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Journal MELT (Medium for English Language Teaching)
Published by Universitas Potensi Utama
ISSN : 25280287     EISSN : 27148858     DOI : 10.22303
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal MELT (Medium for English Language Teaching) is a scientific journal which published by English Education Study Program, University of Potensi Utama Medan. MELT Journal published twice a year in June and December. This journal is the forum for academics and researchers to share the research results in the field of English Language Teaching and Learning and Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 94 Documents
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The Analysis of Prepositional Phrases in Analytical Exposition Texts “Why is Social Distancing Important during Corona Pandemic?” and “The Importance of Wearing Mask during COVID-19 Pandemic Era” Yenita Uswar; Ikhawanul Mubarrak Lubis
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.14-25

Abstract

Language is a communication tool to express human feelings and thoughts. Learning one of texts that is Analytical Exposition Texts in important in English Lesson. Analytical Exposition text is basically an opinion writing about a phenomenon or event. This paper is one type of Argumentation Text which explains the thoughts of the author. The researcher analysed one of parts of speech that was in the Analytical Exposition, was preposition, and the analysis of preposition is using syntactic form in where preposition had to related to other words and it called Prepositional Phrases. The researcher chosen two texts of Analytical Exposition Text “Why is Social Distancing Important during Corona Pandemic?" and “The Importance of Wearing Mask during COVID-19 Pandemic Era” as the data analysis. This research was using descriptive qualitative research method. In the two analytical Exposition Texts, PP was found in almost sentences in the two texts. The domination of using PP was seen in the syntactic forms, they were PP = P + NP (det + N) and PP = P + NP (N). The rest was PP = P + NP (N-num + N), PP = P + NP (det + A + N), PP = P + NP (N + N) and PP = P + NP (A + N). It could be concluded that the using of NP (det + N) in PP was dominated in all sentences in the two texts of Analytical Exposition Text.
EFL Teachers Teach Heterogeneous Classroom in One Junior High School in Medan: A Phenomenological Study Risa Anggraini
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.83-94

Abstract

Teachers, of course, need to have some ways in handling students with various skills in a classroom. This research was done in One Junior High School in Medan. There were five EFL teachers participated in this study. Researcher used a qualitative which focused on phenomenology as the research method. Some findings were categorized into some themes. The findings showed some students’ diversity aspects such as Current Level of English, Potential Learning Ability, Motivation, Learner Independence and Autonomy Personality, Learning Style, Confidence, Discipline and Interest. These aspects of diversity were according to Goncharova’s theory (2003). These findings also indicated that teachers ought to motivate their students to result on the performance of the students in teaching and learning process and  Furthermore, teachers should have strategies that can take students’ interests to study. Most importantly, teachers needed to be able to understand each of their students well because teachers have to cooperate with all mixed-ability students well during the teaching and learning process. In short, teachers can take advantage of approaching and talking in personal, creating more enjoyable activities and making a contract of language-learning with the students whose very uncooperative. EFL teachers who face the heterogenous classes do not need to be perturbed on how to manage students with different ability. The more teachers apply a mixture of strategies, the easier they teach the heterogenous classes and the better the learning outcome will be.
Improving Students’ Writing Ability by Application of Semantic Mapping Strategy at SMA Muhammadiah Hetty Zaharani
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.26-35

Abstract

Writing skill is one of the most important skills in English to communicate information or something through media like paper, email, book, etc. Excellent writing skill allows the students to express their opinions, thoughts, and imagination. The result is to make the readers understand and attract to their writing. Writing activities make every writer think, learn and communicate in the media. Unfortunately, most of the students face difficulty and stagnant in writing. They need some strategies to help them in improving their writing skill. Semantic mapping is one of the effective ways for improving writing ability. It helps students to get an idea and improve it into sentences and paragraphs. This study described the use of semantic mapping in teaching writing skills. This study is aimed to improve student's language skills, especially writing based on their literacy level. It also applied semantic mapping in the joint construction of the text. Students were asked to write the report after they created a semantic mapping of their idea and group. The method of this study was action research which had four steps. The steps were planning, acting, observing, and reflecting. The data was collected from the cognitive test, observation checklist, questionnaire, and interview. The purpose of the research is to know whether using a semantic mapping strategy can improve the students’ writing skills. This study is a classroom action research and It focuses on how students respond to semantic mapping strategy in English writing skills. The instrument of this study is using a questionnaire which is distributed to the students of the academic year 2021/2022 that consisted of 30 students in XII grade, 17 females and 13 males. The result of this study was 90,33 % of students got easier in learning writing tasks and 26,33% had great enthusiasm to master  writing skills by using semantic mapping strategy.
The Effect Of Gallery Walk Strategy On Students' Ability In Writing Procedure Text Rani Safitri; Enni Maisaroh
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.95-105

Abstract

The purposes of researcher was about figuring out if there was an effect in improving the students' ability on writing procedure text by using the Gallery Walk. The research problem was whether there is effect in  Gallery Walk on students’ ability in learning writing procedure text. The aim of the research was to find out the effectiveness of the Gallery Walk in the students' writing ability on procedure text. In this research, the researcher used the pre-experimental design method in one group pre-test and post-test design. There were two variables research namely the independent variable (Gallery Walk Strategy) and dependent variable (students' ability  in writing procedure text). The researcher collected the data on the written test (pre-test and post-test). Each written test was a type of questions in the multiple choice form. Each test consisted of 30 items. These data would be calculated into the total and mean score. It would be analyzed the validity, reliability, homogenity, normality and T-test by using SPSS. Based on the findings and discussion of the study, the research showed that the use of gallery walk had an effect in students' ability on procedure text. It could be seen by the mean of pre-test which was Mean Score                63,73 and post-test was 85,43. The value of to (t-count) = 0,716 and (t-table) = 0,266. It meant that the value of t-count was higher than t-table. It could be stated that the gallery walk was effective in students' writing ability on procedure text.
The Effect of Climbing Grammar Mountain Game on Students’ Lexicogrammatical Features of Personal Recount Text Mastery (A Study at The Eigth Grade Students of MTS YPKS Padangsidimpuan In 2021/2022 Academic Year) Dewi Fitriani Sihombing; Asriani Hasibuan; Nina Nurbaidah
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.36-45

Abstract

The purpose of this research was to found out: 1) The application of Climbing Grammar Mountain Game on Students’ Lexicogrammatical Features of Personal Recount Text Mastery, 2) The Students’ Lexicogrammatical Features of Personal Recount Text Mastery before and after using Climbing Grammar Mountain Game, 3) Whether there is any significant effect of Climbing Grammar Mountain Game on Lexicogrammatical Features of Personal Recount Text Mastery at the Eighth Grade Students of MTs YPKS Padangsidimpuan.This research used experimental method with the pre-experimental designusing one-group pretest posttest design. The population of this research was the VIII grade students consist of 156 students and the samples were 25 students gotten by using purposive sampling. The writer used observation sheet and test as an instrument. The result of this research: 1) The application of climbing grammar mountain game was 3.7, it was categorized “Good”, 2) the mean score pretest of students’ lexicogrammatical features of personal recount text was 53,2 it was categorized “Bad”. Meanwhile after using climbing grammar mountain game was 73,4 it was categorized “Good”. 3) The result of data analysis showed that ttest= 10.6, while the table df score of ttable 5% significant level was 2.06. It means that ttest was higher than ttable(10.6> 2.06). So, the hypothesis is accepted. It means that, there is significant effect of using climbing grammar mountain game on students’ lexicogrammatical features of personal recount text mastery at the eighth grade students of MTs YPKS Padangsidimpuan 2021/2022 Academic year.
An Analysis of Assertive Illocutionary Acts on Social Media Maria Olivia Christina Sianipar
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.46-56

Abstract

This study aims to determine the use of assertive illocutionary act. The focus of this research is writing in the form of status that contains different topics in several social media today such as Instagram and Twitter. The datas are taken randomly from different accounts in Instagram and Twitter. This research is a qualitative descriptive study in which the data in this study were collected through documentation and note-taking techniques. The results of data analysis reveal that the use of assertive illocutionary act is widely available and used in social media such as Instagram and Twitter. There are three kinds of assertive illocutionary act that are found in this research they are reporting, stating/ telling, and suggesting. The use of assertive illocutionary act that appear the most is reporting. The second one that has many assertive illocutionary acts is stating/telling. The fewest assertive illocutionary acts are suggesting. In the usage of assertive illocutionary act, the meaning of the implicature appeared, among others, expressed opinions, express thoughts, express wishes, etc. There is always interesting to read Instagram and Twitter from different accounts and get different good things or aspects on different kinds of assertive illocutionary acts.
THE EFFECT OF USING VOICE OVER TECHNIQUE ON STUDENTS’ SPEAKING ABILITY Juliana Juliana; Armia Dewi Pohan
Journal MELT (Medium for English Language Teaching) Vol 7, No 2 (2022): MELT December 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was aimed to find the empirical evid of the effect of Using Voice Over Technique on students’ speaking ability. The method of this research was a quantitative method. The design of this study was experimental research. This study was conducted in SMK Sinar Husni Medan. The sample of this research was 60 students of twelfth grade. The instrument of this research was tests. The tests were divided into two, they were pre-test and post-test. The data were obtained from the tests and analyzed by using SPSS 25 program. The result of the research showed that the mean score of post test in control class was 64,67 while the mean score of post-test in experimental was 82,2. Based on the criteria of hypothesis test that if sig. 2 tailed (p) was lower than alpha (α) 0.05, then Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In this research, the result of sig. 2 tailed was 0,000 and it proved that p <α. The result of Questionnaire showed 90% students said that Voice Over Technique can improve student's speaking ability.  Therefore, it proved that The Use of Voice Over Technique can improve student's speaking ability.
Improving The Students’ Writing Skill By Using Discussion Learning Method At The Seventh Grade Of Mts Pab 1 Helvetia Medan Tiara Safitri; Dwi Suci Amaniarsih
Journal MELT (Medium for English Language Teaching) Vol 7, No 2 (2022): MELT December 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.2.2022.198-207

Abstract

This study aims to determine the writing skills of seventh grade students at MTs PAB 1 Helvetia Medan. The formulation of the problem is: How does the application of discussion learning method to improve writing skills for the seventh grade students of Mts PAB 1 Helvetia Medan?. The purpose of this research was to know wheter the application of discussion learning method able to improve writing skill of the seventh grade students of Mts PAB 1 Helvetia Medan. The researcher applied the Classroom Action Research (CAR) method. The population in this study was the seventh grade students of MTs PAB 1 Helvetia Medan, totaling 32 students. Researchers obtained qualitative data and quantitative data, the results of the study showed an increase in students' writing skills through the discussion learning method, there were 84% who were able to do writing activities. These results come from data in cycle I and cycle II. In the pre-test there were 1 student who succeeded with a percentage of 3% and 31 students who did not succeed with a percentage of 97%, and in the first cycle there were 7 students who succeeded with a percentage of 22% and 25 students did not succeed with a percentage of 78% then in the second cycle there were 27 students who succeeded with a percentage of 84% and 5 students who did not succeed with a percentage of 16% in post-test II. After the treatment, their writing aspect improved significantly. It can be said that the discussion method is effective in improving students' writing skills.
THE EFFECT OF ENGLISH SONGS BY USING JOOX APPLICATION ON STUDENTS' PRONUNCIATION Dina Irma Yanti; Ayu Widiana Putri
Journal MELT (Medium for English Language Teaching) Vol 7, No 2 (2022): MELT December 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.2.2022.142-153

Abstract

This research aimed to determine the effect of English songs by using JOOX Application on students' English pronunciation in the Eighth Grade of SMP Swasta Harvard Martubung. This research used a quantitative approach with experimental random sampling. The population of this research was Eighth Grade students of SMP Swasta Harvard Martubung. The research groups were divided into an experimental group and a control group. Each group consisted of 30 students. Pre-test was given to the group at the beginning of the research phase. Then the treatment was given by using on the JOOX Application. The application was only given to the experimental group. The results showed that the JOOX Application had a significant effect on students' pronunciation. It could be seen from the average pre-test scores of both classes, the mean scores of pre-test in control group was 63,5 and the post-test was 76,7. While the average scores of the pre-test for the experimental group was 67,3 and the post-test was 82,7. It could also be seen from the t-test at the post-test value of 0,00 ≤ 0,05 which meant Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. It showed that the JOOX Application had a significant positive effect on students' pronunciation. It meant that most of the students had positive responses after learning by using JOOX Application. So, it could be concluded that there is a significant effect between English songs and JOOX Application on students' pronunciation in the Eighth Grade of SMP Swasta Harvard Martubung. 
IMPROVING READING COMPREHENSION ABOUT PREPOSITION BY USING DISCUSSION METHOD AT THE EIGHT GRADE STUDENTS OF SMP SWASTA AL-WASHLIYAH SUKOHARJO MEDAN Yenita Uswar; Riska Tiwi
Journal MELT (Medium for English Language Teaching) Vol 7, No 2 (2022): MELT December 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.2.2022.154-165

Abstract

The purpose of classroom action research (CAR) was to show that the discussion method can improve students' understanding of preposition learning in reading text and to what extent it can improve students' mastery of prepositions through discussion method. To analyze the data, the researcher used a percentage table. The researcher gives one pre-test before the two actions, and one post-test in one meeting. The subjects of the action research were students of class VIII SMP Swasta Al-Washliyah Sukoharjo Medan. The researcher used observation, tests (pre-test and post-test), interviews and documentation to collect data. Meanwhile, to analyze the data, the researcher used the average score of students. The results of the pre-test and post-test showed an increase in the score, as well as the KKM score for English subject who which pointed 75 as the minimum score. In the pre-test 1rd meeting, the average score was 62. Then in the 2rd meetings, the average score was 84. Cycle I in the 3rd meeting, the average score was 75.33. At fourth meetings, the average value was 85.33. Cycle II at 5rd meetings, the average value was 72.66 and 6rd meetings, the average value was 87.33. While post-test, the average value was 91.33. Based on the results above, it could be said that the discussion method could improve the students’ understanding of Prepositions.

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