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All Journal Jurnal Bahasa dan Sastra Linguistica RETORIKA: Jurnal Ilmu Bahasa BAHAS TEFLIN Journal: A publication on the teaching and learning of English PRASASTI: Journal of Linguistics Jurnal Ilmiah Lingua Idea LINGUISTIK : Jurnal Bahasa dan Sastra English Language Teaching Educational Journal PUBLIKASI PENELITIAN TERAPAN DAN KEBIJAKAN Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Sustainable: Jurnal Kajian Mutu Pendidikan Ability : Journal of Education and Social Analysis International Journal of Educational Research and Social Sciences (IJERSC) Journal of English Education and Linguistics Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Register : Journal of English Language Teaching and Learning of FBS UNIMED LINGUISTIK TERAPAN JURNAL PENELITIAN BIDANG PENDIDIKAN Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED Journal of Language and Pragmatics Studies Jurnal Edulanguage: Jurnal Pendidikan Bahasa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING

Anni Holila Pulungan

Unknown Affiliation

Author-ID : 3023821

Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Articles

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Illocutionary Acts in Jack Ma’s Inspiring Speech in His Graduation at The University of Hongkong Puji Hariati; Anni Holila Pulungan; Rahmad Husein
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v2i1.209

This study addresses types of illocutionary acts in Jack Ma’s inspiring speech in his graduation at the University of Hongkong. The meaning or the function of an utterance in speech-acts can merely be analyzed based on the acts of illocution made by the speaker. In other words, the hearer will be able to give any responses to the utterances made by the speaker if he or she understands the intention of speaker’s utterances. The research is categorized as descriptive qualitative based on Moleong’s theory (2014:82). It aimed to find the types of illocutionary act performed by Jack Ma’s speech in his graduation at the University of Hongkong, to describe the intended forces of each type of illocutionary act performed in that speech, and to find out the context supported interpretation of meaning in illocutionary acts. The findings indicates that there are 7 types of illocutionary acts such : 0 (0%) for declarative, 58 (62 %) for assertive, 11 (12 %) for expressive, 3 (3 %) for directive, 11 (12 %) for commissive, 4 (4 %) for assertive expressive and 7 (7 %) for assertive directive. It means that most of dominant of illocutionary acts is assertive. And context supported the interpreting of meaning performed illocutionary acts can be mentioned through the participants, the setting or social context of interaction, the topic, and the function. All these explanations guided the audience to catch the truly meaning of a speaker.

Students’ Cognition and Attitude in Writing Descriptive Text Indah Sari; Anni Holila Pulungan; Rahmad Husein
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v2i1.210

College students are in formal operational in period of cognitive development which they can use symbols logically related to abstract concepts, acquire flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis and consider possible alternatives reasoning and problem solving. However, the students’ writings have some mistakes in terms of using surface features such as spelling, grammar, usage, punctuation, grammar, vocabulary and tenses. This study aimed to analyze about the students’ cognition and attitude in writing descriptive text. The design of this study was descriptive qualitative by conducting the in-depth interview and questionnaire administration. The data of this study were the sentences in descriptive text and transcript of interview. Moreover, the data source were 2 students of 7th semester at STBA – PIA Medan. The results showed that 1) the dominant type of students’ attitude in writing descriptive text was cognitive domain followed by affective and conative domains which could be interpreted that the students had positive attitude regarding to the writing of descriptive text, 2) the students’ cognition in writing descriptive text was having the stages of writing process which consists of pre-writing, drafting, revising, editing and publishing, and 3) the reasons of applying the students’ cognition and attitude in descriptive text were they had the goals and purposes in their thoughts when they were writing. Moreover, they believed that writing could improve their skills in learning English as a foreign language.

Validity And Reliability of he English Summative Test For Second Semester of he Fifth Grade in Academic Year 2019/2020 Khairunnisa Nisa; Anni Holila Pulungan; Rahmad Husein
International Journal of Educational Research & Social Sciences Vol. 2 No. 1 (2021): February 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i1.21

The validity and reliability of the test is very important before the test is used to measure student achievement. This study aims to analyze the validity and reliability of the summative English test for fifth grade public elementary schools 058238 Bukit Rata in the academic year 2019/2020, and to investigate the quality level of the summative test of English in elementary schools. This research is a quantitative descriptive study. The subjects in this study were students of grade V public elementary school 058238 Bukit Rata in the academic year 2019/2020. The data analysis technique used is quantitative analysis by testing the validity, reliability, level of difficulty, distinguishing power, and tricking effectiveness. The data obtained were analyzed using the ANATES version 4 program and manual calculations using Microsoft Excel. The results showed that, the level of validity of the English test in grade 5 elementary school before the revision based on material aspects, construct aspects and language aspects obtained a percentage of 73% with a good category. After being revised, based on material aspects, construct aspects and language aspects obtained a percentage of 90% with a good category. The reliability test was carried out twice, namely the questions before expert validation and after expert validation. The results of the reliability test on the first question were the value of -0.084 in the unreliable category because the value was ≤ 0.700. Furthermore, the second test of English test reliability was carried out. The results of the second test reliability test, namely the KR 20 formula with the help of the Excel program obtained a value of 0.413 in the sufficient category. The level of validity and reliability of the English test in grade 5 elementary schools. Before the revision, the number of valid questions was 4 valid questions or 16% of the total questions. Furthermore, the number of questions that can be accepted is 17 questions, but 13 questions are not valid. So it is necessary to improve the overall problem. After the revision was made, the number of valid questions was 16 valid questions or 64% of the total questions. Furthermore, the number of questions that can be used is 15 questions, because one significant question has a low difference power, so the question is not used. The validity and reliability of the English test in fifth grade public elementary school 058238 Bukit Rata should be revised becausereliability is used as an indicator in believing the value of a test because it has consistency. While the test must be valid because it is used as a development and evaluation of a test. In addition, validity is also needed to determine the feasibility of items.

The Use of Interactive Learning Media for Teachers in Rural Areas Anni Holila Pulungan
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1705

Learning media is a tool or means that can facilitate delivery of messages from a learning resource to students. Interactive learning media need to be used by teachers so that the learning process runs well and is attractive to students. Teachers in rural areas still use conventional learning media. They still use simple media made of thick card and simple power point. There is no creation and innovation in it. The research method in this study is descriptive qualitative. Fifteen teachers from the Al Ahliyah Al Islamiyah madrasa, South Tapanuli. They are teachers who teach different subjects, such as Indonesian, Economics, Natural Sciences, Social Sciences, Chemistry, Information Communication Technology, and Mathematics as sources of research data. The purpose of this study was to explain the use of interactive learning media slide master by teachers in rural areas. Data collection techniques using observation, documentation and interviews. The validity of the data used triangulation techniques. Data analysis techniques using techniques of Miles and Huberman. The results obtained from this study indicate that teachers from various different subjects have used interactive learning media properly and correctly. This is based on the achievement of indicators on interactive learning media. And this has an impact on increasing students' learning achievement. And this has an impact on increasing students' learning achievement.

KEKELIRUAN-KEKELIRUAN DALAM MEMAHAMI KONSEP-KONSEP TEORETIS HALEY TENTANG METAFORA: SEBUAH KAJIAN METALINGUAL Joko Kusmanto; Anni Holila Pulungan
PRASASTI: Journal of Linguistics Vol 7, No 1 (2022)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/prasasti.v7i1.46857

This paper is the result of meta-lingual research on the application of Haley's metaphor theory. The research objective is to analyze and evaluate whether Haley's metaphorical theory concept is appropriately used and applied in the research data. The research design is qualitative with analytical-descriptive, conceptual-empirical, and literature methods. The data source is in the form of six scientific articles that apply Haley's metaphorical theory and have been published in six different scientific journals in Indonesia. The research data consists of two types of data, namely (i) main data in the form of meta-lingual data and (ii) auxiliary data in the form of object language data. The results of data analysis and discussion indicate that there are conceptual errors in the application of Haley's metaphorical theory in the six data sources. Generally, these mistakes can be grouped into three categories, namely errors in understanding (i) Haley's definition of metaphor, (ii) hierarchical terms of perceptual space, and (iii) application of the hierarchical concept of Haley's perceptual space in the analysis of metaphorical expressions. The main cause of these errors is that (i) Haley's theory is not referenced directly from Haley and (ii) only one of Haley's writings is referred to. Thus, the research results in that data source eventually become questions.

THE REALIZATION THEME AND RHEME IN MANDAILING SONG TEXTS Shoufi Nisma Dewi; Amrin Saragih; Anni Holila Pulungan
Linguistik : Jurnal Bahasa dan Sastra Vol 5, No 1 (2020): Linguistik : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

This article discuss about realization of Theme and Rheme in Mandailing song texts by Odang and Masdani. The objectives of this study are describe about realization of Theme and Rheme especially Theme and Rheme in Mandailing songs text. The song text is by Odang and Masdani,. The sources of the data was taken from the video recorded. The data of this article is lyric as a text that contain Theme and Rheme. The data analysis found six pattern of realization of Theme and Rheme used in Mandailing song texts of Odang and Masdani. Andin this study did not find pattern Theme and Rheme unity to Theme and Theme and Rheme unity to Rheme.

STUDENTS’ METACOGNITIVE STRATEGY IN WRITING DESCRIPTIVE TEXT AT SENIOR HIGH SCHOOL Vebiona Frendi; Anni Holila Pulungan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 1 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i1.35622

This study aims to analyze Students’ Metacognitive Strategy in Writing Descriptive Text at Senior High School. The objectives of the study were to investigate the aspects of metacognitive strategy that students of tenth grade Mas Plus Al-Ulum use in writing descriptive text. This study was conducted by using descriptive qualitative method. The data analyzed by O’malley and Chamot. This study found that were 3 aspects of metacognitive strategy namely, Planning ; Monitoring; and Evaluation. The findings showed that the planning become more dominant aspects that use by students. It can be seen from the observation and the questionaire that give by researcher. Total responses of planning classification were 23.2%. There were (5.8%) Advance Organizers, (3.6%) Directed Attention, (4.4%) Functional Planning, (2.7%) Selective attention, and (6.7%) Self Management. Therefore, total response of monitoring were 21.1%, and evaluation 11.1%.Keywords: Metacognitive Strategy, Writing Skill, Descriptive Text, Qualitative Research Methodology

THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT Esterina Sipahutar; Masitowarni Siregar; Anni Holila Pulungan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v9i4.24663

THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT *Esterina Sipahutar **Masitowarni Siregar **Anni Holila Pulungan Universitas Negeri Medan ABSTRACT Sipahutar, Esterina. Registration Number: 214332101. The Use of Translation in Teaching Writing Narrative Text. A Thesis. English Educational Program, State University of Medan, 2020. This study aimed at describing the use of translation and investigating the reasons of using translation in teaching writing narrative text grade ten at SMK Broadcasting Bina Creative Medan. This study was qualitatively conducted that taken 2 English teachers of SMK Broadcasting Bina Creative Medan. The data were collected by using an interview and observing the whole process of the online teaching writing narrative text. The findings of this study showed that there were 73 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching writing narrative text were facilitating communication, teacher-student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching writing skill. Keywords: translation, teaching and narrative text.

TEACHERS’ DIRECTIVE SPEECH ACTS IN EFL CLASSROOM INTERACTIONS Nabila Faizah Nur’aini Siregar; Anni Holila Pulungan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 1 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i1.35620

This study aims to observe the implementation of directive speech acts by English teachers in teaching and learning activities in MAN 2 Model Medan. The objectives of this study are to analyze the types of directive speech acts, the way directive speech acts are used by teachers, and the reasons teachers perform directive speech acts in EFL (English as a Foreign Language) classroom interactions. The research methodology was descriptive qualitative. The data were collected by observation and interview. The data in this study are sentences spoken by the teacher that contain directive speech acts. The data sources are two teachers who teach English subjects in X IPA 4 and XI IPA 5 classes. The researcher found three results from this study, they are 1) Teachers use three types of directive speech acts: command (48 utterances), request (7 utterances), and suggestion (10 utterances). Command is the most frequent of all the types of directive speech acts performed by teachers in EFL classroom interactions since teachers always use this type to attract students’ attention and convey their instructions during the teaching-learning process; 2) In performing directive speech acts, teachers use two ways: direct (51 times) and indirect (14 times). Direct directive speech acts are the most frequent of all the ways of directive speech acts used by teachers in EFL classroom interactions since teacher often used utterances that had no implicit meaning and immediately understood and responded to by students; 3) The reasons teachers perform directive speech acts in EFL classroom interactions are because there are many functions in using directive speech acts. Commands were to attract students’ attention (Attention-getter), to test students’ knowledge or understanding (Elicitation), and to ask students to do something (Instruction). Requests were to attract students’ attention (Attention-getter), to test students’ knowledge (Elicitation), and to make students do what the teacher instructs (Instruction). Then, Suggestions were to suggest and to advise students on what should do (Suggestion/Advice).Keywords: Directive Speech Acts, Teaching and Learning Activity, EFL Classroom

STUDENTS’ DIFFICULTIES IN WRITING PROCESS OF RECOUNT TEXT FOR EIGHT GRADE OF JUNIOR HIGH SCHOOL Stevani Simanjorang; Anni Holila Pulungan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

Writing is very important and most required in academic field. Students Writing is the process of describing a language so that the message conveyed by the writer can be understood by the reader. Kingston (2002:3) state that student’s achievement in learning English is only measured by the productive skills, especially the writing performance. Writing is one way to express ideas, experiences and feelings in written form. This study aims to determine the difficulties experienced by students when writing recount text in junior high schools. This research was conducted by analyzing students dffculties in recount text according to the theory of Heong et al. (2012) and the factor of students difficulties by Zaenudin (2015: 10) state that these factors include: (a) their lack of fluency in issuing ideas using English. (b) they are not accustomed to using English in daily communication, (c) lack of understanding of students about the generic struscture and language feature, (d) lack of their ability to think abstractly. Data sources were two eighth grade students in one school. Junior High School (SMP) in Sidikalang, Indonesia. Data collection techniques by observation and interviews. The data analysis technique is descriptive analysis. The data obtained will be analyzed using the analysis procedure by Flower and Hayes (1981). According to Flower and Hayes (1981), cognitive process analysis to gather student protocols will be given the opportunity to write recount texts with different themes and then ask them to write out loud near the tape recorder, and ask students to think and write, they are asked to say everything that comes to their mind as they write, including distorted ideas, false starts, and incomplete or fragmented thinking. writers are not asked to get involved or analyze themselves when writing, but only to think hard when writing like people who talk to themselves. The findings obtained are: difficulties experienced by students, namely difficulty generating ideas and difficulty organizing ideas, and the factors that influence these difficulties are students' lack of understanding of themes, language features and general structures, b. Students are not fluent in expressing ideas using English, Students are not used to using English in daily communication, d. Low student interest and motivation in writing English.Keywords: Difficulty, Writing, process, Recount text, Student

Co-Authors & Sumarlam A.A. Ketut Agung Cahyawan W Afrida . Hanum Ahmad Rifa'i Ritonga Amna, Emalia Amrin Saragih Amrin Saragih Ananingsih, Esti Sri Andyka Yulia Adha Anita . Basrah Anting Mas Tessa Samosir Aryokta Ismawan Astry Iswara Citra Benni Ichsanda Rahman Hz Benny - Ichsanda Berlin . Sibarani Berlin Sibarani Berlin Sibarani Br. Harahap, Nur Anisyah Br.Pane, Isli Iriani Indiah Busri Busri Busri, Busri Christine Helena Natalia Cut Kemala Sari Desi Kristina Purba Devi . Lusiana Dewi, Mairtati Dewi, Nora Ronita Didik Santoso Didik Santoso Dina . Hanifa Dina Azizah Lubis Dina Maryadi Nasution Dina Sartika Dina Sartika . Dinda Rizkiana Dyan Yosephin Hutagalung Edi D. Subroto Elsi Revita Hasibuan Emalia Amna Erlita, Yeni Esterina Sipahutar Euis Amalia Eva Nurtyapul Sri Gustina Evi . Aisyah Fajriah Hasanah FARIDA HANIM SARAGIH Fitri Orlince Siburian Floridawaty Siregar Friska . Pakpahan Ginting, Immanuel Prasetya Gintings, Immanuel Prasetya Guntar, Muhammad Hafiza Namira Harahap, Nurul Husnah Harnida . . Heftania, Rosi Hotmian Sitorus Husna, Nidaul I Wayan Dirgayasa I Wayan Dirgeyasa Ihsani Diah Anjariah Iis Aprianti Indah Sari Indra Hartoyo Indra Hartoyo, Indra Indri Eka Sari Indriastuti, Mutia Olivia Isli Iriani Indiah Pane Jasni Kharisma, Adib Joko Kusmanto Juli Rachmadani Hasibuan Julianti . . Khairani Khairani Khairunnisa Br. Batubara Khairunnisa Nisa Lailan Syafrina Dewi Lailan Syafrina Dewi Lampita Kristianti Simamora Lastri Prima Sari Sibuea Lince Sihombing Lucy Khawardi Maharani . Dalimunthe Mairtati Dewi Mariati Br Sembiring Maryam Nerissa Masitowarni Siregar Masitowarni Siregar Maya Oktora Mei Lastri E.F. Butar Butar Meisuri Meisuri, Sri Apulina br Ginting and Melina Putri Mirwana . Siska Mouna Fitriana Muhammad Abdul Haris, Muhammad Abdul Muhammad Guntar . Muhammad Muslim Nasution Muhammad Natsir Muhammad Natsir Muhammad Reza Pahlevi Mukmin, Mohammad Jamil bin Mutia Olivia Indriastuti Mutiara . Aisyah Nabila Faizah Nur’aini Siregar Nasution, Muhammad Muslim Nidaul . Husna Nora Ronita Dewi Novita Sari Nur Alam Fajar Nur Anisyah Br. Harahap Nurfitriani . Padang Nurhalimah Tamba Nurhanifa Lubis Nurul . Khoiriyah Nurul Aulia Nurul Hasanah Nurul Husnah Harahap Nurul Wulanda Pirman Ginting Posma Imelda Putri Siahaan Puji Hariati Purba, Desi Kristina Putri Simbolon Putri Widya Ningsih Rahayu . Ningsih Rahmad . Husein Rahmad . Husein Rahmad . Husein Rahmad . Husein Rahmad . Husein Rahmad . Husein Rahmad Husein Rahmad Husein Rahmad Husein . Rahmadayani Saragih Rahmania . Rahmi Rahmadani Rakhmat Wahyudin Sagala Rakhmat Wahyudin Sagala, Rakhmat Wahyudin Ratni Sari Padang Ricka Setiawati Rika Rika Rinda Sari Putri Rita Suswati Riyah Sibha Nasution Rosi Heftania Sarah Monalisa Harahap Shoufi Nisma Dewi Siahaan, Desta Gloria Silaban, Rizky Dewita Siti Aisyah Ginting Siti Aisyah Ginting Siti Aisyah Ginting Siti Aisyah Ginting Siti Aisyah Ginting Siti Aisyah Ginting Siti Kholija Sitompul Siti Rahma Ritonga Solly Aryza Sortha Silitonga Sri Dewi Yanti Sri Minda Murni Sri Minda Murni Sri Samiati Tarjana Stevani Simanjorang Sulaiman, Eugelin Sumarsih . . Sumarsih . . Sumarsih Sumarsih Syafrida . Matondang Syafrida . Matondang Syahron Lubis Syahron Lubis Syamsul Bahri Tamba, Nurhalimah Tiarnita Siregar Titania Ayu Dwisari Triumph Sihombing Tuti Andriani Siregar Tuti Andriani Siregar, Tuti Andriani Uziana Uziana Uziana, Uziana Vebiona Frendi Weni Ramadiani Widya . Wulandari WIDYA ANDAYANI Wike Yurida WINDA SETIASARI Winda Setiasari Yenni Rofina Simanjuntak Yolla . Wulandari Yosephin Elisabet Sembiring Yuni Ansari Rambe Yuni Khairina Yurida, Wike Zainuddin . Zainuddin . . Zainuddin . . Zainuddin . . Zainul Anwar

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