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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 311 Documents

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THE EFFECT OF USING WORDLESS PICTURE BOOK ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT Sirikit Karola Br Sembiring; Elia Masa Ginting; Johan Sinulingga
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 3 (2017)
Publisher : Universitas Negeri Medan

This study was conducted as an attempt to discover the effect of Using Wordless Picture Book on students’ achievement in writing recount text. It was an experimental research. The subject was students of Grade VIII, SMP Negeri 1 Stabat. Two classes from five parallel classes were taken by lottery technique which divided into two groups, 30 students as control group and 30 students as experimental group. The instrument used in this research is to find quantitative data. The analysis in were 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 significant m = 0.05 with the degree of freedom (df) 58, t-observed value 3.006 > t-table value > 2.000. The findings indicate that using Wordless Picture Book significantly affected the students’ writing achievement. So, English teachers are suggested to use Wordless Picture Book in order to improve students’ achievement in writing recount text. Keywords : Wordless Picture Book, Writing Recount Text

LANGUAGE FEATURES OF TEACHER’S TALK IN ENGLISH TEACHING FOR THE NINTH GRADE STUDENTS OF SMP NEGERI 2 HALONGOAN TIMUR Muhammad Rizky Zhafiri; Neni Afrida Sari Harahap
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 4 (2021)
Publisher : Universitas Negeri Medan

This study focuses on classroom interaction in English teaching and learning at SMPN 2 Halongonan Timur. The objective of this study are to 1. to analyze theinteractional features used by the teacher related to the pedagogic goals, 2. Toinvestigate the reasons why teachers use language features of teachers talk inlearning process. The data were first grade students. In this research, the researcherconsiders the teacher talk as the language in the classroom that takes up a majorportion of class time employed to give directions, explain activities and checkstudents’ understanding (Sinclair & Brazil, 1982). The SETT framework designedby Walsh (2006) is used to identify the features of teacher talk occurs during thelearning process. Moreover, this study is conducted in the form of descriptivequalitative research where the researcher as the non participant observer on theclassroom. The researcher used observation to get the data. The data were in formaudio recording of classroom interactional both teachers and students. Theresearcher made transcription from recorded data and analyzed it through exchangestructure and applied Walsh’s framework in interactional features. In herclassrooms, teacher A provides lots of initiation to her students. Teacher pattern wasthe highest amount initiation in form question. Teacher used 12 (twelve) interactionalfeature based on Walsh framework (2006). There were extended learner turn (ELT)298 frequencies, extended teacher turn (ETT) 22 frequencies, Display Question (DQ)49 frequencies, confirmation check (CC) 36 frequencies, seeking clarification (SC)41 frequencies, Teacher echo (TE) 23 frequencies, referential question (RQ) 23frequencies, Scaffolding (SCF) 8 frequencies, extended wait time (EWT) 20frequencies, turn completion (TC) 16 frequencies, direct repair (DR) 8 frequencies,content feedback (CF) 1 frequency. Form Focused Feedback (FFF) 2 frequenciesTeacher provide a lot of extended learner turn by giving direct question andreferential question. Students’ response frequently in English, in Indonesian and inother hand in their mother tongue. In conclusion, the researcher has found that theteacher who teaches speaking descriptive in a ninth grade classroom of SMP N 2Halongonan Timur has performed some features of teacher talk from SETTframework. Those features of teacher talk used are found to be able to elicitstudents’ contribution and assist the students’ descriptive monologue skilldevelopment in the speaking descriptive learning process.

TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN Nur Aini Villy; Siti Aisah Ginting; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 2 (2018)
Publisher : Universitas Negeri Medan

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

THEMATIC PROGRESSION IN RECOUNT TEXT WRITTEN BY THE EIGHT GRADE STUDENTS Diamond Primo Philippus Purba; Siti Aisah Ginting; Fahri Haswani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 4 (2018)
Publisher : Universitas Negeri Medan

This study was about the theme, rheme and thematic progression of students‟ recount text of the eight grade at SMP RK Budi Mulia Pematangsiantar. The aim of this study were (1) to investigate thematic progression pattern used (2) to find out the reason why the students used thematic progression in the way they did. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students‟ recount text. The instrument of collecting data was elicitation technique and interview. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The result of this study were the following, (1) There were two patterns of thematic progression used in students‟ recount text, they were Theme Reteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). (2) The reason in use of thematic progression by students, they were: (a) the student‟s lack of knowledge about use of the thematic progression, (b) they also less interested in writing, (c) the students got resources from reading material and (d) the students got resources from english teacher‟s explanation.Keywords: Theme, Rheme, Thematic Progression, Recount Text

THE EFFECT OF USING FRAYER MODEL ON STUDENTS’ VOCABULARY MASTERY Ellis Ekawati Nahampun
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 3, No 1
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v3i1.1395

This study was conducted as an attempt to find out the effect of using Frayer Model on Students’ Vocabulary Mastery. This study used the experimental design. The population of this study was the students of SMA Parulian 1 Medan. There were sixty students of first grade senior high school as the sample of the research. This study was conducted with two randomized groups namely experimental group and control group. The control group was taught by conventional method while experimental group was taught by using Frayer Model. The instrument of collecting data was objective multiple choice test which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-20) formula. The calculation shows that the reliability was 0.73 (high). The data were analyzed by using t-test. The calculation shows that t-observed (5.41) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching vocabulary by using Frayer Model has more significant effect than teaching vocabulary by using conventional method. Keywords: Vocabulary, Students’ Vocabulary Mastery, Frayer Model

ENGLISH CLASSROOM INTERACTION Hafizah Daulay; Siti Aisah Ginting; Puan Suri Mira Anissa Sembiring
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 1 (2020)
Publisher : Universitas Negeri Medan

This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. 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’s Model (1975). The result of this study were the following, 1) there were three structures that occurred in English classroom interaction. The structures that occurred were initiation, response, and also feedback. There were 88 initiation, 95 responses, and 12 feedback of the overall utterances produced by teacher and students of XI Science 1. There were 111 initiation, 113 responses, and 15 feedback of the overall utterances produced by teacher and students of XI Social 1. 2) It was found that there were six types of exchanges which were realized with the structures between two teachers of two classes. The exchanges, namely: teacher elicit, teacher inform, teacher direct, student elicit, student inform, and check. In XI Science 1, it was found that the teacher inform was three, the teacher direct was three, the teacher elicit was sixty three, the student elicit was four, the student inform was one, and check was fourteen. In XI Social 1, it was found that the teacher inform was four, the teacher direct was fifteen, the teacher elicit was fifty three, the student elicit was three, the student inform was one, and check was thirty five.In teacher inform, teacher direct, teacher elicit, and check is started by the teacher initiate the students by informing, directing, and asking the question of the material to get the students’ response. In student elicit and student inform were started by the students initiate the teacher by informing, and asking the question of the material to get the teacher’s response or feedback. Keywords:IRF,Free Exchanges, Sinclair and Coulthard’s Model.

STUDENTS’ LEARNING STYLE IN STUDYING VOCABULARY AT EIGHTH GRADE STUDENTS OF SMP SWASTA BUDISATRYA MEDAN Dina Azizah Lubis; Anni Holila Pulungan; Yeni Erlita
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

The study discusses about Students Learning Style in Studying Vocabulary at Eighth Grade Students of SMP Swasta Budisatrya Medan. The objective of the study is to investigate type of students learning style in studying vocabulary and to analyze how is the VARK learning style applied in studying vocabulary at eighth grade students of SMP Swasta Budisatrya Medan in academic year 2016/2017. There were 38 students in the class of VIII-1 as the subject of this research. This study was conducted by using qualitative research. In this study, the researcher collected the data by using questionnaire and observation task sheet. The questionnaire designed by Fleming (2001). The result showed that the type of students learning style was Visual (15.7%), Aural (18.4%), Read/ Write (55.2%), and Kinesthetic (10.5%). It means that there was 6 of 38 students was visual preference, 7 of 38 students was aural preference, 21of 38 students was read/ write and 4 of 38 students was kinesthetic. The result of the data showed that VARK model was very helpful in teaching learning process especially in studying vocabulary. Keywords: Learning Style, VARK, Vocabulary.

DEVELOPING CLASSDOJO AS E-LEARNING MEDIA OF WRITING DESCRIPTIVE TEXT FOR GRADE TENTH STUDENTS AT MAN 2 DELI SERDANG Dwita Widya Sari; Rahmad Husein
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 4 (2021)
Publisher : Universitas Negeri Medan

The objective of this study was to develop e-learning media by using ClassDojo forgrade tenth at MAN 2 Deli Serdang. This study was conducted by using Research andDevelopment design through six stages; gathering data and information, needanalysis, designing materials and media, validating, revising (final product). Thesubject of the study was grade tenth of MAN 2 Deli Serdang. The data were gatheredby reviewing documents, conducting interview to English teacher and distributtingquestionnaire to X MIA 3 consists of 31 students to get the students’ need. Theinterview and questionnaire result prove that the students need more interesting andup to date media to learn writing descriptive text. The developed writing media werevalidated by two experts which are the average scores (4.55 and 4.05) show that themedia are valid and suitable to use for grade tenth students of MAN 2 Deli Serdang.The result of product distributed to the students through ClassDojo.

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

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

TYPES OF TEACHER’S FEEDBACK USED IN SPEAKING ACTIVITIES AT SECOND GRADES IN JUNIOR HIGH SCHOOLS David Immanuel Berliando Butar butar; Berlin Sibarani
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 4 (2022)
Publisher : Universitas Negeri Medan

Feedback is one of the most important factors that contribute to students’ success in the learning process. At the same time, teacher feedback is a fascinating topic to discuss. It is important to understand the different types of feedback and why the teacher employed them. This study was conducted to learn about the different types of teacher feedback given by the English teacher of the eighth grade at SMPN 27 MEDAN during the academic year 2022/2023 in speaking activities, as well as the reasons why the teacher gives feedback the way she does. The research design is a descriptive qualitative study based on Stone and Nielsen’s opinions. After analysis, it is clear that the types of teacher feedback stated by the teacher are affective feedback and informative feedback, with informative feedback dominating. Furthermore, the teacher’s motivation for creating them is to improve communication with students and to build a communicative class.

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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

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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