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

Berlin Sibarani

UNIMED

Author-ID : 2766092

Humanities Education Languange, Linguistic, Communication & Media

Published : 7 Documents Claim Missing Document

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Articles

Exposure of Reference and Sense in English Textbook of Elementary Students of Grade One Berlin Sibarani
Journal of Language, Literature and Teaching Vol 3, No 2 (2021): AUGUST - NOVEMBER
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v3i2.1-11

The objectives of this study were to describe the exposure of references in Elementary English textbooks. This study revealed that 96% in the attempt to teach the students the reference as the semantic properties of the objects. No systematic and organized attempts to expose the references which enable the students to develop their mental image critically and systematically. Exposure of senses is also found in the textbook although their occurrences are very few and limited in terms of number (4%) and types of sense. The sense exposed in the textbook is limited to attributes of various objects having the same expression and proper names. Systematic and purposeful organizations of this exposure are not found either. This might be caused by the lack of knowledge of the textbook writer about the semantic properties of objects (nouns), their relationship with the mental image development of the students. For better exposure of meanings of objects (nouns) in English textbooks, theories of reference and sense and other semantic properties of meaning must be taken into account. Keywords: reference, sense, elementary, mental image, textbook

GRAMMATICAL ERRORS IN DESCRIPTIVE TEXT WRITTEN BY DIFFERENT GRADES OF SMP DHARMA PANCASILA MEDAN Grace Seprima Pakpahan; Berlin Sibarani; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

GRAMMATICAL ERRORS IN DESCRIPTIVE TEXTWRITTEN BY DIFFERENT GRADES OF SMP DHARMAPANCASILA MEDAN*Grace Seprima Pakpahan**Prof. Dr. Berlin Sibarani, M.Pd** Safrida Lubis, S.Pd, M.HumABSTRACTThe study aims to analyze grammatical errors in descriptive text written bydifferent grades. This study was conducted by using descriptive qualitative design.The sources of this data are students in the eighth grade which consists of 21students and the ninth grade which consists of 20 at SMP Dharma PancasilaMedan. The data of the study were obtained from students’ descriptive text andinterview. The analysis found that the grammatical errors written by eighth gradeare subject verb agreement (46 cases), verb tense (7 cases), verb form (5 cases),singular/plural (2 cases), word form (11 cases) and sentence structure (26 cases),while the grammatical errors written by ninth grade are subject verb agreement(43 cases), verb tense (7 cases), verb form (4 cases), singular/plural (4 cases),word form (12 cases) and sentence structure (18 cases). From the analysis wasfound the factors underlying the grammatical error made by eighth grade areimperfect learning (4), overgeneralization (11) and influence of the nativelanguage (6), while the factors underlying the grammatical error made by ninthgrade are imperfect learning (8), overgeneralization (6) and influence of the nativelanguage (6).Key words : Grammatical errors, Descriptive text, Eighth and Ninth GradeStudents

THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT Uziana Uziana; Berlin Sibarani; Anni Holila Pulungan
LINGUISTIK TERAPAN Vol 14, No 2 (2017)
Publisher : Universitas Negeri Medan

The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies

THE TEACHING READING COMPREHENSION OF HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS IN MEDAN Nova Marya Simanjuntak; Berlin Sibarani; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS Emi Br Bukit; Berlin Sibarani; Rika Rika
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri 1 Sibolangit and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords : Teaching,Reading Comprehension,Narrative Text.

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension Eka Rejeki Maha; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v2i1.725

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

TEACHING READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS OF SMA IN MEDAN Sori Merianda Sigalingging; Berlin Sibarani; Sumarsih Sumarsih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

This study aimed at describing how the teachers teach reading comprehension of analytical exposition text to the eleventh grade students of SMA in Medan and revealing the underlying reasons of why they do that way. This study was conducted by using descriptive qualitative research design. The subjects of this study were two English teachers who taught at the eleventh grade students of two SMA in Medan they were: SMA Negeri 4 and SMA Negeri 12 in academic year 2016/2017. The data were the recorded utterances of the teachers and the students during the teaching reading process and the transcript of the interview which were collected by observing, tape recording, and interviewing and analysed by using Miles and Huberman technique. The findings of the study showed most of the teachers’ ways did not focusing on teaching reading comprehension but rather focusing on teaching the knowledge of genre because they did not provide the use of text structure knowledge which is considered as a help to enhance comprehension. All the underlying reasons of the teachers’ ways in teaching reading comprehension of analytical exposition text did not facilitate comprehension. It was due to the misperception of the concept of teaching reading comprehension. Key words: teaching, reading comprehension, analytical exposition text

Co-Authors Anni Holila Pulungan Eka Rejeki Maha Emi Br Bukit Grace Seprima Pakpahan Johannes Jefria Gultom Nova Marya Simanjuntak Rika Rika Safrida Lubis Sori Merianda Sigalingging Sumarsih Sumarsih Uziana Uziana

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