Article Per Year (5 Year)
p-Index From 2020 - 2025
1.116
P-Index
This Author published in this journals
All Journal Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Register : Journal of English Language Teaching and Learning of FBS UNIMED Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED
Marisi Debora
Universitas Negeri Medan
Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
INDONESIAN STUDENTS' EXPERIENCES IN STUDYING FOREIGN LANGUAGE USING TECHNOLOGY Widya Andayani; Rika Andriani; Sherina Rizky Amelya; Hesti Isra Ayu Octavia; Marisi Debora
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol 19, No 2 (2021): Wacana, Vol. 19 No. 2, Juli 2021
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v19i2.18335

Abstract

The existence of technology in education has impact tremendously in learning. This greatly facilitates the experience of students in order not to be monotonous and boring. The usefulness of the media learning app is very accepted by the public because it allows users, especially for Students. Advantages in the use of media applications can add new knowledge to a lesson. To facilitate the learning experience of the student, to learning to speak German can use the app Quizizz. Features. Quizizz is very easy for students to understand and explore a learning material. This research was conducted by interviewing 10 students of education German language ever use the app Quizizz with the aim to see the opinion of the experience of students who learn using the application. Based on the results of this research, many of the students of the educational program of the German language, said that the experience of learning with the application quizizz is very easy to understand the material of the German language and is also very effective in explore and evaluate his understanding.
MAPPING READING QUESTIONS OF SUMMATIVE TEST FOR ELEVENTH GRADE OF SMK ST. NAHANSON PARAPAT SIPOHO Ivan Fernando Simanjuntak; Marisi Debora
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.v11i2.35834

Abstract

This study aimed to analyze the distributions of the cognitive process dimensions of Revised Bloom’s Taxonomy and the distribution of indicators on reading questions of summative test. The design of this research was a descriptive qualitative study with a survey method. This research was conducted in SMK St. Nahason Parapat Sipoholon on 2020/2021 academic year. The data of this research was the reading questions of summative tests used by the teacher in the odd semester examination. The source of the data was a summative test for eleventhgrade students in the 2020/2021 academic year. The data were analyzed using Revised Bloom's Taxonomy's operational verb dimension of the cognitive process and grouped according to basic competencies and indicators in the syllabus. The findings revealed that: (1) the distribution of the cognitive process dimensions of Revised Bloom's Taxonomy on the summative reading test are not evenly distributed, and the question is dominated by the dimensions of the level process cognitive remembering (C1) and understanding (C2). The average distribution of dimensions of the cognitive process of Revised Bloom's Taxonomy on reading test was the cognitive process dimensions level C1 of 12 questions out of 18 in total (56%), C2 consist of 4 questions (22 %), C3 was not included (0 %), C4 covered 4 questions (22 %), C5 by 0 %, and C6 by 0 %. (2) The distribution of indicators on the odd semester exam questions of reading test was not evenly divided. There are 26 indicators arranged by the English teacher for odd semester, only 2 indicators are included in the reading test items for total 9 questions out of 18 in total. Some indicators are not included in the questions, and there are 9 questions (50%) out of 18 in total were not related to the indicator.Keywords: Reading Questions of Summative Test, Cognitive Process Dimension of Revised Bloom’s Taxonomy, Indicator
THE TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN TEACHING ENGLISH AT SMA SWASTA IMELDA MEDAN Tiffanny Tiffanny; Marisi Debora
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.v11i4.41196

Abstract

This research was aimed to describe the kinds of motivational strategies used by the teachers in teaching English at SMA Swasta Imelda Medan and the ways how the teachers apply the motivational strategies. In this research, the researcher used descriptive qualitative research design and involved two techniques of collecting data, they are: observation by observing the learning and teaching process, then took a note for getting the results which were related to the kinds of motivational strategies used by the teachers; and interview by asking the English teachers some questions related to the ways how the teachers apply the motivational strategies. The data gathered were processed in some stages in the form of data condensation, data display and drawing conclusion. The participants of this research were two English teachers of SMA Swasta Imelda Medan and 29 twelfth grade students. The result of this study showed that the first teacher applied 14 kinds of motivational strategies and the second teacher applied 16 kinds of motivational strategies. All of the strategies can be grouped into four aspects of MTP framework based on Dornyei’s theory and the ways how the teachers apply the strategies in those aspects were various, but similar. For creating basic motivational condition aspect, the teachers tried to create a proper good behavior and good relationship toward the students by greeting them cheerfully, showed enthusiasm, and asked how the students were doing. Then, in generating initial motivation aspect, the teachers always checked the students’ work to make sure there was no any obstacle and keep to asking the students’ understanding to the learning material. Next, for maintaining and protecting motivation aspect, the teachers presented task in a motivating way by giving the students opportunities to choose their own topics for the task and exercise. Finally, for encouraging positive retrospective self-evaluation aspect, the teachers gave a good feedback to the students by praising them and giving comment to their works.Keywords: Teachers’ Motivational Strategies, Students’ Motivation, MTP Framework.
Factors Affecting Students’ Willingness to Speak English at Eleventh Grade of SMA Pertiwi Medan Aisyah Febrianti; Marisi Debora
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 12, No 1 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v12i1.44527

Abstract

This study is about Factors Affecting Students’ Willingness to Speak English at Eleventh Grade of SMA Pertiwi Medan. The aim of this study is to find out the factors that affect students’ willingness to speak English at eleventh grade students of SMA Pertiwi Medan. The data of this study was taken from eleventh grade students in SMA Pertiwi Medan. The research design of this data was qualitative research design. The data were collected by observation and interview. The result of the study revealed that there were individual and situational factors that affect students’ willingness to speak. They were self-confidence, perceived speaking ability, learning anxiety, motivation and personality as the individual factors. The situational factors consisted of effect of task type, topic, interlocutor, teacher and classroom atmosphere.Keywords: Willingness to speak, English, Senior High School
TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION DESCRIPTIVE TEXT AT TENTH GRADE STUDENTS OF SMA ST. THOMAS 2 MEDAN Gabriela Elisabeth Sibagariang; Marisi Debora
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 12, No 2 (2023): Genre Journal
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gj.v12i2.48600

Abstract

The purposes of this study analyzed kind of strategies used by English teachers at SMA St. Thomas 2 Medan in teaching reading comprehension descriptive text, and analyzed how the English teacher used semantic mapping in teaching reading comprehension descriptive text. This research was conducted by descriptive qualitative method. The participants of this research were an English teacher of grade 10 at SMA St. Thomas 2 Medan and the students of class X IPS 1 SMA St. Thomas 2 Medan. The data from this research were the results of observations and interviews. The researcher also asked the teacher what strategies the teacher usually uses in teaching reading comprehension, especially in descriptive texts. The teacher replied that she had three different teaching strategies for teaching reading comprehension. The three strategies are: Mind Mapping/Semantic Mapping, Reciprocal Teaching, and Question Answer Relationship (QARs). Based on the results of observations that had been made by researchers, teachers carried out learning activities using teaching strategies properly and there were no obstacles.
Students’ Perceptions on The Use of Numbered Head Together Technique in Teaching Reading Comprehension Eva Cristin Sipayung; Marisi Debora
TRANSFORM : Journal of English Language Teaching and Learning Vol 12, No 3 (2023): Transform (September, 2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v12i3.52341

Abstract

The aim of this study was to find out students’ perceptions on the use of Numbered Head Together technique in teaching reading comprehension. The participants of the study were 30 students of Grade VIII SMP N 35 Medan. The data were analyzed by using descriptive qualitative. The data were collected by conducting observation, questionnaire, and interview. The questionnaire was designed based on Likert scale. The result of this study showed that most students gave positive response on the use of Numbered Head Together technique in teaching and learning reading comprehension process. There were only 9 students who gave negative response to the used of Numbered Head Together technique in teaching reading comprehension which could not help them in learning many reasons namely; they felt uncomfortable to learn in group discussion and they felt boring during the teaching and learning process. In short, the used of Numbered Head Together technique in teaching reading comprehension can motivate and attract them to be more enthusiastic in learning reading comprehension.
Co-Authors Aisyah Febrianti Eva Cristin Sipayung Gabriela Elisabeth Sibagariang Hesti Isra Ayu Octavia Ivan Fernando Simanjuntak Rika Andriani Sherina Rizky Amelya Tiffanny Tiffanny WIDYA ANDAYANI