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All Journal Jurnal Pendidikan dan Konseling Jurnal Ilmu Pendidikan dan Sosial
Harpen Silitonga
Universitas HKBP Nommensen Medan, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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An Analysis of Using Derivational Morphemes in Selected News on The Jakarta Post Newspaper Resni Dermawati Sitinjak; Yessy Octaviana; Harpen Silitonga; Hotmaida Simanjuntak
Jurnal Pendidikan dan Konseling (JPDK) Vol. 5 No. 2 (2023): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v5i2.14052

Abstract

Penelitian ini membahas tentang analisis penggunaan morfem derivasional dalam berita yang dipilih dalam surat kabar The Jakarta Post. Tujuan dari penelitian ini adalah untuk mengidentifikasi jenis afiksasi derivasi morfem yang digunakan dalam berita bisnis yang dipilih dalam surat kabar The Jakarta Post pada edisi tanggal 09,10,11, dan 12 November tahun 2022. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Peneliti mencari dan memilih 5 berita bisnis dalam koran The Jakarta Post untuk mendapatkan data. Instrumen pengumpulan data adalah observasi dan analisis dokumen. Penulis menemukan ada 107 data untuk afiksasi turunan. Berdasarkan hasil analisis data menunjukkan bahwa jenis derivasi afiks yang digunakan pada surat kabar Jakarta Post adalah prefiks, sufiks, dan sirkumfiks. Hasil penelitian menunjukkan jumlah total masing-masing jenis dengan prefiks 4,70%, sufiks 89,70%, dan sirkumfiks 5,60%. Jenis morfem derivasional yang dominan adalah sufiks sebesar 89,70%. Manfaat penelitian ini membuat pembaca lebih mudah memahami struktur sebuah kata, sehingga tidak bingung dalam menentukan arti kata yang digunakan untuk dalam berbagai konteks, khususnya pada surat kabar The Jakarta Post.
An Analysis Of Student’s Speech Disruption In Student’s Speaking Through Oral Presentation Yohana Friscila Naibaho; Yessy Octavianna Pasaribu; Harpen Silitonga
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 1 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i1.1462

Abstract

This study aims to analyze speech disruptions experienced by second-grade students of SMA Negeri 14 Medan during oral presentations. Speech disruption, refers to interruptions in the flow of speech that affect fluency and clarity. The research focuses on identifying the types, frequency, causes, and impacts of these disruptions on students’ speaking performance. Employing a qualitative descriptive method, data were collected through classroom observations of students’ oral presentations and semi-structured interviews with selected participants. The speech disruptions were categorized following Gleason and Ratner’s (1998) framework, which includes hesitation, repetition, false starts, and filler words. The findings reveal that repetition is the most dominant type of speech disruption, accounting for 35.80% of occurrences, followed by hesitation (27.78%), filler words (25.30%), and false starts (11.11%). The study also identifies several factors contributing to these disruptions, including lack of preparation, low confidence, nervousness, and limited vocabulary, with lack of preparation being the most significant. These disruptions negatively affect students’ fluency and the effectiveness of their communication, often making it difficult for listeners to follow the intended message. The study suggests that improving students’ preparation, building their confidence, expanding vocabulary, and managing speaking anxiety are crucial strategies to reduce speech disruptions and enhance oral proficiency. This research contributes valuable insights for EFL teachers to better understand and address the challenges faced by students in speaking activities, ultimately supporting the development of more effective teaching approaches to foster fluent and confident English speakers.
Co-Authors Resni Dermawati Sitinjak YESSY OCTAVIANA Yessy Octavianna Pasaribu Yohana Friscila Naibaho