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All Journal Linguistica Indonesian Journal of Education, Social Sciences and Research (IJESSR) Register : Journal of English Language Teaching and Learning of FBS UNIMED Genre Journal: Journal of Applied Linguistics of FBS UNIMED

Harahap, Neni Afrida Sari

Universitas Negeri Medan

Author-ID : 3024021

Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

TRANSLATION TECHNIQUES IN MEDAN AND DELI SERDANG TOURISM BOOKLET Misdahlia Sasmita; Masitowarni Siregar; Neni Afrida Sari Harahap
LINGUISTICA Vol 6, No 1 (2017): (JAN-MARCH)
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v6i1.13397

This study aims to find out the translation techniques, the dominant one used by the translator in translating the booklets and the process of translating the dominant technique. It uses the theory of Molina and Albir, which are adaptation, amplication, borrowing, calque, compensation, description, discursive creation, established equivalent, generalization, linguistic amplication, linguistic compression, literal translation, modulation, particularization, reduction, substitution, transposition, and variation. In analyzing the data, the research was conducting by using mixed method research which involved collecting both quantitative and qualitative data. The data were taken from “Medan and Deli Serdang Tourism Booklet” which consist of Bahasa and translate into English. In Medan Tourism Booklet the result of literal translation 136 sentences (81,43%) belongs to dominant technique that applied in the booklet, followed by transposition 13 sentences (7,78%), adaptation 8 sentences (4,80%), borrowing 3 sentences (1,80%), amplification 2 sentences (1,20%), description 2 sentences (1,20%), reduction 2 sentences (1,20%) and generalization 1 sentence (0,60%). In Deli Serdang Tourism Booklet the result of literal translation 61 sentences (79,22%) belongs to dominant technique that applied in the booklet, followed by transposition 7 sentences (9,09%), reduction 3 sentences (3,89%), discursive creation 2 sentences (2,60%), particularization 2 sentences (2,60%), adaptation 1 sentence (1,30%) and borrowing 1 sentence (1,30%). There are three process in translating the dominant technique 1) analysis, 2) transfer and 3) restructuring. Keywords: Translation Techniques, Tourism, Booklet

Prioritizing Higher Order Thinking Skills (HOTS) Based on the 2013 Curriculum on Language Learning Evaluation at the Tertiary Level Education in Indonesia Neni Afrida Sari Harahap; Muhammad Natsir
Indonesian Journal of Education, Social Sciences and Research (IJESSR) Vol 2, No 2 (2021)
Publisher : Indonesian Journal of Education, Social Sciences and Research (IJESSR)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijessr.v2i1.6412

The 2013 Curriculum is designed to revise many aspects of language learning for tertiary level students which is related to international evaluation standard based on Higher Order Thinking Skills (HOTS). This study investigates the percentage of HOTS used in English learning evaluation and its implications to language learners at tertiary level education in Indonesia. By conducting a descriptive qualitative method, an English textbook of 2013 Curriculum for the tenth grade of tertiary level students in Indonesia is analyzed in this research. The data collected by using checklist at four steps of selecting, classifying, coding and presenting percentage of HOTS. The result shows that HOTS is prioritized in the textbook learning evaluation in which the questions are dominated by Higher Order Thinking Skills on C4, C5 and C6. Evaluating level (C5) plays the most dominant percentage (38.57%) in the level of questions from the textbook. As the implications, HOTS should be prioritized at tertiary level education in Indonesia because of these reasons: (1) The needs of students qualifications required by challenges in this Industrial Revolution 4.0 of 21st century to have the opportunities getting job/professions in the work places, (2) The target of Curriculum to gain Students Competence on: Critical Thinking, Creativity, Collaboration and Communication must be achieved, and (3) HOTS should be applied in any disciplines of subject matter in Indonesia since the primary level up to the tertiary ones because it must be started earlier to grasp the result faster.

LEXICAL DENSITY OF READING TEXT IN ENGLISH TEXTBOOK FOR GRADE XI SENIOR HIGH SCHOOL Gita Astria Br Keliat; Neni Afrida Sari Harahap
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.v11i2.35843

This study deals with the lexical density especially the lexical items of English reading texts in the textbook for senior high school. The objectives of the study are to find out the level difficulties of lexical density used in reading text of English textbook and the reason why is level difficulties of lexical density used the way it is in reading text of English textbook. This study was conducted by descriptive method with qualitative approach. The data of this research were the English reading texts of of Bahasa Inggris textbook for grade XI senior high school published by Kementrian Pendidikan dan Kebudayaan Republik Indonesia. The result of the analysis showed that: (1) The level difficulties of lexical density that used in reading text of English textbook is medium lexical density. (2) The lexical density of narrative text entitled The Enchanted Fish have 401 content words and 581 grammatical function with total percentage of lexical density 40.83%, the lexical density of descriptive text entitled Cheetahs have 162 content words and 137 grammatical function with total percentage of lexical density 54.18%, and the lexical density of explanation text entitled Earthquakes have 307 content words and 226 grammatical function with total percentage of lexical density 57.59%. Keywords: Lexical Density, English Reading Texts

ENGLISH TEACHERS’ STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT FOR SEVENTH GRADE OF SMPN 7 TANJUNG BALAI Nurul Sakinah Nasution; Neni Afrida Sari Harahap
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 4 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i4.41199

This study aims to analyze the teachers’ strategies in teaching writing descriptive text and to elaborate the procedures of teaching strategies used by the English teachers for seventh grade at SMPN 7 Tanjung Balai. The researcher used a qualitative descriptive method used in doing this research. This study found there were two teachers as the data. The first teacher applied three strategies, they were (1) TTW (Think – Talk –Write) strategy, (2) scaffolding strategy, and (3) guided writing strategy. While the second teacher applied three strategies as well. They were (1) P.L.E.A.S.E strategy, (2) TTW (Think – Talk –Write) strategy, and (3) guided writing strategy. In teaching the topic, there are the procedures. The procedures of each strategy applied by the English teachers were: (1) Preteaching activity: there is no suitable steps for this procedure. (2) Whilst-teaching activity: P.L.E.A.S.E Strategy, TTW (Think-Talk-Write) strategy, and guided writing strategy. And for (3) post-teaching activity: guided writing strategy.Keywords: Teacher’s strategy, Teaching procedure

LANGUAGE FEATURES OF TEACHER’S TALK IN ENGLISH TEACHING FOR THE NINTH GRADE STUDENTS OF SMP NEGERI 2 HALONGOAN TIMUR Muhammad Rizky Zhafiri; Neni Afrida Sari Harahap
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 4 (2021)
Publisher : Universitas Negeri Medan

This study focuses on classroom interaction in English teaching and learning at SMPN 2 Halongonan Timur. The objective of this study are to 1. to analyze theinteractional features used by the teacher related to the pedagogic goals, 2. Toinvestigate the reasons why teachers use language features of teachers talk inlearning process. The data were first grade students. In this research, the researcherconsiders the teacher talk as the language in the classroom that takes up a majorportion of class time employed to give directions, explain activities and checkstudents’ understanding (Sinclair & Brazil, 1982). The SETT framework designedby Walsh (2006) is used to identify the features of teacher talk occurs during thelearning process. Moreover, this study is conducted in the form of descriptivequalitative research where the researcher as the non participant observer on theclassroom. The researcher used observation to get the data. The data were in formaudio recording of classroom interactional both teachers and students. Theresearcher made transcription from recorded data and analyzed it through exchangestructure and applied Walsh’s framework in interactional features. In herclassrooms, teacher A provides lots of initiation to her students. Teacher pattern wasthe highest amount initiation in form question. Teacher used 12 (twelve) interactionalfeature based on Walsh framework (2006). There were extended learner turn (ELT)298 frequencies, extended teacher turn (ETT) 22 frequencies, Display Question (DQ)49 frequencies, confirmation check (CC) 36 frequencies, seeking clarification (SC)41 frequencies, Teacher echo (TE) 23 frequencies, referential question (RQ) 23frequencies, Scaffolding (SCF) 8 frequencies, extended wait time (EWT) 20frequencies, turn completion (TC) 16 frequencies, direct repair (DR) 8 frequencies,content feedback (CF) 1 frequency. Form Focused Feedback (FFF) 2 frequenciesTeacher provide a lot of extended learner turn by giving direct question andreferential question. Students’ response frequently in English, in Indonesian and inother hand in their mother tongue. In conclusion, the researcher has found that theteacher who teaches speaking descriptive in a ninth grade classroom of SMP N 2Halongonan Timur has performed some features of teacher talk from SETTframework. Those features of teacher talk used are found to be able to elicitstudents’ contribution and assist the students’ descriptive monologue skilldevelopment in the speaking descriptive learning process.

AN ANALYSIS OF SPEECH FUNCTION IN ENGLISH CLSSROOM INTERACTION AT SMPN 1 HINAI Dina Afrianti; Neni Afrida Sari Harahap
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

This research deals with speech functions used by teacher and students during reading comprehension session in English Vocational classroom interaction. The objective of this study were (1) to investigate the types of speech function that are used by teacher in English classroom interaction (2) To describe how the speech functions are realized in Mood in English classroom interaction. A descriptive qualitative design was used in the study. The data were collected by recording the utterances of the teacher at SMPN 1 Hinai. The subjects of the study were teacher and students in SMPN 1 Hinai. The data collected by recording the teacher and students utterances in classroom interaction. There were 45 utterances produced of the teacher. The types of speech function that have been found the teacher in the classroomare statement, question, offer and command. Which are question and statement more often used by teacher in classroom interaction.For realization of speech function of teacher and students.there is way that have been found in realization of speech functions of teacher and students, namely, typical utterances mood (congruent). In typical utterances mood, there are four ways that have been found, namely statement realized in declarative mood, offer realized by declarative, then command realized in imperative mood, question realized in interrogative.

Co-Authors Dina Afrianti Gita Astria Br Keliat Masitowarni Siregar Misdahlia Sasmita Muhammad Natsir Muhammad Rizky Zhafiri Nurul Sakinah Nasution

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