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Genre Journal: Journal of Applied Linguistics of FBS UNIMED

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Published by Universitas Negeri Medan

ISSN : 23015160 EISSN : 29861551 DOI : https://doi.org/10.24114/genre.v11i4

Core Subject : Humanities, Education,

Humanities Education Languange, Linguistic, Communication & Media

Genre Journal : is a journal of art creation and study managed by the English and Literature Program, faculty of Language and Art, State University of Medan. Genre is a quarterly publication primarily intended to publish articles, either research-based or conceptual, on language teaching and learning, language acquisition, discourse analysis, sociolinguistics, and pragmatics.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 7 Documents

Search results for , issue "Vol 11, No 3 (2022)" : 7 Documents clear

TEACHER’S ORAL FEEDBACK TOWARDS STUDENTS’ RESPONSE IN SPEAKING SKILL AT SMKS ERIA MEDAN Fransiska Samosir; Sumarsih Sumarsih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

The purpose of this study was to describe and to explain teacher’s Oral Feedback toward students’ response in speaking skill at SMKS Eria Medan. The subject were the students of SMKS Eria Medan from eleventh grade. The types of oral feedback such as positive feedback praise, corrective feedback, recast feedback, explicit correction feedback, elicitation feedback, metalinguistic feedback, repetition feedback and clarification request feedback. The types of feedback that given by the English teacher such as: praise feedback, recast feedback, repetition feedback and metalinguistics (elicitation).There were five reasons why the teacher using the oral feedback: It gives both the teacher and the students information, appreciate the students, it providing direction to students, it providing language input to students, it encouraged students to learn, it encouraged students to be selfsufficient. Teacher might need to apply and know the types of feedback that are appropriate to improve students’ achievement in learning English. However, not all teachers are aware of what type of feedback they use in their classroom and preferred by their students to improve the students English language achievement. The result of the research showed that the English teacher mostly used the directly feedback when give feedback to the students. The researcher used observation and interview for collecting the data.

TEACHER’S QUESTIONING STRATEGIES DURING ENGLISH CLASSROOM INTERACTION AT GRADE X STUDENTS OF SMA NEGERI 2 MEDAN Juwita Rodearni Saragih; Ade Aini Nuran
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

This research was focused to determine the types of teacher’s questioning strategies, analyzed the dominant types of teacher's questioning strategies and found out the teacher’s reasons of giving question to students. This research was conducted on an English teacher and with grade X natural science 2 students at SMA Negeri 2 Medan. Descriptive qualitative research design was used as a research method while in data collection, observation, video recording and interview were used in this research. During two meetings in collecting data, it was found that at the first meeting the teacher often used a simplification strategy with a total of 19 questions or equivalent to 51%. Meanwhile, in the second meeting, the teacher still used the simplification strategy more with a total of 20 questions, equivalent to 56%. For the overall of the teacher’s questioning strategy namely wait time, repetition, paraphrasing, simplification and probing can be identified in this research. The teacher’s reason gave questions to students was to stimulate students' thinking to think critically, improved vocabulary understanding, clarified student speech, attracted students' interest in learning, checked the extent of student understanding and encouraged students to participating in the classroom. With this questioning strategy, it can be seen that students can be more responsive in answering the teacher questions and the atmosphere in the classroom can be more lively created.

STUDENTS’ PERCEPTION TOWARDS TEACHER’S QUESTION IN CLASSROOM INTERACTION Rizka Rahmadini Panggabean; Siti Aisah Ginting
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

Teacher's question in the classroom activities are thought to help students learn more effectively. Successful learning in an English classroom should include knowledge of both the language and the material. In order for learning to be relevant and successful, questions in the English classroom should create opportunities for students to actively participate in the learning. Not only to promote classroom interaction, but also to encourage students to communicate in a real-life setting, to foster a closer relationship with the students, and to assist student with difficulty expressing themselves due to their limited vocabulary. The objective of this research were to (1) know about types of questions that frequently used by teacher in classroom interaction (2) identify students' perceptions of teacher while giving questions in English classes. The research was carried out from December 2021 to February 2022 on the teaching learning process in the XI RPL Class of SMKN 9 Medan. The data was gathered through an interview and questionnaire with 34 XI RPL 4 students, which is recorded and then transcribed. Students' perception data were analyzed by collecting data, reducing data, presenting data, and drawing conclusions. After that, the data was descriptively and qualitatively analyzed. The findings of this study were presented descriptively in order to fully reveal the students' perceptions. It was discovered that (1) when a teacher asks a question, students prefer referential questions over display questions. (2) the results of the questionnaire show that students had positive perception towards teacher's question in English classroom.

Questions Used by the Teachers in Teaching Reading Comprehension in English Classroom Interaction Fitri Orlince Siburian; Anni Holila Pulungan
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

This study aimed (1) To investigate the types of questions used in teaching reading comprehension in English classroom interaction, (2) To analyze how the teachers use the questions in teaching reading comprehension in English classroom interaction, (3) To investigate the reasons why the teachers use the questions the way they do. A descriptive qualitative study was used in this study. The source of the data was two English teachers of class XI in SMA Negeri 1 Sumbul. The data were collected by using video recording and unstructured interview with teachers. The data were the sentences that consist of teachers’ questions in teaching reading comprehension and the result of the teachers’ interview. The data were analyzed by data condensation, data display and conclusion drawing/verification. The findings of the result were that: (1) There were five types of questions used by teachers namely literal questions (9.86%), reorganization or reinterpretation questions 19 (26.76%), inference questions 9 (12.68%), evaluation questions 4 (5.63%) and personal response questions 5 (7.04%). It also found that there were 27 (38.03%) other types of questions used by the two teachers, namely questions related to knowledge, vocabulary and students' experience, (2) The teachers use the different way in giving the questions. KP used wait time, repetition, paraphrasing, simplification and probing, while RS only use wait time, repetition, paraphrasing and simplification in giving questions when teaching reading comprehension, (3) The reasons that affect the teachers do the way they do consist of teachers' experience, teachers' formative and teachers' personal attributes.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ANALYTICAL EXPOSITION TEXT FOR 11TH GRADE AT KESUMA INDAH PADANG SIDIMPUAN SENIOR HIGH SCHOOL Cloudya Sihombing; Nora Ronita Dewi
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

The objectives of the study were to find out the components of TPACK in teaching analytical exposition text and to reveal how the TPACK is implemented in teaching analytical exposition text for students. The study was conducted by using descriptive qualitative method which investigated an English teacher and students at grade 11th as the subject of the research. The techniques of collecting the data were observation, video recording, and interview. The results of the study showed that the components of TPACK as proposed by Mishra and Koehler (2006) such as content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK) were found in teaching analytical exposition text. It is also found that the implementation of TPACK as suggested by Harris and Hofer (2009), was conducted through five basic process, such as (1)determining the goals of the learning, (2) choosing the most appropriate methods as well as strategies that can be used to enhance students’ learning experience, (3) selecting and sequencing what kind of activities that students will engage in during the learning, (4) determining how students can be assessed based on the learning goals and their achievement, and (5) selecting what kind of tools and resources will be used to help students achieve the learning goals.

ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST BASED ON ITEM RESPONSE THEORY (IRT) Maria Lumbantoruan; Indra Hartoyo
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

This study aims at finding out the indices of English summative test as well as describing the test quality based on the 3-PLM of IRT (Item Response Theory). A descriptive-quantitative design is applied by using Rstudio program to analyze the data. The findings show that there are three indices in evaluating English test based on the 3-PLM of IRT, they were item difficulty (b -parameter), item discrimination (a -parameter) and pseudo guessing (c -parameter). As much as 95 % (38 items) are in the good category of difficulty index and 5% (2 items) are in the poor category/very easy items. Then, as much as 30 % (12 items are in the good category and 70 % (28 items) in the poor category of the discrimination power. While referring to the guessing parameter, as much as 90 % (36 items) are in the good category and 10 % (4 items) are in the poor category.

ANALYSIS OF STUDENT RESPONSE TO TEACHER’S WRITTEN CORRECTIVE FEEDBACK IN WRITING DESCRIPTIVE TEXT Emalia Kurnia Ananda; Mahmud Layan Hutasuhut
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

The goals of this research are to describe students’ responses to teacher written corrective feedback in their descriptive texts and to discover types of written corrective feedback used by the teacher. Descriptive qualitative was used as the research methodology. The subjects of the study are a seventh year class of SMP Negeri 1 Tanjung Beringin consisting of 16 students and an English teacher. Open-ended interview and documentation review as the research instruments to collect the data. Result of the study revealed that (1) The students showed positive responses to teacher’s written corrective feedback. (a) They said that teacher written corrective feedback is a good thing to do. (b) They felt pleased when their descriptive texts being given teacher’s wtitten corrective feedback. (c) teacher’s written corrective feedback could make them motivated in writing. (d) They hoped the teacher always had provided their writing errors with written corrective feedback. (d) direct written corrective feedback being the most prefered teacher’s feedback by the students. and (2) From three types of written corrective feedback (metalinguistic, direct and indirect), teacher only used two of them, namely direct and indirect written corrective feedback in the students’ descriptive texts.

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Home Page

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Contact Name
Yeni Erlita

Contact Email
yenierlitafbs@unimed.ac.id

Phone
+6281265908100

Journal Mail Official
genre@unimed.ac.id

Editorial Address
Jl. Willem Iskandar / Pasar V, Medan, Sumatera Utara –Indonesia, Postal Code 1589, ZIP Code 20221

Location
Kota medan,

Sumatera utara

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yeni Erlita

Contact Email yenierlitafbs@unimed.ac.id

Phone +6281265908100

Journal Mail Official genre@unimed.ac.id

Editorial Address Jl. Willem Iskandar / Pasar V, Medan, Sumatera Utara –Indonesia, Postal Code 1589, ZIP Code 20221

Location Kota medan, Sumatera utara INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yeni Erlita

Contact Email
yenierlitafbs@unimed.ac.id

Phone
+6281265908100

Journal Mail Official
genre@unimed.ac.id

Editorial Address
Jl. Willem Iskandar / Pasar V, Medan, Sumatera Utara –Indonesia, Postal Code 1589, ZIP Code 20221

Location
Kota medan,

Sumatera utara

INDONESIA