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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED

Berlin Sibarani

Universitas Negeri Medan

Author-ID : 2766104

Humanities Education Languange, Linguistic, Communication & Media

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MORPHOLOGICAL AWARENESS IN TASK COMPLETION AND TEXT PROCESSING Desi Marisi; Berlin Sibarani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35845

The objectives of this study were to investigate the way of how morphological awareness tasks completion relates to morphological awareness in text processing and to find out the reason why the relation occurs the way it does. This study was conducted by using descriptive qualitative design. The participants were the students grade 8 of SMP Budi Murni Medan which consists of 25 students. This study revealed that there is different consistency between Text Processing Awareness and Completion Task for derivational morpheme and inflectional morphology. It was concluded that completion task is suitable for inflectional morpheme while for derivational morpheme it does not totally measure awareness, most of them measure ability to produce word. Furthermore, judgment task is the simplest of three tasks that measure the students’ awareness about morphological complex words. Some of the students have less awareness due to lack of vocabulary knowledge and the high frequency of words given.Keywords: morphological awareness, task completion, text processing

TEACHERS’ EXPERIENCES REFLECTED IN THEIR TEACHING OF DESCRIPTIVE TEXT TO GRADE VIII STUDENTS OF SMPN 2 MEDAN Septian Wahyu Maulana; Berlin Sibarani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

The study was aimed to see whether teachers’ experiences are reflected in teaching descriptive text to grade VIII students of SMPN 2 Medan or not. This study was conducted by using descriptive qualitative method through a collection of techniques used to specify, delineate, or describe naturally occurring phenomena without experimental manipulation. The data were gathered by administering interview to three English teachers with different years of experience and observing their teaching of descriptive text during a classroom session. The observation and interview result proved that the three English teachers did not reflect their teaching experience when teaching descriptive text to the students. The reason why the three English teach descriptive text in the ways they do varied from one to the other.Keywords: Experience, Descriptive Text, Qualitative Descriptive Research

English Teachers’ Strategy in Teaching Writing Descriptive Text to Students of All-Grades at Junior High School Reza Luthfi; Berlin Sibarani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

This research was aimed at describing the extent to which strategy does the teachers use in teaching descriptive writing to students at Junior High School and finds out the reasons underlying the teachers using certain theory. The strategy which the teachers use was analyzed by following the theory of Johns’ Scaffolding Strategy (2010). Scaffolding Strategy divided into Explicit Implementation consist of three types namely (1) modeling; (2) joint negotiation and (3) independent construction. And the other one is Implicit Implementation which consists of four types namely (1) dimly felt of sense; (2) begin composing; (3) course composing and (4) external feedback. The data was analyzed following Miles and Huberman theory of qualitative research (1994). The research findings showed that, the English teachers are using all three types of explicit implementation and only one type of implicit implementations, namely external feedback. And the reasons underlying teachers using these implementations are (1) the teachers want to vivid students’ knowledge about the generic structure, language features and social functions of descriptive text, (2) teachers want the students to understand more and get familiar with descriptive text in real life, (3) teachers wants to know students’ ability in applying their knowledge of descriptive text on their own-making descriptive text and (4) enlighten students on how to criticize their friends’ work.Keywords: Descriptive, scaffolding, explicit implementation, implicit implementation

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

TEACHING WRITING FOR STUDENTS OF SMK WIRAHUSADA MEDAN Elovani Mulinta Sinuraya; Berlin Sibarani; Morada Tetty
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

This study aims at describing how the teacher teaches the students to write texts to the eleven grade students of SMK Wirahusada Medan and the underlying reasons of why the teacher did the way she did. Qualitative research design was used by the researcher to conduct this study. The subject of this study was English teacher who taught the eleven grade students of SMK Wirahusada Medan in academic year 2018/2019. The data were collected by observing, video or audio recording, and interview. The data were analysed by using Miles and Huberman data analysis techique. The findings of the study showed that most of the ways of teaching were focusing on telling the students the genre knowledge of text than focusing on teaching writing. The underlying reasons of the teacher’s ways in teaching writing were due to (1) Teacher believed that by reminding the definition of the text made the students be able to differentiate the text. (2) the teacher believed that by knowing the purpose of material, the students are able to differ a text with other text, (3) the teacher believed that the the generic structure and language feature helped the students to know the steps of writing text, (4) teacher believed that by giving the task from the easiest types, the students will slowly were able to write their other texts later.Keywords:Teaching, Teaching writing, Qualitative research

DESCRIPTIVE TEXT WRITING OF STUDENTS WITH NATURAL AND SOCIAL SCIENCE MAJORS Miftahul Mar'ie Susetio; Berlin Sibarani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

This study aimed at identifying how the students of natural and social science majors write descriptive text writing based on the usage of process. This study was conducted by applying descriptive qualitative method. The sources of data were taken from natural and social science students’ descriptive text writing. The results of this research showed that the natural science and social science students used types of process differently in writing their descriptive text. The students from natural science used relational process as the dominant type of process in their description. From 150 types of process used in 13 texts, they use 104 relational processes, it’s 69.33%. They tend to use verbs such as ‘be/is/am/are as attributes and identifications, they also tend to use ‘have/has’ which refers to possession. On the other hand, the dominant type of process used in social science students’ descriptive text writing is existential process. From 107 types of process used in 13 texts, 50 (46.7%) of them are existential process. The findings of the study also showed that the different use of types of process from natural and social science students affected their way in describing object and their way in writing descriptive texts.Keywords: Descriptive, Writing, Process, Natral Science, Social Science

Co-Authors Desi Marisi Elovani Mulinta Sinuraya Johannes Jefria Gultom Lezly Frisca Sigalingging Miftahul Mar'ie Susetio MORADA TETTY Reza Luthfi Septian Wahyu Maulana

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