LINGUISTIK TERAPAN
Jurnal Linguistik Terapan is a peer-reviewed journal that supports research in the field of Linguistics, Literature, and English Language Teaching. This Journal aims to publish academic research on applied linguistics relevant to actual issues and to be a publication platform for original research from academics, researchers, and practitioners. It is an open-access publication that allows readers greater access and makes research freely available to the public to support greater global knowledge exchange
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<![CDATA[Metacognitive Process in English Writing ]]>
<![CDATA[Ika Lestari]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[Didik Santoso]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2683
<![CDATA[This research deals with metacognitive process in English writing to the students of STIP-AP Medan. The objectives of the research were to find out what metacognitive processes occur to the students’ English writing, to describe how does the metacognitive process occur in English writing of STIP-AP students and to find out the reason why the metacognitive process occur in that way. This research conducted by applying descriptive qualitative design. The subject of this research was the university students of STIP-AP Medan in the third semester. The data were obtained from the think aloud protocol and interview. The data collected were analyzed by applying Miles and Huberman’s model. The findings would like to see metacognitive process that occur in English writing. Almost students could not write in English very well, it was signed from their awareness that their metacognition didn’t aware. So that, there were something wrong in their metacognition when they wrote something in English. Finally, by knowing the process metacognition in English writing such as planning, monitoring, and evaluating in writing, students could be aware to write English text very well. Keywords: Causes; Metacognitive, Writing]]>
<![CDATA[Minangkabau Language Maintenance by the Association of Sei Jaring Community in Medan ]]>
<![CDATA[Yenita Uswar]]>;
<![CDATA[Amrin Saragih]]>;
<![CDATA[Tina Mariany Arifin]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2698
<![CDATA[The objectives of this qualitative research were (1) to identify the factors that affect the Minangkabau language (ML) maintenance in Medan, (2) to discover the parents’ efforts in maintaining ML in Medan and (3) to find out the reason why the speakers have to maintain ML. The souree of data is the nembers of the Association of Sei Jaring Community (Ikatan Warga Sei Jaring: IWS) in Medan. The sample was 10 families including 10 parents and their children. The instruments of this study are a questionnaire and an interview. The questionnaire was used to answer the factors affected the maintenance of ML and how factors affected the maintenance of ML. The interview was used to discover the influence why Minangkabau’s people have to maintain ML. There are four factors in ML maintenance, the parents’ role, the role of family, the intramarriage and homeland visits. After distributing questionnaire and did some interviews it is found that IWS especially for the third generation (children) has the danger level in ML when they communicate to each other. Meanwhile, the data analysis also shows that both fathers and mothers communicate to each other with ML. This condition occurred because of the influence of the environment. Parents have to keep communication and teaching Minangkabau language continuously to their children. so, the young generation can keep the existence of ML for their future. Keywords: Minangkabau Language Maintenance, parents’ efforts, the young generation.]]>
<![CDATA[The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement ]]>
<![CDATA[Teguh Satria Amin]]>;
<![CDATA[Eddi Setia]]>;
<![CDATA[Lince Sihombing]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2679
<![CDATA[This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement. Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension]]>
<![CDATA[The Effect of Students’ Learning Models and Style on Students’ Achievement in Reading ]]>
<![CDATA[Elisa P.N. Nainggolan]]>;
<![CDATA[Busmin Gurning]]>;
<![CDATA[Sumarsih Sumarsih]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2684
<![CDATA[The objectives of the research were to find out whether a) students’ achievement in reading comprehension taught by using Jigsaw model was higher than taught by using Task-Based Learning (TBL) b) students’ achievement in reading comprehension with visual style was higher than that students with auditory style. The population was the students of SMA Budi Murni 2 Medan with 104 students. The samples were 3 parallel classes and two classes by applying cluster random sampling. The questionnaire was administered for classifying the students upon the visual and auditory learning style. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result proved that students’ achievement in reading comprehension taught by using Jigsaw was higher than that taught by using TBL, students’ achievement in reading comprehension with visual learning style was higher than those with auditory learning style and there was interaction between models of learning and learning styles on students’ achievement in reading comprehension. Moreover, Tuckey-test result also showed that visual style students got higher achievement if they were taught by using Jigsaw model while auditory style students got higher achievement if they were taught by using TBL model. Keywords: Effect; Models of Learning; Reading Comprehension; Students’ Learning Style; Students’ Achievement]]>
<![CDATA[The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension ]]>
<![CDATA[Sri Astuti]]>;
<![CDATA[Lince Sihombing]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2696
<![CDATA[The objectives of this study are to investigate whether: (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stretegy is higher than students’ achievement in reading comprehension by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity students is higher than reading comprehension achievement of low curiosity students, and (3) there is significant interaction between teaching stretegies and students’ curiosity on students’ reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2012/2013 Academic Year of SMA BUDI AGUNG Medan as sample of this research. The result reveals that (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stategy is higher than that of taught by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity is higher than reading comprehension achievement of low curiosity, (3) there is signnificance interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. After the Tukey test was applied, it showed that students have high curiosity got higher result if they were taught by using Problem-Based Learning strategy, and students have low curiosity got higher result if they taught by using Reciprocal Teaching strategy. Keywords: Reading comprehension, Problem-Based Learning, Reciprocal Teaching Curiosity]]>
<![CDATA[The Effect of Teaching Reading Methods and Learning Motivationon the stdent’s Achievement in Reading Comprehension ]]>
<![CDATA[Sa'adah Bahri Rangkuti]]>;
<![CDATA[Berlin Sibarani]]>;
<![CDATA[D.P. Tampubolon]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2685
<![CDATA[The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension. Keywords: Motivation; Reading Comprehension; and Teaching Reading Methods. ]]>
<![CDATA[The Pronouncation Erros Interferences of Nias L1 in L2 ]]>
<![CDATA[Asniar Duha]]>;
<![CDATA[Line Sihombing]]>;
<![CDATA[Sumarsih Sumarsih]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2681
<![CDATA[This study is aimed to find out the factors in the pronunciation errors interference of Nias (First language; L1) with Indonesian as a (Second language; L2). The objectives of the study is to see how affect pronounciation errors interference of Niasnese L1 In Indonesian as a L2, to describe the types of pronunciation errors interference dominantly used by Niasnese speakers in Nias L1 In Indonesian as a L2 and understand why the pronounciation errors interference happen to the Niasnese in Indonesian as a L2. This research used a qualitative research to find out pronunciation errors interference of Niasnese native speakers. The data obtained from ten students and the parents of Nias speakers as the samples. Based on the observation result, it is found that the pronunciation errors interference at Nias in Indonesian as a L2: Deletion, addition and blends. There are three factors affect the Niasnese pronunciation error interference in Indonesian as a L2 in Sibolga, they are Intermarriage ( same culture marriage), The sound and the letters differences between Nias Language and Indonesian, Parents speak Nias language to the children or mother tongue, environment. Keyword : Errors, Interferenc, and Pronunciation.]]>
<![CDATA[Patterns of Communication with Reference to Gender in Cooperative Learning Classroom ]]>
<![CDATA[Tri Indah Rezeki]]>;
<![CDATA[Amrin Saragih]]>;
<![CDATA[Sri Minda Murni]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2686
<![CDATA[The main objectives of this research are to investigate patterns of communication with reference to gender in Cooperative Learning Classroom and to find out what contextual and psychological factors affect male and female students communicate in “report” type talk and “rapport” type talk in CL Classroom. The method of this study was descriptive qualitative research. The source of data was the students of the eighth grade of Ar-Rahman Junior High School in Percut. There was one CL classroom which consists of three groups with the total number of students is 15 students namely 8 female students and 7 male students. The data were collected by recording CL classroom, transcribing the male and female utterances and identifying communication patterns of male and female in CL classroom. The findings of the study are a) there are 17 sentences of male students communicate in “report” type talk and 15 sentences of female students communicate in “report” type talk; b)) there are 28 sentences of female students communicate in “rapport” type talk and 11 sentences of male students communicate in “rapport” type talk; c) contextual factor which is the type of evaluation/rewards is the most important role in male and female communication in classroom. Keywords: Male Communication Patterns, Female Communication Patterns, Cooperative Learning Classroom, Contextual Factors in Cooperative Learning, Psychological Factors in Cooperative Learning]]>
<![CDATA[First Language Phonological Acquisition by a Two Years Old Mandailing Child ]]>
<![CDATA[Wildan Iskandar]]>;
<![CDATA[Lince Sihombing]]>;
<![CDATA[D.P. Tampubolon]]>
<![CDATA[ LINGUISTIK TERAPAN Vol 11, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/lt.v11i2.2682
<![CDATA[This study focused on describing: (1) what phones are acquired by a two years old Mandailing child. (2) how a two years old Mandailing child acquires the phonology production. (3) how the phonological productions of the words acquired by a two years old Mandailing child. A qualitative research was applied. The findings indicated that kinds of word are noun, adjective, verb and adverb and the most aspect of phonology found in this study is noun. The subject acquired the words through interaction with his family and sometimes used body language when he talked with his parents. The phonological production of the words acquired by the subject with several processes out of the twelve processes. Based on the findings, there are some suggestions: (1) Parents have to guide his child in learning to communicate as good as possible in order to the child can communicate well and effectively with other people in his environment, (2) In order to make a good communication and conversation, it is suggested to make approach to the child’s behaviors and habitual, (3) If parents want their child can acquire words well, they have to introduce words well and also guide him to pronounce it every day when they talk with him. Keywords: Child; Language Acquisition; and Phonology]]>
