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All Journal Linguistica Al Ishlah Jurnal Pendidikan MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan Randwick International of Education and Linguistics JOURNAL OF LANGUAGE Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED
ANGGRAINI THESISIA SARAGIH
English Education Study Program, Faculty Of Languages And Arts, Universitas Negeri Medan, Medan, Indonesia
Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : transform journal of english language teaching and learning

 1 
AN ANALYSIS OF READING QUESTIONS IN STUDENTS’ WORKSHEET FOR GRADE EIGHT BASED ON BLOOM’S TAXONOMY Rani Crensensia Ginting; Indra Hartoyo; Anggraini Thesisia Saragih
TRANSFORM : Journal of English Language Teaching and Learning Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (172.915 KB) | DOI: 10.24114/tj.v8i1.19633

Abstract

This study aims to : (1) to investigate the application of cognitive levels of bloom taxonomy in reading questions in the worksheet, (2) to investigate the dominant cognitive dimension of Revised Bloom Taxonomy in the worksheet and (3) to write sample reading questions in students’ worksheet. This research was focused on analysing the students’ worksheet which is published by Permata team. The data analysed through data analysis table to categorizing the questions based on theory of Bloom Taxonomy .The finding implies that the number of activities of remembering was the highest percentage in this worksheet, 87.8%.The frequency of remembering is 58 of 66questions. The questions that work on the cognitive level of analyzingrank second with percentage of 6.1%. The third frequency is understanding with 3 question or 4.6 % and the last frequency is creating with 1 question or 1.5 %.The distribution of each category of revised Bloom’s taxonomy within the reading questions is not balanced. Based on the result, the category of remembering that is considered as the lowest level has the highest portion, while the other categories that are categorized as higher level has the low portion. Referring to this findings, the writer tries to develop the reading question in students’ worksheet for grade eight based on Bloom taxonomy to be better by providing some questions that are suitable with low and high order thinking skill.
AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION OF FIRST GRADE STUDENTS AT SMK SWASTA TUNAS KARYA BATANG KUIS Khairunnisa Khairunnisa; Anggraini Thesisia Saragih; Morada Tetty
TRANSFORM : Journal of English Language Teaching and Learning Vol 9, No 1 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.411 KB) | DOI: 10.24114/tj.v9i1.19960

Abstract

The objectives of this study were to investigate the strategies used by the English teacher for teaching reading comprehension and to find out the reasons why teacher used those strategies in teaching reading comprehension of first grade students at SMK Swasta Tunas Karya Batang Kuis. This research used descriptive qualitative method. The subjects of this study were two English teachers who teach at SMK Swasta Tunas Karya Batang Kuis, Deli Serdang especially at first grade students. The instruments of this study were recording, interview and documentation. The findings found that, the first teacher used two strategies, Scaffolding and QARs (Question Answer Relationship). Scaffolding strategy student can develop about idea which readable by the student. QARs (Question Answer Relationship), the teacher able to know how far their students understand what the teacher has given to them. The second teacher used conventional strategy. This strategy should be selected based on its appropriateness and effectiveness to the learning process so that its use will enable the teacher to explore the students’ ideas and to help them read in a better way. Based on the analysis inteview, the reason why teachers used those types of strategies on students’ reading comprehension were because to make the student understand the reading text and the students guided to more focus on the text. To help their students overcome difficulties in comprehending the texts, especially the various aspects of reading such as the main idea, detailed information, making inferences and noting references and also teacher could help students in developing the meaning contained in the text reading so that students more easily understand the contents of reading.Keywords: Teachers’ Strategies, Reading Comprehension
Co-Authors ADE LESTARI DWI PUTRI Ade Namira Ade Namira Aji Dwi Rayana Amrin Saragih Anatasya Gisela Sibarani Anggita Pratiwi Anwar Soleh Purba Bahagia Saragih Bakhrul Khair Amal Bela Azzura Syahmar Marpaung Christine Helena Destriwanty Erria Nainggolan Dewi, Nora Ronita Dicki Darmawan Ellyana Ellyana Friski Padang Indra Hartoyo Isli Iriani Pane Juli Rachmadani Hasibuan Khairunnisa Khairunnisa LIDIMAN SAHAT MARATUA SINAGA LUSYANA SITANGGANG Masitowarni Siregar Meisuri, Sri Apulina br Ginting and MORADA TETTY Muhammad Natsir Muhammad Natsir Muhammad Natsir Patricia Adelina Lumban Gaol Rahmad Husein Rani Crensensia Ginting Ratih Virda Ramayani Rika Rika Shaffa Vio Adella Panjaitan SITI Aisah Ginting Sumarsih . . Triwananda Triwananda WILLEM SARAGIH Yuni Khairina