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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED Genre Journal: Journal of Applied Linguistics of FBS UNIMED

Masitowarni Siregar

UNIMED

Author-ID : 4211375

Humanities Education Languange, Linguistic, Communication & Media

Published : 7 Documents Claim Missing Document

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IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE Nina Surya Rahman Nasution; Masitowarni Siregar
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v2i1.717

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

THE EFFECT OF NUMBERED HEADS TOGETHER TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN READING RECOUNT TEXT Freddy Simarmata; Masitowarni Siregar
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 4 (2017)
Publisher : Universitas Negeri Medan

The objective of this study was to investigate whether Numbered Heads Together Technique significantly affected on students’ achievement in reading recount text. This study was an experimental research design. The population of this study was grade X students of SMA Swasta Teladan Medan with the total number of students was 60 as samples and all of the students was taken by using random sampling. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Numbered Heads Together Technique, while the control group was taught by using Lecturing Method. The instrument of collecting data was multiple choice tests which then divided into pre-test and post-test. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.64, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable (5.50 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that there is a significant effect of using Numbered Heads Together Technique on the students’ achievement in reading recount text. Keyword: Numbered Heads Together Technique, Reading Achievement.

THE EFFECT OF USING TEAM-ASSISTED INDIVIDUALIZATION (TAI) METHOD ON STUDENTS ACHIEVEMT IN WRITING DESCRIPTIVE TEXT Mhd. Teguh Priyono; Masitowarni Siregar; Nora Ronita Dewi
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

This study was aimed to find out the effect of Team Assisted Individualization (TAI) method on students’ achievement in writing descriptive text. It was conducted by using experimental research design. The population of this research was the first (X) grade students of SMA Al-Hidayah Medan. It consisted of 104 students with 3 parallel classes. Students were chosen as the sample by using random sampling technique. There were two randomized groups, namely experimental group and control group. Class X-1 with 36 students became the experimental group while class X-2 with 36 students became control group. The Experimental group was taught by using Team Assisted Individualization (TAI) method and the control group was taught without a treatment. The instrument which was used for collecting the data was writing test. The data was analyzed by using t-test formula. The result showed that the mean of score in post-test for experimental group ( 68.48) ) was higher than control group (66.53). The value of tobserved (2.94) is higher than the value of ttable (1.994) (a = 0.05 ) with the degree of freedom (df) = 70. So, alternative hypotheis (Ha) was accepted and the Team Assisted Individualization (TAI) method significantly affected students’ achievement in writing descriptive text. Keywords : Team-Assisted Indiividualization, Writing Descriptive Text

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY Nurasiah Lubis; Busmin Gurning; Masitowarni Siregar
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 3 (2017)
Publisher : Universitas Negeri Medan

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

THE ANALYSIS OF THE READING MATERIALS IN “ENGLISH ON SKY 2” TEXTBOOK BASED ON SCHOOL-BASED CURRICULUM FOR GRADE VIII STUDENTS OF JUNIOR HIGH SCHOOL Nurul Hidayah Siregar; Masitowarni Siregar
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 4 (2017)
Publisher : Universitas Negeri Medan

This study attempts to describe the conformity between reading materials in English on Sky 2 Textbook for grade VIII students’ of junior high school and the requirements of School-Based Curriculum in the aspects of indicators, text types, social function, rhetorical structure, and linguistic features. It was designed as documentary analysis in the form of descriptive qualitative research. The data of this study were reading materials collected from English on Sky 2 Textbook published by Erlangga in 2007. Based on the analysis of those aspects, it was found that the aspect of indicators gains 81.66% conformity, the aspect of Text types gains 66.66% conformity as the six text types required by School-based Curriculum are not all presented in the textbook, the aspect of social function gains 37.5 % conformity, moreover, the aspect of rhetorical structure gains 100% conformity, and the aspect of linguistic features gains 100% conformity. From the data obtained, the total conformity between the textbook and the requirements of School-based Curriculum attains 77.16% conformity. This number is categorized as good according to Nurgiyantoro’s Criterion Referenced Evaluation. Therefore, this textbook is appropriate to be used by both teachers and students in English language teaching, particularly in teaching reading as this textbook has already followed the instructions and the requirements of School-based Curriculum. Key words: reading materials, textbook, School-based Curriculum

Co-Authors Anni Holila Pulungan Busmin Gurning Esterina Sipahutar Freddy Simarmata Mhd. Teguh Priyono Nina Surya Rahman Nasution Nora Ronita Dewi Nurasiah Lubis Nurul Hidayah Siregar Nurvita Sari Silalahi

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