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Transform : Journal of English Language Teaching and Learning
Published by Universitas Negeri Medan
ISSN : 23015225     EISSN : 29859441     DOI : -
Core Subject : Humanities, Education, Engineering,
Humanities Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other
Transform Journal is an open-access electronic journal that supports research in the field of Linguistics, Literature, and English Language Teaching. The aim of the journal is 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. Transform journal is issued four times annually, in March, June, September and December. The focus and scope of this journal include areas of analysis: Linguistics Literature English Language Teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol. 8 No. 3 (2019): September, 2019" : 7 Documents clear
DEVELOPING VIDEO AS THE TEACHING MEDIA OF WRITING DESCRIPTIVE TEXT FOR GRADE VIII STUDENTS IN SMP BRIGJEND. KATAMSO 1 MEDAN Br. Karo, Meyke Pratiwi; Sumarsih, Sumarsih; Erlita, Yeni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19658

Abstract

This research was aimed to develop video as the teaching media of writing descriptive text for grade VIII students in SMP Brigjend.Katamso I Medan. This study was categorized as Research and Development (R & D) study which adapted from Borg and Gall (2003). The method through six phases: conducting need analysis, designing, developing, experts validating, revising, and final product. The subjects of this research were 40 students of grade eighth of SMP Brigjend. Katamso I Medan which was located in Jl. Sunggal No. 370 Medan. The data and data resources were the teacher™s lesson plan, teacher™s interview, and students™ questionnaires result. After getting the last data, the media should be planned to be designed as the students™ needs. The media were developed and had been validated by the experts. The percentages of the media from the experts were 90% that categorized as very good. It can be concluded that video as one of the creative media to improve the students™ ability in writing descriptive texts.Key words: Research and development (R&D),Descriptive Text, Video, Writing, Junior High School.
TEACHER™S ORAL FEEDBACK TOWARDS STUDENTS™ RESPONSE IN SPEAKING SKILL IN SMAS 2 MUHAMMADIYAH MEDAN Apriani, Suci; Siregar, Masitowarni; Putri, Citra Anggia
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19659

Abstract

This study is about teacher™s oral feedback towards students™ response in speaking skill in SMAS 2 Muhammadiyah Medan. This study aims to find out teacher™s feedback used in English classroom interaction and to find out the reasons why the teacher uses the dominant feedback during teaching and learning process in English classroom interaction at eleventh grade students in academic year of 2019/2020. The subject of this research was 33 students. This research was conducted by using descriptive qualitative research. The data of this study were collected by using observation, audio recording, documentation and interview for supported the data. The data were analyzed by using Ellis (2009) theory. The result showed that 17 praise which is (37%), 7 recast which is (15,2%), 6 metalinguistic feedback which is (13%), 13 repetation which is (28,3%), 3 paralinguistic signals which is (6,5%). So the dominant type of feedback used by the teacher in class XI MIA 1 of SMAS 2 Muhammadiyah Medan is praise which is 40%. There are 3 reasons why teacher used the dominant type: (1) the teacher only know the general feedback, (2) to encourage the students to be more enthusiastic in responding to the teacher and (3) the teacher only focused on positive feedback. This research is expected to be an inspiration for other researcher to conduct more conductive research in the future about feedback in learning English.Keywords: teacher™s feedback, response, speaking skill.
DEVELOPING ENGLISH WRITING MATERIAL USING EGRA TECHNIQUE OF DESCRIPTIVE TEXT FOR GRADE X STUDENTS OF SMA NEGERI 6 MEDAN Burhan, Wahyuni Safitri; Sumarsih, Sumarsih; Zainuddin, Zainuddin
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19660

Abstract

Nowadays, English become a language that can give a significant impact in many aspects such as education and communication. Therefore people are demanded to master in language including students. For example researcher finding at class x of SMAN 6 Medan student have low competence in writing skill. This study aimed to Develop English Writing Material Using EGRA Technique of Descriptive Text for Grade X. The subject of this research was students™ grade X MIA 2 of SMAN 6 Medan consists of 34 students. Tomlinso (1990) state the EGRA is an effective technique to teach grammar in writing sentence. The letter standing for Exposure, Generalization, Reinforcement, and Application. This research used the model of Research and Development (R&D)of Brog and Gall (2003) has six stages: there are (1) Gathering information, (2) Analyzing data, (3) Designing new writing material using EGRA, (4) Evaluating or validating new writing material by experts, (5) Revising, (6) Final product. The instruments of data collection were syllabus, questioner and interview. The data was gathered by administering interview to the teacher and distributing questioner to the students. The first design writing material of this research consists of three units: œhi iam arief (describing people), œMount Lesuer National Park (describing place), œWater Castle (describing bulding). The score of validating from expert there are: (1) English lecture, the score of content is 25, score of language is 12, score of presentation is 27,and score of graphic is 9  and the average of score material assessment were 3,17 in categorize good. (2) English teacher English lecture, the score of content is 26, score of language is 12, score of presentation is 25,and score of graphic is 12  and the average of score material assessment were 3,26 in categorize very good. Based on the result of the validation of the experts, there are two aspects that needed to revised such as to revise some grammatical mistakes and unclear the exercise. The final product of writing material consists of three units: œhi I am arief (describing people), œMount Lesuer National Park (describing place), œWater Castle (describing building). In each unit have four sections provided there are Exposure, Training, Grammar and WritingKey words: writing skill, EGRA  technique, Research and Development (R&D)
SPEECH FUNCTION OF MALE AND FEMALE TEACHERS IN CLASSROOM INTERACTION Pohan, Febri Yanti Nurkhalizah; Husein, Rahmad; Ginting, Siti Aisah
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19662

Abstract

The research dealt with speech function used by male and female teachers in classroom interaction. The aims of this study were: (1) to discover the types of speech function used by male and female teachers in classroom interaction (2) to describe how the speech functions are realized as the ways they are (3) to elaborate the reasons why the speech function are realized as the ways they are. This study used descriptive qualitative design. The data were collected by following instruments: observing, recording and interviewing. The finding of this study revealed that: (1) the types of speech function that have been found in the male and female teachers in the classroom are statement, question, offer, command, initiating minor, acknowledgement, contradiction, answer, compliance and responding minor. (2) For the realization of speech function by male male and female teachers, there are two ways that have been found in realization of mood structure of male and female teachers talk, namely, typical clause mood, and non typical clause mood. In typical clause mood, there are four ways that have been found, namely statement that realized in declarative mood, then, question that realized in interrogative mood, command that realized in imperative mood, after that minor initiating that realized in minor. Beside that, in non typical clause mood, it is found there are four ways in realization of mood by male and female teachers, namely statement that realized by tagged declarative, question that realized by declarative, offer that realized by declarative and command that realized by declarative.(3) For the reasons in realization of mood by male and female teachers, In this study, the researcher found that reasons in realization of speech function of male and female teachers during the learning process was affected by teachers™ belief related to the teacher™s knowledge about the mood which are typical mood (congruent) and non-typical mood (incongruent). In typical mood, male and female teachers believe by initiating statement, initiating question, and initiating command have particular reasons. In non-typical mood (incongruent), both of male and female teachers believe that the use of Indonesian language influences the realization of speech function in metaphorical remarkKeywords: Speech Functions, Gender and Classroom Interaction.
THE USE OF EDMODO IN TEACHING WRITING PROCEDURE TEXT FOR THE ELEVENTH GRADE OF VOCATIONAL HIGH SCHOOL Br. Harahap, Nur Anisyah; Pulungan, Anni Holila; Hartoyo, Indra
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.19663

Abstract

This study was about the use of Edmodo in teaching writing procedue text, to invstigate the problems when using Edmodo in teaching of writing text, and to find out the use of Edmodo and the problems. The participants of this research was English Teacher and Students of XI-TKJ 1 class of SMKN 2 Binjai. The technique of data collection used was observation and interview. The research finding Edmodo media showed that there twelve steps how to use of Edmodo that were used; (1) Teacher Sign Up, (2) Students Sign Up, (3) Basic Posting, (4) Posting Alert, (5)Posting Polls, (6) Working with Assigments, (7) Creating a Quiz, (8) Assigning Quiz, (9) Taking the Quiz, (10) Grades, (11) Calender and Library, (12) and Feeds.  Moreover, here were two problems faced in using Edmodo in teaching writing procedure text; (1)The problems from teachers (2) The problems from studentsKeywords: Edmodo, Writing, Procedue Text.
POLITENESS STRATEGIES OF REQUESTS USED IN MANGUPA MANDAILING WEDDING CEREMONY Nasution, Mutia Maulidina Anzani; Lubis, Safrida
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.29545

Abstract

This study aimed at analyzing the kind politeness strategy in request which represented in speech of Mangupa in Mandailing Wedding Ceremony. The descriptive qualitative method used to gain the findings of the data itself. From that findings, 18 requests from 1 speakers has been analyzed. And from those, 22 requests filtered throught transcribing the event. Of all 22 requests, it was found that there were 7 politeness strategies used, they were Mood derivable, Performatives, Hedged Performatives, Obligation Statement, Want Statement, Suggestory Formulae, Query Prepatory. Later on, the performatives was the dominant type of politeness since the Mangupa was a sacred ceremony, the using of prformatives would be found in many ways. The instrument of this study was recording the event from video recorder and transcribing them into list. And from that list, the categorization would be easy to exctract the data. Thus the writer found that positive politeness that used also similar to another local tribe wedding ceremony.
INTERPERSONAL FUNCTION IN HAMILTON LYRICS Zahara, Mutia; Gintings, Immanuel Prasetya
TRANSFORM: Journal of English Language Teaching and Learning Vol. 8 No. 3 (2019): September, 2019
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v8i3.29546

Abstract

This study aimed at identifying the types of interpersonal function in Hamiton and focuses on Halliday and Matthiessen™s (2004) perspective of interpersonal function applied in Hamilton Lyrics. and how the interpersonal function realized in Hamilton Lyrics. This study was conducted by applying descriptive qualitative methode. The source of the data were taken from collected by watching streaming platforms such as Disney+ Hotstar, one of which is dedicated to Disney films. The technique for analyzing the data is qualitative research. The results of this research showed the classifying of data from Hamilton Lyrics selected song lyrics, also analyzing the mood structure regarding the most and residue. It was found there were 171 clauses in the Hamilton Lyrics, with the mood types and residue, 57 clauses were from the first lyrics in Hamilton Lyrics entitled Alexandre Hamilton, 80 clauses from the second in Hamilton Lyrics entitled Satisfied, and 34 clauses are from Hamilton Lyrics entitled You™ll Be Back. The classification are : 136 clauses of Declarative Mood, 27 clauses of Imperative Mood, and 8 clauses of Interrogative Mood. The researcher concluded that the analyzed and classified the Hamilton Lyrics based on the order of subject and finite to find the mood types and modality in each clause. The interpersonal function analysis was described and provided the examples of how that sentence categorized into the specific mood types and residue.

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