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All Journal Englisia Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Geografi JMM (Jurnal Masyarakat Mandiri) Seminar Nasional Peningkatan Mutu Pendidikan ELLITE: Journal of Education, Linguistics, Literature and Language Teaching Jurnal Pengabdian Masyarakat Bestari (JPMB)

Evi Zulida

Universitas Samudra

Author-ID : 2627747

Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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A STUDY OF COLLOQUIAL EXPRESSION IN DOCTOR ZHIVAGOS’ NOVEL BY BORIS PASTERNAK Indah Afani; Evi Zulida; Fadlia Fadlia; Makhroji Makhroji; Imran Imran
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 01 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The problem of this research is what types of colloquial expression found in Boris Pasternaks’ Novel and what are the dominant of colloquial expression found in Boris Pasternaks’ Novel. The purpose of this research are to identify colloquial expression in the novel. The research is accomplished by the researcher by reading the novel. The data are classified according to types of colloquial expression and the patterns of the colloquial expression are found after the classification. This research used qualitative research to analyze the data. Data source of this study is Boris Pasternaks’ Novel. Its title was Dr. Zhivago. It was published by the New American Library, Inc on 1957 years. Its was 909 pages. After the researcher read and analyzed the novel, the researcher found colloquial expression in the novel especially single words, clipped words, constraction and verb adverb combination. The researcher found 314 colloquial expression in the novel. There are single words totally 127, clipped words totally 1, constractions totally 40 and verb adverb combination totally 146. It can be said single words is more dominant of constraction, constractions is more dominant of clipped words. Verb adverb combination is the most dominant of all types. It can be concluded that the novel also uses colloquial expression in the sentence to find out the change in the language used. The researchers hopes for other researchers can develop the subject of this study better.

INDONESIAN-ENGLISH CODE MIXING IN ANALISA'S YOUTUBE CHANNEL Evi zulida; Fatma Zahara
Journal of Education, Linguistics, Literature and Language Teaching Vol 4 No 01 (2021): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/ellite.v4i01.4431

This research aims to find out the levels and the factors of code mixing that appear on Analisa’s video YouTube channel. A qualitative method was used in this researchby employingadocument analysiswhich focused on analyzing the levels of code mixing defined by Suwito (1988) and the factors of code mixing argued by Suandi (2014). The data were collected from 5 session videos in Analisa’s video YouTube channel. Through data analysis, the results show that there are some levels of code mixing appear on Analisa’s video YouTube channel. They are word level, phrase level, clause level, baster level, and repetition word level. Then, there are some factors of code mixing appear on Analisa’s video YouTube channel. They are popular term factor, the speaker and speaker character factor, function and aim factor,main topic factor, and prestigious factor.It is hoped that the result of this study is useful to everyone who wants to conduct the study about code mixing.

A PRAGMATIC ANALYSIS OF POSITIVE POLITENESS STRATEGIES ON TED TALK VIDEO BY EDDY ZHONG Ike Idriani Saragih; Nur Azizah; Ita Rahayu; Evi Zulida; Chairuddin Chairuddin; Makhroji Makhroji
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 01 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

Politeness phenomena do not only occur in daily conversations, but also in the speeches delivered by the speakers. The speech on TED Talk video by Eddy Zhong entitled “How School Makes Kids Less Intelligent” is one of the interesting subjects to be analyzed in terms of positive politeness strategies. This speech explained the speaker's experience during school and how he had built his business in the field of technology since he was 16 years old. In addition, they also conducted experiments and compared the thinking between children who had just entered elementary school and teenagers in senior high school, and the results reinforce his statement about the title he brought Thus, the aims of this research are (1) to find the positive politeness strategies in the speech on TED Talk video by Eddy Zhong entitled “How School Makes Kids Less Intelligent” (2) to analyze the positive politeness strategies in the speech on TED Talk video by Eddy Zhong entitled “How School Makes Kids Less Intelligent”. This research employed descriptive qualitative research. The data were in the form of statements and sentences uttered by Eddy Zhong on TED Talk video entitled “How School Makes Kids Less Intelligent”. The main instrument of the study was the researchers themselves and the secondary instrument was a data sheet. The data were analyzed with the use of a referential method. Such a method analyzes the data in reference to the theory employed in this study. The results of the research show that all of the fifteen strategies of positive politeness appear, except the strategies of (Including both speaker and hearer in the activity; Asserting reciprocal exchange or tit for tat; and Giving gifts to hearer (goods, sympathy, understanding, cooperation)). As it is drawn in Table 1, there are 32 occurrences of positive politeness strategies in a speech on TED Talk video by Eddy Zhong entitled “How School Makes Kids Less Intelligent”. In the highest rank is (Joking to put the hearer at ease) which gets a frequency of 9. The second rank is (using in-group identity markers in speech; and intensifying interest to the hearer in the speaker’s contribution) with 6 data each of these data. The third rank is the strategies of (seeking agreement in safe topics; being optimistic that the hearer wants what the speaker wants; and giving or asking for reasons) which occur in 3 data each of these data. Meanwhile, the last rank is covered by the strategies which have the occurrence 1 data, those are the strategies of (exaggerating (interest, approval, sympathy with hearer); and presupposing, raising, asserting common ground).

LANGUAGE POLICY IN BILINGUAL FAMILIES IN LANGSA Alfi Sahri; Fadlia Fadlia; Makhroji Makhroji; Imran Imran; Evi Zulida
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 01 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The purpose of this research are: To find out how do parents in bilingual families decide language policy in their family and to find out what are factors influencing of deciding language policy. This study uses descriptive qualitative methods. The subjects of this study were two-language families in the birem puntong with twenty-five families as subjects. The research instruments were dept interview, recording equipment and documentation. The results of these research were birem puntong group did not have a policy to maintain and use regional language at home and in the environment. And factors that influence the use of the term language policy in bilingual are, parental language use and ideology and children and language practice.

EFFECTIVENESS OF TEST DESIGN BETWEEN OF CLOZE TEST AND MULTIPLE CHOICE TEST FOR READING COMPREHENSION Elma Tiara; Chairuddin Chairuddin; Makhroji Makhroji; Evi Zulida; Fadlia Fadlia; Rahmiati Rahmiati
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The use of tests that is suitable for use by teachers in learning needs to be considered. This aims to produce a satisfactory of the test result. So the teacher needs to consider what type of test is given to students. So the researcher conducted a study to analyze of effectiveness of test design between of cloze test and multiple choice test for reading comprehension at SMA Negeri 3 Langsa. The purposes of research were to find out if there is a difference between multiple choice test and cloze test in teaching EFL for reading comprehension and to find out which of the most effectiveness between multiple choice tests or cloze test in teaching EFL for reading comprehension. The method of this research is qualitative approach. The sample of this research is the students at class XII Bahasa in SMA Negeri 3 Langsa. In this study, the researcher collected data to conduct on 22nd October 2018 until 19th October 2018 in SMAN 3 Langsa. The result of study showed that the result of testing the students’ reading comprehension showed that the students’ test 1 showed that multiple choice test has mean score 8,1 and cloze test has mean score 7,3. It meant multiple choice test more effective in testing reading comprehension for the students. The result of the students’ test 2 showed that multiple choice test has mean score 8 and cloze test has mean score 5,3. It meant multiple choice test more effective in testing reading comprehension for the students and the result of the teachers’ interview showed that multiple choice test more effective than cloze test but the result of the students’ interview showed that multiple choice test was very difficult. It meant the result of the students’ test between the students’ interview opposite because the students said multiple choice test was very difficult, automatically the students got the multiple choice test score lower than the cloze test score.

TEACHER AND STUDENT’S INTERACTION BY USING FOREIGN LANGUAGE INTERACTION (FLINT) Fathya Delona Pratiwi; Chairuddin Chairuddin; Makhroji Makhroji; Evi Zulida; Fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The purposes of this research were to describe how was the teacher and student’s interaction and to identify the categories of FLINT were used in English class at SMAN 1 Langsa. The research used qualitative design with the object was teacher- students interaction during the class. The subjects of the research were an English teacher and 30 students at a second-year class. The interaction in the classroom revealed that the teacher interacted with students by being cheerful, good natured, patient, not irritable, having good teaching skill, friendly, companionable, knowledgeable, building good communication, interested in students, understandable, and impartial. The students did most of the role but less increased in planning their own learning, mentoring and learning from other students. Furthermore, the communication that happened in the learning process applied all categories of talk as mentioned in FLINT system. The result of the research showed that the pattern of interaction was mostly started by the teacher with utterance of teacher talk was 424 times in a meeting, while the students talk produced 299 times. Asking questions was the most category occurred with 192 times. The least frequently category was using ideas of students which was only 2 utterances produced by the teacher. In student talk categories, student initiation was the most occurred with 142 times and confusion was the least category used with only 11 times. Based on the result above, it can be suggested for the teacher to increase using ideas of student’s category, the teacher should use more students’ ideas in order to make them understand and less confused while teacher is explaining the topic of the lesson.

GENDER EQUALITY IN EDUCATIONAL LITERACY IN LANGSA sarah ziehan harahap; Chairuddin Chairuddin; Evi Zulida; Makhroji Makhroji; fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 02 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.177 KB)

This research offers and overview of the main developments in the field of Sociolinguistic studies. The education should be equal in both gender, no matter the background is. This paper examine the characteristics and the factors of inhibiting the gender equality in educational literacy in Langsa. The purpose of this research are: to find out how are the characteristics of gender equality in educational literacy in Langsa and to find out what are the factors that could inhibit gender equality in educational literacy. This research uses descriptive qualitative methods, namely observation, semi-structured interviews, and documentation. The subjects of this research are twenty parents (ten men and ten women) in Langsa. The research instruments were questions, recording equipment and documentation. The procedure for collecting data is library research, conducting interviews, voice recorders and concluding. The results of this research are the characteristics of gender equality in educational literacy and the factors could inhibit the gender equality in educational literacy in Langsa. Key words: Gender, Equality, Inequality, Education, Langsa

REWARD AND PUNISHMENT IN ENGLISH FOREIGN LANGUAGE CLASSROOM Wan Muthia Lubis; Irma Dewi Isda; Chairuddin Chairuddin; Evi Zulida; Rahmiati Rahmiati; Surya Asra
Journal of Education, Linguistics, Literature and Language Teaching Vol 2 No 01 (2019): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

This research aimed to find out of reward and punishment used by teacher in English Foreign Language classroom and to find out reward and punishment implementation by teacher in English Foreign Language classroom. The method used in this research is descriptive qualitative research. This research was analyzed kinds of reward and punishment in efl classroom and the implementation of reward and punishment. The sample of this research is one of the English Teacher at SMPN 2 Kejuruan Muda and focus on eight grades (VIII-1) Classroom. And the final result of this research is kinds of reward that used by teacher in English Foreign Language classroom is verbal reward, non verbal reward, reward with come close to students, reward with touch, gifth, and reward with fun activities. Punishment that used by teacher in English Foreign Language classroom is preventive punishment and repressive punishment. Implementation of reward and punishment in English Foreign Language classroom that used by teacher is: First, teacher prepared the lesson material to gives for students. Second, teacher gives an explanation of the lesson material to students. Third, in the middle of the explanation of the material the teacher giving the practice questions in accordance with the subject matter given. Fourth, for students who are active in class, and answer correctly get certain reward according to those given by the teacher. The teacher only gives four ways in implementing reward and punishment in efl classroom, but the teacher does not implement the method five and six. Keyword: reward, punishment, implementation, English foreign language classroom.

A STUDY OF STUDENTS’ ANXIETY IN SPEAKING Ardhea Rosana Putri; Evi Zulida; Rahmiati Rahmiati; Surya Asra; Fadlia Fadlia
Journal of Education, Linguistics, Literature and Language Teaching Vol 3 No 01 (2020): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

This study aimed to describe about the factors cause students’ anxiety in speaking English and the students strategies to cope the anxiety in speaking English in Class X of SMAN 5 Langsa of 2019-2020 year as participants. Any 21 students as participants that researcher take by purposive sampling. Participants in this study just 3 students in every class.The Method used in this study was descriptive qualitative. The data were through structured Interviews and classroom observations. The data were in the interview transcripts. The result of this study describe three factors that cause students’ anxiety in speaking English. The first factors is Self Perception of students that always feel English is difficulty to Learn and speak. The second factor is Class Condition of Performance make students got anxiety when they speak in front of friends and teacher. The third factor in students’ Anxiety in speaking English is Fear of Making Mistakes. The result of this study found that there are three strategies that students used to cope the anxiety in speaking English. The first strategies is Preparation, eight students did preparation always felt better before speaking English. The second is Positive thinking, there are seven participants think that positive thinking can cope the anxiety in speaking English. The last strategies is Relaxation, as many as five students take this strategies if students feel anxiety and failed speaking english. Keywords: Anxiety, Speaking

AN ANALYSIS ENGLISH TEXTBOOK FOR SECOND GRADE STUDENTS AT SENIOR HIGH SCHOOL BASED ON TOMLINSON’S PRINCIPLES Azza Lutfiyyah Rambe; Evi Zulida; Makhroji Makhroji; Fadlia Fadlia; Chairuddin Chairuddin; Rahmiati Rahmiati
Journal of Education, Linguistics, Literature and Language Teaching Vol 3 No 02 (2020): JURNAL ELLITE ( JOURNAL OF EDUCATION, LINGUISTICS,LITERATURE AND LANGUAGE TEACHI
Publisher : Universitas Samudra

The availability of instructional materials is essential to support teaching and learning activity. In Indonesia, textbook become the popular instructional materials used in English Language Teaching (ELT). Unfortunately, textbooks are sometimes developed for commercial purposes only. Further, the textbooks are not always appropriate with the condition of the classroom. Thus, assessing textbooks become necessary to be done to know their values. This study is intended to know whether the materials in the English textbook for second grade student senior high school compatible with tomlinson’s (2011) principles. The researcher applies qualitative content analysis as the research design. The finding of this study shows that the English textbook for second grade student senior high school fulfils 15 criteria or 93,75% of tomlinson’s principles. The textbook can be a useful source of learning materials and help students, especially EFL students, in learning English. keywords : English textbook, compatibility, Tomlinson’s principles

Co-Authors Agus Putra AS Alfi Sahri Allif Syahputra Bania Ardhea Rosana Putri Asnidar Asnidar Ayu Suciani Azza Lutfiyyah Rambe Baihaqi Baihaqi Chairuddin Chairuddin Desy Irafadillah Effendi Elma Tiara Fadlia Fadlia Fathya Delona Pratiwi Fatma Zahara Ike Idriani Saragih Imran Imran Indah Afani Iqlima Azhar Irma Dewi Isda Ita Rahayu Jumaida Manurung Made Hery Santosa Makhroji Makhroji Muhammad Jamil Nur Azizah Rahmiati Rahmiati Riski Rahmadani Harahap Safuridar, Safuridar sarah ziehan harahap Soedirman Z Surya Asra Wan Muthia Lubis

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