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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
Siti Aisah Ginting
UNIMED
Humanities Education Languange, Linguistic, Communication & Media

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Journal : Register : Journal of English Language Teaching and Learning of FBS UNIMED

 1 
TEACHER-STUDENT VERBAL INTERACTION PATTERN IN READING CLASSROOM SMP PARULIAN 2 MEDAN Nurcahaya Sinaga; Siti Aisah Ginting; Farida Hanim Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.804 KB) | DOI: 10.24114/reg.v8i4.24675

Abstract

TEACHER-STUDENT VERBAL INTERACTION PATTERN INREADING CLASSROOM SMP PARULIAN 2 MEDAN*Nurcahaya Sinaga** Dr. Siti Aisah Ginting M.Pd.** Farida Hanim Saragih, S.Pd., M.HumABSTRACTNurcahaya Sinaga. Registration Number: 2153321022. Teacher-StudentVerbal Interaction Pattern in Reading Classroom at SMP Parulian 2 Medan.A Thesis. English and Literature Department. Faculty of Languages andArts. State University of Medan, 2020.This research was intended to examine the verbal interaction features used by twoteachers in teaching reading comprehension through virtual classroom with zoomapplication. This virtual class was chosen since the offline classroom was changedinto online classroom during the covid 19 pandemic. This research was conductedto answer the research problems; 1. How are the teachers and the students verbalinteraction patterns used in reading classroom of SMP Parulian 2 Medan. 2 Whydo the teachers interact in the way they do? It covers the analysis on thetranscripts of teachers-student verbal interaction and the interview. The analysiscovers the steps of data condensation. In the process of data condensing, allrecorded utterances were selected to focus on the utterances used by the teachersand students during the virtual classroom. Then, the utterances were simplified inorder to be easier to understand. The abstracting process was done to focus on theintention of answering the research problems. The final step was transforming theutterances and interview into transcription. The design of this research is a casequalitative study. The subjects were two English teachers and twenty students ofParulian Junior High School. The data to answer the problems were transcripts ofverbal interaction used by the teachers and students and interview to find thereasons of the teachers to use certain patterns students during the virtualclassroom. The data were collected by using recording tools; smart phonerecording and observational notes. The findings show that the teachers’ verbalclassroom interaction did not cover all types of interactional features by Walsh.The verbal interactions through zoom virtual classroom by the first teacher consistof seven types of interactional features. They are Display questions (0,53%),Seeking clarification (0,21%), Extended wait-time (0,125%), Scaffolding(0,003%), Direct repair (0,003%), Confirmation checks (0,003%), Teacher echo(0,003%). While. The verbal interactions through zoom virtual classroom by thesecond teacher consist of seven types of interactional features. They are Display questions (0,29%), Scaffolding (0,023%), Extended wait-time (0,23%), Seekingclarification(0,12%), Confirmation checks (0,032%), Teacher interruptions(0,032%), Direct repair (0,016%), Content feedback ( 0,016%), Extended learnerturn (0,016%), Teacher echo (0,016 %). The most frequently used of interactionalfeature is display questions. The reason to use display questions is material focus.The teachers wanted the students to focus on the material.Keywords: Classroom Verbal Interaction, Pedagogical goal, ReadingClassroom.
METAPHOR OF MODALITY IN CLASSROOM INTERACTION Raissa Sati; Siti Aisah Ginting; Indra Hartoyo
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.205 KB) | DOI: 10.24114/reg.v9i4.24666

Abstract

METAPHOR OF MODALITY IN CLASSROOM INTERACTION *Raissa Sati ** Dr. Siti Aisah Ginting, M.Pd **Indra Hartoyo, S.Pd, M. Hum ABSTRACT This study aims at analyzing the types and realization of metaphor of modality in classroom interaction of grade eleven Global Prima National Plus Medan. Qualitative research design was used by the researcher to conduct this study. The subjects of this study were the teacher and the students in grade eleven Global Prima National Plus Medan in academic 2018/2019. The data were collected by observed and recorded to find the types of metaphor of modality being used and also to find out how the metaphor of modality is realized in classroom interaction. The data were analyzed by using Miles and Huberman data analysis technique. The findings of the study show that teacher and students used all the types of metaphor of modality in classroom interaction, such as modalization (probability 86,79% with 46 occurances, usuality 1,88% with 1 occurance) and modulation (obligation 3,77% with 2 occurances, inclination 7,54% with 4 occurances) . Metaphor of modality in classroom interaction was realized by the category probability (think, believe, possible), usuality (ussually), obligation (be obligied to) dan inclination (be allowed, recommend, permission). Key words: Teaching, English, Culinary.
A TRANSITIVITY ANALYSIS ON STUDENTS’ WRITING RECOUNT TEXT Septyana D Sianipar; Siti Aisah Ginting; Tiarnita M. S Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.778 KB) | DOI: 10.24114/reg.v9i2.24657

Abstract

A TRANSITIVITY ANALYSIS ON STUDENTS’ WRITING RECOUNT TEXT *Septyana D Sianipar ** Siti Aisah Ginting ** Tiarnita M. S Siregar Abstract The objectives of this study were to find out the types of transitivity system used on students’ writing recount texts. Further, this study also aims to identify the types of transitivity systems realized in students’ writing recount texts. This study was conducted by using a descriptive qualitative design method. The data were 15 pieces of recount texts written by tenth grade students of SMAN 21 Medan being analyzed as the data. From this research, it was found that in all units of students’ writing recount texts, there were 249 clauses. In these clauses, all process types can be found with varieties of the usage, they were: material process, mental process, relational process, behavioral process, verbal process, and existential process. As for the participants, almost all can be found in students’ recount texts: actor, goal, range, senser, phenomenon, token, value, carrier, attribute, possessor, possessed, behaver, sayer, verbiage, existent, and beneficiary ones. Only two participants were not found in the texts: the range and the target ones. As for circumstances, there were seven circumstances found in the students’ recount texts: extent, location, manner, cause, accompaniment, and matter. The contingency, angle, and role aspects however, were not found. The realization of the transitivity system on students writing recount texts, were found with varieties of the usage in constructing language features of the students’ recount texts. The processes were realized by personal pronoun, direct and indirect objects. Finally, the circumstances were realized by prepositional and adverbial phrases. Keywords: Transitivity System, Writing, Students’ recount texts.
Co-Authors Farida Hanim Saragih Gigin Sappena Ginting Indra Hartoyo Nurcahaya Sinaga Nurhasanah Sidabalok Raissa Sati Septyana D Sianipar Theresia Manalu Tiarnita M. S Siregar