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MARISI DEBORA
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : bahas

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THE EFFECT OF LEARNING STYLES ON STUDENTS’ SENTENCE STRUCTURE ACHIEVEMENT MARISI DEBORA
BAHAS Vol 25, No 4 (2014): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v25i4.2498

Abstract

This article presents the research findings of the effect of the students’ learning styles on their students’ sentence structure achievement. The study analyzed the students’ learning styles questionaires and their sentence structure test. It was found that students’ learning styles do not significantly affect their sentence structure achievement. It is concluded that although each student has his / her own characteristics that lead them into their own learning styles, they also have their own learning strategies, which facilitate learning task that help them to be a better language learner.
SIMILARITIES OF SOME BASIC NOTIONS IN ENGLISH AND TOBA BATAK LANGUAGE Marisi Debora
BAHAS No 75TH XXXVI (2009): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i75TH XXXVI.2537

Abstract

  In linguistics, the scientific study of meaning is called semantics. It covers the topic of some basic notions: sentences, utterances, propositions, reference and sense. The basic notions are described in such a way by finding the similarities of them in two languages (English and Toba Batak Language). It is aimed to enhance the comprehension of some basic notions in semantics.   Key words:  similarities, basic notions, semantics.  
THE EFFECT OF EXPLICIT, IMPLICIT INSTRUCTIONS AND LEARNING STYLES ON STUDENTS’ SENTENCE STRUCTURE ACHIEVEMENT Marisi Debora
BAHAS No 82 TH 38 (2011): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i82 TH 38.2551

Abstract

The objectives of this study are to investigate whether Explicit Instruction and Implicit Instructions techniques significantly affect the students’ sentence structure achievement, to find out whether the students’ learning styles affect students’ sentence structure achievement and to find out whether there is an interaction between explicit and Implicit instructions and learning styles to students’ sentence structure achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2008 Academic year of English Department State University of Medan taken as sample of this research. The post test was given to both groups. The data were analyzed by applying Two-Way ANOVA. The result of testing the first hypothesis showed that that explicit and Implicit instructions significantly affect students’ sentence structure achievement. The result of the testing the second hypothesis showed that students’ learning style do not significantly affect students’ sentence structure achievement. The result of the testing the third hypothesis showed that there is interaction between instructions techniques and learning styles on students’ sentence structure achievement. After the Scheffe test was applied, it showed that students who have Field Independent learning style got higher result if they were taught by Explicit instruction and students who have Field Dependent learning style got higher result if they were taught by Implicit instruction.   Key Words: explicit instruction; implicit instruction; learning styles
THE EFFECT OF EXPLICIT, IMPLICIT INSTRUCTIONS AND LEARNING STYLES ON STUDENTS’ SENTENCE STRUCTURE ACHIEVEMENT Marisi Debora
BAHAS No 78 TH 37 (2010): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i78 TH 37.2622

Abstract

  The objectives of this study are to investigate whether Explicit Instruction and Implicit Instructions techniques significantly affect the students’ sentence structure achievement, to find out whether the students’ learning styles affect students’ sentence structure achievement and to find out whether there is an interaction between explicit and Implicit instructions and learning styles to students’ sentence structure achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2008 Academic year of English Department State University of Medan taken as sample of this research. The post test was given to both groups. The data were analyzed by applying Two-Way ANOVA. The result of testing the first hypothesis showed that that explicit and Implicit instructions significantly affect students’ sentence structure achievement. The result of the testing the second hypothesis showed that students’ learning style do not significantly affect students’ sentence structure achievement. The result of the testing the third hypothesis showed that there is interaction between instructions techniques and learning styles on students’ sentence structure achievement. After the Scheffe test was applied, it showed that students who have Field Independent learning style got higher result if they were taught by Explicit instruction and students who have Field Dependent learning style got higher result if they were taught by Implicit instruction.   Key Words: explicit instruction; implicit instruction; learning styles
IMPLEMENTING ORGANIZATIONAL SKILLS IN THE CLASSROOM Marisi Debora
BAHAS Vol 26, No 3 (2015): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v26i3.5595

Abstract

This article presents the writer’s experience in the classroom in implementing the organizational skills. The article also discuss the reason for teaching organizational skills in the classroom, materials needed for the teaching and the implementation of the organizational skills in the classroom. The materials can be adjusted to the availability in the class and the students’ own stationery. The two stages of implementation later build the students’ independence which is the goal of teaching and preparing them for successful academic life.   Key Words: organizational skills, teaching organizational skills, implementing
Co-Authors Amrin Saragih Triana Triana