Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal LINGUISTIK TERAPAN Genre Journal: Journal of Applied Linguistics of FBS UNIMED
Siti Aisyah Ginting
Unimed
Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
EXPERIENTIAL FUNCTION IN DONALD TRUMP’S SPEECH ABOUT RADICAL ISLAMIC TERRORISM Halimatun Husna Rambe; Siti Aisyah Ginting; Amrin Saragih
LINGUISTIK TERAPAN Vol 14, No 1 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.01 KB) | DOI: 10.24114/lt.v14i1.8361

Abstract

 This study deals with the Experiential Function in Donald Trump’s Speech about Radical Islamic Terrorism. This study attempted to investigate the dominant elements of experiential function used in the speech, the realization and the reasons why the elements of experiential function are coded in the speech. This study was conducted by using qualitative design. The data in this study were the utterances of Donald Trump’s speech transcribed in written mode. The speech is campaign speech about Radical Islamic Terrorism on August 15th, 2016 at Youngstown State University. The research findings show that the dominant process found in the speech was material process, the dominant participant was actor and goal, and the dominant circumstance was location spatial and temporal. The processes were realized congruently and incongruently in metaphorical wording. Material process is dominantly used by Donald Trump about terrorism because he wanted to show the evil deeds done by terrorist and stimulate the listeners for future actions against terrorism, actor and goal participants show two confronting parties and circumstance location spatial and temporal show his point of view is authentic and objective. Keywords: Experiential Function, Speech, Terrorism
CLASSROOM INTERACTION IN ENGLISH LESSON BASED ON FLANDER’S INTERACTION CATEGORIES (FIAC) Elfridayani Purba; Amrin Saragih; Siti Aisyah Ginting
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 1 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.761 KB) | DOI: 10.24114/genre.v6i1.8495

Abstract

This study focuces on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to describe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data was found based on the data transcription. The source of the data was the utterances between English teacher and 7th grade students at SMP N 1 SEIBAMBAN. The instruments for data collection were observation, video recording, and note talking. The data analysis applied descriptive qualitative research. It was found that the total percentage each categories classroom interaction were accepts feelings (0.57%), praise and encourages (1.34%), accepts or uses the ideas of the students (0.19%), asks questions (13.74%), lecturing (7.06%), giving directions (30.9%), criticizing or justifying authority (3.91%), students talk-response (28.81%), students talk-initiation (0.29%), and silence or confusion (13.17%). It showed that students participated in the interaction process. Keywords: Teacher Talk, Students Talk, Flanders Interaction Analysis Categories (FIAC) model.
Co-Authors Amrin Saragih Elfridayani Purba Halimatun Husna Rambe