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All Journal LINGUISTIK TERAPAN
Berlin . Sibarani
English Applied Linguistic Study Program Postgraduate Program Universitas Negeri Medan
Languange, Linguistic, Communication & Media

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TEACHERS’ REASON TO ENGAGE STUDENTS IN LEARNING DESCRIPTIVE TEXT THROUGH ONLINE Nenglis Lumban Gaol; Berlin . Sibarani; Rahmad . Husein
LINGUISTIK TERAPAN Vol 19, No 2 (2022): Cover
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v19i2.38416

Abstract

ABSTRACTOnline learning is learning that takes place over the Internet. It uses electronic media (usually a computer) for a variety of learning purposes to access the learning materials and to interact with the teacher and with other students. Furthermore, students’ engagement in online learning is very important because online learners seem to have fewer opportunities to be engaged with the institution. Hence, it is essential to create multiple opportunities for student engagement in the online environment. The objective of this study is to elaborate the reasons in engaging students to learn descriptive text through online learning. This study was conducted at grade VII of Junior High School students. A qualitative descriptive research design was applied and the data gathered from the sentences of teacher and students during online learning and when teacher was interviewed. This study followed the theory of Kuh (2009) about the reasons of engaging students during the learning through online learning. Furthermore, the result of the study showed that there were two reasons of engaging the students in learning descriptive through online; they were: 1) the engagement contributes students' better understanding and 2) the engagement is needed for cognitive development.
THE REASON OF APPLYING PREWRITING PHASES OF ARGUMENTATIVE WRITING Dian . Novita; Berlin . Sibarani; Amrin . Saragih
LINGUISTIK TERAPAN Vol 19, No 3 (2022): .
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v19i3.42048

Abstract

The objectives of this study were to describe the cognitive process occurs during the prewriting phases of argumentative writing among the undergraduate students and to explain why such cognitive process are realized in undergraduate students of prewriting phases in argumentative writing. This study is limited to the study of the cognitive process in prewriting phases for undergraduate students. This study is followed the theory of Kellog (1990:327) about the the activities in prewriting phases consist of (1) Collecting Information, and (2) Planning text. In accordance to the theory and research purposes, descriptive qualitative research design was appropriately implemented in the study. The data of this research were the students’ students utterances, which were collected through semi-structured interviews and interpreted through the Kellog’s Theory. The reason why the students should apply the prewriting phases were: (1) there was misconception of argumentative writing, (2) there was no knowledge about the generic structure of argumentative, (3) there is no awareness that in argumentative writing, the students should talk the controversial part of the topic, and (4) the students do not know that they have to state explicitly their standing point towards an issue and provided the reasons, facts, and empirical evidences. This leads to conclusion that cognitive process in prewriting is important to be applied in students writing process.
Co-Authors Amrin . Saragih Dian . Novita Nenglis Lumban Gaol Rahmad . Husein