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All Journal Journal MELT (Medium for English Language Teaching)
Hetty Zaharani
Department of English Education Universitas Potensi Utama, North Sumatera
Languange, Linguistic, Communication & Media

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Journal : Journal MELT (Medium for English Language Teaching)

 1 
ENGLISH PRONUNCIATION OF MANDAILING, PADANG AND JAVA TRIBES Hetty Zaharani
Journal MELT (Medium for English Language Teaching) Vol 4, No 2 (2019): MELT December 2019
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.4.2.2019.114-134

Abstract

This study presents the existence of the English pronunciation of the students from Mandailingnese, Padangnese and Javanese. The purpose of this study are to investigate (1) the sound which students pronounce English differently , (2) which regional language that is most influential on the students’ English pronunciation,(3)the reason why the students pronounce English differently. The data are gathered from sounds pronounced by the students in the second semester of IAIN Medan. Then, the Students should fill the questionennaire form related to the subject and they try to pronounce 134 words given by researcher. The students are interviewed based on the subject’s problem. As the first result, researcher found  that students pronounced some words differently as follows: a. [v] → [f], [j], [p],  b. [z] → [s], [dʒ],  c. [f] → [g], [p].  d. [s] → [c], [z]  e. [ʃ] → [z], [s], [t], [c],     f. [n] → [n], [g] ,  g. [ð] → [t], [d], [ɪ], [de], [tɪ], [də], h. [dʒ] → [j], [g], [du],  i. [ph] → [p],  j.[w]→[u],  k. [tʃ] → [c], [k], [tj], [tu]   [ge], [ʒ], [ʒɪ],   l. [th] → [t],  m. [g] → [k],   n. [kh] → [k],  o. [θ] → [t], [d]  , p. [ʒ] → [z], [ʃ], [g], [gen], [s], [ʒɪ]. The second, researcher can declare that the Javanese accent has the most influence on English pronunciation.  The third, lack of daily pronunciation practice make students are unable to pronounce normal sounds or ordinary accent.
THE EFFECT OF WORD WALL METHOD ON STUDENTS’ WRITING ABILITY Hetty Zaharani
Journal MELT (Medium for English Language Teaching) Vol 6, No 2 (2021): MELT December 2021
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.6.2.2021.107-121

Abstract

Writing is one of the important skills in teaching English. But in writing, there are some obstacles to construct sentences and express ideas. Usually, the common problems are lack of knowledge about grammar, vocabulary, and content. Many people are restricted by their skill of writing and caused them can not express their idea in writing. Many great ideas cannot breakthrough because they were never been written or show up. To face this common problem, there must be some ways and solutions to improve the students’ writing ability, in this case, the researcher used the word wall method in helping students to improve their writing ability. This research aims to figure out whether the word wall method can improve students’ writing ability. The subject of this research was the tenth students of Nahdatul Ulama’s School in the academic year 2020/2021 that consisted of 40 students in X class, 22 females and 18 males. Based on the result of the research, the writing ability of the students was increased by applying the word wall method in the first cycle. In the pre-test, before treatment, the mean figure was 38. After applying the word wall method in cycle 1, the figure increased to 57 and in the cycle, the mean figure achieved 82 points. It could be stated that the students got a significant improvement in their writing ability. This condition occurred because some weaknesses that appeared in cycle one had been revised and implemented well in cycle two. It could be concluded that the effect of the word wall method could be able to change positively the writing ability of students with significantly value.
Improving Students’ Writing Ability by Application of Semantic Mapping Strategy at SMA Muhammadiah Hetty Zaharani
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.26-35

Abstract

Writing skill is one of the most important skills in English to communicate information or something through media like paper, email, book, etc. Excellent writing skill allows the students to express their opinions, thoughts, and imagination. The result is to make the readers understand and attract to their writing. Writing activities make every writer think, learn and communicate in the media. Unfortunately, most of the students face difficulty and stagnant in writing. They need some strategies to help them in improving their writing skill. Semantic mapping is one of the effective ways for improving writing ability. It helps students to get an idea and improve it into sentences and paragraphs. This study described the use of semantic mapping in teaching writing skills. This study is aimed to improve student's language skills, especially writing based on their literacy level. It also applied semantic mapping in the joint construction of the text. Students were asked to write the report after they created a semantic mapping of their idea and group. The method of this study was action research which had four steps. The steps were planning, acting, observing, and reflecting. The data was collected from the cognitive test, observation checklist, questionnaire, and interview. The purpose of the research is to know whether using a semantic mapping strategy can improve the students’ writing skills. This study is a classroom action research and It focuses on how students respond to semantic mapping strategy in English writing skills. The instrument of this study is using a questionnaire which is distributed to the students of the academic year 2021/2022 that consisted of 30 students in XII grade, 17 females and 13 males. The result of this study was 90,33 % of students got easier in learning writing tasks and 26,33% had great enthusiasm to master  writing skills by using semantic mapping strategy.
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