPHOLOGICAL ERROR ANALYSIS ON WORD CLASSES FOUND IN STUDENTS’ DESCRIPTIVE WRITING OF THE FIFTH SEMESTER ENGLISH DEPARTMENT AT NOMMENSEN HKBP UNIVERSITY (NHU) MEDAN Sondang Manik; Poster Sagala
Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022
Publisher : Institut Pendidikan Tapanuli Selatan

The writer did a research of fifth semester English department students at Faculty of Art and Nommensen HKBP University Medan. This research entitled : Morphological Error Analysis on Word Classes Found in Students’ Descriptive Writing of The Fifth Semester English Department at Nommensen HKBP University (NHU)- Medan The writer asked the students to write a descriptive text. When they did the test, they felt confuse to write words with correct morphology. The result of the analysis was found that they knew about morphology, but they are confused to apply that. After they finished to write a descriptive text, the writer analyzed them. The writer underlined and classified the errors into four word classes on Morphological error. There are four word classes of morphological Errors, they are noun morphological errors, verb morphological errors, adjective morphological errors and adverb morphological errors . The result of the analysis, the writer concluded that there are four word classes was found by the writer, namely noun morphological errors, verb morphological errors, adjective morphological errors, and adverb morphological error. The data of morphological erors are found 154 errors. The percentage of errors in noun morphological was 52 errors i.e, 33,8%, errors of verb morphological was 91 errors or, 59,0%, errors of adjective morphological was 7 errors i.e, 4.6%, and error of adverb morphological was 4 errors i.e, 2.6%. The result of the analysis was found that the students knew about morphology but they are still confused to write words based on the correct morphology, so they made the errors. Looking at the percentage it shows verb morphological was 91 errors or 59,0%, of 154 errors, it means that verb is mostly used in a text, to express the ideas or activities .

MORPHOLOGICAL ERROR ANALYSIS ON WORD CLASSES FOUND IN STUDENTS’ DESCRIPTIVE WRITING OF THE FIFTH SEMESTER ENGLISH DEPARTMENT AT NOMMENSEN HKBP UNIVERSITY (NHU) MEDAN Sondang Manik; Poster Sagala; Fhadillah Dhuha
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiarapendidik.v7i1.2958

The writer did a research of fifth semester English department students at Faculty of Art and Nommensen HKBP University Medan. This research entitled : Morphological Error Analysis on Word Classes Found in Students’ Descriptive Writing of The Fifth Semester English Department at Nommensen HKBP University (NHU)- Medan The writer asked the students to write a descriptive text. When they did the test, they felt confuse to write words with correct morphology. The result of the analysis was found that they knew about morphology, but they are confused to apply that. After they finished to write a descriptive text, the writer analyzed them. The writer underlined and classified the errors into four word classes on Morphological error. There are four word classes of morphological Errors, they are noun morphological errors, verb morphological errors, adjective morphological errors and adverb morphological errors . The result of the analysis, the writer concluded that there are four word classes was found by the writer, namely noun morphological errors, verb morphological errors, adjective morphological errors, and adverb morphological error. The data of morphological erors are found 154 errors. The percentage of errors in noun morphological was 52 errors i.e, 33,8%, errors of verb morphological was 91 errors or, 59,0%, errors of adjective morphological was 7 errors i.e, 4.6%, and error of adverb morphological was 4 errors i.e, 2.6%. The result of the analysis was found that the students knew about morphology but they are still confused to write words based on the correct morphology, so they made the errors. Looking at the percentage it shows verb morphological was 91 errors or 59,0%, of 154 errors, it means that verb is mostly used in a text, to express the ideas or activities . Key words : Morphological Error , Word Classes , Descriptive Writing

IMPROVING STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GR STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GRADE XI IN WELLINGTON INTELLIGENCE SCHOOL Laura. A Simanjuntak; Sondang Manik; Erika Sinambela; Edi Suprayetno
Jurnal Mutiara Pendidikan Indonesia Vol 7 No 1 (2022): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiarapendidik.v7i1.3009

This study aims to: (1) find out whether collocation improves students' vocabulary competence (2) find the type of collocation that is most developed in students' vocabulary competence. This research combined qualitative data and quantitative data, where quantitative data was used to support qualitative data. The subject in this research were high school students of grade XI Wellington Intelligence School. The number of students was 39 students consisting of two classes (22 students in science class and 17 students in social class). The instruments used consist of interviews, observations, documents, and tests. This study adopted descriptive statistics to describe the main features of the data set. The average score of each test, including pre-test and post-test, were used to analyze the data. The results showed that collocation can improve students' vocabulary competence. The students' initial average was 70 for science students and 68.23 for social students. While the final average value showed an increase in the value of 82.72 for science students and 80.58 for social studies students. There were more student errors in the interpretation of lexical collocations than in the interpretation of grammatical collocations. Keywords: Vocabulary Competence, Building Grammar, Lexical Collocation

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