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INTERPERSONAL MEANING IN THE SHORT STORIES OF WILLEM ISKANDER’S SI BULUS-BULUS SI RUMBUK-RUMBUK ULFA YOZA SALSABILA; ELIA MASA GINTING; WILLEM SARAGIH
LINGUISTICA Vol 10, No 1 (2021): Vol. 10, No. 1 (2021): JAN-MARCH 2021
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v10i1.24252

This study aimed to analyze the mood and modality used in the short stories of Willem Iskander’s Si Bulus-Bulus Si Rumbuk-Rumbuk, elaborating and explaining the interpersonal meaning realized in each short story. The source of data was taken from a book authored by Willem Iskander, entitled “Si Bulus- Bulus Si Rumbuk-Rumbuk”. This research showed that : (1) there were 157 clauses in the short stories with three mood types and two degrees of modality. (2) interpersonal meaning is realized based on the order of the subject and the finite. (3) the reason why the interpersonal meaning is realized in the way they are is that the author wants to share his thoughts and experiences of Mandailingnese by classifying each clause and finding the dominant use of declarative mood as the most direct and soft way of conveying the author’s thought

Adversities and Challenges on Listening and Speaking Learning of the English Language Students Anna Riana Suryanti Tambunan; Willem Saragih; Isli Iriani Indiah Pane; Tiarnita M. S Siregar
Journal of English Language Studies Vol 3, No 1 (2018): Available online in March, 2018
Publisher : English Department - University of Sultan Ageng Tirtayasa

The study aims to investigate the adversities and challenges on studentsâ€™ listening and speaking learning. Thirty college students were involved in this study by distributing a questionnaire consisting of ten questions relating to their adversity and challenges in listening and speaking learning. Findings from this study indicate that the students confront some adversities. Being afraid to make mistakes and lacking vocabulary when speaking and listening are the most suggested to be the adversities. Building self-confidence is the best strategy to develop listening and speaking skills.Â Â Â

THE TEACHER’S STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT AT SENIOR HIGH SCHOOL Fitri Febriyanti Lubis; Willem Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35841

This study focuses on the analysis of teacher’s strategies of teaching writing descriptive text. The objectives of this study were (1) to describe the strategies used by the teacher inteaching writing descriptive text; (2) to know the reasons why the strategies used by the teacher in teaching writing descriptive text. This study was qualitatively conducted that involved one English teacher of SMA Swasta An-Nizam Medan. The data were collected by observing the teacher’s activities during teaching writing descriptive text. Then, the researcher interviewed the teacher about his reasons of the teacher's ways in teaching writing descriptive text. The findings of the study showed that the teacher’s strategies are similar with theory of the strategies by Judie Haynes and Debbie Zacarian such as (1) make visual lesson (2) determine key concepts (3) link new information (4) provide comprehensible input (5) modify vocabulary (6) use cooperative learning strategies and (7) modify testing. The reasons why those strategies were used by the teacher in teaching writing descriptive text are: (1) the strategies ease the students to understand the lesson (2) the strategies help the teacher to overcome boring class (3) the strategies help students to be more active. Keywords: Teacher’s Strategies, Writing, Descriptive Text

INDONESIAN – ENGLISH CODE MIXING USED BY ENGLISHTEACHERS IN TEACHING AND LEARNING PROCESS AT MTSN BATU BARA Dwi Anjarsari; Willem Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i3.41180

This research aimed to investigate the code-mixing used by the English teachers and the reasons for using it in the teaching and learning process at MTsN Batu Bara. This study used the descriptive qualitative method. The data of this research are teachers’ utterances and teachers’ reasons for using code-mixing. They were taken from the three English teachers at MTsN Batu Bara using observation and interview sheets during the teaching and learning process. The result showed three types of code-mixing used by the English teachers in the teaching and learning process. Those are Intra sentential code-mixing, Intra lexical code-mixing, and Involving change of pronunciation. From the teachers’ utterances, Intra sentential code-mixing was dominantly used in the teaching process with an average percentage of 82.5%, which occurs within word boundary. Then Intra lexical code-mixing has 11.6%, and Involving change of pronunciation has 6.4%. After doing the interview, it can be known that the teachers’ reasons for code-mixing used in the teaching and learning process are the situation of the students’ ability in learning English and bilingualism as a teachers’ ability to communicate in two languages.Keywords: Code mixing, types of code-mixing, teaching and learning process.

INTERPERSONAL MEANING ON TEACHER TALK: A FUNCTIONAL GRAMMAR APPROACH Santi Jaya Hutabarat; Willem Saragih; Masitowarni Siregar
TRANSFORM : Journal of English Language Teaching and Learning Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

This study was aimed to find out the interpersonal meaning realization on teacher talk and to describe the underlying reason of its realization. The research was conducted by using descriptive qualitative. The data were the talks of English teacher at SMA SwastaTeladan Medan. The data were analyzed based on interpersonal meaning analysis of Systemic Functional Grammar which introduced by M.A.K Halliday. The findings of this study showed that 226 of 248 clauses were identified as mood, 98 of 248 clauses expressed modality and 22 of 248 of clauses were identified as minor clause.Further, the distribution of mood types showed that there were three types of mood realized on teacher talk. They were declarative mood (58 %), interrogative mood (17 %), and imperative mood (16 %). Moreover, the distribution of modality showed that 27 of 98 clauses (27 %) were used modal adverb which expressed median value of probability, 16 % of clauses were identified as high obligation (have to, must), then followed by 13 % of clauses were identified as median obligation through the use modal finite of should and need to.

THE IMPLEMENTATION OF REMEDIAL TEACHING IN SMA KEJAYAAN INDONESIA BINJAI Rehlitna Situmorang; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

This study was aimed at finding out the implementation of remedial teachingincluded preparation, implementation of activities (process), and follow-up inSMA Kejayaan Indonesia Binjai for grade XI done by the English teacher.Another aim of this research was to find out the factor that contributed to thestudents’ success in remedial teaching. Descriptive qualitative research designwas used in this research. The participants of this study were an English teacherand 6 remedial students who had passed remedial teaching. The data sources inthis study were the teacher’s utterances and questionnaire answer sheets. The datawere collected by interviewing the teacher and spreading Google Formquestionnaire for the remedial students. Based on the interview, it was found thatthe teacher included preparation as to diagnose students’ difficulty,implementation as to re-explain the material, and follow up as to give thesuccessful students more motivation. It was concluded that what the teacher haddone can be called as remedial teaching because she had already done 6 out of 7steps of proper remedial teaching which are reviewing the case, selectingalternative action, provision of special services, implementing remedial teaching,re-measuring learning outcomes, and re-evaluating. For the questionnaire result,the factor that contributed to the students’ success in remedial teaching came frominternal and external factor.

THE USE OF CLUSTERING TECHNIQUE IN TEACHING LEARNING PROCESS OF WRITING DESCRIPTIVE TEXT BY THE EIGHTH GRADE STUDENTS OF SMP PARULIAN 2 MEDAN Stevan Evander Juan Fagio; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v9i4.30592

This study aims to find out how is the process of teaching learning descriptive text by using clustering technique for the eighth grade students of SMP Parulian 2 Medan. This study was conducted by using qualitative research. The data of this study were collected by using observation, interview, and survey. the result of observation, interiew, and survey prove that the use of clustering technique in teaching learning process of writing descriptive text was good percentage (83%) of the students were interested and followed every step in clustering technique, In the first step of clustering technique, the teacher introduced clustering technique and all students paid attention. All students got 3 score (100%), it means 30 students participated well in the process of clustering technique. In the second step, the teacher showed the example of clustering technique and only some students who asked. All the students got 1 score (33,3%) it means only 10 students asked in the process of clustering technique, In the third step, the teacher led the students to generate idea in form of clustering technique. All students focused to generate the idea based on the teacher’s directions in form of clustering technique. All students got 3 score (100%), all the 30 students participated well in the process of clustering technique, in the forth step the teacher asked the students to write the first draft based on the design of clustering technique. All students wrote their own descriptive text using clustering technique based on the teacher direction and the example that had been given by the teacher. All the students got 3 score (100%). From this result, the researcher concludes that both teacher and students participated well in the process of teaching learning descriptive text by using clustering technique for the eighth grade students of SMP Parulian 2 Medan.

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

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

DEVELOPING VISUAL ART IN LEARNING SPEAKING SKILL FOR STUDENTS OF JUNIOR HIGH SCHOOL Betty Simanjuntak; Amrin Saragih; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 3 (2018)
Publisher : Universitas Negeri Medan

The objective of this study was to develop English learning media based on students’ needs. This research was conducted in SMP N 37 Medan for students in grade VII which consists of 30 students. This study followed the steps of research and development proposed by Borg and Gall (1983), which are 1) need analysis; 2) planning (develop preliminary form of product); 3) Collecting data; 4) designing media; 4) media evaluation; 5) revising (designing final product). It was found that 96.66% students agreed that the existing an interactive learning medium currently used by the students of Junior High School. The more relevant media were developed based on student needs, which can provide opportunities for students to participate in the classroom. The learning media were developed into 4 media based on 4 units of speaking materials. Then the learning media were validated by two experts. The average score of the validation was 90. It showed that the developed learning media were very good, relevant and feasible.Keywords: English learning media, speaking, visual art media.

INDONESIAN – ENGLISH CODE MIXING USED BY ENGLISH TEACHERS IN TEACHING AND LEARNING PROCESS AT MTsN BATU BARA Dwi Anjarsari; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 4 (2022)
Publisher : Universitas Negeri Medan

This research aimed to investigate the code-mixing used by the English teachers and the reasons for using it in the teaching and learning process at MTsN Batu Bara. This study used the descriptive qualitative method. The data of this research are teachers’ utterances and teachers’ reasons for using code-mixing. They were taken from the three English teachers at MTsN Batu Bara using observation and interview sheets during the teaching and learning process. The result showed three types of code-mixing used by the English teachers in the teaching and learning process. Those are Intra sentential code-mixing, Intra lexical code-mixing, and Involving change of pronunciation. From the teachers’ utterances, Intra sentential code-mixing was dominantly used in the teaching process with an average percentage of 82.5%, which occurs within word boundary. Then Intra lexical code-mixing has 11.6%, and Involving change of pronunciation has 6.4%. After doing the interview, it can be known that the teachers’ reasons for code-mixing used in the teaching and learning process are the situation of the students’ ability in learning English and bilingualism as a teachers’ ability to communicate in two languages.

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