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MAPPING READING EXERCISES IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE STUDENTS BASED ON HOTS Johannes Jefria Gultom; Maryana Sitinjak
BAHAS Vol 31, No 4 (2020): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v31i4.21912

AbstractThis study is about the cognitive level of reading exercises in an English textbook for eleventh grade students based on Revised Bloom’s Taxonomy. The objective of the study was to investigate the distribution of the higher order thinking skills in the reading exercises of students’ textbooks entitled Bahasa Inggris which is published by the Ministry of Education and Culture. This study was conducted by using descriptive qualitative method. The data of this study were the reading texts’ exercises in the textbook. The result of this study was the reading exercises in Bahasa Inggris textbook covered all of the cognitive levels, they are Remembering (43.90%), Understanding (20.73%), Applying (6.1%), Analyzing (1.83%), Evaluating (1.22%), and Creating (26.22%). Thus, the distribution of higher order thinking skills (analyzing, evaluating, and creating) in the textbook was 29.27%, and for the lower order thinking skills obtained 70.73%. Thus, reading exercises developed in Bahasa Inggris textbook provided Higher Order Thinking Skills questions to students at the eleventh grade.Key words: Higher Order Thinking Skills; Reading Exercises; Revised Bloom’s Taxonomy

THEMATIC PROGRESSION IN THE STUDENTS’ WRITING RECOUNT TEXT Johannes Jefria Gultom; Terade M.T Barus
BAHAS Vol 31, No 2 (2020): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v31i2.20191

AbstractThis study was aimed at investigating the types of theme and the pattern of thematic progression in students’ recount texts. The research was a descriptive qualitative research. It was conducted at SMP Maria Goretti Kabanjahe in North Sumatera. The subjects of the study were 35 students at ninth grade. The data were collected using documentation technique. The procedures of the analysis were: separating a text into clauses, identifying and classifying the types of theme of every clauses, and identifying and classifying the pattern of thematic progression of the texts. There were 310 clauses found in the students’ writing. The findings showed that there are four types of theme in the students’ recount texts, namely: Unmarked Simple Theme (177/57%), Marked Simple Theme (6/2%), Unmarked Multiple Theme (97/31.4%), and Marked Multiple Theme (30/9.6%). In addition, the patterns of thematic progression found were Constant Theme Pattern (47/88%) and Simple Linear Pattern (5/12%). Keyword: Theme and Rheme, Thematic Progression, Recount Text

PEMANFAATAN MEDIA DALAM PROSES BELAJAR MENGAJAR Johannes Jefria Gultom
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 37.2618

Media sebagai salah satu komponen dalam kegiatan belajar mengajar dipilih atas dasar tujuan dan bahan pelajaran yang telah ditetapkan. Oleh karena itu, pendidik sebagai subyek pembelajaran harus dapat mengembangkan media yang tepat, sehingga bahan pelajaran yang disampaikan dapat diterima peserta didik dengan baik. Di samping itu media juga mempunyai fungsi untuk mengatasi kebosanan dan kelahan yang diakibatkan dari penjelasan pendidik yang sukar di mengerti. Ada 3 (tiga) jenis media dalam kegiatan belajar mengajar, yakni: media auditif, visual, dan audiovisual. Pendidik harus mampu menetapkan atau memutuskan media yang tepat dan sesuai dengan materi pelajaran sehingga media pembelajaran tersebut akan mempermudah peserta didik dalam memahami materi yang disampaikan. Kata Kunci: Media, proses belajar mengajar

PEMANFAATAN MEDIA DALAM PROSES BELAJAR MENGAJAR Johannes Jefria Gultom
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 38.2547

Media sebagai salah satu komponen dalam kegiatan belajar mengajar dipilih atas dasar tujuan dan bahan pelajaran yang telah ditetapkan. Oleh karena itu, pendidik sebagai subyek pembelajaran harus dapat mengembangkan media yang tepat, sehingga bahan pelajaran yang disampaikan dapat diterima peserta didik dengan baik. Di samping itu media juga mempunyai fungsi untuk mengatasi kebosanan dan kelahan yang diakibatkan dari penjelasan pendidik yang sukar di mengerti. Ada 3 (tiga) jenis media dalam kegiatan belajar mengajar, yakni: media auditif, visual, dan audiovisual. Pendidik harus mampu menetapkan atau memutuskan media yang tepat dan sesuai dengan materi pelajaran sehingga media pembelajaran tersebut akan mempermudah peserta didik dalam memahami materi yang disampaikan. Kata Kunci: Media, proses belajar mengajar

Mapping a Teacher Questions in Teaching English at a Senior High School Johannes Jefria Gultom; Maya Anggriani
BAHAS Vol 32, No 2 (2021): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v32i2.26770

Abstract The objectives of this article are to identify and classify the questioning techniques (T) implemented by an English teacher in teaching English at a senior high school and to find out the cognitive levels of the questions (C) based on Bloom’s revised taxonomy. This article was based on a research conducted in a descriptive qualitative research design. The data were the 29 questions uttered by the teacher during a class meeting collected using documentation technique. There was 1 question which belonged to T1, 9 T2, 2 T3, 7 T4, 2 T5, 4 T6, 1 T7, and 13 T8. In addition, there were 20 questions which belonged to C1, 5 C2, 3 C4, and 1 C6.Keywords: Teacher Questions, Questioning Techniques, Bloom’s Revised Taxonomy

CODE SWITCHING BY THE TEACHER IN EFL ONLINE TEACHING AND LEARNING PROCESS AT SMAN 7 MEDAN Johannes Jefria Gultom; Edward Naibaho
BAHAS Vol 32, No 4 (2021): BAHAS
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v32i4.30542

Abstract The aims of this study are to analyze the types of code switching by the teachers in EFL online teaching and learning process and to analyze the teachers’ reasons of the use code switching. This study was conducted by using descriptive qualitative design. The sources of this data were the two EFL teachers at SMAN 7 Medan. To collect the data, the researcher used zoom video recording platform to record the EFL teaching and learning process. Then, Teachers were interviewed after the teaching and learning process. There were three ways of action to analyze the data, they were data condensation, data display and conclusion drawing/verification. After analyzing the data, the researcher found that there were three types of code switching used by the teacher while teaching, namely intra-sentential switching, inter-sentential switching and tag switching. Inter-sentential switching was dominantly used by the teachers, meanwhile tag switching was the lower frequently used by teachers. In line with that, the researcher also found that there were five reasons why the teacher switched their language in EFL teaching and learning process, namely: to translating unknown vocabulary, to manage the classroom, to explain grammar, to emphasize some points, and to give empathy and solidarity.Keywords: Code switching, EFL teacher, intra-sentential switching, inter-sentential switching, tag-switching

GRAMMATICAL INTRICACY AND LEXICAL DENSITY OF READING TEXTS OF ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE XII Johannes Jefria Gultom; Evrianto Pintubatu
BAHAS Vol 33, No 2 (2022): BAHAS
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v33i2.35972

ABSTRACTThis study deals with the grammatical intricacy and lexical density of reading texts of English textbook for senior high school students grade XII. The objectives of this study are to investigate the level of grammatical intricacy (GI), and lexical density (LD) of the reading texts of English Textbook. This study was conducted by using descriptive qualitative and content analysis design. The data of this study were simple clauses, clauses complexes, sentences, lexical items and content carrying lexical items (nouns, verbs, adjectives and adverbs) of the English reading texts of Look Ahead 3, English textbook for senior high school grade XII published by Erlangga 2007. The result of the analysis showed that: (1).The level of grammatical intricacy of four out of six reading texts is high (3.53, 2.3, 2.71, and 2.25) and the other two texts are medium (2) and low (1.83). (2).The level of lexical density of four out of six reading texts are low (42.67%, 45.93%, 48.47%, and 36.99%) and the other two texts are high (58.36, and 55.40%). Keywords: grammatical intricacy; lexical density; reading texts

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. 13 No. 1 (2024): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v13i1.65423

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.

COGNITIVE PROCESSES IN WRITING OF TENTH GRADE STUDENTS AT SMAS AMIR HAMZAH MEDAN Sinaga, Doni Setiawan; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol. 13 No. 4 (2024): Journal of Applied Linguistics
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v13i4.65495

The objective of this study was to explain the reasons behind the way cognitive processes of tenth- grade students occur in writing descriptive text. This study was conducted by using descriptive qualitative design. The data were collected by using students' writing and interview. The subjects of this study were the students of tenth grade at SMAS Amir Hamzah Medan. The findings of this study showed the reasons for tenth-grade students’ cognitive processes in writing were the students' habits of how they usually think about organizing their writing by determining the title and the subjects’ skills of composing an outline descriptive text, the different abilities to think in constructing sentences into text structures of descriptive text, namely identification, and description, and the students had the awareness to rethink their results by reading and reflecting on the text they had written and they revised errors in their text to ensure the results of writing descriptive text.

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