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All Journal Journal of Language, Literature, and Teaching Register : Journal of English Language Teaching and Learning of FBS UNIMED Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED

Johannes Jefria Gultom

Universitas Negeri Medan

Author-ID : 2766051

Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other

Published : 12 Documents Claim Missing Document

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Articles

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Speech Function In Insurance Advertising Slogans Johannes Jefria Gultom; Jimmy Jimmy
Journal of Language, Literature and Teaching Vol 1, No 1 (2019): April - July
Publisher : Journal of Language, Literature and Teaching

The objectives of this study was to describe the types of speech function and the reasons of using them in the insurance advertising slogan. This research used descriptive qualitative research design. The data was taken from the insurance advertising slogans in the form of sentences that belonged to the types of speech function. To collect the data, the researcher used documentary technique. Based on the analysis of the data, it could be concluded that the types of speech function in the insurance advertising slogans can be classified into statement category. The reason of using speech function in the insurance advertising slogans was mostly used to persuade to readers or customers to join with the company despite of the speech functions of some advertisements which described its content.

READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK BASED ON BLOOM’S TAXONOMY FOR GRADE XII Prasiska Oktaviani Gultom; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

This study aimed at identifying and analyzing the types and levels of questions available in the third grade of senior high school. The purpose of the analysis was to determine the distribution of the questions over the six levels of the new version of Bloom's Taxonomy of the cognitive domain. The sample of the study consisted of the English textbooks where the researcher analyzed (144) questions. The results revealed the following: for remembering - understanding (20%), analyzing - applying (55%) evaluating (15%) and creating (10%). The proportion of regulation by the ministry of education and culture shows remembering – understanding level is 20%, whereas in the distribution of cognitive domain in data analysis shows remembering – understanding is 70.7%, applying – analyzing is 55%, whereas in the distribution of cognitive domain in data analysis shows applying – analyzing is 21.4%, evaluating is 15%, whereas in the distribution of cognitive domain in data analysis shows evaluating is 2.4%, and creating 10%, whereas in the distribution of cognitive domain in data analysis shows creating is 5.5%. Based on the data above it clearly shows the significant differences between proportion of regulation by ministry of education and culture with the result of the data analysis in English textbook for third grade of senior high school is inappropriate with the regulation by ministry of education and culture.Keywords : English Textbook, Bloom’s Taxonomy, Reading Comprehension Question

THE IMPLEMENTATION OF BLOOM’S REVISED TAXONOMY IN TEACHER’S QUESTIONS IN TEACHING ENGLISH AT SENIOR HIGH SCHOOL Maya Anggriani; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 4 (2021)
Publisher : Universitas Negeri Medan

The present study entitled “The Implementation of Bloom’s Revised Taxonomy in Teacher’s Questions in Teaching English at Senior High School” focuses on describing the categorization of teacher’s questions according to the theory proposed by Wilen (1991) and Anderson and Krathwol (2000). The main purpose of the study is investigating and analyzing cognitive level of teacher’ questions based on the mentioned theory, and additionally the technique of questioning used. The data were collected through the observation from the three lesson videos selected on Youtube and were transcribed. The researcher only focuses on collecting the teacher’s question utterances from grade of X and XI senior high school in the topic of descriptive and biography text. The results showed that the teacher 1 used 8 techniques out of 9 techniques of questioning, teacher 2 and teacher 3 used 6 techniques of questioning. The three teachers similarly didn’t use T9 technique, and frequently used T8 technique. There are 4 cognitive levels used by teacher 1 and teacher 2 those are remembering (C1), understanding (C2), analyzing (C4), and creating (C6). In the side of teacher 3 only used 2 cognitive levels in questioning the students, those are remembering (C1) and understanding (C2). The three teachers frequently asked questions in the level of remembering (C1) respectively 69% from video 1, video two is 43%, and video 3 is 70%.Keywords: Teacher's Question, Bloom’s Revised Taxonomy, Techniques of Questioning.

THE READING COMPREHENSION STRATEGIES USED BY THE STUDENTS OF SMAN 3 PEMATANGSIANTAR Lezly Frisca Sigalingging; Berlin Sibarani; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 3 (2019): English Teaching
Publisher : Universitas Negeri Medan

This thesis entitled “The Reading Comprehension Strategies Used by Students of SMA N 3 Pematangsiantar” is designed to investigate the strategies implemented by the students in comprehending the reading texts and the underlying reasons why the students implemented the strategies as they did. Qualitative research design was conducted as the research method in this study. The subjects of this study were 6 students of grade eleventh at SMA N 3 Pematangsiantar in academic year 2017/2018. Three of the students were identified as the students who have high English ability, while the other three students have low English ability. The data were collected by in-depth interview. The data were analyzed by using Miles, Huberman, and Saldana (2014) data analysis technique. The findings of the study showed that the students implemented 4 strategies in comprehending the reading text, they are (1) Experience, (2) Summarize, (3) Re-read, and (4) Look up the words you don’t know. The underlying reasons of the strategies in comprehending the reading text are different for each strategy. The underlying reason for experience strategy is the reading comprehension facilitation, summary strategy is indicator of comprehension, re-read is the cognitive process, and look up the word you do not know is the lack of vocabulary mastery. Key words: Reading, Reading comprehension, strategies

Characterization of Irewa in Dorothea Rosa Herliany’s Novel Isinga a Feminism Approach Nur Arafah Zuhri; Johannes Jefria Gultom
TRANSFORM : Journal of English Language Teaching and Learning Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

This study aimed at discovering the characterization of Irewa presented in Dorothea Herliany’s Novel and describe feminism reflected in the characterization of Irewa in the novel .The data of this study were the sentences of characterization of main character found in Isinga novel. The data were collected by using documentation technique. The data were analyzed by using descriptive qualitative analysis. The findings of this study were Irewa’s does, says and other thinks about her character’s described toward feminism. In addition, feminism diverse area of inquiry, dealing with the history of women’s.

VERBAL INTERACTION IN ENGLISH CLASSROOM USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) Fitri Mardiana; Zainuddin Zainuddin; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 3 (2018)
Publisher : Universitas Negeri Medan

The thesis deals with the dominant category used by teacher and the students during English classroom interaction, and the percentage of teacher’s talk and students’ talk during English classroom interaction using Flanders Interaction Analysis Categories System (FIACS). Moreover, this study used descriptive qualitative design .The data of this study were utterances between English teacher and students during English classroom in XI-2 IPA of SMA Negeri 11 Medan.The instruments for data collection were observation tally sheet and video recording. The result showed all of the categories used in the teaching and learning process. It found from the percentage of all categories , the dominant category used by the teacher was Giving Direction (40.41% ). In the other hand the dominant category used by students was Student Talk-Response (57.60%). In addition, the percentage of Teacher Talk was 59.76%, and the percentage of Student Talk was 36.72% during classroom interaction in English lessons .It showed, the teacher more active and dominant talking than the students during verbal classroom interaction.Key words: Verbal Classroom Interaction, Teacher Talk, Student Talk, Flanders Interaction Analysis Categories System

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT Rut Emi Febriyani Simamora; Lince Sihombing; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 4, No 1 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v4i1.4108

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

DEVELOPING READING MATERIALS BY USING EDMODO FOR GRADE TENTH AT SMA NEGERI 11 MEDAN Retno Kesuma Hati; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 3 (2020)
Publisher : Universitas Negeri Medan

The objective of this study was to develop reading materials by using Edmodo for grade tenth at SMAN 11 Medan. This study was conducted by using Research and Development design through six stages; gathering data and information, need analysis, designing materials and media, validating, revising (final product). The subject of the study was grade tenth of SMAN 11 Medan. The data were gathered by reviewing documents, conducting interview to English teacher and distributting questionnaire to X IPA 7 consists of 36 students to get the students’ need. The interview and questionnaire result prove that the students need the high order thinking reading materials and media. The developed reading materials were validated by two experts which are the average scores (4.55 and 4.05) show that the reading materials are valid and suitable to use for grade tenth students of SMAN 11 Medan. The result of product distributed to the students through edmodo.

THE EFFECT OF APPLYING MULTISENSORY TEACHING METHOD ON THE STUDENTS’ VOCABULARY ACHIEVEMENT IN READING Widya Ulfa; Masitowarni Siregar; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 4, No 1 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v4i1.4110

This study was conducted as an attempt to find out the effect of applying Multisensory Teaching Method on the students’ vocabulary achievement in reading. This research used the experimental design. The population of this research was the students of SMP Nusa Penida Medan. The Sample of this research was the 2014/2015 seventh grade students of SMP Nusa Penida Medan with the total number 60 of students as sample taken by using random sampling technique. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was multiple choice tests of pre-test and post-test. To obtain the result of the reliability of the test, the Kuder Richardson formula (KR21) was used. The result of the calculation showed that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue was higher than ttable (5, 87>2, 00) at the level of significance 0, 05 with the degree of freedom (df) 58. Therefore, null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means that there is a significant effect of using Multisensory Teaching Method on the students’ achievement in vocabulary in reading. Keyword : Multisensory Teaching Method, Vocabulary Achievement.

TEACHER’S STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT AT SNIOR HIGH SCHOOL Sintha Veronika Sianturi; Masitowarni Siregar; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

This research aimed to describe the teacher’s strategies in teaching writing descriptive text and to describe the problems faced by the teacher. It was a descriptive qualitative research design. The subject of this research was one English teacher of SMA Swasta RK Serdang Murni Lubuk Pakam. The data of this research were the teacher’s language and the activities in teaching writing descriptive. The results showed that the teacher applied seven strategies they were (1) modify comprehensible input, (2) make lesson visual, (3) link new information, (4) determine key concepts, (5) modify vocabulary instruction, (6) use cooperative learning strategies, and (7) modify testing. And the problems faced by the teacher were the lack of students’ vocabularies and the participation in group work.Keywords: Teaching Writing, Teacher’s Strategies, Descriptive Text.

Co-Authors Berlin Sibarani Fitri Mardiana Jimmy Jimmy Lezly Frisca Sigalingging Lince Sihombing Masitowarni Siregar Maya Anggriani Monika Situmorang Nur Arafah Zuhri Prasiska Oktaviani Gultom Retno Kesuma Hati Rut Emi Febriyani Simamora Sintha Veronika Sianturi Widya Ulfa Zainuddin Zainuddin

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