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All Journal Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Feny Nursyahwa Aulia Tarigan
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Humanities Languange, Linguistic, Communication & Media

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Kesalahan Penulisan Bahasa Indonesia Pada Mini Research Oleh Mahasiswa Pendidikan Bahasa Indonesia Nurul Azmi; Feny Nursyahwa Aulia Tarigan; Wisman Hadi
Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Vol. 3 No. 1 (2024): Juni : Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/protasis.v3i1.133

Abstract

This study analyzes writing errors in the mini research tasks conducted by Indonesian Language Education students at Universitas Negeri Medan. Utilizing qualitative descriptive methods and document analysis, the research identifies writing errors in these tasks. The results indicate a lack of understanding of Indonesian language rules, highlighting the importance of attention to detail in academic writing. These findings are expected to contribute to improving students' academic writing in the future.
Teacher Talk Analysis in The Youtube Video "Differentiated Learning on Self-Introduction" From SMAN 1 Pangkalan Susu Through FIAC Feny Nursyahwa Aulia Tarigan; Rahmad Husein; Neni Afrida Sari Harahap
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 5 (2024): September : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i5.1090

Abstract

This study analyzes teacher talk in the YouTube video "Differentiated Learning on Self-Introduction" from SMAN 1 Pangkalan Susu using the Flanders Interaction Analysis Category (FIAC) system. Teacher talk, which includes both direct and indirect verbal interactions, plays a critical role in fostering an engaging and effective learning environment. The research focuses on identifying patterns of teacher-student interactions that support differentiated learning, a method designed to cater to individual student needs. The results reveal that indirect talk, such as accepting feelings and giving encouragement, accounts for 60.87% of the interactions, while direct talk, like giving instructions and lecturing, constitutes 39.13%. This balance suggests a strong emphasis on student engagement through supportive communication, essential for differentiated learning environments.
Co-Authors Neni Afrida Sari Harahap Nurul Azmi Rahmad Husein Wisman Hadi