cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ade Aini Nuran
Contact Email
transformjournal@unimed.ac.id
Phone
+6282282080321
Journal Mail Official
transformjournal@unimed.ac.id
Editorial Address
Universitas Negeri Medan Jl. Willem Iskandar / Pasar V, Medan, Sumatera Utara –Indonesia, Postal Code 1589, ZIP Code 20221
Location
Kota medan,
Sumatera utara
INDONESIA
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 469 Documents
 21   22   23   24   25 
Analysis of Hate Speech in Howard Stern Show Rahayu, Sri; Puteri, Citra Anggia
TRANSFORM : Journal of English Language Teaching and Learning Vol 12, No 4 (2023): December, 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v12i4.57579

Abstract

The phenomenon of hate speech is increasingly widespread in the digital era, due to the increasing number of people expressing opinions, suggestions and criticisms through internet platforms. This study aims to elucidate the types of hate speech, to evaluate realization and explain the reason of hate speech in Howard Stern Show Instagram comments. This study used a descriptive qualitative method using the theory of types of hate speech by Mondal (2017) and realization or intentions by Kreidler (2002). The research data are in the form of comments from the Howard Stern Show Instagram account. This research shows that there were 71 data that have been found, from all the data there were 5 types of hate speech out of 10 types, namely 29 comments (40,8 %) for type of Behavior, 16 comments (22,5%) for type of Physical, 5 comments (7,0%) for type of Sexual Orientation, 2 comments (2,8%) for type of Class and 19 comments (26,7%) for type of other. However, for the realizations or intentions of hate speech, all comments contain all intentions that can be categorized. There were 24 comments (33.8%) with the intention of mocking, 4 comments (5.6%) with the intention of accusing, 2 comments (2.8%) with the intention of blaming, 34 comments (47.9%) with the intention of insulting and 7 comments (9.9%) for the intention of insinuating. In general, the reasons someone gives hate speech was due to three things namely in the commentator there is negative prejudice against certain people or groups, then hate speech can come from someone who has trolling behavior, and finally hate speech is also driven by conditions in the internet world. Therefore, it was concluded that there were many comments containing hate speech in the comments column in one of Howard Stern Show's Instagram posts. 
Stereotypes in Rebecca Hall’s Movie Passing Bnagun, Misa Apulina; Bahri, Syamsul
TRANSFORM : Journal of English Language Teaching and Learning Vol 13, No 1 (2024): March, 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v13i1.60204

Abstract

The objectives of this study were 1) to investigate the pattern of stereotype analysis appeared in Passing movie, 2) to describe characters response the stereotypes that is aimed at them in the movie Passing, 3) to explain the reason characters in Passing movie confront stereotypes instead of conforming. The data in this study are taken from sentences in dialog and scripts contained in the film Passing. 1) There were three types of stereotype patterns according to Brand and Reyna's (2011) theory depicted in the movie Passing. The three types are: Internal/controllable/stable (63.20%) followed by, Internal/uncontrollable/stable (25.50%), and External/uncontrollable/stable (11.3%). 2) The types of resistance reflected in the movie Passing based on King's (2010) theory are Acquiescence (35.71%) followed by Violence (35.71%), and Non-Violence (28.57%). 3) There were three reasons why Black individuals accept stereotypes instead of conforming, based on King's (2010) theory. The first reason is the fear of retaliation, which can lead to conflict. The second reason is a lack of educational awareness, which suggests that white individuals tend to have a broader perspective compared to black people. The third reason is the lack of resources in terms of legal support and financial stability.
Courage In Niki Caro’s Movie “Mulan (2020)” Cibro, Nopa Ceria Wati; Murni, Sri Minda
TRANSFORM : Journal of English Language Teaching and Learning Vol 12, No 4 (2023): December, 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v12i4.57580

Abstract

Principally this research attempts to find out 1) the types of courage by Mulan's character in Mulan (2020) movie. 2) how Mulan character’s courage showed in the movie. 3) factors that encouraged Mulan’s courage in the Movie. The research is done by descriptive qualitative research with the data source is the movie text script and scenes of Mulan (2020) movie. The instrument of collecting data is documentary sheet and images. The research results show that 1) There were 26 courages in the category types of courage. There are six courage categories, namely physical courage (15.39%), emotional courage (26.93%), intelectual courage (11.54%), social courage (15.39%), moral courage (23.08%), and spiritual courage (7.7%). 2) There are four the ways how the courage showed by Mulan character namely determination, self confidence, consistency, and optimism. 3) There are three factors that encouraged Mulan's character's namely altruism, self confident and situational demands, emotional and cognitive resources.
IMPROVING STUDENTS™ ACHIEVEMENT IN WRITING NARRATIVE TEXT THROUGH THINK-PAIR-SHARE TECHNIQUE Saragih, Zulfida Sari
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.364

Abstract

This study was focused to improve students™ achievement in writing narrative test through Think-Pair-Share Technique. It was conducted by applying Classroom Action Research with two cycles and six meetings. The subject of this study is Grade VIII students of SMP Negeri 1 Teluk Mengkudu and consisted of 40 students. The instruments for collecting data used writing test for quantitative and used diary notes, observation sheet and interview sheet for qualitative. The mean of the test shows the improvements of the students™ score for orientation test was (51.4), the mean in cycle I test was (66.15), and the mean in the cycle II was (74.57). Based on the data above, it can be concluded that Think-Pair-Share technique is significantly improved students™ writing achievement especially in narrative test.   Key Words: Improving, Achievement, Writing, Narrative,Think-Pair-Share
THE EFFECT OF USING MULTIPLE INTELLIGENCE STRATEGY ON STUDENTS™ ACHIEVEMENT IN WRITING NARRATIVE TEXTS Sitepu, Roy Batman
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.365

Abstract

This study was conducted to find out the effect of using multiple intelligence strategy on students™ achievement in writing narrative texts. The population was the students of grade XI SMA SWASTA KATOLIK 2 Kabanjahe. There were 142 students and 60 of them were taken as the sample based on random sampling technique. Thirty students were taken as control group and others as experimental group (taught by using MI strategy). The instrument used to collect the data was a written test. The data were analyzed by using t-test to show the effect of MI Strategy on students™ achievement in writing narrative text. The results of the analysis showed that t-value 2.73 was higher than t-table 1.67 at the level of significance 0.05 and the degree of freedom (df) 58. It means that the alternative hypothesis is accepted. In other words, it is obvious that MI Strategy can cause significant effect on students™ achievement in writing narrative text.   Key Words: Multiple Intelligence, Writing, Narrative Texts
IMPROVING STUDENTS™ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY Barus, Ricky Drimarcha
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.366

Abstract

This study aims at improving students™ reading comprehension through Directed Reading Thinking Activity. The objective of this study is to find out whether students™ reading comprehension achievement improved if they are taught by using Directed Reading Thinking Activity. In this study, classroom action research is conducted. The sample is one class of the second year students of SMA Katolik 1 Kabanjahe. The total number of the students is 40 students. The data are acquired from tests, observation sheet and questionnaire sheet. The students™ score mean is improved in every test. The mean of the second cycle (73.35) is higher than that in the first cycle (59.38) and in the pre-test (43.28). The observation sheet and questionnaire sheet show that the students™ reading comprehension achievement is improved. These findings indicate that applying Directed Reading Thinking Activity improved students™ reading comprehension. Key Words: Directed Reading Thinking Activity, reading comprehension
IMPROVING STUDENTS™ SPEAKING ACHIEVEMENT THROUGH PUBLIC SPEAKING TASKS Sari, Puspita
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.367

Abstract

This study deals with improving students™ speaking achievement through public speaking tasks. This study was conducted by using classroom action research. The subject of the research was class XI AP2 SMK BM Taman Siswa Lubuk Pakam consisted of 32 students.  The research was conducted in two cycles and every cycle consisted of four meetings. The instruments for collecting data were oral test for quantitative data and diary notes and interview for qualitative data. Based on the oral test scores, students™ score kept improving in every test. In the orientation test, the mean score was 55.9, in the first competence test, the mean score was 64.4 and in the second competence test, the mean score was 73. The improvement also can be seen from the percentage of the students™ speaking achievement, in the orientation test only 3.13% (one student) got 65 points. In the first competence test 65.63% (twenty one students) got 65 %. It means there was an improvement about 62.5%. In the second competence test 93.75% (thirty students) got 65 points. The improvement was 31.25%. It can be concluded that public speaking tasks could improve students™ speaking achievement.   Key Words: Speaking, Achievement, Public Speaking, Tasks  
IMPROVING STUDENTS™ ACHIEVEMENT IN SPEAKING THROUGH PAIRED STORYTELLING TECHNIQUE Siambaton, Prame Kardo
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.368

Abstract

This study attempted to improve students™ achievement through Paired Storytelling Technique. This study was conducted by using Classroom Action Research. The subject of the research was class XI IA 1 SMA Katolik Sibolga which consisted of 42 students, but in calculating the score, only 23 students were taken. The research was conducted in two cycles, cycle I consisted of four meetings and cycle II consisted of two meetings. The instruments for collecting data were quantitative data (speaking test) and qualitative data (diary notes, observation sheet and interview sheet). Based on speaking test™ scores, most of students™ score in accent, grammar, vocabulary, fluency and comprehension kept improving in every test. Based on diary notes, observation sheet, questionnaire and interview, it was found that students were interested in applying Pair Storytelling Technique because it helped the students in improving their speaking achievement. The result of the research showed that Paired Storytelling can improve students™ speaking achievement. Key Words: Improving, Achievement, Speaking, Paired, Storytelling
Improving Students™ Achievement In Writing Analytical Exposition Paragraph Through Debate Technique Sianturi, Olanda Theresia
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.369

Abstract

The objective of this research is to find out the effectiveness of the implemantation of debate technique in order to improve students™ achievement in writing analytical exposition paragraph. The study was conducted by using class room action research. The subject of this study was the second year students of SMA Santo Thomas 4 Binjai consisting of 25 students. The study was implemented in two cycles and each cycle consisted of three meetings. The instruments of data collection were writing test and social judgement (diary notes, observation sheets, questionnaire, and interview). The research result in that 1) the implementation of debate technique is effective to improve students™ achievement in writing analytical exposition paragraph which is in writing test result, students™ scores kept improving in every test that In orientation the mean score was 28,8, in the test of cycle I 51,8 and in the test of second cycle was 65. It means there is a significant improvement toward the before, after, during several times of the aplication, 2) students™ perception on debate technique is good and positive, 3) and the teaching “ learning process run well That students were active and enthusiastic in writing.   Key Word: Debate, Analytical Exposition, Improving  
IMPROVING STUDENTS™ ACHIEVEMENT IN READING COMPREHENSION BY USING KNOW-WANT-LEARN (KWL) CHART TECHNIQUE Nasution, Novita Husna
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.370

Abstract

This study focuses on the process of improving students™ achievement in reading comprehension by using KWL Chart Technique. The objective was to discover the significant improvement of students™ achievement in reading comprehension when the students were taught by using KWL Chart Technique. The subjects of the study were the second grade students of SMP Negeri 29 Medan. There were thirty four students. They were taught by using KWL Chart Technique. The instruments for the data collection were reading assessment, questionnaire sheet, and observation sheet. The techniques of the data analysis applied were quantitative and qualitative. In analyzing the data, the students were three reading tests namely orientation test, test I, and test II. The mean of students™ core for the orientation test was 38.59, test I was 59.32, and test II was 77.76. The total percentage of students who passed the passing grade significantly improved, in the orientation test it was 3.12%, in test I it was 23.53%, and in test II it was 88.24%. It was found that the application of KWL Chart Technique significantly improved the students™ achievement in reading comprehension.   Key Words: Know-Want-Learn (KWL), reading comprehension

Page 23 of 47 | Total Record : 469

 21   22   23   24   25 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025): September, 2025 Vol. 14 No. 2 (2025): June, 2025 Vol. 14 No. 1 (2025): March, 2025 Vol. 13 No. 4 (2024): December, 2024 Vol. 13 No. 3 (2024): September, 2024 Vol. 13 No. 2 (2024): June, 2024 Vol 13, No 1 (2024): March, 2024 Vol. 13 No. 1 (2024): March, 2024 Vol 12, No 4 (2023): December, 2023 Vol. 12 No. 4 (2023): December, 2023 Vol. 12 No. 3 (2023): September, 2023 Vol 12, No 3 (2023): Transform (September, 2023) Vol 12, No 2 (2023): Transform (June, 2023) Vol. 12 No. 2 (2023): June, 2023 Vol 12, No 1 (2023): Transform (March, 2023) Vol. 12 No. 1 (2023): March, 2023 Vol. 11 No. 4 (2022): December, 2022 Vol 11, No 4 (2022): Transform (Dec, 2022) Vol 11, No 3 (2022): Transform (Sept, 2022) Vol. 11 No. 3 (2022): September, 2022 Vol. 11 No. 2 (2022): June, 2022 Vol 11, No 2 (2022): Transform (June, 2022) Vol. 11 No. 1 (2022): March, 2022 Vol 11, No 1 (2022): Transform (March, 2022) Vol. 10 No. 4 (2021): December, 2021 Vol 10, No 4 (2021): Transform (Dec, 2021) Vol 10, No 3 (2021): Transform (Sept, 2021) Vol. 10 No. 3 (2021): September, 2021 Vol. 10 No. 2 (2021): June, 2021 Vol 10, No 2 (2021): Transform (June, 2021) Vol 10, No 1 (2021): Transform (March, 2021) Vol. 10 No. 1 (2021): March, 2021 Vol. 9 No. 4 (2020): December, 2020 Vol. 9 No. 3 (2020): September, 2020 Vol. 9 No. 2 (2020): June, 2020 Vol. 9 No. 1 (2020): March, 2020 Vol 9, No 4 (2020) Vol 9, No 3 (2020) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol. 8 No. 4 (2019): December, 2019 Vol. 8 No. 3 (2019): September, 2019 Vol. 8 No. 2 (2019): June, 2019 Vol. 8 No. 1 (2019): March, 2019 Vol 8, No 4 (2019) Vol 8, No 3 (2019) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol. 3 No. 4 (2014): December, 2014 Vol. 3 No. 3 (2014): September, 2014 Vol. 3 No. 2 (2014): June, 2014 Vol. 3 No. 1 (2014): March, 2014 Vol 3, No 4 (2014) Vol 3, No 3 (2014): Transform Vol 3, No 2 (2014): Transform Vol 3, No 1 (2014): Transform Vol. 2 No. 4 (2013): December, 2013 Vol. 2 No. 3 (2013): September, 2013 Vol. 2 No. 2 (2013): June, 2013 Vol. 2 No. 1 (2013): March, 2013 Vol 2, No 4 (2013) Vol 2, No 3 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2013) Vol. 1 No. 2 (2012): June, 2012 Vol. 1 No. 1 (2012): March, 2012 Vol 1, No 2 (2012) Vol 1, No 1 (2012) More Issue