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All Journal DIKSI Englisia Journal UICELL Conference Proceeding Journal on Education SALTeL Journal (Southeast Asia Language Teaching and Learning) Journal of Language, Literature, and Teaching JAMI: Jurnal Ahli Muda Indonesia Jurnal Pendidikan Bahasa Inggris Proficiency Journal of English Language and Education Edu Cendikia: Jurnal Ilmiah Kependidikan Register : Journal of English Language Teaching and Learning of FBS UNIMED LINGUISTIK TERAPAN Journal of Classrom Action Research Jurnal Ilmu Pendidikan dan Sosial International Journal of Educational Research Excellence (IJERE) Excellence Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED

Berlin Sibarani

Universitas Negeri Medan

Author-ID : 379505

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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TYPES OF TEACHER’S FEEDBACK USED IN SPEAKING ACTIVITIES AT SECOND GRADES IN JUNIOR HIGH SCHOOLS David Immanuel Berliando Butar butar; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 4 (2022)
Publisher : Universitas Negeri Medan

Feedback is one of the most important factors that contribute to students’ success in the learning process. At the same time, teacher feedback is a fascinating topic to discuss. It is important to understand the different types of feedback and why the teacher employed them. This study was conducted to learn about the different types of teacher feedback given by the English teacher of the eighth grade at SMPN 27 MEDAN during the academic year 2022/2023 in speaking activities, as well as the reasons why the teacher gives feedback the way she does. The research design is a descriptive qualitative study based on Stone and Nielsen’s opinions. After analysis, it is clear that the types of teacher feedback stated by the teacher are affective feedback and informative feedback, with informative feedback dominating. Furthermore, the teacher’s motivation for creating them is to improve communication with students and to build a communicative class.

TEXT AS REFLECTED IN CLASSROOM INTERACTION Puspa Indah Ramadhani; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

This study was aimed at describing the ways of the teachers in teaching readingcomprehension of recount text taught in grade eighth and finding out the reason why theteachers did that ways in teaching. This study employed a qualitative research design thattaken from two English teachers, the first was from SMP Swasta Muhammadiyah 05Medan, and the second was from SMP N 37 Medan. The data were collected by usingpassive participant observation with the tape and video records as a tool to record theinteraction and interview to find the reason why the teachers did that way in teachingreading comprehension of recount text. The data were analyzed by using three majorphases of analysis: data reduction, data display, and conclusion drawing (Miles,Huberman, and Saldana: 2014). This study revealed that the teachers used the threereading stages as it is applied into scientific approach in teaching reading comprehensionof recount text: (a) pre-reading: asking students’ background knowledge about the topic,asking to open the books and explaining the content about the genre of recount text; (b)while-reading: asking the student to read the text on the text book, recalling students’knowledge about recount text, managing the classroom to do a group task in answeringthe questions based on the recount text, and; (c) post-reading: guiding the students toanswer the questions and clarifying the answer together. It also found that in theclassroom interaction the teachers took their role very good in order to lead the classroomactivity while teaching. The reason underlying why the teachers did those ways becauseteachers believed that by giving the students the genre knowledge of recount text can helpthe student to understand and recognize the recount text; the student will not be engagedby reading text activity if they just asked to read the text; the information about genreknowledge of recount text can help the students in reading comprehension of recount text,and; the competence of the students in mastering the reading recount text can be seenfrom answering the questions related to the text by doing reading comprehension.

DISCOURSE MARKERS IN ESSAY WRITING OF SENIOR HIGH SCHOOL STUDENTS Sonya Sibagariang; Siti Aisah Ginting; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 3 (2018)
Publisher : Universitas Negeri Medan

The objectives of the study were to find out the discourse markers naturally that used by students in the essay writing, the most frequent inappropriateness in terms of the use of discourse markers, and to describe the reasons why they used the discourse markers in the way they do. The study was conducted by applying a descriptive qualitative research. The subjects of the research were the students of senior high school at SMA Budisatrya Medan. The data were the students’ writing that were analyzed by using Fraser Taxonomy (1999). It was fond that the students used 7 out 8 types of discourse markers. Furthermore, the data were also analyzed by using Kao & Chen Taxonomy (2011). It was also fond that the students used 3 out 6 types of misuse patterns of discourse markers. There were seven reasons the students used discourse markers: Limitation of knowledge, lack of ability in writing, lack of interest against english, lack of interest against writing, reading resources, teachers’ explanation and internet resources. Keywords: Discourse Markers, Misuse Patterns, Students’ essay writing.

THE READING COMPREHENSION OF TEXT WITH DIFFERENT LEXICAL DENSITY AND TOPIC FAMILIARITY OF GRADE TEN STUDENTS OF SMA SW KATOLIK BUDI MURNI 2 MEDAN Laura Esterlita br Sinuhaji; Berlin Sibarani; Tiarnita Maria Sarjani Siregar
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

This study aims with reading comprehension of grade ten students of SMA SW Katolik Budi Murni 2 Medan. The objective of this study is(1) describe the students reading comprehension across text of different lexical density and topic familiarity and (2) to find out the effect of lexical density and topic familiarity in reading comprehension. The research was conducted bydescriptive qualitative with non-parametric statistic research. The research was conducted in SMA SW Katolik Budi Murni 2 Medan at the grade ten classroom. the sample of the research were 10 students. The instruments for collecting data used in this research were six reading text with different lexical density and topic familiarity and of reading comprehension test.The result of the analysis showed that: (1) Familiar text is easier to comprehend for the students than the unfamiliar text when they both have low lexical density, while familiar text with medium and high lexical density is the same difficult for the students to comprehend as the unfamiliar text. (2) Text with low lexical density is easier for the students to comprehend than text with medium and high lexical density when the texts are both familiar. While texts with low and medium lexical density is the same difficult for the students to comprehend as the text with high lexical density when the text are unfamiliar.Keywords:Key words : Lexical Density, Reading Comprehension, Reading Text, Topic Familiarity.

PICTURE SERIES TRIGGERING MEMORY RETRIEVAL OF A STORY AS REPRESENTED IN WRITING NARRATION Maria Crystina Napitupulu; Berlin Sibarani; I Wayan Dirgeyasa
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

The aims of this study is to analyze picture series trigger memory retrieval of a story as represented in writing narration. This study was conducted by using descriptive qualitative design. The source of this data are the students of SMA Swasta Kartika Medan which consists of 18 students. To collect the data, elicitation technique was used in this study. To elicit the students writing, picture series of different completeness will be presented to the students. There are three concurrent flows of action to analyze the data, they are data condensation, data display, and conclusion drawing/ verification. After analyzing the data, the researcher found that the way how picture series trigger memory retrieval is that by suiting the number of clues presented to the background knowledge of the writers. The more the background knowledge of the writers have, the less clues they need to trigger memory retrieval. On the other hand, the less the background knowledge of the writers have, the more clues they need to trigger memory retrieval. Key words : Picture series, Triggering, Memory Retrieval, Writing Narration.

QUESTIONS USED BY ENGLISH TEACHER IN TEACHING READING COMPREHENSION TO GRADE X AT SMAN 1 MUARA Suryani G Siregar; Berlin Sibarani; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

This research focused on the types of questions used by teacher and the reason for using the questions. It was a qualitative research design. The subject of this study was an English teacher of the tenth grade students of SMA Negeri 1 Muara. The data were collected by observing, video recording, and interview. The result showed that the teacher only used 4 out of 5 types of questions, they were question of literal, question of reorganization, question of inference, and question of personal response. It was also found that there were other types of questions which categorized as students’ knowledge, vocabulary, and students’ experiences. Out of the 4 types of question, the type of questions frequently used was question of literal. Followed by question of reorganization came as the second, and the least used by the teacher was question of personal response. The reasons for using the types of questions were to measure students’ comprehension and to facilitate students towards comprehension. Key words: teaching reading comprehension, types of questions

FOCUS OF THE TASK IN ENGLISH TEXTBOOKS OF 2013 CURRICULUM Irene Monica; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

The study was aimed to find out and describe focus of the tasks in Englishtextbooks of 2013 curriculum. The researcher used Mileff’s (2009) theory. Thereare three kinds of focus of the tasks, namely skill focus, structure focus andnotional focus. The study used descriptive qualitative design and documentarytechnique to collect the data. The results of the study showed that the researcheronly found one kind of three focus of the tasks, namely skill focus (listening,reading, speaking and writing). In addition, there were four reasons found why thetasks focused on intensive listening, literal reading, responsive and descriptivewriting in the task, namely skill focus (listening, reading, speaking and writing).In addition, there were four reasons found why the tasks focused on intensivelistening, literal reading, responsive speaking and descriptive writing in the tasks.The first reason why the task focused on intensive listening was because to trainstudents’ hearing in getting more understanding of the text. The second reasonwhy the task focused on literal reading was because to make students retell andrecall the information presented in a text. The students acquired the informationdirectly from the text through comprehension question. Third reason why the taskfocused on responsive speaking was because to develop an appropriate shortresponse of students. The last, the reason why the task focused on descriptivewriting was because to help students clarify their understanding of new subjectmatter material.

The Correlation Among Language Barriers, Language Acquisition and Language Development in Society Afore Tahir Harefa; Berlin Sibarani
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6582

Language acquisition is a complex process and is influenced by various factors such as environment, nutrition, and social interaction. This study aims to identify language acquisition barriers faced by sixth grade elementary school students in the community. Through qualitative research methods, observations, interviews and reading tasks were conducted with 30 children, fifteen of whom worked part-time after school, and fifteen of whom did not. Findings indicated a significant difference in language acquisition between the two groups, leading to the identification of eight factors that impede language development. These factors included lack of learning activities at home, excessive focus on work or non-academic activities, malnutrition, limited two-way interaction, lack of attention when communicating, excessive gadget use, and low self-confidence. Understanding these barriers provides insights for educators, parents and policy makers to create a supportive environment that encourages effective language development in children.

Event Modification in EFL Learners’ Narration: A Case Study on Retelling Alibaba Story Pandia, Betharia Sembiring; Sibarani, Berlin
JAMI: Jurnal Ahli Muda Indonesia Vol. 5 No. 1 (2024): Juni 2024
Publisher : Akademi Komunitas Negeri Putra Sang Fajar Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46510/jami.v5i1.297

Experiences of events of both direct and vicarious ones are perceived, organized, sequenced and represented in narrative text in coherent structure. An event consist of character, action and setting. The representation of the events in narration is realized in narrative discourse. The coherent text structure is used to narrate sequence of events in various discourse strategies. This structure is also used to understand a narrative texts. Narratives comprises of constituents and supplementary events. The constituent events are causal in the sense that earlier event contributes to the occurrence of the next event that keep the story moving forward. The supplementary events are not causal; they can be removed without disturbing continuance of the story. Supplementary events are responsible for the meaning and impact of the story. If the supplementary events are removed, the meaning and impact of the story decreases. This background leads the research to investigate event modification and find out narrative discourse used to convey the story. To collect the data, the students were assigned to listen to the story of Alibaba with forty thieves, having listened to the story, they are assigned to modify the story, and retold the modified story in written form. The data were analyzed by comparing the original and the modified story based on every aspect of story structure. The results show that the students’ story modification is limited to the modification of characters and supplementary events; constituent events and narrative discourse are retained; no modification was done to the two aspects. This leads to the conclusion that sequences of events are organized, understood and produced in a coherent structure.

English Teacher’s Competence in Digital Era: A Study on the Development of Teacher’s Ability to Assess Learning Achievement in Pendidikan Profesi Guru Sibarani, Berlin; Pandia, Betharia Sembiring
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

In digital era, internet, computer, mobile phone, application, ChatGPT, googling, etc. affect education. Googling can translate texts from Indonesian into English and vice versa. It can be used to seek information about linguistics. ChatGPT is able to generate ideas, edit, find main idea, write a summary of English text and do many others. Assessment is useful in providing feedback, developing instructional materials and selecting suitable teaching technique. This paper is intended to describe how Pendidikan Profesi Guru (PPG), as in-service training program, develop English teachers’ assessment competence and to what extent the program accommodate current digital technology. Fifteen English teachers attending the PPG were taken as participants. Data were taken from the observation transcripts, lesson plans and teaching materials. Assessment theory and digital technology information were used as the data analysis perspective. The study shows that (1) the English teacher’s assessment competence is deviated from linguistic, language learning, and language teaching methods theories, (2) technology product effect on test taker has not yet been considered in the language learning, (3) the teachers’ assessment competence is affected by the PPG’s programs which does not provide them with the knowledge of the interrelationship among linguistic, language learning and language teaching method theories, and which has not yet taken the technology effect on test taker into their training program. In order to increase the teacher’s assessment competence, it is suggested that the PPG should be reorganized by accommodating linguistic, language learning, language teaching methods, and technology effect on assessment. Key Words: Assessment, Digital, Language, English, Competence, In-Service Training

Co-Authors Afore Tahir Harefa Amaniarsih, Dwi Suci Amrin Saragih Anni Holila Pulungan Ariatna asrul, nurmahyuni Br. Barus, Sri Andania Busmin Gurning Busri Busri Busri, Busri CITRA ANGGIA PUTRI D.P. Tampubolon, D.P. David Immanuel Berliando BB David Immanuel Berliando Butar butar Dewi Sinaga Didik Santoso Eka Kesumaningrum, Eka Eko Widoyo Putro Fauziah Khairani Lubis, Fauziah Khairani Ginting, Immanuel Prasetya Hafiz Aziz, Muhammad I Wayan Dirgeyasa Ika Lestari, Ika Indah Pane, Isli Iriani Irene Adryani Adryani Nababan Irene Monica Iskandar Syahputera, Iskandar Kresna Ningsih Manik Laura Esterlita br Sinuhaji Leonita Maria E Manihuruk Lince Sihombing M Meisuri Maria Crystina Napitupulu Marlin Helentina Napitupulu, Marlin Helentina Masitowarni Siregar Mellya Miranda Putri Muhammad Natsir Natalia Bernita Hutauruk Pandia, Betharia Sembiring Parwati Parwati Puspa Indah Ramadhani Putri Ramadhani, Putri Rahmad Husein Rini Ekayati Sarifah Siregar Sihite, Meida Rabia Sinaga, Dolli Sinaga, Dolli Rotua Siregar, Alfina Gustiany Sitanggang, Anita SITI Aisah Ginting Siti Aisah Ginting Siti Aisyah Ginting Sonya Sibagariang Sri Andania Br. Barus Sri Astuti Sri Minda Murni Sri Rebeka J. A. Parhusip Sri Wahyuni Hasibuan Sumarsih . . Suryani G Siregar Syamsul Bahri Teguh Satria Amin, Teguh Satria TIARNITA MARIA SARJANI SIREGAR Tiarnita Siregar Utami Dewi Uziana, Uziana Yasminar Amaerita Telaumbanua

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