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<![CDATA[GRAMMAR ERROR BY STUDENTS IN TRANSLATING INDONESIAN INTO ENGLISH ]]>
<![CDATA[Maniar, Diani Syahputri , Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.63
<![CDATA[This research was to analyze the students’ grammar errors on the use of present tense and past tense in translating Indonesian sentence into English. The aims were to find out what errors were made by the students and what error was the dominant one. The method used was descriptive qualitative. It was conducted at SMP Swasta Dwitunggal Tanjung Morawa in academic year 2018 – 2019. The population was the students of the eighth grade consisted of 3 classes with the total number of population was 138. The sample was the class VIII-3 consisted of 41 students which was obtained through cluster random sampling with lottery technique. The instrument used was a translation test which consisted of 20 items of Indonesian sentence. Through the data analysis, it was obtained that there were four types of errors made by the eighth grade students, namely error of omission (17.22%), error of addition (32.05%), error of miss-formation (34.44%), and error of miss-ordering (12.91%). The most dominant error was error of miss-formation.]]>
<![CDATA[THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Srimaharani Tanjung]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Harahap Harahap]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.112
<![CDATA[This research aimed to find out the effect of Think Talk Write (TTW) Strategy on students’ ability in writing descriptive text. The research was conducted by using experimental research design. The population was the students of grade X consisting of 60 students. The sample was selected by applying cluster random sampling technique. The sample was divided into two groups namely experimental and control groups. Class X-iis consisting of 30 students was the experimental group taught by using Think Talk Write (TTW) Strategy. Class X-mia consisting of 30 students was the control group taught by conventional strategy. The instrument used to collect the data was writing test. The result of the data analysis by applying t-test formula showed that t-obs value was higher than t-table value (t-obs > t-table = 3.747 > 2.660). Based on the finding, Ha was accepted and Ho was rejected. Thus, Think Talk Write (TTW) Strategy significantly affected the students’ ability in writing descriptive text.]]>
<![CDATA[AN ANALYSIS OF TRANSLATION SHIFT ON VERB PHRASES IN ENGLISH-INDONESIAN TRANSLATION OF SURAH YASEEN (CHAPTER 36) ]]>
<![CDATA[Asmanah Asmanah]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.267
<![CDATA[The aims of this study were to find out the types and the dominant type of translation shift on verb phrases used in English-Indonesian translation of Surah Yaseen (Chapter 36). This study was conducted by using descriptive qualitative method. The data were the verb phrases in English-Indonesian translation of Surah Yaseen. The data were collected and analyzed by comparing, classifying, categorizing, describing, calculating, and displaying by using table. The result of this study found there were three types of translation shift on verb phrases in English-Indonesian translation of Surah Yaseen namely: class shift (51.25%), level shift (43.75%), and structure shift (5%). The most dominant type of translation shift used was the class shift.]]>
<![CDATA[FIGURATIVE LANGUAGE IN HARRY POTTER AND DEATHLY HALLOWS PART 2 MOVIE ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Karina Radiyanti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.270
<![CDATA[The objectives of the study were to describe the types of figurative language used in Harry Potter and Deathly Hallows Part 2 Movie and to find out the dominant type of the figurative language used in the movie. This study was conducted by applying descriptive qualitative method. The data were collected from Harry Potter and Deathly Hallows Part 2 Movie by analyzing the dialogues spoken by the actors/actress through its text transcribe. The analysis found out there were 6 types of figurative language used, namely simile 28 (28.57%), metaphor 27 (27.55%), hyperbole 20 (20.40%), idiom 13 (13.26%), personification 6 (6.12%), and proverb 4 (4.08%). The most dominant figurative language used was simile.]]>
<![CDATA[LANGUAGE STYLE USED BY ROCKY GERUNG IN INSTAGRAM STATUS ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Mahroza Mahroza]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.273
<![CDATA[This study dealt with language style used by Rocky Gerung in Instagram status. It was aimed to describe the types of language style and to find out the most dominant language style used by Rocky Gerung in Instagram status. This study was conducted by using qualitative research design. The source of data was @rockygerungofficial in Instagram. The data were analyzed by using descriptive analysis technique by Miles, Huberman, and Saldana. The result showed that there were 3 concepts of language style used by Rocky Gerung in Instagram, namely intimate style, consultative style, and casual style. In addition, there were 9 sentences (42.86%) for intimate style, 9 sentences (42.86%) for consultative style, and 3 sentences (14.28%) for casual style. The consultative style and intimate style were dominantly used by Rocky Gerung in his Instagram status.]]>
<![CDATA[POLITENESS STRATEGIES OF THE KARONESE FAMILIES IN DELI TUA ]]>
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.280
<![CDATA[This research dealt with politeness strategies of the Karonese Families in Deli Tua. The objective of this study was to describe types of politeness strategies of the Karonese Families. This research applied qualitative research design. The subjects were three of Karonese families who lived in Deli Tua. The subjects were divided into two groups; three subjects from parents and three subjects from children group. The instruments used to gain the data were observation and interview. There were two ways relationships that were observed; first, interaction parent to parent, second, interaction parent to child. The data were analyzed by using data reduction, data display and conclusion drawing/verification. The findings showed that the Karonese families used two types of politeness strategies which were (1) bald on record strategy and (2) positive politeness strategy, both interactions; parent to parent and parent to child. They expressed their politeness strategies by using kinship forms and pronoun. There were three reasons why they used bald on record strategy as the dominant type; first, Social Distance (D) of the speaker and hearer, second, Power (P) between them, and third, the Rank of Imposition (R)]]>
<![CDATA[TEACHING READING COMPREHENSION THROUGH PLOT RELATIONSHIPS CHART STRATEGY ]]>
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.281
<![CDATA[This article elaborates with teach reading comprehension through Plot Relationships Chart Strategy. Plot Relationships Chart Strategy helps students identify the major parts of a story and improves their comprehension. Comprehension is the main goal in reading process. Reading Comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. This strategy provides students with a chart to help them comprehend the relationship among characters, goals, problems, and solutions. The chart has four columns; the first column is for the name of the characters, the second column is for the goals of the characters, the third column is for the problems or challenges that the characters faced, and the last column is for the solution of the problems. At last, this strategy helps students comprehend what they have read]]>
<![CDATA[PSYCHOLINGUISTIC ANALYSIS ON LANGUAGE DISORDER OF THE MAIN CHARACTER WITH ASPERGER SYNDROME IN “PLEASE STAND BY” MOVIE ]]>
<![CDATA[Syahraini Husna Br Lubis]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.331
<![CDATA[This study dealt with the language disorder of the main character in "Please Stand By" movie. The aims of this study were to describe the symptoms and the types of language disorder of the main character who suffered from Asperger Syndrome. The descriptive qualitative method was used in this study and supported by the psycholinguistic approach by using Carrol's theory in describing the symptoms and the types of language disorder faced by the main character in the movie. The study found out that the main character of the movie experienced two types of symptoms of Asperger Syndrome. The first was social communication and social interaction and the second one was restricted, repetitive patterns of behavior, interest, or activities. It was also found two types of language disorder; they were expressive and receptive language disorder.]]>
<![CDATA[THE EFFECT OF POWER POINT PRESENTATION TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN LISTENING ]]>
<![CDATA[Delima Suri]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[wiki tedi rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.333
<![CDATA[The aim of this research was to find out the effect of power point presentation technique on the students’ achievement in listening. The research was conducted at MTs.S Nurul Amaliyah Tanjung Morawa. A quantitative with experimental was applied as the research design. The population and sample consisted of 60 students. They were divided into experimental group which was taught by using power point presentation and control group which was taught descriptively. Each group consisted of 30 students. The instrument used for collecting the data was essay cloze test by filling missing words. The test was used to obtain the students’ scores for each group. After finding the mean score, the standard deviation, and standard error of both groups, then a statistic t-test was applied. After calculating and analyzing the data, it was obtained that t-observed was 2.29 and t-table was 1.67 at t-critical 0.005 and df=58. Comparing both value, it showed that t-observed was higher than t-table (2.29>1.67) which meant that the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. This research concluded that power point presentation technique gave significant effect on students’ achievement in listening.]]>
<![CDATA[INCREASING THE STUDENTS’ SPEAKING ACHIEVEMENT BY APPLYING PICTURE STORY GAME OF GRADE X ]]>
<![CDATA[wiki tedi rahmawati]]>;
<![CDATA[Sahla Rizqina]]>;
<![CDATA[Iskandar Zulkarnain]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.335
<![CDATA[This research aimed to elaborate the increasing students’ speaking achievement using picture story game. The research design applied was classroom action research. There were two cycles conducted to accomplish this research. Each cycle was conducted through four phases. The subject was all students of grade X with total number of 30 students. The instruments used for collecting data were speaking test, observation sheet, diary notes, and interview sheets. The techniques for collecting data were orientation test and treatment by teaching the students using picture story game. Data analysis showed that in quantitative data, the mean score obtained in orientation test was 42.6 and none of the students achieved equal or higher than 75 as the passing grade score. In 1st meeting of Cycle I the mean score was 45.6 or 0% of the total students got >75. In 2nd meeting of Cycle I the mean score improved to 54.4 with 2 students (6.66%) obtained score >75. In the 1st meeting Cycle II the mean score kept improving to 72.0 with 14 students (46.66%) got >75. In 2nd meeting of Cycle II the mean score improved significantly to 87.0 with 28 students (93.33%) got >75. The improvement could be seen through the activity in each cycle. Thus, it is concluded that the picture story game increased the students’ achievement in speaking of grade X students.]]>
