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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

Johannes Jefria Gultom

UNIMED

Author-ID : 4277239

Humanities Education Languange, Linguistic, Communication & Media

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Articles

TEACHERS’ ELICTATION TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT SMK NEGERI 13 MEDAN Khairiana Fitri; Neni Afrida Harahap; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 3 (2020)
Publisher : Universitas Negeri Medan

TEACHERS’ ELICTATION TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT SMK NEGERI 13 MEDAN *Khairiana Fitri **Neni Afrida Sari Harahap **Johannes Jefria Gultom Abstract This research was dealt with elicitation techniques used by the teacher in English Classroom Interaction. The objectives of this study were (1) to identify the subcategory of elicitation techniques used by the teacher in English classroom interaction at SMKN 13 Medan (2) to find out the reasons which affect the use of elicitation techniques in English classroom interaction at SMKN 13 Medan. A descriptive qualitative design was used in this study. The data were collected by recording the utterances of teacher. The data were analyzed by data condensation, data display, conclusion drawing/verification. (1) There were 259 elicitations used by the teacher in the classroom interaction. The subcategories that have been found in teacher utterances are elicitation for information, elicitation for confirmation, elicitation for agreement, elicitation for commitment, elicitation for repetition, and elicitation for clarification. (2) For the reasons which affect the use of elicitation techniques. There were six reasons, they were lack of skill and knowledge of teacher, lack confidence of students in class participation, passive recipient of information, reluctant students, large class size, and low level of learners. Meanwhile, the short duration of class and late arrival of students in class were not the reasons which affect the use of elicitation techniques. Keywords : Teachers’ Elicitation Techniques , Classroom Interaction, DescriptiveQualitative.

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “ BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS Chintia Theresia; Johannes Jefria Gultom; Tiarnita Maria Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS*Chintia Theresia**Johannes Jefria Gultom,S.Pd.,M.Hum.**Tiarnita Maria Sarjani Siregar,S.Pd.,M.Hum.ABSTRACTTheresia,Chintia. Registration Number: 216121006. Bloom’s Taxonomy on Reading Exercises inEnglish Textbook “Bahasa Inggris” for Grade Ten Senior High School. A Thesis, EnglishEducation Study Program, Faculty of Languages and Arts,Universitas Negeri Medan,2020.The purpose of this study was to find the types of reading exercises and the distribution of Bloom’s Taxonomy incognitive domain in the third revision of English Textbook for grade ten Senior High School students published byPusat Perbukuan dan Kurikulum . Based on Revised version of Bloom’s Taxonomy (2001) there are 3 domain inBloom Taxonomy such as the cognitive domain, affective domain and psychomotor domain. This study focused oncognitive domain. There are six level of cognitive domain; remember, understand, apply, analyze, evaluate andcreate. Based on Heaton Theory, there are 5 types of reading exercises. Namely, matching test, true false, multiplechoice, completion item, and open ended. This study used the qualitative method to solve the problems. The data ofthis study were taken from 172 questions from 30 reading exercises. For collecting the data this study used onetechnique, that is documentation. Analysis technique used which were data reduction, data displays and conclusiondrawing/ verification. The finding of this study are there are 43% for remember, 32% for understand, 5% for apply,15% for analyze, 3 % for evaluate, and 2 % for create. There are 3 of 5 types of question used in this textbook.Keywords : Bloom’s Taxonomy, Cognitive Domain, Questions, Reading,

THE IMPLEMENTATION OF BLOOM’S TAXONOMY ON THE ENGLISH SUMMATIVE TEST ITEMS FOR SECOND YEAR SENIOR HIGH SCHOOL STUDENTS IN ACADEMIC YEAR 2015/2016 Nurul Soraya Saragih; Indra Hartoyo; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 1 (2017)
Publisher : Universitas Negeri Medan

This study aimed to analyze the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016. The method of this research is descriptive qualitative research for collect, analyze and classify reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from English Summative Test for eleventh grade of SMAN 1 Tebing Syahbandar. The results of this study are: for odd semester C1 (69.23%), C2 (15.38%), C3 (7.69%), C4 (7.69%), C5 (0%) and C6 (0%); and for even semester C1 (38.89%), C2 (5.56%), C3 (0%), C4 (55.56%), C5 (0%) and C6 (0%). Adapted by Sudjana (2009), these results do not achieve proportion of thinking order skill that the total of C1 and C2 is 30%, C2 and C3 is 40%, C4 and C5 is 30%. It shows that the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016 are not appropriate.Key words: English summative test, reading comprehension questions, revised Bloom’s Taxonomy.

THE TEACHING READING COMPREHENSION OF HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS IN MEDAN Nova Marya Simanjuntak; Berlin Sibarani; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text

Co-Authors Berlin Sibarani Chintia Theresia Indra Hartoyo Khairiana Fitri Neni Afrida Harahap Nova Marya Simanjuntak Nurul Soraya Saragih Tiarnita Maria Siregar

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