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Yeni Erlita
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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 6 Documents
 1 
Search results for , issue "Vol 8, No 1 (2019)" : 6 Documents clear
DEVELOPING READING MATERIALS THROUGH AUTHENTICITY-CENTERED APPROACH (ACA) FOR GRADE X STUDENTS OF COMPUTER NETWORK ENGINEERING IN SMK YAPIM 1 MEDAN Tania La Rose; yeni erlita; Maya Oktora
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (858.404 KB) | DOI: 10.24114/genre.v8i1.19639

Abstract

The objectives of this study wasto develop the reading materials in descriptive text for grade ten students of computer network engineering in SMK YAPIM 1 Medan. This study was conducted a Research and Development (R&D). The subjects of the study were the students of grade ten students of computer network engineering in SMK YAPIM 1 Medan consisting of 29 students. 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 draft, getting expert judgment and evaluating the draft, also revising the 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 “Well-performing and Affordable Netbooks” for grade ten students of computer network engineering in SMK YAPIM 1 Medan. It  consists of introduction, main lesson and reinforcement. Keywords:Descriptive Text, Reading Materials, R&D Method
DEVELOPING WRITING ASSESSMENT RUBRIC FOR EXPLANATION TEXT OF GRADE XI STUDENTS AT SMKN 4 MEDAN Aji Dwi Rayana; Rahmad Husein; Anggraini Thesisia Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.777 KB) | DOI: 10.24114/genre.v8i1.19713

Abstract

Writing is one of skills in English and it’s important for students, also it is not an easy skill to master. As stated by Richards and Renandya (2002: 303), writing is the most difficult skill to master for second or foreign language students. Writing skills are placed in the last section after three skills namely listening, speaking, and reading. It can be said that students must apply everything they have in the previous three stages. This study aims to develop a writing assessment rubric for explanation text for eleventh grade, to assess student writing related to the availability of the 2013 Curriculum for English subjects in the school. This research is about how and why, which is the process of explanation text itself and at the same time can improve their writing skills. This research method uses research and development methods (R&D). It is hoped that by using reliable rubrics, teachers can easily assess the writing performance of their students who meet the requirements of the writing aspects. The expert gives some corrections and suggestions on the development writing assessment rubric. Based on the result of the writing assessment rubric, the average was 3,7 and the percentage was 93,7% that categorized in “Very Good” category.Keywords: Assessment Rubric, Students’ Explanation Text, Writing
TEACHER’S QUESTION IN TEACHING READING NARRATIVE TEXT Sere Nidya Damanik; Masitowarni Siregar; Farida Hanim Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.767 KB) | DOI: 10.24114/genre.v8i1.19672

Abstract

Teacher’s questions play an important role in the classroom interaction. This study was conducted to investigate the levels of question that English teacher used while teaching narrative text. The subject of this study was an English teacher of SMA Gajah Mada. The data were collected by observing and recording while the teacher was teaching in two different meetings and also by interviewing the teacher. The research design of this study was qualitative research. The study reveals that the total number of the question was 63 questions that asked by the teacher. There were Low Cognitive Questions (LCQ); 48 (76%) remembering questions, 13 (21%) understanding questions, 0 (0%) applying questions and High Cognitive Question (HCQ); 0 (0%) analyzing questions; 2 (3%) evaluating questions, and 0 (0%) creating questions. LCQ questions are dominantly used by the teacher.              Keywords: Reading Narrative Text, Teacher’s 
THEME AND RHEMEON STUDENTS’ WRITING WITH DIFFERENT OBJECTS Thia Ananda; Siti Aisah Ginting; Juli Rachmadani Hasibuan
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.303 KB) | DOI: 10.24114/genre.v8i1.19644

Abstract

The objective of this study were to  find out the dominant types of Theme and Rheme used in students’ writing in Science and Social Class and to describe the Theme and Rheme realized in students’ writing in Science and Social Class. Theme is what the writer taking about and rheme was this was what writer saying about and common used in the text. This study was conducted by using descriptive qualitative design. The subject of this study was students’ writing of Recount Text from tenth grade of Science and Social class in SMA Kartika 1-2 Medan. The data were collected from the students’ writing. From the research, it was found all the kinds of theme: topical, textual, interpersonal, marked and unmarked theme were found. And the most dominant kind of theme was marked theme and topical theme.The Theme realization pattern were found in students’ writing of recount text in both Science and Social class namely, topical theme, textual-topical theme and interpersonal-topical theme. While topical-textual-interpersonal was occured in this research simultaneously.Keywords: Theme and Rheme, Students’ Writing, Different Objects.
TEACHER’S FEEDBACK ON STUDENTS’ WRITING ANALYTICAL EXPOSITION TEXT AT GRADE ELEVEN STUDENTS’ OF SMK NEGERI 4 MEDAN Anggita Pratiwi; Masitowarni Siregar; Anggraini Thesisia Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.876 KB) | DOI: 10.24114/genre.v8i1.19646

Abstract

The objectives of this study were to investigate the types of teacher’s feedback in writing which given by the teachers and to find out the reason why teacher used those types of feedback on students’ writing analytical exposition text at grade eleven students’ 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 Ellis and the interview question was 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 5 kinds of feedback, namely direct written feedback, indirect written feedback, focus and unfocused feedback, and reformulation. The most dominant of teacher’s feedback especially on written used in students’ analytical exposition text was direct feedback. It was 56 data or 66%. Based on the analysis interview, the reason why teacher used those types of feedback on students’ writing was because it could make the students’ have more vocabularies and the students did not think more about what was the correct word. In conclusion, teacher’s feedbacks are important to make student aware of making mistake on their writing task. The finding suggested that the English teacher should give the written feedback to students’ writing task to enable them improve the writing skill. Keywords: Teacher’s Feedback, Students’ Analytical Exposition Text, Writing                                                                           
SKILLS OF TEACHER’S QUESTIONING IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 1 KUALA Shaffa Vio Adella Panjaitan; Siti Aisah Ginting; Anggraini Thesisia Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v8i1.19669

Abstract

This study was about skills of teacher’s questioning in English classroom interaction. It was aimed to investigate skills of teacher’s questioning used by the English teacher in classroom interaction. The participant of this research was English teacher of SMA Negeri 1 Kuala. The technique of data collection used was observation, video recording, field note and interview. The research finding showed that there are 9 skills that used by the English teacher i.e. structuring, phrasing, redirecting, distributing, pausing, reacting, prompting and changing the level of cognitive demand. Distributing questions were the most dominantly used by the English teacher with 39%.  Redirecting 21%, reacting 13%, pausing 8%, focusing 7%, structuring 4%, changing the level of cognitive demand 4%, phrasing 3% and prompting 1%. Moreover, there were six reasons why teacher ask question in English classroom interaction, they were stimulate and maintain student’s interest, encourage students to think and focus on the content of the lesson, enable teacher to clarify what student has said, enable teacher to elicit particular structures and vocabulary items, enable teacher to check students’ understanding, and encourage students’ participation in a lesson. Related suggestions are given to the English teacher on how to achieve better questions. The study is beneficial for both teacher and students in English classroom interaction. Keywords: Skills of Teacher’s Questioning, Teacher’s Reasons, Classroom Interaction.

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