Articles
<![CDATA[The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension ]]>
<![CDATA[Marlin Helentina Napitupulu]]>;
<![CDATA[Lince Sihombing]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 12, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v12i1.2703
<![CDATA[The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies]]>
<![CDATA[Metacognitive Process in English Writing ]]>
<![CDATA[Ika Lestari]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[Didik Santoso]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2683
<![CDATA[This research deals with metacognitive process in English writing to the students of STIP-AP Medan. The objectives of the research were to find out what metacognitive processes occur to the students’ English writing, to describe how does the metacognitive process occur in English writing of STIP-AP students and to find out the reason why the metacognitive process occur in that way. This research conducted by applying descriptive qualitative design. The subject of this research was the university students of STIP-AP Medan in the third semester. The data were obtained from the think aloud protocol and interview. The data collected were analyzed by applying Miles and Huberman’s model. The findings would like to see metacognitive process that occur in English writing. Almost students could not write in English very well, it was signed from their awareness that their metacognition didn’t aware. So that, there were something wrong in their metacognition when they wrote something in English. Finally, by knowing the process metacognition in English writing such as planning, monitoring, and evaluating in writing, students could be aware to write English text very well. Keywords: Causes; Metacognitive, Writing]]>
<![CDATA[The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension ]]>
<![CDATA[Sri Astuti]]>;
<![CDATA[Lince Sihombing]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2696
<![CDATA[The objectives of this study are to investigate whether: (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stretegy is higher than students’ achievement in reading comprehension by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity students is higher than reading comprehension achievement of low curiosity students, and (3) there is significant interaction between teaching stretegies and students’ curiosity on students’ reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2012/2013 Academic Year of SMA BUDI AGUNG Medan as sample of this research. The result reveals that (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stategy is higher than that of taught by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity is higher than reading comprehension achievement of low curiosity, (3) there is signnificance interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. After the Tukey test was applied, it showed that students have high curiosity got higher result if they were taught by using Problem-Based Learning strategy, and students have low curiosity got higher result if they taught by using Reciprocal Teaching strategy. Keywords: Reading comprehension, Problem-Based Learning, Reciprocal Teaching Curiosity]]>
<![CDATA[The effect of Teaching Methods and Learning Styles on Students’ Achievement in Reading Comprehension ]]>
<![CDATA[Parwati Parwati]]>;
<![CDATA[Busmin Gurning]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i1.2671
<![CDATA[The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using CIRC method was higher than taught by using Jigsaw method. 2) students’ achievement in reading comprehension with visual style was higher than those with kinesthetic style, 3) there was interaction between teaching methods and learning styles on students’ achievement in reading comprehension. One hundred of 2011/2012 grade X students of SMAN 1 Delitua were selected as sample by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. Experimental group 1 was treated by using CIRC method and experimental group 2 was treated by using Jigsaw method. The questionnaire was conducted for classifying the students upon the visual and kinesthetic learning style. Students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals that (1) students’ achievement in reading comprehension taught by using CIRC was higher than that taught by using Jigsaw method, with Fobs= 3.36>Ftab=2.70, (2) students’ achievement in reading comprehension with visual learning style was higher than that with kinesthetic learning style with Fobs= 8.64>Ftable=2.70, (3) there is interaction between teaching method and learning styles on students’ achievement in reading comprehension with Fobs=7.74>Ftable=2.70. The result of Scheffe-Test showed that visual style students got higher achievement if they were taught by using CIRC method while kinesthetic style students got higher achievement if they were taught by using Jigsaw method.]]>
<![CDATA[The Effect of Teaching Reading Methods and Learning Motivationon the stdent’s Achievement in Reading Comprehension ]]>
<![CDATA[Sa'adah Bahri Rangkuti]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[D.P. Tampubolon]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2685
<![CDATA[The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension. Keywords: Motivation; Reading Comprehension; and Teaching Reading Methods. ]]>
<![CDATA[Politeness Strategies and Gender Differences in Javanese Indirect Speech Acts ]]>
<![CDATA[Putri Ramadhani]]>;
<![CDATA[Busmin Gurning]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i1.2672
<![CDATA[The objectives of this study were to identify types of politeness strategies, to examine the differences of politeness patterns used by different gender and to see how the politeness strategies imply in the culture of “indirectness” a culture of Javanese who avoid being direct to utter something which were reflected in Javanese indirect speech acts in request. The approach used in this study are based on politeness theory of Brown & Levinson (1987); Bald-on record, Positive, Negative, and Off Record. This study employed descriptive qualitative design. The data were the transcription of recorded observation and interview using audiovisual recorder in Javanese social interaction in doing business transaction at “PasarRebo”, a traditional market in Deli Serdang, North Sumatera. The politeness strategies used were bald-on record strategy, positive politeness strategy and negative politeness strategy. Different strategies were performed by different gender; male dominantly used bald-on record strategy while female dominantly used positive politeness strategy. The realization of Javanese indirect speech acts used by female established an indirect correlation to politeness strategies and the culture of “indirectness” in Javanese. The realization of these politeness strategies by the speakers were aimed to minimize Face Threatening Acts to endeavor a harmony in social interaction. Keywords: Gender; Indirect speech act; Politeness strategiesement if they were taught by using TBL model.]]>
<![CDATA[The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement ]]>
<![CDATA[Eka Kesumaningrum]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[Didik Santoso]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i1.2668
<![CDATA[The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods]]>
<![CDATA[The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement ]]>
<![CDATA[Eka Kesumaningrum]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[Didik Santoso]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i1.2669
<![CDATA[The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods]]>
