Linguistic, English Education and Art (LEEA) Journal
Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) as an information and communication media for practitioners, researchers and academics who are interested in the field and development of linguistic, english education, and art
Articles
239 Documents
<![CDATA[Improving Students’ skill in Writing Narrative Text Through Animation Movie ]]>
<![CDATA[Kristiani Lisma Vera Br Ginting]]>;
<![CDATA[Dinda Syafitri]]>;
<![CDATA[Cahaya Riama Yanti Nehe]]>;
<![CDATA[Nita Paskarina Manullang]]>;
<![CDATA[Sri Ninta Tarigan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 1 (2019): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i1.1000
<![CDATA[The purpose of this research is to find does the animation movies can improve students’ skill and ability in writing narrative text at SMP Swasta TD Pardede Foundation at VII grade in academic year2018/2019. In this research, the researchers used classroom action research and was conducted in two cycles. Each cycles consist of four steps, there are: planning, action, observing and reflecting. This research used quantitative and qualitative research to collect the data, researchers conduct tests. The tests are pre-test and post-test.The result showed that the teaching students’ skill in writing using video can improve students’ skill in writing narrative text. An increase in mean scores indicates that there is an increase in students’ skill. The student’s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. From the result of the study, it can be concluded that teaching writing skill using animation videos can improve students’ writing skill. Keyword: narrative, animation movie]]>
<![CDATA[An Analysis of Reading Comprehension Difficulties in TOEFL Test By High School Students ]]>
<![CDATA[Anita Lovia Girsang]]>;
<![CDATA[Fransiska Vanny Guitara Marbun]]>;
<![CDATA[Yusri Apriani Margaretha Turnip]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 1 (2019): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i1.1002
<![CDATA[This research was conducted with the aim of finding out the difficulties that were felt by high students in answering reading comprehension questions on the TOEFL test.The method used in this research is qualitative method. This research was conducted on high school students who had taken the TOEFL test. From the results of this study it was found that the biggest problem in reading comprehension in the TOEFL test was due to the lack of interest in reading high school students so they would feel bored by seeing the text in front of them and it was still difficult for high school students to find the meaning of the text due to lack of vocabulary, and lack of practice to answer questions related to reading comprehension with the lack of practice, they think that the time to answer questions is not enough. So from the research conducted it is expected to overcome these difficulties, high school students must increase their practice of reading comprehension questions both at home and at the course, and must increase interest in reading and increase vocabulary so that it is easier to work on problems in the reading comprehension section. Keywords: reading comprehension,TOEFL]]>
<![CDATA[an Analysis of Students’ Error in Constructing the Negative and Interrogative Sentence by Using Simple Present Tense ]]>
<![CDATA[Diana Adinda Shafira]]>;
<![CDATA[Rabbayani Mawaddah]]>;
<![CDATA[Lidya Br Aritonang]]>;
<![CDATA[Elianti Nainggolan]]>;
<![CDATA[Natalia Widya Pasca Tarigan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1004
<![CDATA[This research aims to find out the errors made by the students in constructing the negative and interrogative sentences by using the simple present tense. Those errors were classified into four types, namely omission, addition, misformation, and misordering based on surface strategy taxonomy from Daulay. The researchers used a descriptive qualitative method to find the result. The subject of this research was the VIII-A class of SMP Negeri 40 Medan that consisted of 30 students. The instrument for gathering the data was the essay test, which included 20 affirmative sentences, which asked to form those sentences into the negative and interrogative sentences. The findings indicated that the students' errors in this study were 318 (50,4%) case of mistakes on misformation; 175 (27,8%) case of errors on addition; 100 (15,9%) case of errors on misordering; and 37 (5,9%) case of errors on omission. It can be concluded that misformation in the most frequent errors, while failure is the rarest error in this research. Keywords: error analysis, constructing negative and interrogative sentence]]>
<![CDATA[Using Vocabulary Self-Collection Strategy (VSS) to Improve Mastery Student’s Vocabulary ]]>
<![CDATA[Putri Anita Simbolon]]>;
<![CDATA[Feber Anggelina Br Bangun]]>;
<![CDATA[Sumianti Magdalena Pardede]]>;
<![CDATA[Jelinta Br Tarigan]]>;
<![CDATA[Sri Ninta Br Tarigan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1010
<![CDATA[The research aims to know that Vocabulary Self-collection Strategy (VSS) can improve students’ vocabulary mastery and to find out how far Vocabulary Self-Collection Strategy (VSS) can be useful for the students' vocabulary mastery at the second-grade students of SMP Sinar Husni Medan. The methodology of this research used Classroom Action Research. It was conducted on a two-cycle. In analyzing the data, the researcher used quantitative data. The implementation of Vocabulary Self-collection Strategy (VSS) in teaching vocabulary at eight grade students was successful. It can be seen from the progress of the mean score in cycle I to cycle II. Mean score in a period I 71.20 % and rating in cycle II 78.80 %. The implementation Vocabulary Self-collection Strategy (VSS) as a learning strategy was not only increasing students' mean score but also increase students' motivation and behavior. The students were more interested, happy, and active in teaching-learning English, especially vocabulary. Based on the result above, it could be concluded that Vocabulary Self - Collection Strategy (VSS) improved their students’ vocabulary mastery. Keywords: vocabulary mastery, vocabulary self-collection strategy (VSS)]]>
<![CDATA[The Effect of using Picture Strip Story on Students’ Speaking Skill ]]>
<![CDATA[Eva Christina Turnip]]>;
<![CDATA[Ades Pranata Purba]]>;
<![CDATA[Eva Natalia Sitompul]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1015
<![CDATA[This research was conducted at SMP YayasanPangeranAntasari, which located in Jl. Veteran No. 1060/19 Helvetia, Medan, North Sumatera. The data were collected by using a speaking test using pieces of pictures in narrative texts as the media. The results show the picture strip story has a positive effect on students' speaking skills through improving the students' speaking scores. This subject of this research were the students at the second grade A. This research was conducted by researchers starting with giving the pre-test to know the students' speaking ability before conducted the post-test in the last meeting, researchers treat the students using the picture strip story. This study shows the significant effect of using PST has a positive effect on students' speaking skill through the improvement of students' speaking scores. It was proven by the means in Post-test was higher than in Pre-test (73,55- 48,00). The t.obs>t.table (P = 0,05), df(19). It means that Ha was accepted. Through the scores between Pre-test and Post-test shows a significant difference after being taught using the PST. Therefore, PST is one of some media which can be used to improve the students' speaking skill. Keyword: Picture Strip Story, Speaking Skill, Effect.]]>
<![CDATA[Communication Strategies Used by Teacher ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Stefani Agustina]]>;
<![CDATA[Anggie Pratiwi]]>;
<![CDATA[Elfian Manalu]]>;
<![CDATA[Yenita br Sembiring]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1016
<![CDATA[This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. Keywords: Achievement strategies, Communication strategies, Reduction strategies, Teacher]]>
<![CDATA[Analysis of Students’ Vocabulary in Learning English ]]>
<![CDATA[Ivan Susanto Salawazo]]>;
<![CDATA[Marintan Simbolon]]>;
<![CDATA[Vivi Enjelia Hutabarat]]>;
<![CDATA[Achida N Veronika]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1017
<![CDATA[The purpose of this study was to analysis students’ vocabulary in learning English of Ninth grade at SMP Swasta Yayasan Pangeran Antasari, Medan in the academic year of 2018/2019. The researchers used descriptive qualitative method to describe and implementing factual condition and characteristic. There are 72 students that decided two classes at ninth grade as the population. But the researcher only took one class consists of 36 students as the sample. To collecting data, researchers use questionnaire and vocabulary comprehension test as procedure. In analyzing the data, the researchers identifying the difficulties of students’ vocabulary and cause difficulties by analyzing students answer sheets and their mistakes. There were 25 students (70%) incorrect answer in the questions. There were 6 students (16%) in modal, there were 8 students (23%) in simple past tense, There were 8 students ( 24 %) in simple present tense, 3 students (7%) troubled in simple continuous tense. Meaning. Students who gave incorrect answer in the questions were 29 students (82%). Others difficulties is translation being other types of the questions that examined in this research. it was found that there were 23 students (64%) who were unable to give the correct answer. Concluding the cause difficulties of students’ vocabulary in learning English are the first students difficulties in pronouncing the words. Grammatical form be the second cause because the written form is different from the spoken form in english. The last, students does not give their attention to study english more, knowing a words much more, and limitations their time to sources of information about new words vocabulary. The last, forgot the words easily. Keywords : Analysis Students’ Vocabulary, Difficulties, Cause]]>
<![CDATA[Students’ Strategies Used for Idiom Translation at SMA Swasta Pencawan Medan ]]>
<![CDATA[Stevani Lika Sari Tarigan]]>;
<![CDATA[Marta Rejeki Manalu]]>;
<![CDATA[Ayu Supriani Tampubolon]]>;
<![CDATA[Yenita Br Sembiring]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1019
<![CDATA[The research aims to find out the student's strategies in translating idioms. The method used in this study qualitative descriptive, this study was conducted at SMA SwastaPencawan Medan with the samples were 23 students of XI-MIA-2. The researcher used an essay test with 25 questions to translate idioms sentences. The result collection collected data from the students convert sentence researchers provided the database on the results of students' strategies in translating idioms on an essay test. Using a phrase of similar meaning in form result show there were 61 (34,27%), using a language of same meaning but dissimilar form in form show there were 19 (10,67%), translating by paraphrase in form result show there were 70 (39,33%) and translation by omission in form show there were 28 (15,73%). The result showed that many students translate idioms sentences with translation by paraphrase. The dominant strategies students are predominantly translation by paraphrase, and most students cannot turn the idiom in to the sentence that has been given. Keywords: strategies, translation idiom sentences, senior high school]]>
<![CDATA[Teacher Communication Strategy in SMA Swasta Pencawan Medan ]]>
<![CDATA[Helmida Barus]]>;
<![CDATA[Dorsita Sitohang]]>;
<![CDATA[Meyna Malango]]>;
<![CDATA[Seprosari Simbolon]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1020
<![CDATA[This study aims to discuss teacher communication strategies to students in improving student achievement. According to researchers obstacles what teachers face in improving student achievement is concerned free time or opportunity to gather (discuss) between the teacher and student. This research is a type of qualitative research, which researchers as the key instrument, from the interview results the researcher gave a picture of that teacher communication strategies in creasing student achievement in more schools to rewards, in reality teacher often misinterterpret strategies this, The teacher only understands the form of punishment given to students who guilty, even thought the reward should also be given to students who achievers in the form of gifts, praise and others. From the three studies above it can be concluded In the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. To solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. The problem that is examined in this research is how the form of teacher communication with the students occurs Keywords : communication strategies, English language learning.]]>
<![CDATA[Students’ Comprehension and Difficulties on Reading Descriptive Text at SMA Swasta Pencawan Medan ]]>
<![CDATA[Herna Sianturi]]>;
<![CDATA[Christina Siahaan]]>;
<![CDATA[Syarifah Isma Dinda]]>;
<![CDATA[Yenita Br Sembiring]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1045
<![CDATA[This research aims to find out the student's Reading Descriptive Text. The method used in this research is qualitative; the study was conducted at SMA Swasta Pencawan Medan with the samples were 30 students of XI MIA-2. The researcher used multiple-choice with ten questions, reading tests, and interviews. The data collected from the students' scores. The result showed that there is 0 student or 0 % who was categorized excellent, there were two students or 6,67% who were classified as very good, there were seven students or 23,3 % who categorized as good, there were seven students or 23,3% were categorized as fair, there were five students or 16,7 % who were classified unsatisfactory. There were nine students or 30 % who were categorized very poorly. So, from the result, the researcher can conclude that the students were still in the poor category. Keywords: reading, comprehension; reading comprehension problem; descriptive]]>
