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All Journal Jurnal Bahasa dan Sastra Linguistica Indonesian Journal of Applied Linguistics (IJAL) BAHAS English Review: Journal of English Education Language Literacy: Journal of Linguistics, Literature, and Language Teaching Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Register : Journal of English Language Teaching and Learning of FBS UNIMED International journal of education and learning LINGUISTIK TERAPAN Genre Journal: Journal of Applied Linguistics of FBS UNIMED ELT Forum: Journal of English Language Teaching
MAHMUD LAYAN HUTASUHUT
UNIVERSITAS NEGERI MEDAN
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A DISCUSSION ON THE ANALYTIC AND SYNTHETIC DISTINCTION Mahmud Layan Hutasuhut
BAHAS No 77 TH 37 (2010): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i77 TH 37.2602

Abstract

This paper is an attempt to give an account of the analytic-synthetic distinction both inside and outside of physical theory, which is sufficiently non-technical to be followed by a reader whose background in science is not extensive, but it has been necessary to consider problems connected with physical science in order to bring out the features of the analytic-synthetic distinction that seem to be the most important. This paper, then, fights on two fronts; it tries to ‘defend’ the distinction since there is somewhat newer danger of denying its existence altogether, while attacking its extensive abuse by philosophers, which is nevertheless an error.   Key words: Analytic, synthetic, distinction
SOCIAL IDENTITY IN SECOND LANGUAGE ACQUISITION Mahmud Layan Hutasuhut
BAHAS Vol 26, No 2 (2015): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v26i2.5566

Abstract

Second Language Acquisition (SLA) is the interdisciplinary field of inquirey which investigates people’s capacity to learn a second language (L2) or subsequent languages (L3, L4, etc.) once the first language (L1) has been acquired. Thus, the onset of acquisition occurs at some time during the L2 learner’s late childhood, adolescent, or adulthood years in either naturalistic (informal) or instructed (formal) settings. When the inquiry into SLA began in the late 1960s it drew equally from what was known or theorised in the fields of linguistics, psychology, language teaching and child language acquisition. In the years that ensued, SLA developed ties with the fields of anthropology, education, bilingualism, psycholinguistics and sociology, and since the mid 1990s there has been a significant theoretical shift from what was once a near exclusive concern for psycholinguistics aspects of L2 learning, or ‘language in the mind’,  to a focus on the socio-pragmatic aspects of L2 acquisition, or ‘language as situated in social contexts’ (Ellis, 2012).     Kata Kunci :      Second Language Acquisition, linguistics, psychology, language teaching
A DISCUSSION ON THE ANALYTIC AND SYNTHETIC DISTINCTION Mahmud Layan Hutasuhut
BAHAS No 81 TH 38 (2011): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i81 TH 38.2491

Abstract

This paper is an attempt to give an account of the analytic-synthetic distinction both inside and outside of physical theory, which is sufficiently non-technical to be followed by a reader whose background in science is not extensive, but it has been necessary to consider problems connected with physical science in order to bring out the features of the analytic-synthetic distinction that seem to be the most important. This paper, then, fights on two fronts; it tries to ‘defend’ the distinction since there is somewhat newer danger of denying its existence altogether, while attacking its extensive abuse by philosophers, which is nevertheless an error.   Key words: Analytic, synthetic, distinction  
The Possible Role of a Meta-Religious Symbology in the Conversion of the Batak of North Sumatra MAHMUD LAYAN HUTASUHUT
BAHAS No 85 TH 39 (2013): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i85 TH 39.2452

Abstract

Underlying metaphysical doctrines and value systems upon which various religions are constructed, tribal or otherwise, act as primary pathways upon which religious conversion takes place. In other words, the initiate must recognize an underlying truth within the new sign system from the established system of signs comprising their own value paradigm, that is known as culture. The focus of this study is the Batak people of North Sumatra, Indonesia. Formally, perhaps the only cannibalistic tribe having its own system of writing and divination, the Batak resisted conversion to Islam by Acehnese to the north for several hundred years, yet many were converted to Christianity quite willingly during the 19th century. This marked the beginning of a conversion process still going on to this day. Today, most of the approximately 1.5 million Batak are either Catholic or Protestant. There are, however, still many who maintain practices from the old religion, adat, as well as a minority particularly in the southern Batak lands who have converted to Islam either from Christianity or from the original animist religion. Such conversions and shifts between religious and cultural paradigms still occur quite frequently in the region to this day. Therefore, the Batak region is an ideal place to study the inherent metaphysical mechanisms involved in the process of such paradigm shifts and conversion. Furthermore, in all Batak regions, elements of the adat are maintained simultaneously with the newer monotheistic religions.   Key Words : meta-religious symbology, religious and cultural paradigms
LANGUAGE, CULTURE AND SOCIETY: A THEORETICAL ANALYSIS OF STUART HALL'S REPRESENTATION AND SIGNIFYING PRACTICES Mahmud Layan Hutasuhut
BAHAS No 75TH XXXVI (2009): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i75TH XXXVI.2530

Abstract

Language and culture are familiar issues in human life. In fact, some people do not realize that they, as a member of society, produce meanings to their life called 'culture'. Commonly, culture is comprehended as the way of behaving or the way of living. In addition, ordinary people who do not clearly understand this concept think that culture involves traditional performances or some ritual events of a group. Some other people, including the writer, interpret culture as arts creations, such as painting, music and literature. In fact, Hall's concepts on culture have opened up the writer's view on culture. This paper is aimed at exploring Hall's concept of culture in relation to language and society. To make this concept more understandable the writer would like to apply this concept into a specific context in our daily life and the writer's cultural experiences.   Key Words: language, culture, society
ANALYSIS OF READING EXERCISE QUESTIONS IN AN ENGLISH TEXTBOOK FOR YEAR X SENIOR HIGH SCHOOL STUDENTS BASED ON BLOOM’S MAHMUD LAYAN HUTASUHUT; RATNA SARI SILALAHI
LINGUISTICA Vol 11, No 3 (2022): JULY-OCTOBER 2022
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v11i3.39601

Abstract

This research identifies the distribution of reading exercise questions based on the cognitive domains in the Revised Bloom's Taxonomy. It also attempts to change the reading exercise questions from the Lower-order Thinking Skills (LOTS) items into Higher-order Thinking Skills (HOTS) items. Content analysis was used as the research methodology. The subject of the study was the English textbook ‘Bahasa Inggris SMA/MA/SMK/MAK’ for year X high school students published by the Ministry of Education and Culture. Documentation was employed to collect data. The data were analyzed by using an interactive mood technique. Results of the study revealed that the lower-order thinking skills were distributed within 183 items, while that of the higher-order thinking skills were within 63 items. Specifically, the lower order thinking skills items were distributed as follows: Remembering skill with 100 questions, or 41%, understanding skill with 31 items, or 13%, and applying skill with 52 reading questions, or 21%. Meanwhile, the higher order thinking skills comprised analyzing skill with 38 questions or 15%, evaluating skill with 13 questions or 15%, and creating skills with 12 questions, or 5%.  To sum up, the data showed the distribution of the higher order thinking skill (25%) was significantly lower than that of lower order thinking skill (75%).
ANALYSIS OF STUDENT RESPONSE TO TEACHER WRITTEN CORRECTIVE FEEDBACK IN WRITING A DESCRIPTIVE TEXT Mahmud Layan Hutasuhut; Emalia Kurnia Nanda
BAHAS Vol 33, No 4 (2022): BAHAS
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v33i4.40642

Abstract

 Abstract   This research describes students’ responses to teacher written corrective feedback in their descriptive texts. It also discovers types of written corrective feedback used by the teacher. The research employed descriptive qualitative. The subjects of the study consisted of 16 seventh year students of SMP Negeri 1 Tanjung Beringin and an English teacher. Open-ended interview and documentation review were used as the research instruments to collect the data. Results of the study revealed that (1) the majority of the students showed positive responses to teacher’s written corrective feedback, as the following: (a) They said that teacher written corrective feedback was useful, (b) they felt pleased when their descriptive texts were provided with written corrective feedback, (c) teacher written corrective feedback made them feel motivated in writing, (d) they hoped the teacher always provided written corrective feedback to improve their writing errors, and (e) direct written corrective feedback served as the most preferred teacher feedback, and that (2) of the three types of written corrective feedback (metalinguistic, direct and indirect), the teacher only used direct and indirect written corrective feedback in the students’ descriptive texts.) Keywords: Student response; teacher written corrective feedback; assessment; descriptive text 
Engaged at the first sight! Anticipating your audience as a way to think critically in writing an argument Mahmud Layan Hutasuhut; Honglin Chen; Erika Matruglio
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.55170

Abstract

Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes. The texts were collected from three time points: pre, mid and final pedagogic intervention periods, enacting Teaching and Learning Cycle (TLC) framework, a genre-based pedagogy, in a regular academic writing course. Text analysis employed tools from the APPRAISAL systems of the Systemic Functional Linguistics (SFL). The analysis focused on the deployment of ENGAGEMENT resources in each text’s macroTheme. Findings from the analysis revealed a developmental pathway from a non-specific to a predictive and heteroglossic macroTheme. Appropriate ENGAGEMENT resources began to be manipulated to anticipate the argument development and the unfolding of meanings throughout the text. Their deployment became more effective to inform the reader on how the argument would be organised and negotiated. Re-thinking critical thinking through a linguistic lens elucidated exactly which language resources were implicated to indicate some of its important elements, making them visible and accessible.
ANALYSIS OF STUDENT RESPONSE TO TEACHER’S WRITTEN CORRECTIVE FEEDBACK IN WRITING DESCRIPTIVE TEXT Emalia Kurnia Ananda; Mahmud Layan Hutasuhut
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (715.757 KB) | DOI: 10.24114/genre.v11i3.41744

Abstract

The goals of this research are to describe students’ responses to teacher written corrective feedback in their descriptive texts and to discover types of written corrective feedback used by the teacher. Descriptive qualitative was used as the research methodology. The subjects of the study are a seventh year class of SMP Negeri 1 Tanjung Beringin consisting of 16 students and an English teacher. Open-ended interview and documentation review as the research instruments to collect the data. Result of the study revealed that (1) The students showed positive responses to teacher’s written corrective feedback. (a) They said that teacher written corrective feedback is a good thing to do. (b) They felt pleased when their descriptive texts being given teacher’s wtitten corrective feedback. (c) teacher’s written corrective feedback could make them motivated in writing. (d) They hoped the teacher always had provided their writing errors with written corrective feedback. (d) direct written corrective feedback being the most prefered teacher’s feedback by the students. and (2) From three types of written corrective feedback (metalinguistic, direct and indirect), teacher only used two of them, namely direct and indirect written corrective feedback in the students’ descriptive texts.
Highs School Students Perspective on Using Tiktok for Learning English Vocabulary Wenny Catrin Tiara Sirait; Mahmud Layan Hutasuhut
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 12, No 1 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v12i1.44532

Abstract

This study aims to answer the questions mentioned in the problems of the study, listed as follows: To formulate students’ perspectives of using TikTok as a means for learning English vocabulary, and to discover a significant difference on the perception of students both who use and who do not use TikTok when learning English vocabulary.The researcher used a mixed methods research design in order to to know the students' perspectives in year X at SMA Swasta Imelda Medan by sharing questionnaires and conducting interviews. The findings showed that the vast majority of students concurred with the statement that they interested to learn further English vocabulary via the TikTok application because the media is very user-friendly. They were able to imitate how words were pronounced in an accurate and satisfactory manner. The researcher concluded that using TikTok significantly impacts the students after considering the results and the discussion.. As a result, the method of increasing vocabulary in the tenth grade at SMA Swasta Imelda Medan could involve using the TikTok application.Keywords: Students’ Perspective, English Vocabulary, TikTok
Co-Authors Aulia, Delvi Damanik, Sisila Fitriani Emalia Kurnia Ananda Emalia Kurnia Nanda Erika Matruglio Fahri Haswani Fauziah Khairani Lubis Hizryanda Ikhsan Harahap Honglin Chen Ika Lestari Damayanti Isli Iriani Indiah Pane, Isli Iriani Jenica, Martha Lubis, Arif Husein Maisaroh, Ajeng Dilla Masitowarni Siregar Nazlah Syahaf Nasution Rafita Tioria Sianipar Rahmad Husein Rasmitadila, Rasmitadila RATNA SARI SILALAHI Rizky, Debby Rudi Anshari, Rudi Sisila Fitriany Damanik, Sisila Fitriany Sukarya Soetedja, Zakarias Tambunan, Anna Riana Suryanti Wenny Catrin Tiara Sirait WIDYA ANDAYANI Widya Andayani