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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Interference: Journal of Language, Literature, and Linguistics Journal of English Language and Education Dharmas Education Journal (DE_Journal) ALACRITY : Journal Of Education JUrnal Riset Ilmu Pendidikan Jurnal Ilmu Pendidikan dan Sosial Innovative: Journal Of Social Science Research Jurnal Teknik Mesin UDA
silitonga, harpen
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An Analysis of Students’ Ability in Writing Recount Text of The Third Semester Students of English Department in Nommensen HKBP University, Medan Simarmata, Rina Octavia; Silitonga, Harpen; Simamora, Suhendra
Innovative: Journal Of Social Science Research Vol. 4 No. 3 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i3.10387

Abstract

The aim of the research was to find out the ability in writing recount text of the Third Semester Students of English Department in Nommensen HKBP University, Medan”. The method of this research was descriptive quantitative research. Writing test was used as the instrument of collecting data. the subject of this research was group B of the Third Semester Students of English Department in Nommensen HKBP University, Medan. The result in this test was good and the mean score was (78,37). The results of research in writing vocabulary in recount texts show that the students’ ability is good to average, the result shows that 9 students (45%) have excellent to very good ability, 7 students (35%) have good to average ability, and 4 students (20%) have fair to poor ability. Students' language use ability is good to average, the results show that 6 students (30%) have excellent to very good ability, 12 students (60%) have good to average ability, and 2 students (10%) has fair to poor ability, this showed the students of the Third Semester Students of English Department were able to writing recount text
THE EFFECT OF CHATGPT APPLICATION TOWARDS STUDENTS’ ABILITY IN WRITING EXPOSITION TEXT AT THE EIGHT GRADE OF SMP NEGERI 37 MEDAN Simamora, Debora; Napitupulu, Fenty Debora; Silitonga, Harpen
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 2 (2024): Volume 7 No. 2 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i2.27416

Abstract

Tujuan dari penelitian ini adalah untuk memperoleh data empiris pengaruh penerapan ChatGPT terhadap blity siswa dalam menulis teks epoksposisi. Penelitian ini dilakukan dengan menggunakan metode kuantitatif eksperimental. Sampel penelitian ini adalah 40 siswa kelas VIII SMP Negeri 37 Medan. Sampel penelitian ini adalah kelas VIII A sebagai kelas eksperimen dan VIII B sebagai kelas kontrol. Di kelas eksperimen, peneliti menggunakan aplikasi ChatGPT sebagai media pengajaran sedangkan di kelas kontrol, peneliti menggunakan metode konvensional dalam proses pembelajaran. Instrumen penelitian ini adalah tes menulis yang dibagi menjadi pre-test dan post-test. Data yang diperoleh dari tes dianalisis dengan menggunakan program SPSS20. Berdasarkan kriteria pengujian hipotesis yaitu apabila hipotesis t-signifikan 2 tailed (p) lebih rendah dari alpha 0,05 maka Ho ditolak dan Ha diterima. Hal ini juga membuktikan bahwa terdapat pengaruh positif penggunaan aplikasi ChatGPT terhadap siswa yang menulis teks eksposisi. Jadi dapat disimpulkan bahwa aplikasi ChatGPT menunjukkan pengaruh yang signifikan terhadap penulisan eksposisi siswa di kelas delapan SMP Negeri 37 Medan.
THE TRANSLATION STRATEGY OF IMPERATIVE SPEECH ACT IN FOLKOLORE BILINGUAL BOOK LITTLE SUNSHINE Sihotang, Christian Jonatan Anggiat Daulat; Sipayung, Kammer Tuahman; Silitonga, Harpen
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 2 (2024): Volume 7 No. 2 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i2.27891

Abstract

Imperative Speech Act is utterances that state a relationship or link between two parties because of the action between the speaker and the listener so that the speaker asks the listener to act. Translation Strategy is it is a framework that aims to understand and analyze the decision-making process of translators when they choose a particular translation strategy to convey meaning across different languages and cultures.This study aims to know some direct utterance imperative speech actsin the Folklore bilingual book and to know the translation strategy used in translating the translation. This study uses a descriptive qualitative method. the researcher applied the translation strategy-based theory of Moentaha (2008). The results show that there are 21 direct imperative utterances found. In addition to that, there are eight translation strategies found in the folklore, they are literal translation 8 data (38%), Substitution 1 data (5%), Free Translation 1 data (5 %), Paraphrasing 2 data (10%), Replacement 4 data (19 %), additions 2 data (10 %), omission 2 data (10%), descriptive Translation Application 1 data (5%). The results of the study have 21 data and 8 translation strategies contained in the Folklore bilingual book.
Analysis of Lecturers' Speech Disruption on the Teaching and Learning Process Silitonga, Harpen; Sipayung, Kammer; Sidabutar, Usman
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1959

Abstract

This study focuses on speech disruption in lecturers spoken discourse on the teaching and learning process, particularly in English language education through academic activity. The focus of this study is the analysis of types of speech disruption that occur in spoken discourse and the functional disorders realized in lecturers' speech through language production. The qualitative descriptive method in this study was designed with the aim of finding the types of speech disorders and the realization of their application functions in clause discourse. The findings show that repetitions amounted to 28.45% and revisions occurred to 28.45% as the dominant occurrences. Interjections followed 19.82%, silent pauses 28.45%, and filled pauses 10.35%. Segments of lexical, syntactic, semantic, or phonological morphological material amounted to 33% and periods of time when no phonation was performed during spoken discourse were 27%. The dominant occurrences based on the types and functions are cohesively related to language proficiency. 
An Analysis Of Student’s Speech Disruption In Student’s Speaking Through Oral Presentation Naibaho, Yohana Friscila; Pasaribu, Yessy Octavianna; Silitonga, Harpen
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 1 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i1.1462

Abstract

This study aims to analyze speech disruptions experienced by second-grade students of SMA Negeri 14 Medan during oral presentations. Speech disruption, refers to interruptions in the flow of speech that affect fluency and clarity. The research focuses on identifying the types, frequency, causes, and impacts of these disruptions on students’ speaking performance. Employing a qualitative descriptive method, data were collected through classroom observations of students’ oral presentations and semi-structured interviews with selected participants. The speech disruptions were categorized following Gleason and Ratner’s (1998) framework, which includes hesitation, repetition, false starts, and filler words. The findings reveal that repetition is the most dominant type of speech disruption, accounting for 35.80% of occurrences, followed by hesitation (27.78%), filler words (25.30%), and false starts (11.11%). The study also identifies several factors contributing to these disruptions, including lack of preparation, low confidence, nervousness, and limited vocabulary, with lack of preparation being the most significant. These disruptions negatively affect students’ fluency and the effectiveness of their communication, often making it difficult for listeners to follow the intended message. The study suggests that improving students’ preparation, building their confidence, expanding vocabulary, and managing speaking anxiety are crucial strategies to reduce speech disruptions and enhance oral proficiency. This research contributes valuable insights for EFL teachers to better understand and address the challenges faced by students in speaking activities, ultimately supporting the development of more effective teaching approaches to foster fluent and confident English speakers.
Co-Authors Christina Natalina Saragi Febrika Dwi Lestari Fenty Debora Napitupulu Gurusinga, Afridita Refina Hasugian, Nova Kalsim Kammer Tuahman Sipayung Manalu, Plora Fitri Manurung, Sartika Nababan, Sulastri Naibaho, Yohana Friscila Ndraha, Libertini Priskila Nurhayati Sitorus Pasaribu, Yessi Octaviana Pasaribu, Yessy Octavianna Sahlan Tampubolon Siadari, Joice Elisa Sidabutar, Usman Sihotang, Christian Jonatan Anggiat Daulat Simamora, Debora Simamora, Suhendra Simanjuntak, Tarida Alvina Simarmata, Rina Octavia Sinaga, Askima Rohmauli Sinaga, Neni Triana Sinaga, Nenni Triana Zai, Forester