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All Journal TABULARASA Language Literacy: Journal of Linguistics, Literature, and Language Teaching SOSCIED LINGUISTIK TERAPAN International Journal of Educational Research Excellence (IJERE) Innovative: Journal Of Social Science Research Ta'dib
Didik Santoso
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : LINGUISTIK TERAPAN

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The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement Eka Kesumaningrum; Berlin Sibarani; Didik Santoso
LINGUISTIK TERAPAN Vol 11, No 1 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v11i1.2668

Abstract

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods
Improving Students’ Achievement in Reading Comprehension Through Advance Organizer Strategy Tuti Andriani Siregar; Didik Santoso; Anni Holila Pulungan
LINGUISTIK TERAPAN Vol 12, No 1 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v12i1.2912

Abstract

This study deals with the improvement of the students’ achievement in reading comprehension through advance organizer strategy. The objectives of this research were to improve the students’ achievement in reading comprehension as well as the process of learning reading comprehension by using advance organizer strategy.  The subject of the study was grade XI IPA 2 Madrasah Aliyah Negeri Binjai consisting of 33 students. The data of this study were obtained by using test, observation sheets and interview. This research was conducted in two cycles because in the pre-test (without treatment), the average of the students’ score was 59,24. In the first cycle test, it was 74,30. It is lower than the minimum passing grade, and if is viewed from the observation sheets, the situation of the learning process hasn’t met the criteria of the success. So the writer continued to the second cycle. There was a significant progress on the students’ achievement in reading comprehension in the second cycle, and the average of the students was 82,94. The students were more active and enthusiastic in following the lesson. Therefore, the teaching reading comprehension through advance organizer strategy can improve the students’ achievement in reading comprehension quantitatively and qualitatively. Key words:  improving, reading comprehension, advance organizer strategy.
Lexical Metaphors in Onang Onang of Bobby and Kahiyang Tortor Dance Siti Rahma Ritonga; Anni Holila Pulungan; Didik - Santoso
LINGUISTIK TERAPAN Vol 16, No 3 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.481 KB) | DOI: 10.24114/lt.v16i3.19734

Abstract

This study is concerned with the use of metaphors in onang onang of Bobby and Kahiyang tortor dance. The objectives of this study were to describe the types of lexical metaphors and to find the reasons of the use of lexical metaphors in onang onang of Bobby and Kahiyang tortor dance. This study was conducted by qualitative content anaylisis method. The data in this study is the lyric of onang onang in Bobby and Kahiyang tortor dance. Meanwhile, the data source is the video of onang onang of Bobby and Kahiyang tortor dance. The findings of this study showed that the types of lexical metaphor used in onang onang of Bobby and Kahiyang tortor dance were five concepts of lexical metaphors, namely noun noun, noun verb, noun adjective, circumstance preposition noun, and verb preposition noun. The reason of using metaphor in onang onang of Bobby and Kahiyang wedding ceremony were first, to embellish the language in the lyric of onang onang itself and second, in order to the lyrics can easily arousing the feelings or emotions of the audience who heard it when the onang onang is sung. Keywords: Lexical Metaphor; Onang Onang; Tortor Dance
RHETORICAL APPEALS OF SMARTPHONES ADVERTISEMENTS ON BILLBOARDS Dyta Deasy Angriani; Lince Sihombing; Didik Santoso
LINGUISTIK TERAPAN Vol 14, No 1 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.521 KB) | DOI: 10.24114/lt.v14i1.8357

Abstract

This research deals with rhetorical appeals namely logical, emotional, & ethical appeal used in 10 smartphone advertisements from billboards such as Lenovo, Oppo, Evercoss, Advan, Samsung, iPhone, Asus, Vivo, Huawei, & i-Cherry. The analytical tool of this study is based on Ramage et al’s (2010) theory of rhetorical appeals. A qualitative research design is suitably used in this study to give in-depth description and result of analysis. The findings of the analysis about the rhetorical appeals in the smartphone advertisements are: 1) The rhetorical appeals that mostly used in the ten smartphone advertisements is logical appeal due to the total 67 characteristic strategies, whereas emotional appeals only used in 29 characteristic strategies, & ethical appeal which cannot be counted in numbers as it is about credibility which is something qualitative namely expertise, experience, & reputation; 2) The rhetorical appeals in the ten smartphone advertisements are actualized by including the characteristic strategies that tightly represented to each type of rhetorical appeals; 3) The reasons of the actualization of rhetorical appeals application in the smartphone advertisements are because logical appeal attempts to provide sufficient evidence from empirical sources and sound reasoning.Keywords: Advertisement; Language Style; Persuasive strategies; Rhetorical Appeals
The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement Eka Kesumaningrum; Berlin Sibarani; Didik Santoso
LINGUISTIK TERAPAN Vol 11, No 1 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v11i1.2669

Abstract

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods
The Effect of Teaching Methods and Linguistic Competence on the Students’ Writing Achievement Nurmala Nurmala; Didik Santoso; Sri Minda Murni
LINGUISTIK TERAPAN Vol 12, No 2 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v12i2.2918

Abstract

The objectives of the research were to investigate: 1) the students’ achievement in writing narrative text taught by using task-based learning higher than those taught by direct instruction, 2) the students’ achievement in writing narrative text with high linguistic competence is higher than those with low linguistic competence, 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text. It was an experimental research with the population of students at State Senior High School (SMAN) 2 Kisaran 2012/2013 academic year. The sample was selected by applying multistage cluster random sampling. The data collected were analyzed by applying two-way analysis of variance (2x2 ANOVA). The findings indicated that: 1) the students’ achievement in writing narrative text taught by using task-based learning is higher using direct instruction (80 > 67), 2) the students’ achievement in writing narrative text with high linguistic competence is higher than students with low linguistic competence, (80 > 65), 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text (sig. = 0.00 < 0.05). Based on the findings, it is suggested that task-based learning method should be applied in English teaching to develop the students’ writing achievement. Key words: writing; task-based learning; direct instruction; linguistic competence.
Co-Authors Anni Holila Pulungan Anwar Saleh, Anwar Arlina, Arlina Audi Yundayani Ayu Lestari Siregar Berlin Sibarani Busmin Gurning Busmin Gurning Debora Anggreini Sihite Diah Widya Ningrum Diana Hayati Pulungan Dyta Deasy Angriani Eka Kesumaningrum Erlinawaty Erlinawaty Fuad Srinio Ika Lestari Ina Swari Jabat Irmayanti Irmayanti Lince Sihombing Mustika Adriana Nurmala Nurmala Nurul Husnah Harahap Posma Imelda Putri Siahaan Prima . Yanti Rahmad . Husein Rahmad Husein Revi Restu Ayanda Ridawati Sirait Rya Gita Sari Siti Rahma Ritonga Sri Minda Murni Sri Minda Murni Sumarsih Sumarsih Sumarsih Sumarsih Tuti Andriani Siregar Yuliana Ridwan Yusuf Hadijaya