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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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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.
THE USE OF SONGS IN LEARNING ENGLISH TO THE STUDENTS OF THE FIFTH GRADE IN SD 1 MUHAMMADIYAH BINJAI Br. Barus, Sri Andania; Sibarani, Berlin; Sumarsih, Sumarsih
TRANSFORM: Journal of English Language Teaching and Learning Vol. 9 No. 1 (2020): March, 2020
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v9i1.19958

Abstract

The objectives of this study were to analyze the Use of Songs in Learning English to the Students of the Fifth Grade in SD 1 Muhammadiyah Binjai. This study would be a descriptive study, which analyze the use of English to teach English in SD Muhammadiyah 1 Binjai. This study would be conducted by using Descriptive Qualitative Design. Descriptive Qualitative Design was just like other types of qualitative research, these inquiries typically are efforts to understand poorly understood phenomena that do not lend themselves readily to quantification. The song is used in two ways in the teaching of English to the elementary students. In the first way, the teacher organize the procedure of using the song into five steps, they are (1) listening to the song, (2) singing the song, (3) asking the students to sing it in front of the class, (4) discussing about the song, (5) the teacher give the task to the students. Besides that, only three out of the nine reasons that teacher take into consideration in explaining why the teacher taught English by using song the way she did. The three reasons are (1) song is a means of teaching pronunciation, (2) teaching vocabulary, (3) making fun teaching situation.Keywords : Songs, Media, Teaching English, Teacher
DEVELOPING DIGITAL WORKSHEET BY USING WIZER.ME FOR TEACHING LISTENING SKILL TO THE TENTH GRADE STUDENTS IN SMK NEGERI 7 MEDAN Nasution, Elly Anggriani; Sumarsih, Sumarsih; Dewi, Nora Ronita
TRANSFORM: Journal of English Language Teaching and Learning Vol. 9 No. 1 (2020): March, 2020
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v9i1.19959

Abstract

Digital worksheet, as the one of learning tools that is used to involve the students to works actively during teaching and learning process, should be developed based on students™ need. Digital worksheet in listening skill with scientific approach has not applied. A good digital worksheet must be fulfilled criteria of valid, practical and effective. The aim of this study was to develop English Listening Digital Worksheet for Grade X for Vocational school Students. This study was conducted by using Research and Development (R&D) design through six stages; need analysis, planning, designing digital worksheet, materials evaluation, revising (final product). The subject of the study was Grade X of Hospitality Major at SMK Negeri 7 Medan. The data were gathered by conducting interview to English teacher and distributing questionnaire to 1 class grade X consists of 36 students to get the students™ needs. The interview and questionnaire results prove that the students needs of English Listening Digital Worksheet appropriate with the Hospitality Major context. The product has been validated by experts. The result of the product was the digital worksheet combined with the Wizer.me platform.Keywords: english listening digital worksheet, Wizer.me, research and development (R&D)
AN ANALYSIS OF TEACHERS™ STRATEGIES IN TEACHING READING COMPREHENSION OF FIRST GRADE STUDENTS AT SMK SWASTA TUNAS KARYA BATANG KUIS Khairunnisa, Khairunnisa; Saragih, Anggraini Thesisia; Tetty, Morada
TRANSFORM: Journal of English Language Teaching and Learning Vol. 9 No. 1 (2020): March, 2020
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v9i1.19960

Abstract

The objectives of this study were to investigate the strategies used by the English teacher for teaching reading comprehension and to find out the reasons why teacher used those strategies in teaching reading comprehension of first grade students at SMK Swasta Tunas Karya Batang Kuis. This research used descriptive qualitative method. The subjects of this study were two English teachers who teach at SMK Swasta Tunas Karya Batang Kuis, Deli Serdang especially at first grade students. The instruments of this study were recording, interview and documentation. The findings found that, the first teacher used two strategies, Scaffolding and QARs (Question Answer Relationship). Scaffolding strategy student can develop about idea which readable by the student. QARs (Question Answer Relationship), the teacher able to know how far their students understand what the teacher has given to them. The second teacher used conventional strategy. This strategy should be selected based on its appropriateness and effectiveness to the learning process so that its use will enable the teacher to explore the students™ ideas and to help them read in a better way. Based on the analysis inteview, the reason why teachers used those types of strategies on students™ reading comprehension were because to make the student understand the reading text and the students guided to more focus on the text. To help their students overcome difficulties in comprehending the texts, especially the various aspects of reading such as the main idea, detailed information, making inferences and noting references and also teacher could help students in developing the meaning contained in the text reading so that students more easily understand the contents of reading.Keywords: Teachers™ Strategies, Reading Comprehension
STUDENTS™ PREFERERNCES TOWARD TEACHERS™ ORAL CORRECTIVE FEEDBACKS ON SPEAKING AT SMK NEGERI 4 MEDAN Audry, Sonya; Dewi, Nora Ronita; Annisa, Puan Suri Mira
TRANSFORM: Journal of English Language Teaching and Learning Vol. 9 No. 1 (2020): March, 2020
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v9i1.19961

Abstract

The objectives of this study were to investigate the types of teachers™ oral corrective feedback on speaking skill that the students prefer in grade tenth of SMK Negeri 4 Medan. This research used descriptive qualitative method and the data were collected through documentation and interview. The framework undertaken is proposed by Lyster and Ranta and the interview questions were adapted from Thorsteinsen. The data was analyzed in four steps: 1). Data Collection, 2) Data Reduction, 3). Data display, 4). Conclusion and Drawing verification. The findings found that there were 4 kinds of oral corrective feedback that the teachers gave, namely Clarification Request, Elicitation, Explicit Correction, dan Metalinguistic Feedback. The most dominant of teachers™ oral corrective feedback that the students prefer was Explicit Correction. It was 10 data or 41,7%. Based on the analysis interview, the reason why students prefer the type of teachers™ oral corrective feedback on speaking was because it could make the students easy to understand and know the correct anwser not in a long time because the teachers gave it immediately. The finding suggested that the English teacher should give the written feedback to students™ writing task to enable them improve the writing skill.
IDEOLOGY OG MYTH IN JAVANESE TRADITION TINGKEBAN Handayani, Selvia; Andayani, Widya
TRANSFORM: Journal of English Language Teaching and Learning Vol. 9 No. 1 (2020): March, 2020
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v9i1.24428

Abstract

This research is aimed to analyze the ideology of myth in the equipments used in tingkeban ceremony by using the theory from Martin. The data of this research are taken from the Javanese Tingkeban ceremony presented in Desa Sei Buluh. This study is focused in the process and equipments used in tingkeban ceremony and then analyzing the myth with the meaning of each equipment. The writer conclude if there are 12 equipments which contain of myths and two rituals. Every equipment has its myth that have same purpose that is to throw away dangers of the children and the prospective mother. The ideology of myth in each procession and equipments related to the animism and dynamism belief system that roh (spirit) can benefit human life, as well as can asked for help for human life in this world, and belief that every object, plant or animal has magical powers that can disturb or protect humans. This research is related to the academic study of symbolism as guidance to live a new life in Javanese culture. That tingkeban ceremony is using a variety of tools and devices that are symbolized by jarwa dhosok which is a term in the traditional Javanese society. Tools and equipment are believed to mean more than just an object by its adherents.

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