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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

Willem Saragih

UNIMED

Author-ID : 4278153

Humanities Education Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document

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Articles

THE COGNITIVE PROCESS OF DIFFERENT GENDER IN WRITING ARGUMENTATIVE TEXT Delima Melpiana Sianturi; Willem Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 1 (2020)
Publisher : Universitas Negeri Medan

THE COGNITIVE PROCESS OF DIFFERENT GENDER IN WRITING ARGUMENTATIVE TEXT *Delima Melpiana Sianturi **Willem Saragih Abstract The purpose of this study was to describe the cognitive processes of students in writing argumentative text. The subjects were the students of SMA N 2 Percut Sei Tuan from two gender; they were five female students and five male students. It was descriptive qualitative research designs of which instrument are both writing and restropective interview. The research asked the subjects to write about argumentative text. A retrospective interview was conducted to the students after analyzing their argumentative writing in order to get the subject’s cognitive process taking place during the writing of their argumentative text. The results of the data analysis showed that the cognitive processes of the students of two gender were different. The cognitive process of male students in writing was in two stages: (a) organizing the idea, (b) translating the text. Besides, the cognitive process of female students in writing was in three stages: (a) organizing the ideas, (b) translating the text, and (c) reviewing the text. The cognitive process in writing argumentative rext occured with different process and different reason why they wrote the way it does.

THE READABILITY IN ENGLISH ZONE TEXTBOOK FOR THE TENTH GRADE STUDENTS OF SMA N 2 BANDAR Lilis Uliartha Nababan; Willem Saragih; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 1 (2017)
Publisher : Universitas Negeri Medan

This study was carried out to find out the readability level of the reading texts in English Zone textbook by using Flesch Reading Ease Formula and Cloze Test at the tenth grade students of SMA N 2 Bandar. The population of this research was the tenth grade students of SMA N 2 Bandar in the academic year 2015/2016. The textbook consists of 181 pages with 29 reading texts in it. The researcher took 5 reading texts from the English textbook entitled English Zone published by Penerbit Erlangga and the tenth grade students of 30 students as the sample. The method used in this study was descriptive analysis using quantitative data. The instruments of the research were Flesch Reading Ease Formula and Cloze Test. The data were analyzed using Flesch Reading Ease Formula which is focused on the average number of the syllables per words. The result of the analysis by using Flesch Reading Ease Formula is grouped into three levels which are Very Easy, Easy, and Fairly Easy. The average readability score for all texts is 82.6 which implies that the text are in Fairly Easy Level. The result of the analysis by using Cloze Test, the average readability score of the five texts is 51.20% (Independent Level), the text are predicted to be of appropriate difficulty. It could be concluded that the reading texts were in the English Zone textbook were not suitable to be used by the students at the tenth grade students of SMA N 2 Bandar. Keywords :Readability, Textbook, Fesch Reading Ease Formula

STUDENT TALK IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 2 BINJAI Windi Love Pita Sari; Busmin Gurning; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

This study was aimed at finding out the types of student talk, the dominant type of student talk and the reasons why the students used the dominant type of student talk during teaching-learning process at SMA Negeri 2 Binjai in 2016/2017 academic year. This qualitative research used 40 students in grade XII as the source data and the researcher used audio recording, observational tally sheet, and matrix as the instruments for collecting data. The data got by using Flanders Interaction Analysis Category (FIAC). The analysis showed that students were still passive in speaking in the classroom interaction. The total percentage of student talk was 36,44%. The percentages of student talk in the first meeting were: 11,63% of student talk-response and 9,42% of student talk-initiation. Then, the percentages of student talk in the second meeting were: 11,35% for student talk-response and 4,04% for student talk-initiation. The dominant type of student talk was student talk-response by 22,98%. The researcher found the reasons by interviewing the students. The reasons why the students used the dominant type student talk-response were: (a) responding to the teacher’s question was the obligation of the students, (b) the students were understood and interested with the topic, (c) the students want to increase their ability in speaking English because the students seldom speak English outside of classroom, (d) some students do not speak confidently in the class, so by responding to the teacher will build up their confidence, (e) the students want to increase their ability in speaking English in order to build up their confidence, (f) by responding to the teacher’s question, it made the students more active in the classroom. Keywords: classroom interaction, student talk, Flanders Interaction Analysis Category (FIAC).

TEACHER’S QUESTIONS IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 1 BABALAN Andika Pratama; Rahmad Husein; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

This qualitative study was aimed at investigating the kinds of question which were raised by an English teacher with respect to cognitive level in the classroom. The data were obtained by an audio-recording and the transcription of the teacher’s questions in meeting of English subject. The English teacher and his forty students were involved as the participant in the classroom interaction. The kinds of question were identified by using Revised Bloom Taxonomy’s Theory proposed by Forehand (2005). The findings of this research show that the English teacher had applied his questions with respect to the five out of six from cognitive levels; they are Remembering, Understanding, Applying, Analyzing, and Evaluating. As the result of analysis, the percentage of kinds of questions with respect to understanding level is 32%(8 questions). Then, the analyzing level is 28%(7 questions), the remembering level is 16% (4 questions), the applying level is 12%(3 questions), and the evaluating level is 12% (3 questions).Furthermore, the understanding level is the most raised by the English teacher which means that the level explicitly explains that the questions used by the teacher are still categorized to the basic skill. In relation to that, it is concluded that the level indicated that all the teacher’s questions transcribed with respect to the five of cognitive levels do not fulfill as category in organizing the questions well in classroom interaction. And the level would only aim to elicit factual answers, recognize information from interpreting the meaning and check student’s comprehension. Keywords: Classroom Interaction, Teacher’s Questions, Kinds of Teacher Questions with Respect to the Cognitive Domain

CLASSROOM INTERACTION ANALYSIS OF ENGLISH CLASS IN SMPN 2 BABALAN Krisman Sipahutar; Willem Saragih; Indra Hartoyo
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

The purpose of this study was to find out the types of interaction, the percentage of teacher talk and student talk and the dominant characteristic of interaction which appeared during teaching-learning process in SMP N 2 Babalan in 2016/2017 academic year. This study used descriptive design. The subjects of this study were three classes. One class of the eighth grade and two classes of the nineth grade. The data were analyzed by using Flanders Interaction Analysis Category System (FIACS). The instruments of collecting data were audio and video recording. The analysis showed that all of the ten types of interaction appeared. The percentages of each types of interaction were: (a) accepting feeling: 0.41%; (b) praising and encouraging: 9.97%; (c) accepting students’ ideas: 0.22%; (d) asking question: 26.26%; (e) lecturing: 4.70%; (f) giving direction: 13.25%; (g) criticizing: 2.21%; (h) tudents talk response: 39.35%; (i) student talk initiation: 1.10%; (j) silence and confusion: 1.93%. Teacher talk percentages were 60.98% in class 8-1, 51.62% in class 9-2 and 61.15% in class 9-5. And the student talk percentages were 37.31% in class 8-1, 47.29% in class 9-2 and 20.09% in class 9-5. The dominant characteristic of interaction was content cross, which means that the teacher focused on giving questions and giving materials. From the results, the researcher concluded that the teacher was dominant in the classroom during the teaching-learning processes.Keywords: Classroom Interaction , Flanders Interaction Analysis Category System (FIACS). Teacher talk, Student talk.

Co-Authors Andika Pratama Busmin Gurning Delima Melpiana Sianturi Indra Hartoyo Krisman Sipahutar Lilis Uliartha Nababan Rahmad Husein Syamsul Bahri Windi Love Pita Sari

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