Articles
<![CDATA[Speech Function Analysis in Online Classroom ]]>
<![CDATA[Ayu Indari]]>;
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ Linguistics and ELT Journal Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Muhammadiyah University of Mataram ]]>
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DOI: 10.31764/leltj.v10i2.5633
<![CDATA[The pandemic of Covid-19 has had an impact on education. Because of the presence of the corona virus, face-to-face teaching-learning activities have been hampered. One of them is the use of an online classroom in which teachers or lecturers engage verbally with students. The examination of speech function can reveal verbal interaction. The purpose of this research is to look at Speech Function in online Structure and Speaking programs. This study looks into: 1) speech function classification in online Structure and Speaking classes; 2) how speech function is implemented in online Structure and Speaking classes; and 3) why speech function is implemented in online Structure and Speaking classes. The data for this study was gathered through qualitative research from the discourse of lecturers and students in online Structure and Speaking classes. Content analysis and Speech Function analysis were used to examine the data. The speech function can be used to evaluate 32 utterances in the Structure online classroom. Statement has 56.3 percent, Question has 34.3 percent, Offer has 3.1 percent, and Command has 6.3 percent, according to the Structure class statistics. The data from the first question of the speech function of statement in the online speaking class is 100 percent accurate. It is because the inquiry is a form of experience-based self-opinion, and many claims require data to reinforce their answers. The second question is statement (67.8%), with command coming in second at 30.3%.]]>
<![CDATA[The Phonological Acquisition of Children at Linguistic Period ]]>
<![CDATA[Ummi Umara]]>;
<![CDATA[Conny Conny]]>;
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ Linguistics and ELT Journal Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Muhammadiyah University of Mataram ]]>
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DOI: 10.31764/leltj.v10i2.5620
<![CDATA[In general, the development of a child's language is separated into two stages: the Pralinguistic and Linguistic periods. The goal of this research is to examine the phonological study of child language acquisition during the linguistic period, which covers vowel and consonant acquisition, as well as factors that influence phonology acquisition. This study looks at the following questions: 1) What factors influence a child's phonological acquisition during the language period? 2) How does a four-year-old learn voices and consonants? 3) What is the reason for the child's phonological acquisition? This study used a case study approach to qualitative research. The data was gathered by observation, documentation, and interviews from the utterances of a 4-year-old named TRS. Meanwhile, phonological analysis was used to examine the data. TRS has mastered vocal phonemes since she was two years old, according to the findings of this study. The consonant [r] and its vibrating sound have yet to develop and be mastered. The lack of a proper pronunciation of TRS is partly to blame for the formation of significant differences in the acquisition of TRS phonology. In other words, the TRS language's phonological acquisition has not yet achieved its peak. ]]>
<![CDATA[Semiotics Analysis on Students’ English Textbook in Elementary School ]]>
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v5i2.3855
<![CDATA[Textbooks are one of the main components in teaching learning activities. It is very important that textbooks should be adjusted to the children’s cognitive development at specific age. Semiotics is one of the aspects that can be evaluated in a textbook because the illustration of semiotics is very specific element that has great influence on children’s visual perception. Specifically, the aim of this study is to analyze Semiotics on the students’ English textbook in Elementary school. This study investigated the meaning of semiotics on students’ English textbook in the second grade Elementary school and how semiotics realized on students’ English textbook in the second grade Elementary School. This study applied qualitative research in terms of library research to collect the data from the students’ English textbook in the second grade Elementary school. Meanwhile, the data were analyzed by applying semiotic analysis based on the Pierce’s semiotic theory namely representaman (signifier), object (referent) and interpretan (signified). The results of this study indicated that this book is very suitable for learning for the second grade students of Elementary school at SDIT Al-Hijrah 2 because the exercises contain symbols, pictures and signs that are very interesting for the second grade students of Elementary school who have high imagination. The researchers had analyzed the main pictures related to the theme of the material in the exercises. In addition, the relationship between the pictures of the exercises and the meaning is interconnected each other.]]>
<![CDATA[Semantics Analysis of Slang (SAOS) in Social Media of Millennial Generation ]]>
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 3, No 1 (2019): JURNAL KREDO VOLUME 3 NO 1 TAHUN 2019 ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/kredo.v3i1.3865
<![CDATA[Generation were born in every era eventually create their own language not least the latest generation commonly called the millennial generation. Specifically, the aim of our work broadens current knowledge of the phenomenon of Semantics Analysis of Slang (SAOS) in Social Media of Millennial Generation. This study investigated: 1) the types of SAOS used by millennial generation in social media; 2) how the meaning of SAOS used by millennial generation in social media; 3) why millennial generation used SAOS in social media. This study applied descriptive qualitative research in order to reveal the data from the discourse of English Department students at Universitas Islam Negeri Sumatera Utara in social media such as Facebook and Instagram and it was obtained from observation, interview and documentation. The data showed that millennial generation used slang language in their communication in social media namely 33 slang languages in Facebook and 31 slang languages in Instagram. These languages consisted of five types of slang; fresh and creative; flippant; imitative; acronym; and clipping. The millennial generation used SAOS in their social media because some reasons such as to address, to initiate relax conversation, to express impression and to show intimacy. Keywords: Slang, Types of slang, Reasons of slang, millennial generation]]>
<![CDATA[Textual Function in English Morphology Online Classroom ]]>
<![CDATA[Tri Indah Rezeki]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v1i2.4591
<![CDATA[A clause is a unit of message. As a message a clause divide into two parts, namely the Theme and Rheme. The aim of this present research is to analyze textual function in English Morphology online classroom. The scopes of this research are analysis of textual function in English Morphology online classroom, classification of Theme in English Morphology online classroom and kinds of Theme dominantly used in English online classroom. The researcher applied descriptive qualitative research to collect the data from the discourse of the lecturer and the students in English Morphology online classroom at Universitas Islam Negeri Sumatera Utara. The data was obtained into three phases namely separated the text into clauses, analyzed each clause in terms of the textual function (i. e Theme and Rheme) and classified elements of the Themes (into the four types of Theme). The data indicated that the lecturer and the students used textual function in their discourse in online classroom. Kinds of textual function they used were 7 Unmarked Simple Theme (UST), 3 Unmarked Multiple Theme (UMT), 16 Marked Simple Theme (MST), and 2 Marked Multiple Theme (MMT). In this case, MST was dominant used by the leacturer and the students in English online classroom. ]]>
<![CDATA[Children’s Language Acquisition due to the Influence of Animation Film ]]>
<![CDATA[Tri Indah Rezeki]]>
<![CDATA[ English Teaching and Linguistics Journal (ETLiJ) Vol 2, No 1 (2021): ETLIJ - English Teaching and Linguistics Journal ]]>
Publisher : <![CDATA[English Teaching and Linguistics Journal (ETLiJ) ]]>
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DOI: 10.30596/etlij.v2i1.5794
<![CDATA[Children’s language acquisition is affected by several factors. One of the factors is environment. Film is one of environment factors that influences children’s language acquisition at the linguistic period. This can be seen from the use of words, expressions or sentences that the children imitate in their daily conversations. This study aims to analyze the phenomenon of children’s language acquisition due to the influence of animation film. Spesifically, this study discussed how many childrens’ vocabulary acquired after watching animation film. In this case, the researcher took an animation film namely Omar Hana film. This study was a qualitative research with descriptive research design. The data was collected from childrens’ utterances aged 3 years old and 5 years old in daily conversation. In collecting the data, the researcher used observation, diary, and interview. The results of the study indicated that Omar Hana film has an impact on childrens’ language acquisition aged 3 years old and 5 years old in their daily conversations. It was found that there were 10 words often used by the children to imitate Omar Hana’s utterances in daily conversation. In other words, the words that Omar Hana used in the film influenced the children’s language acquition aged 3 years old and 5 years old.]]>
<![CDATA[Kontekstual Code Switching Dalam Seminar Proposal Program Studi Pendidikan Bahasa Inggris ]]>
<![CDATA[Rakhmat wahyudin sagala]]>;
<![CDATA[Tri Indah Rezeki]]>
<![CDATA[ Jurnal Serunai Bahasa Inggris Vol 10, No 2 (2018): Jurnal Serunai Bahasa Inggris ]]>
Publisher : <![CDATA[STKIP Budidaya Binjai ]]>
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DOI: 10.37755/jsbi.v10i2.10
<![CDATA[Studi ini bertujuan untuk mengetahui fenomena kontekstual code switching yang terjadi didalam proses seminar proposal Program Studi Bahasa Inggris Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Budidaya Binjai. Adapun ruang lingkupnya adalah; (1) jenis kontekstual code switching yang digunakan oleh dosen dan mahasiswa bahasa Inggris (2) faktor penentu kontekstual code switching yang dilakukan dosen dan mahasiswa didalam proses seminar proposal Program Studi Pendidikan Bahasa Inggris STKIP Budidaya Binjai. Penelitian ini mengambil data dari tuturan dosen dan mahasiswa selama proses seminar proposal Program Studi Pendidikan Bahasa Inggris dan data diperoleh melalui observasi, wawancara, rekaman dan catatan lapangan. Dari hasil temuan dapat disimpulkan bahwa code switching terjadi dalam tuturan selama proses seminar proposal Program Studi Pendidikan Bahasa Inggris STKIP Budidaya Binjai. Jenis kontekstual code switching yang terdapat dalam tuturan berdasarkan teori Hudson (1996) yaitu Situational code switching dan Metaphorical code switching. Dari temuan diperolah bahasa yang digunakan selama proses seminar proposal adalah bahasa Indonesia dan bahasa Inggris. Dari hasil penelitian juga disimpulkan bahwa faktor penentu dosen dan mahasiswa melakukan code switching adalah karena perubahan situasi tutur, kehadiran orang ketiga dan peralihan pokok pembicaraan. Kata Kunci: Code Switching, Kontekstual Code Switching, Faktor Penentu Code Switching ]]>
<![CDATA[ANALISIS CODE SWITCHING DALAM SEMINAR PROPOSAL PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS STKIP BUDIDAYA BINJAI ]]>
<![CDATA[Rakhmat Wahyudin Sagala]]>;
<![CDATA[Tri Indah Rezeki]]>
<![CDATA[ Jurnal Serunai Bahasa Inggris Vol 11, No 2 (2019): JURNAL SERUNAI BAHASA INGGRIS ]]>
Publisher : <![CDATA[STKIP Budidaya Binjai ]]>
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DOI: 10.37755/jsbi.v11i2.169
<![CDATA[Dosen dan mahasiswa Program Studi Pendidikan Bahasa Inggris notabenenya harus menggunakan bahasa Inggris didalam proses kegiatan yang berhubungan dengan Program Studi Pendidikan Bahasa Inggris. Faktanya, terbatasnya penggunaan bahasa Inggris membuat mahasiswa sering menggunakan code switching dalam kegiatan yang berhubungan dengan Program Studi Pendidikan bahasa Inggris. Studi ini bertujuan untuk mengetahui fenomena code switching yang terjadi didalam proses seminar proposal Prodi Bahasa Inggris Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Budidaya Binjai. Penelitian deskriptif kualitatif ini mengambil data dari proses seminar proposal Program Studi Pendidikan Bahasa Inggris yang mana dosen penguji dan mahasiswa peserta seminar sebagai subjek penelitian dan data diperoleh melalui observasi, wawancara, rekaman dengan menggunakan rekaman video dan catatan lapangan. Dari hasil temuan disimpulkan bahwa code switching terjadi dalam tuturan selama proses seminar proposal prodi Bahasa Inggris. Jenis code switching yang terdapat dalam tuturan berdasarkan teori Romaine (2000) yaitu Inter-sentential code switching, Intra-sentential code switching dan Tag switching. Faktor dosen dan mahasiswa melakukan code switching adalah karena perubahan situasi karena hadirnya orang ketiga, perubahan situasi dari formal ke informal atau sebaliknya, dan berubahnya topik pembicaraan. Dari hasil interview juga disimpulkan bahwa mahasiswa melakukan code switching karena bahasa Inggris bukan bahasa pertama mereka sehingga kurangnya kosakata bahasa Inggris membuat mereka sering menggunakan code switching didalam percakapannya. Penelitian ini dibiayai oleh SIMLITABMAS. Direktorat Riset dan Pengabdian Masyarakat. Direktorat Jenderal Penguatan Riset dan Pengembangan. Kementerian Riset, Teknologi dan Pendidikan Tinggi, sesuai dengan kontrak penelitian tahun anggaran 2018.Kata Kunci: Code Switching, Jenis Code Switching, Faktor Code Switching]]>
<![CDATA[UNDERSTANDING RECOUNT TEXT THROUGH EGRA IMPLEMENTATION ]]>
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ Jurnal Serunai Bahasa Inggris Vol 13, No 2 (2021): JURNAL SERUNAI BAHASA INGGRIS ( OKTOBER 2021) ]]>
Publisher : <![CDATA[STKIP Budidaya Binjai ]]>
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DOI: 10.37755/jsbi.v13i2.444
<![CDATA[Experience, Generalization, Reinforcement, Application (EGRA) technique is suitable for teaching writing. Teaching writing using EGRA techniques executes the students are easier to develop stories based on their experiences. This study focused on investigating the implementation of the EGRA technique in understanding recount text by the students at SMPIT Al-Hijrah 2 Deli Serdang. Specifically, the objective of this study is to find out the effect of the EGRA technique on students' writing ability in recount text. This study employs a quasi-experimental design, including a pre-test and post-test control group design—the Eighth-grade students at SMPIT Al-Hijrah 2 Deli Serdang as the population of the study. The researchers selected two classes of Eighth-grade students as the sample of this study. The sample selection used random cluster sampling, specifically the Eight-grade Al-Karim as the experimental class, which consisted of 30 students, and the Eighth-grade VIII Al-Mughni as the control class, which consisted of 30 students. The experimental class was taught using the EGRA technique, and the control class was taught using the conventional method. The data of this study were analyzed by using t-test formula. The result from calculating the data showed that the implementation of EGRA was effective to be applied in teaching students of the Eighth-grade students at SMPIT Al-Hijrah 2 Deli Serdang in writing recount text. In other words, it was revealed that the use of EGRA technique was effective enough to enhance the students' understanding in writing recount text. While the application of the conventional method was not effective in improving students' ability to understand recount text.Keywords: Writing, EGRA Technique, Understanding a Recount text]]>
<![CDATA[SLANG WORDS USED BY MILLENNIAL GENERATION IN INSTAGRAM ]]>
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Rakhmat Wahyudin Sagala]]>
<![CDATA[ Jurnal Serunai Bahasa Inggris Vol 11, No 2 (2019): JURNAL SERUNAI BAHASA INGGRIS ]]>
Publisher : <![CDATA[STKIP Budidaya Binjai ]]>
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DOI: 10.37755/jsbi.v11i2.162
<![CDATA[Indonesia recognizes that Bahasa as a national language which has function as unity language for its society. In fact, the tendency of society especially millennial generation used slang in daily conversation is higher than used Bahasa itself. This study aims to analyse the phenomenon of slang words used by millennial generation in Instagram. The scope of this study is to investigate types of slang used by millennial generation in Instagram, how the meaning of slang words used by millennial generation in Instagram and why millennial generation used slang words in Instagram. Descriptive qualitative research was applied in this study and obtained the data from the discourse of 30 millennial generations in Instagram. The data was obtained from observation, interview and documentation. The result of the data showed that millennial generation used slang words in their communication in Instagram namely there were 31 slang words found in their caption in Instagram. These words contained five types of slang; fresh and creative; flippant; imitative; acronym; and clipping. The millennial generation used slang in Instagram because some reasons such as to address, to initiate relax conversation, to humiliate, to express impression and to show intimacy. Keywords: Slang, Types of slang, Reasons of slang, millennial generation]]>
