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Yeni Erlita
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genre@unimed.ac.id
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Genre Journal: Journal of Applied Linguistics of FBS UNIMED
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
 1 
Search results for , issue "Vol 7, No 1 (2018)" : 7 Documents clear
DEVELOPING WRITING MATERIALS IN RECOUNT TEXT FOR THE EIGHT GRADE STUDENTS AT SMP RK SERDANG MURNI LUBUK PAKAM Sri Agus Turnip; Yeni Erlita; Maya Octora
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.585 KB) | DOI: 10.24114/genre.v7i1.12422

Abstract

The objectives of this study was to develop the writing materials in recount text for the eight grade students at SMP RK Serdang Murni Lubuk Pakam. This was a Research and Development (R&D) study. The subjects of the study were the students of eighth grade of SMP RK Serdang Murni Lubuk Pakam. The research procedures, were adapted from Jolly and Bolitho’s model in Tomlinson (1998) with some modifications, consisting of conducting the need analysis, writing the course grid, developing the first draft, getting expert judgment and evaluating the first draft, also revising the first draft of the materials.The instruments to collect the data were need analysis questionnaire and expert judgment questionnaire. The data from the need analysis were analyzed quantitatively using frequency and precentage, then the results were used to develop the course grid. The data from the expert judgment were analyzed quantitatively through descriptive statistics while the suggestions were used to revise the first draft of the materials. The product of this study is a set of writing materials of recount text entitled “Guide for Writing” for students of eighth grade of SMP RK Serdang Murni Lubuk Pakam. The writing material is “My Unforgettable Experience”. It  consists of Pre-writing, Drafting, Responding, and Editing tasks ranging 15 tasks. Based on the research findings from the expert judgment, the whole aspects of the developed materials were 3.76 which was in the range of 3.25 < x ≤ 4 and can be categorized as “very good”. Keywords: Recount Text, Writing Materials, R&D Method
VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH CLASSROOM IN SMP SWASTA PAHLAWAN NASIONAL MEDAN Oktaviani Tampubolon; Zainuddin Zainuddin; Meisuri Meisuri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (432.795 KB) | DOI: 10.24114/genre.v7i1.12418

Abstract

This study deals with verbal interaction between teacher and students at SMP Swasta Pahlawan Nasional. The objectives of this study were to find out the category of verbal  interaction  between  the  teacher  and  the  students  in  the classroom, and the dominant category of verbal interaction in the classroom between teacher and students. Data of the research was taken from 28 students of eight grades which took an English class involved one English teacher who taught in the class. The data in this research collected by using interview and videotaping. The result of the study showed that both the teachers and the students were aware and understood that interaction was important in English learning. They also understood that to be able to interact well, they needed to practice. But, the understanding was not supported by what they did in classroom. The teacher did not give much interactive activity in class. It seemed that the teachers did not believe in the students' competence. The students were not active in practicing their English by asking questions or expressing their idea or opinion, and the most dominant interaction between teacher and students were direct teacher interaction. Keywords : verbal interaction, teacher and students
TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL Nurmiati Sitompul; Siti Aisah Ginting; Isli Iriani Indiah Pane
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.907 KB) | DOI: 10.24114/genre.v7i1.12423

Abstract

This study was about teacher’s initiation in English classroom interaction based on Sinclair and Coulthard Model. The aimed of this study were (a) to find out the types of teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (b) to find out the dominant type of teacher’s initiation used in English classroom Interaction based on Sinclair and Coulthard Model, and  (c) to find out the reason why the  teacher used the dominant type of  initiation during the teaching and learning process. This research used  qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard  theory (1975). The result of this study were the following, (a) There were nine types of  teacher’s initiations found during the teaching and learning process,  namely, teacher elicit, teacher inform, teacher direct, listing, re-initiation (i), re- initiation (ii), check, repeat, and boundary. (b) the dominant type of teacher’s initiation used in English classroom interaction was teacher elicit, which was 40%. (c) the reasons why the teacher used the dominant type of initiation during the teaching and learning process was categorized based on the variables that were affected on teaching and learning process (Gage,2004), they were: the teacher believed that by initiating elicit, it could create an effective classroom interaction, the teacher believed that by initiating elicit, it could push the students on process of flashback, the teacher believed that by initiating elicit, the students would be encouraged to become more confident and braver to participate actively during the teaching and learning process.Key words: Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard.
CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT Dirgahayu Tumangger; Busmin Gurning; Muhammad Natsir
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.018 KB) | DOI: 10.24114/genre.v7i1.12419

Abstract

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system
Developing Reading Materials In Narrative Texts For Second Grade Students Of Fashion Design Department At SMK Negeri 8 Medan Irda Silvia Sitepu; Willem Saragih; Rafika Dewi Nasution
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.918 KB) | DOI: 10.24114/genre.v7i1.12424

Abstract

This study aims to develop reading materials needed for students at SMKN 8 Medan.The research was conducted by Research and Development (R & D) develop through six phases; gathering information and data, analyzing data, develop new materials, validating by experts, revising and final product. It was conducted at SMKN 8 Medan, especially grade XI. The data were gathered by administering interview to English teacher and distributing questionnaire to 27 students’ needs. The interview and questionnaire results prove that the students need English reading materials which contain the appropriate knowledge or topic with the Kemendikbud (Kementerian Pendidikan dan Kebudayaan), syllabus and students’ need. Thus, developing materials are narrative text, the narrative texts expose the texts about fashion which are adjacent with students’ need. The products have been validated by experts. The average scores are 4.6 or 92 % from English Lecturer and 4.75 or 95% or from English Teacher. It means the developing materials categorized as relevant or appropriate for students at SMN 8 Medan grade XI Keywords: Research and Development (R & D), Reading Materials, Vocational School, Fashion Design Program
CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT Dirgahayu Tumangger; Busmin Gurning; Muhammad Natsir
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.018 KB) | DOI: 10.24114/genre.v7i1.12420

Abstract

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system
TEACHER’S STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT AT SNIOR HIGH SCHOOL Sintha Veronika Sianturi; Masitowarni Siregar; Johannes Jefria Gultom
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.755 KB) | DOI: 10.24114/genre.v7i1.12421

Abstract

This research aimed to describe the teacher’s strategies in teaching writing descriptive text and to describe the problems faced by the teacher. It was a descriptive qualitative research design. The subject of this research was one English teacher of SMA Swasta RK Serdang Murni Lubuk Pakam. The data of this research were the teacher’s language and the activities in teaching writing descriptive. The results showed that the teacher applied seven strategies they were (1) modify comprehensible input, (2) make lesson visual, (3) link new information, (4) determine key concepts, (5) modify vocabulary instruction, (6) use cooperative learning strategies, and (7) modify testing. And the problems faced by the teacher were the lack of students’ vocabularies and the participation in group work.Keywords: Teaching Writing, Teacher’s Strategies, Descriptive Text.

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