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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 469 Documents
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IMPROVING STUDENTS™ ACHIEVEMENT IN WRITING PROCEDURE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL Damanik, Werdi Rolando; Ownie, Sri Juriati
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 3 (2013): September, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i3.925

Abstract

ABSTRACTThis research concerned on Improving Students™ Achievement in Writing Procedure Text through Picture Word Inductive Model. In this research, the writer conducted classroom action research. Subject of this research were the second year students of SMA N 1 Pematangsiantar Class X-1 consisted of 30 students. This research was conducted in two cycles. Each cycle was organized in four steps, namely Planning, Acting, Observing, and Reflecting. Cycle II was the improvement of Cycle I. There are two kinds of data collected during the research, qualitative and quantitative data. The instruments for the quantitative data were writing test while the qualitative data was gathered through Observation Sheet, Interview Sheet and Diary Notes. Findings showed that the students™ score improve from orientation Test to Test. Based on the data analysis, Students™ mean in Test 1 was 52.40, in test II was 67.13 and Test III was 81.16. The conclusion is that Picture Word Inductive Model can improve the students™ achievement in writing procedure textKeywords: Picture Word Inductive Model, Writing, ProcedureINTRODUCTION
THE DIFFERENCE OF GRAMMATICAL ERROR IN WRITING RECOUNT TEXT BETWEEN NATURAL SCIENCE AND SOCIAL SCIENCE STUDENTS Sembiring, Imantha Eko Putra; Gintings, Elia Masa
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 3 (2013): September, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i3.926

Abstract

ABSTRACT This study concerned on the difference of grammatical error in writing recount text between natural science and social science students. The objective of this study was to find out the difference of grammatical error in writing recount text between natural science and social science students. This research was conducted by using causal- comparative research. The subject of the study was the students of XI-IPA1 and XI- IPS1 of SMA Swasta Methodist Berastagi. The number of the samples was twenty eight. The techniques for data analysis were quantitative data. The t-result was 2,60 (bigger than t table 1,706). The conclusion is that there is a significant difference of grammatical error in writing recount text between natural science and social science students. Keywords: error, writing, causal-comparative
The Effect of Applying Predict, Organize, Rehearse, Practice, Evaluate (PORPE) Strategy on Students™ Reading Comprehension Sinaga, Dewi; Sibarani, Berlin
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 3 (2013): September, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i3.927

Abstract

ABSTRACTThis study was conducted as an attempt to find out the effect of applying Predict, Organize, Rehearse, Practice, Evaluate (PORPE) strategy on students™ reading comprehension. This study used experimental design. The population of this study was students of Grade XI, Senior High School (Sekolah Menengah Atas: SMA) Negeri 1 Lumbanjulu which consisted of 120 students. There were sixty students from the population taken as the sample in this study. The sample was divided into two randomized groups: experimental and control groups. The experimental group was taught by using PORPE strategy, while the control group was taught by using conventional method.To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula (KR-21). The result of the reliability was 0.81. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 58 , t-observed value 2.8 > t-table value 2.00. The findings indicated that using PORPE strategy significantly affected the students™ reading comprehension. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.Keywords: PORPE Strategy, Reading Comprehension
SPEECH ACTS IN JULIA GILLARD™S SPEECHES Purwadi, Dede; Sihombing, Lince
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.946

Abstract

ABSTRACTThis study is concerned with pragmatics, focusing on the types of speech acts used in Julia Gillard™s Speeches. This research was conducted by using qualitative descriptive design. There are four textŸs speeches of Julia Gillard in this study taken from internet, There were 241 utterances. The results of data analysis showed the total numbers were: declarative 3,7%, representative 52,7%, expressive 6,2%, directive 12,0%, commissive 25,3%. It means that representative form is the most dominant type of speech acts used in Julia GillardŸs speeches. It is 52,7%. Representative is dominant because the speaker who delivered the speech is only person who becomes the center of attention and they are campaign or political speeches. Usually, the speakers would promote about their self and talk about their potency to be a good leader with all their goals to convince the hearer.Keywords: Pragmatics, Speech Acts, Political Speech
The Application of Student Teams Achievement Divisions (STAD) in Students™ Achievement in Reading Comprehension Sitorus, Windi Junianti; Gurning, Busmin
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.947

Abstract

ABSTRACT This study aims at improving students™ achievement in reading comprehension applying Student Teams Achievement Divisions (STAD) Method by conducting classroom action research. The subjects of this research ten grade students of SMA Santo Antonius Bangun Mulia Medan. The number of the students was 30 students. There were two kinds of data collected during the study, quantitative and qualitative data. The instrument for collecting the quantitative data was objective test of reading comprehension, while the instruments for qualitative data were gathered through observation sheet, diary notes and check list. Based on the data analysis, the mean of the students score in pre-test 44, in cycle I was 61.16, and in cycle II was 80.33. The conclusion is that Student Teams Achievement Divisions (STAD) method can improve the students™ achievement in reading comprehension. Keywords: STAD Method, Reading Comprehension, Descriptive Text.
IMPROVING THE STUDENTS™ ACHIEVEMENT ON WRITING DESCRIPTIVE TEXT BY USING REALIA Afridah, Ika; Ginting, Siti Aisah
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.948

Abstract

AbstractStudentsŸ achievement in writing descriptive text is very low, in this study Realia was applied to solve the problem. Action research in conducted for the result and the technique to collect the data, qualitative and quantitative are applied in this research. The subject of this research is grade VII in Junior High School (SMP N 2 ) Kisaran. In the first evaluation (66, 2926) increased to the mean of second evaluation (76, 7560) and the mean of third evaluation (87, 0243). Observation result showed that the students gave their good attitudes and responses during teaching and learning process by applying the application of Realia. Questionnaire and interview report showed that students agree that the application of Realia had helped them in writing descriptive text. It can be conclude that the studentsŸ achievement is improved when thay are tought through Realia.Key Words: Achievement, Writing, Descriptive Text and Realia
IMPROVING STUDENTS™ ACHIEVEMENT IN SPEAKING THROUGH THE APPLICATION OF SMALL GROUP DISCUSSION METHOD (SGD) Lubis, Azhar Aziz; Siregar, Masitowarni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.949

Abstract

Abstract The objective of the study was to find out how effective the use of Small Group Discussion Method (SGD) in teaching speaking especially in asking and giving opinion. It was conducted as an action research which has two cycles. Each cycle has three meetings. The subject of the research was students of eleventh grade IPA-2 at SMA Negeri 1 Sei Rampah which consisted of forty-four students. The instruments of data collection were primary and secondary data. While the primary data was conducted by administering students™ speaking score in every cycle, the secondary data was conducted by the three instruments; observation sheet, questionnaire and field notes. Based on the speaking tests, students™ score improved from the first evaluation to the last evaluation. In the first test, the mean was 58,55. The second test obtained the mean 67,07 and in the last test the mean of the students was 73,50. Based on the observation sheet, questionnaire sheet and field notes, it was found that learning activity ran well. Most students felt interested in the process of learning activity and involved in their group during the discussion time. The result of the research showed that Small Group Discussion Method was able to improve students™ achievement in asking and giving opinion. Key Words: Speaking, Small Group Discussion, Improving1 Graduate status 2 Lecturer
IMPROVING STUDENTS™ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BY USING CUE CARDS Efendi, Sahliya Azizah; -, Meisuri
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.950

Abstract

ABSTRACTThis study concerns on improving students™ achievements and to find out whether the cue cards can improve the students™ achievement in writing descriptive text. This study was conducted by using Classroom Action Research. The subject and population of this study is the second grade VIII-2 students of SMP Negeri 1 Padang Bolak. The number of the subject was 36 students, consisting of females and males. This procedure of this research was administrated in two cycle and six meetings. The qualitative data were taken from diary notes and observation sheet. The quantitative data were taken from the mean of the students™ score in writing test. Based on the data analysis, the students™ score got improvement in every cycle. In the First Test , the mean of the students™ scores was 52.22 while in Second Test, the mean of the students™ scores was 64.44 and in Third Test, the mean of students™ scores was 75.55. The qualitative data showed that students™ was interested in the using of Cue Card as a media in teaching learning process. The conclusion is that the using of Cue Cards as a media in teaching significantly improved students achievement in writing descriptive text and also impressed the students™ enthusiasm in doing the group work of Cue Cards media to make a text and to express their idea well.Keywords: achievement, writing, descriptive, cue cards
IMPROVING STUDENTS™ ACHIEVEMENT IN WRITING NARRATIVE TEXT THROUGH CUBING TECHNIQUE Chalish, Qolbi; Siregar, Masitowarni
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.951

Abstract

ABSTRACTThis study aims at improving the studentsŸ achievement in writing narrative text through cubing technique. The underlying objective of this study is to investigate whether teaching narrative by applying cubing technique potentially improves studentsŸ skill. The research was conducted by using Classroom Action Research (CAR). The population was the 2012-2013 eleven grade students of SMA Negeri 3 Binjai. The number of students was 42, consisting of females and males. The procedure of the research was administrated into two cycles where each cycle consisted of three meetings. Each meeting included four steps namely: planning, action, observation, and reflection. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the qualitative data was the writing of narrative test while the qualitative data were gathered by using interview, diary notes and observation sheet. Based on the data analysis, the mean of studentsŸ score in Test I was 61.85; for the Test II was 73.85, and for the Test III was 80. The qualitative data showed that the students were interested in the applying of cubing technique. The conclusion is that the application of cubing technique in writing narrative improves the studentsŸ achievement in writing narrative.Keywords: achievement, writing, narrative, cubing technique
ABRIDGING SENTENCES OF PRÉCIS WRITING IN AESOP FABLES Shandy, Muhammad Luthfi; Natsir, Muhammad
TRANSFORM: Journal of English Language Teaching and Learning Vol. 2 No. 4 (2013): December, 2013
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v2i4.952

Abstract

ABSTRACTThis study is concerned with writing, focusing on the abridging sentences ofprécis writing used in Aesop Fables. This study was conducted by using descriptivequalitative design. There are ten fables of Aesop in this study taken from The Book ofAesop (Townsend: 1869). There were 103 forms. The result of data analysis showed thetotal number in types of abridging were: by reducing a clause to a phrase 55.34 %, byreducing a phrase to a word 10.68 %, change the direct speech to indirect speech 16.5%, and by reducing a clause to a word 17.48 %. It means that by reducing a clause to aphrase is the dominant types of abridging sentences used in Aesop fables. It is 52.7 %.The reason why abridging sentences by reducing a clause to a phrase is dominantbecause in all ten of the fables use many long clauses that can be reducing to phrases.There are many clauses which can be reducing to a simpler term of phrases. And theresult based on the context of the form were: human 9.2 %, animal 73.55 %, thing 5.75%, and situation 11.5 %. It means that the context of animal is the most dominantcontext. Then it is found that the ten fables are dominantly use the type of abridging byreducing a clause to a phrase in the context of animal.Keywords: Writing, Précis writing, Abridging Sentences*Graduate

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