Articles
<![CDATA[An Analysis of Batu Bara Malay Students’ Pronunciation in English Consonant Cluster and Word Stress ]]>
<![CDATA[Dwi Handayani Silitonga]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i1.1843
<![CDATA[Pronunciation has many great important roles in one speaking performance. The inappropriate pronounced words cause the negative impact of misunderstanding. Therefore, this study aims to find out how the pronunciation of Batu Bara Malay students, particularly the English consonant clusters and the word stress, and to identify the factors affecting Batu Bara Malay students’ difficulties in pronouncing English consonant clusters and the word stress. The qualitative method was applied in this study. There were 25 students of seventh-grade students of SMP Negeri 1 Datuk Tanah Datar as the study subjects who speak the Malay Language as their mother tongue. The data were collected by recording students’ voice and interviewing. The researchers applied the Miles and Huberman model to analyze the data. The results are Batu Bara Malay students’ ability to pronounce English consonant clusters around 29%. Most of the students inaccurately utter the English consonant cluster word at the final position. The students’ ability in pronouncing English word by correct word stress rules around 30%. As the students' achievement under 50%, it means their ability in pronouncing consonant cluster and word stress is very low. These problems are caused by the existence of the mother tongue intervening in their process of learning another language and the distinction between English characteristics and nature compared with Indonesia Language (similar to the Malay language), particularly consonant clusters. English has more types of consonant. Besides that, the lack of both knowledge and pronunciation exercises on how to pronounce English word accurately for beginner learners so the students are unable to pronounce English consonant clusters and emphasize appropriate word stress.]]>
<![CDATA[Which Book Do You Use, “Bahasa Inggris” by Kemendikbud or “Pathway to English” by Erlangga? A Content Analysis ]]>
<![CDATA[Agustina Septua Sapta Sihotang]]>;
<![CDATA[Sondang Manik]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.2320
<![CDATA[This research was conducted to find out the quality of two textbooks, “Bahasa Inggris” by Kemendikbud and “Pathway to English” by Erlangga for tenth grade based on the theory of Cunningsworth. The approach applied in this study was qualitative descriptive approach. In collecting and analyzing the data, the researcher used 7 out of 8 categories that consist of 40 checklist criteria to find out the result of this research. The data source was entered into checklist table to compare the materials in both books. The researcher then reported the table's results in terms of the aims and objectives, design and organization, linguistic content, skills, topic, methodology, and practical considerations. The writer found that both are good books and suitable for teachers and learners in Indonesia. “Bahasa Inggris” has met 80% fulfillment percentage of the checklist criteria and “Pathway to English” has met 87% fulfillment percentage. Both have weaknesses as well as strengths. This research can be beneficial for teachers to gain information about the quality and suitability of a textbook for learners and teachers so that teachers can decide which book is going to be used in the class. It is also beneficial to writers to improve the book, to publishers to know which book is good to publish and also to understand the definition of an excellent book. And the last, it is also useful to help other researchers to do the next research and to give information on how to do content analysis research.]]>
<![CDATA[How are Joko Widodo Figures Framed on Instagram during Covid-19 Pandemic? A Framing Analysis ]]>
<![CDATA[Rowinda Nicayana Simarmata]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.2323
<![CDATA[This purpose of the study was to find the types of framing analysis and the purposes used by Joko Widodo during pandemic Covid-19. This research used a qualitative descriptive approach and the data were taken from the captions text of Joko Widodo's Instagram. Robert Entman's theory is used to find the types and the purposes of the uses of framing analysis. The data showed that there were 220 identified data from 55 captions found in the posts May and June 2020 about Covid-19. The findings of the research were classified into framing categories; Defining Problematic Effects, Identifying Causes, Conveying Moral Judgment, and Endorsing Remedy. The results found that Instagram framed Joko Widodo about the Covid-19 problem in Indonesia, where the Defining Problematic Effect that often appeared was that in the midst of a pandemic the government and society still commemorated national days well even though virtually it happened because of the Identifying Causes of the Covid-19 pandemic which continues to be the reason for the obstruction of community and government activities, therefore the government always urges the public to maintain the discipline that is always displayed in his posts in Conveying Moral Judgment and the Endorsing Remedy that Joko Widodo often calls for is to ask the local government and other ranks. to maximize safety during the Covid-19 pandemic.]]>
<![CDATA[An Analysis of Modalities of the Book “How Children Succeed” by Paul Tough ]]>
<![CDATA[Gunawati Gho]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.2222
<![CDATA[The study of education book contents has grown in numbers in the last decades. However, the research on the use of modality in the content book is relatively unexplored. Therefore, this research aimed to analyze the content of the book “How Children Succeed” by Paul Tough to find out the types and degree of modalities used. It also shows the most appeared modal used in each chapter and in the book itself. This research was conducted by using the theory of modality by Halliday (2014) in the Systemic Functional Linguistics. The process of data analysis was manually applied without the help of software. Researcher’s concern is how the book is being presented in the area of semantic by the choice of modalities made by the author. The study reveals that the 4 types of modalities are being used which are the probability, usuality, obligation and inclination with all the three degrees of values appeared except for the low degree of inclination. It also revealed the degree of confidence of the author by the choices of modal used in the book. The implication of this study is the book author should pay more attention to the aspect of modality in the education books they write.]]>
<![CDATA[EFL Students' Perception on English Tenses Mastery in Improving English Academic Writing ]]>
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2612
<![CDATA[This study seeks to uncover the perceptions of EFL students on English tenses mastery and their belief that English tenses mastery ensures better improvement in academic writing. The research was engaged in a mixed method. The quantitative descriptive method was utilized to study the students’ perceptions on English tenses mastery to improve their English academic writing in numerical form and percentage. The qualitative method was focused on the reasons for the students’ low competence and their belief that English tenses mastery can lead to the quality of writing. The data collection used Google form in multiple-choice and short answer forms. A total of 59 EFL students of the English Department of Universitas HKBP Nommensen who took the Academic Writing course participated in this research. The results show that: (1) most of the EFL students were familiar with all the names of the English tenses with a total of 62.7% (37 out of 59 respondents); (2) the most number of students (54.2 respondents) can employ some of the tenses in writing; (3) The main reason for the EFL students is unable to apply English grammar, particularly English tenses in writing practice was due to the lack of students’ English grammatical competence; (4) around 88.1% of the respondents (52 students) believed that mastering English tenses was the key to improve their writing skill. Accordingly, the teachers need to provide an effective method to advance the students’ competence in the use of the English tense in writing. For the researchers, the research findings provide basic evidence to investigate the issues in the future.]]>
<![CDATA[The Effect of Using Herringbone Technique (HT) and Numbered Head Together Technique (NHTT) for Elementary Students’ Reading Comprehension Skill ]]>
<![CDATA[Nova Claudia Tampubolon]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2429
<![CDATA[This research presents a research report on the using of applying Herringbone Technique and Numbered Head Together Technique for students reading skill at SD Kalam Kudus 2 Medan . The objective is to find out the effect of using Herringbone Technique and Numbered Head Together Technique on students reading skill. The subjects of the study were grade 3 students of SD Kalam Kudus. They were divided into three groups. The first and the second groups are (Experimental Group). They were taught by Herringbone Technique and Numbered Head Together Technique in reading recount text, while the third group (Control Group) was taught by Herringbone Technique and Numbered Head Together Technique. The technique of data analysis used t-test. 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 two is 91.83. The mean of the students score for pre-test in experimental group two (Numbered Head Together Technique) is 45 the mean of the students score for post-test in experimental group two is 69.16. The mean for pre-test in control group is 46.66, and the mean for post-test in control group two is 56.16. The conclusion is that the using of Herringbone Technique is more effective than Numbered Head Together Technique. It is suggested than teachers should apply this technique as one of technique to improve students’ comprehension in reading text.]]>
<![CDATA[The Effect of Mind Mapping and Semantic Mapping on Reading Comprehension of the Eleventh Graders of Senior High School ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Immanuel Padang]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3060
<![CDATA[This paper discusses the effect of Mind Mapping and Semantic Mapping techniques on students’ reading comprehension. This research was an experimental quantitative study involving three classes, they were experimental class 1, experimental class 2 and control class. In the experimental classes, the writer applied the Mind Mapping technique and the Semantic Mapping technique while in the control class the method did not apply. The population of this research was students from class XI of Methodist Berastagi. The writer used 105 students as samples; this research sample was taken using random sampling technique. It were about 35 from XI-A class and 35 from XI-B class as experimental class and 35 from XI-C class as control class. To obtain data, the author used a reading test, as an instrument in data collection. This test consisted of two types, namely pre-test and post-test. Based on ANOVA testing P= 0.52 > 0.05 or F count = 7.65 > F table = 2 significantly affected. It can be concluded that the alternative hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, it can be concluded that Mind Mapping and Semantic Mapping significantly affect the achievement on students’ reading comprehension in narrative text. Based on the explanation above, the writer can choose these techniques as alternatives in learning.]]>
<![CDATA[The Effect of Using Buzz Group and Talking Chips Technique on Students’ Speaking Ability at Senior High School ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Poster Sagala]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3055
<![CDATA[This study deals with the effect of using controlled Buzz Group technique and Talking Chips technique on students’ speaking ability. The objectives are to find out the effect of using Buzz Group technique and Talking Chips technique on students’ speaking ability and which technique is the most effective one. The method that was used in this research was quantitative through quasi-experimental research that incriminating three classes were experimental class 1, experimental class 2 and control class, in the experimental class the writer applied Buzz Group technique and Talking Chips technique while in controlled class applied without treatment. The population of this study was the eleventh-grade students of SMA Kristen Kalam Kudus Medan. The researcher used 75 students as the sample. The sample of this research was taken by using cluster sampling technique, 25 from XI-1 and 25 XI-2 as experimental class and 25 from XI-3 as controlled class. To obtain the data the researcher used speaking oral test. The instruments used to gather the data were students’ pre-test & post-test scores that were calculated and analyzed by using IBM SPSS 23.0. These tests consisted of two types, namely pre-test and post-test. The result of analyzing the data, the mean score for pre-test in experimental class one (Buzz Group technique) is 60.80 and the mean score for post-test is 79.60. The mean score for pre-test in experimental class two (Talking Chips technique) is 50.12 and the mean score for post-test is 74.24. The mean score for pre-test in control class is 66.76 and the mean score for post-test is 74.44. As the result of the ANOVA test, P= 0.00 < 0.05 or F count = 23.59 > F table = 2.28. It means that hypothesis alternative (Ha) was accepted while the null hypothesis (Ho) was rejected. In conclusion, the using of Talking Stick technique and Buzz Group technique is modestly effective on students’ speaking ability of asking and giving opinion of eleventh grade at SMA Kristen Kalam Kudus Medan academic year 2022/2023 and Talking Chips technique is more effective than Buzz Group technique in teaching speaking skill. Based on the explanation above, this research can be chosen as one alternative technique in teaching speaking.]]>
<![CDATA[The Effect of Using Controlled Writing Technique and Clustering Technique on Students’ Writing Skills at Junior High School ]]>
<![CDATA[Erika Sinambela]]>;
<![CDATA[Dorayanti Lumban Gaol]]>;
<![CDATA[Sahlan Tampubolon]]>;
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3056
<![CDATA[This study deals with the effect of using controlled writing technique and clustering technique on students’ writing skill. This study used an experimental quantitative research that incriminating three classes were experimental 1 class, experimental 2 class and control class, in the experimental class the writer applied controlled writing technique and Clustering technique while in controlled class applied conventional technique. The populations of this study were the students’ class of VII of SMP St. Ignasius Medan. The researcher used 75 students as the sample. The sample of this research was taken by using random sampling technique, 25 from VII-1 and 25 VII-2 as experimental class and 25 from VII-3 as controlled class. To obtain the data the researcher used writing test, as the instrument for collecting the data. These test consisted of two types, namely pre-test and post-test. As the result of the ANOVA test, P= 0.000 < 0.05 or F count = 23.40 > F table = 2.28 significant affect. It means that hypothesis alternative (Ha) was accepted while the null hypothesis (H0) was rejected. The experimental class 1 and 2 scored higher than the control class, according to the results of the study. Controlled writing technique and clustering technique are both successful in boosting writing descriptive text, according to the result. The statistics also indicate that the clustering technique outperforms the controlled writing technique.]]>
<![CDATA[Thematic Progression Analysis in Different Gender and Major by Students Of 12th Grade in Writing Review Text ]]>
<![CDATA[Junianti Naibaho]]>;
<![CDATA[Arsen Nahum Pasaribu]]>;
<![CDATA[Erika Sinambela]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3797
<![CDATA[The present research was conducted to analyze the thematic progression in students’ writing review text at grade 12 at SMA N 12 Medan. Therefore this research was led to analyze the kinds of thematic progression used by the students in writing review text and to find out how thematic progression was realized in students writing review text. Descriptive Qualitative was applying in this research. This research conducted for twelve grade of science and social class, male and females students’ consist of (5 males + 5 females students from Science class) and ( 5 males + 5 females students from social class). The result shows the researcher found that both in social and science class, all of the thematic progression are found in the passage which written by them. The first the researcher found the Reiteration Theme or Constant theme in almost every passage that written by the students and it is same if the researcher compared it by Male and Female class. It means that the students in social and science class even male and female trying to keep their passage is coherence each other. Then also find Zig Zag theme, almost every students already able to build an information but still has a cohesion with another sentence. The last the researcher also found the multiple rheme pattern. It shows that the students able to build a lot of information from the first rheme.]]>
