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All Journal JURNAL RECTUM: Tinjauan Yuridis Penanganan Tindak Pidana Jurnal Pengabdian Nusantara
Panjaitan, Frans Seda
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Religion Agriculture, Biological Sciences & Forestry Humanities Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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THE ROLE OF SUBJECT POSITION IN SENTENCE COMPREHENSION IN ENGLISH Siburian, Tria Joys; Situmorang, Leony Elisabeth; Panjaitan, Frans Seda
JURNAL RECTUM: Tinjauan Yuridis Penanganan Tindak Pidana Vol 4 No 2 (2024): EDISI 2024
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Darma Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46930/jurnalrectum.v4i2.5113

Abstract

The role of subject position in sentence comprehension has been a topic of much debate in the field of linguistics. Some researchers argue that the subject position plays a crucial role in determining the overall meaning of a sentence, while others suggest that other factors, such as word order or context, maybe more important. In this paper, we will examine the evidence for and against the importance of subject position in sentence comprehension, and discuss how different theoretical frameworks can account for these findings. For example, in the sentence "The dog chased the cat," the subject position (the dog) determines who is acting chasing. However, in a passive construction like "The cat was chased by the dog," the subject position is less important for understanding the overall meaning of the sentence. While the subject position may play a role in sentence comprehension, it is not the sole determining factor. Other factors such as word order and context also contribute to understanding the meaning of a sentence. Different theoretical frameworks, such as generative grammar or cognitive linguistics, offer varying explanations for how language is processed and understood. Generative grammar focuses on the underlying structure of sentences and how they are formed, while cognitive linguistics emphasizes the role of cognitive processes in language comprehension. Both frameworks acknowledge the importance of factors beyond the subject position in understanding sentence meaning, highlighting the complex nature of language processing. By considering these different perspectives, researchers can gain a more comprehensive understanding of how language functions and how it is interpreted by speakers and listeners
Observation of Writing Skill Testing of Fourth Grade Student of SD Swasta Latihan 1 YP HKBP Pematang Siantar Using the Sentence Building Method Panjaitan, Frans Seda; Simanjuntak, Duma Grace; Saragih, Netania Diva Sincha; Herman, Herman; Sinaga, Asima Rohana; Dhillon, Bobby Pramjit Singh; Yanti, Aprili
Jurnal Pengabdian Nusantara Vol. 4 No. 1 (2026): JANUARI
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i1.125

Abstract

This study aims to observe the process and outcomes of writing skill assessment among fourth-grade students at SD Swasta Latihan 1 YP HKBP PEMATANG SIANTAR. The background of this observation is the students’ limited ability to construct grammatically correct and structured English sentences. The teaching method used was sentence building, a technique where students are guided to form complete sentences from scrambled words provided by the teacher. This method was chosen as it is suitable for elementary-level students who are still developing basic sentence construction skills in English. The participants of this observation were all fourth-grade students. Data were collected through classroom observation, student worksheets, and reflective teacher notes. The teaching activity was conducted in stages, starting from the introduction of simple sentence patterns (Subject + Verb + Object), continued with guided sentence construction exercises, and concluded with individual writing tasks as evaluation. The observation results showed that most students demonstrated noticeable improvement in understanding sentence structure and exhibited greater confidence in writing short English sentences. Although minor errors in grammar and spelling were still present, the sentence building method proved to be effective in supporting students’ writing development. Therefore, it is recommended that this method be applied consistently in elementary-level writing instruction, especially in the context of sentence construction activities.
Co-Authors Dhillon, Bobby Pramjit Singh Saragih, Netania Diva Sincha Siburian, Tria Joys Simanjuntak, Duma Grace Sinaga, Asima Rohana Situmorang, Leony Elisabeth Yanti, Aprili