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All Journal Linguistica Register : Journal of English Language Teaching and Learning of FBS UNIMED LINGUISTIK TERAPAN Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED

SITI Aisah Ginting

Universitas Negeri Medan

Author-ID : 3024171

Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other

Published : 29 Documents Claim Missing Document

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Articles

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THE INTERRUPTION USED IN MIXED GENDER IN INI TALK SHOW ON NET TV DONNY JOHANNES P; SITI Aisah Ginting; Muhammad Natsir
LINGUISTICA Vol 9, No 2 (2020): Vol. 9, No. 2 (2020)
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v9i2.18948

Talk show is a tool of people communicates to convey the important information such as successes, or the phenomenon in society. In a talk show, they use language to start conversation between the host and the guest stars who will talk about a particular topic. Every human being communicates using different languages to achieve the purposes. In this case, the language phenomenon often occurs in a conversation. The language phenomenon often happened in conversation is interruption. Based on the background above this research investigates the interruption used by the participants in Ini Talk Show on Net TV. The objectives of this research are to identify the types and functions of interruption used by the participants in the talk show. This research used descriptive qualitative as a method. The form of the data were utterances that used by the participants in two episodes of Ini Talk Show. The researcher was the primary instrument of this research. The theories that used to analyzing the data are Ferguson (1977), Murata (1983), Kennedy and Camden (1983), Han Z. Li (2001), Zimmermen and West (1975). The result of the research, the researcher found four types of interruption used by the participants in the talk show are simple interruption (23), overlap interruption (70), butting-in interruption (7), and silent interruption (13). There were 113 data of interruption found in this research; the most type which appeared (70) times by the participants is overlap interruption, because each participant cannot wait to give his or her opinion toward the topic of the conversation. In this case, the current speaker does not give the turns before his or her finishing the utterance but the interrupter still disrupted and talk in sametime. Furthermore, two functions of interruption are found in this talk show are cooperative interruption consist of agreement (27), assistance (10), and clarification (29), while intrusive interruption divided into disagreement (3), floor taking (21), topic change (16), and tangentialization (7). The most function that appeared is clarification. Clarification appeared (29) times, the participants do interruption not only to shows the words does not understand but also to emphasizes the important words that get from the participant messages. Keywords: Conversation, Interruption, Participants, Ini Talk Show

THE COHESIVE DEVICES OF STUDENTS’ WRITING RECOUNT TEXT Maulidina Bunga Halimatusyahdiah; Siti Aisah Ginting
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.v11i2.35844

The aims of the study were to discover the kinds of cohesive devices that were used in students’ writing recount text, to investigate the contribution of cohesive devices in students’ recount text, and to find out the reasons why students used cohesive devices. The study used the frameworks of Halliday&Hasan (1976) and Eggins (2004). The study used descriptive qualitative research. The data was analyzed based on Miles, Huberman, and Saldana’s (2014) framework. The results of the findings revealed that students in Grade X at SMA Negeri 15 Medan used four cohesive devices, namely reference, substitution, ellipsis and conjunction. There was 58,97% contribution of lexical cohesion, which was indicated through the use of vocabulary of nouns and verbs, followed by reference that had 30,69% contribution. It was derived from category of person as well as the scale of proximity. Conjunction, on the other hand, had the percentage as much as 10,34% which was obtained through extension and enhancement type. Furthermore, the findings of the study found 8 out of 12 reasons why students used cohesive devices.Keywords: Cohesive Devices, Students’ Writing, Recount Text

TEACHER ACT IN CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL Intan Permata Bunda; Siti Aisah Ginting; Isli Iriani Indiah Pane
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

This study focused on teacher act in classroom interaction based on Sinclair and Coulthard Model. The aims of this study are (a) to find out the types of act in classroom interaction that the teacher used based on Sinclair and Coulthard Model, (b) to describe how the types of acts are realized in classroom interaction that the teacher used based on Sinclair and Coulthard Model. This research used qualitative research. To answer the problems of the study, the data were collected in two ways by observing, and recording. The data were analyzed based on Sinclair and Coulthard model. The results of this research were the following: (a) there were 16 types of acts in teacher utterances, namely: Marker, Starter, Clue, Reply, Accept, Elicitation, Evaluate, Informative, Directive, React, Check, Conclusion, Comment, Cue, Bid, and Nomination. Meanwhile Prompt, Acknowledge, Metastatement, Loop, Silent stress, and Aside were not found during the teaching and learning process. (b) The realization of types of act Marker of act was realized by a closed class of item “Ok’’. Starter of act was realized by a command. Clue of act was realized by a statement. Reply act was realized by question. Accept of act was realized by a close of item “good’. Elicitation of act was realized by question. Evaluate of act was realized by statement and question tag. Informative of act was realized by a statement. Directive of act was realized by a command. React of act was realized by a non linguistic. Check of act was realized by statement. Conclusion of act was realized by a statement “so”. Comment of act was realized by a statement. Nomination of act was realized by a closed class consisting of the names of the pupil “please you”. Cue of act was realized by a close class of which “raise your hand”. Bid of act was realized by a close class of verbal items “Miss”.Keywords: Teacher Act, Classroom interaction, Act Sinclair and Coulthard.

THE APPLICATION OF SCIENTIFIC APPROACH IN TEACHING READING COMPREHENSION FOR THE TENTH GRADE STUDENTS OF SMA PABA BINJAI Sonia Nurul Fadhilah; Siti Aisah Ginting
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

This study was aimed to analyzing how the teacher apply the scientific approach in teaching reading comprehension for the tenth grade students of SMA PABA Binjai and to find out the difficulties faced by the English teacher in teaching learning process using scientific approach in 2013 curriculum. This study was conducted by using descriptive qualitative research design. The data sources of the research were the English teacher of SMA PABA Binjai. The techniques of collecting data were observation and interview. The findings showed that there was only one step of Scientific Approaches used in teaching process. Afterward, that was three difficulties faced by the teacher related to the application of 2013 Curriculum; (a) teacher faced difficulties in student’s readiness. Students were not actively participated in the classroom; (b) teacher faced difficulties in the assessment, (c) teacher faced difficulties in the steps of Scientific Approach could not apply in one meeting. The teacher was not able to manage the time when using the scientific approach. All teachers must be prepared by the government by giving them some teaching practice and training related to the application of 2013 Curriculum.Keywords: Scientific Approach, Teaching Reading Comprehension, 2013 Curriculum.

AN ANALYSIS OF TEACHER PEDAGOGICAL MISCONDUCT IN TEACHING ENGLISH Hardiansah Sinurat; Siti Aisah Ginting; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 3 (2019): English Teaching
Publisher : Universitas Negeri Medan

This study was aimed to find out the types of teacher pedagogical misconduct and the reasons of teacher pedagogical misconduct. The research was conducted by using descriptive qualitative. The data were the result of questionnaire and interviewing of English teacher at SMP Swasta Josua Medan. The data were analyzed based on types of teacher pedagogical misconduct by Kearney and reason of teacher pedagogical misconduct by Riley and Lewis. The findings showed that there were three types of teacher pedagogical misconduct. They were indolence, incompetence, and offensiveness. Moreover, the dominant category of indolence is changing assignments every time, while failure to treat student properly is in incompetence and involving sarcasm in offensiveness. The teacher conducted pedagogical misconduct due to treat students differently, teaching in sharp sarcasm technique, restricted, releasing anger and hardly braid good relationship.Keywords: teacher pedagogical misconduct, teaching English

The Attitudes of University Students of Batubara in Medan Towards Batubara Malay Language Julisah Izar; Siti Aisah Ginting
LINGUISTIK TERAPAN Vol 13, No 3 (2016)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v13i3.4941

This study dealt with the attitudes of university students of Batubara towards Batubara Malay language. The data were collected from 20 university students of Batubara in Medan. The instruments used for collecting the data were observation sheet, questionnaire sheet and depth interview. The data were analyzed by Moleong’s theory. The findings showed that the respondents’ attitudes were: 12 (60%) negative and 8 (40%) positive. The attitudes levels of university students included in negative and positive attitudes namely in: receiving 11 (55%) negative and 9 (45%) positive, responding 12 (60%) negative and 8 positive, valuing 10 (50%) negative and 10 (50%) positive, organizing 12 (60%) positive and 8 (40%) negative, and internalizing values 12 (60%) negative and 8 (40%) positive. The factors influenced the university students’ attitudes were language disloyalty 12 (60%) negative and 8 (40%) positive, language pride lack 14 (70%) negative and 7 (30%) positive, in the unawareness of the norms 11 (55%) negative and 9 (45%) positive. Bahasa Indonesia is dominantly spoken by the university students of Batubara in Medan which caused they have less frequency in using their Batubara Malay language with their friends who are from same region in Medan. Key words: Attitudes, University Students of Batubara, Batubara Malay Language

Acehnese’s Attitude in Using Vernacular through Hadih Maja in Banda Aceh Erwina Gusti; Siti Aisah Ginting
LINGUISTIK TERAPAN Vol 13, No 1 (2016)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v13i1.4916

This study explains Acehnese’s Attitude in using vernacular through Hadih Maja in Banda Aceh. The objectives of this study are (1) to describe the kinds of language attitude used by adolescents in using vernacular in Banda Aceh; (2) to investigate the behavior of the adolescents when they are using their vernacular; (3) to explain the process of the adolescents use the conserved Hadih Maja as representative in using their vernacular. This qualitative research selected 30 Acehnese adolescents who lived in Banda Aceh taken by purposive random sampling. Questionnairre was used to collect the data of Acehnese adolescents’ language attitude towards their vernacular. Interview was used to collect the data of the adolescents’ reasons in using their vernacular. Transcription of Acehnese adolescents’ conversation from audio recorder was used to get the data of the attitude by Acehnese adolescents. The data were analyzed by using interactive model by Moeleong. This research found that: (1) the adolescents used negative attitude in using vernacular in Banda Aceh; (2) they showed negative attitude in using vernacular because irresponsibility toward vernacular based on the philosophy of Hadih Maja; (3) and they used Hadih Maja in certain situation namely, wedding ceremony and traditional art program because their awareness to conserve it as their representative in using their vernacular. Keywords: language attitude, Acehnese vernacular, Hadih Maja

The Implementation of Curriculum 2013 in English Teaching-Learning Process at SMA Negeri 1 Lubuk Pakam Windasari Safitri Sinambela; Siti Aisah Ginting
LINGUISTIK TERAPAN Vol 13, No 2 (2016)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v13i2.4933

This study deals with the implementation of Curriculum 2013 in English teaching learning process at SMA Negeri 1 Lubuk Pakam. The aims of this study were to describe the teachers’ effort in English teaching-learning process by applying scientific approach, to describe the teachers’ impelementation in English teaching-learning process by applying scientific approach, and to explain the teachers’ reasons to for the implement the scientific approach on that way. This study conducted by using qualitative research design. The source data of this study were teachers at XI IPA 1 and X IPS 1 SMA Negeri 1 Lubuk Pakam comprised two teachers. The data of this study was the implementation of Curriculum 2013 on teaching-learning English process in the classroom. The data was analyzed by using Interactive Model by Miles, Huberman, and Saldana. Based on data analysis, it was found that the teachers did not implement all the curriculum 2013 steps correctly, the teachers’ reasons for the implement curriculum 2013 on their way because the teachers had many experience in teaching, curriculum 2013 was done only because of the rule from the school. Other reasons were because they had short time in teaching and lacked of the books for material in curriculum 2013. Keywords: curriculum 2013, implementation, English teaching learning process, scientific approach

STUDENTS’ PERCEPTION TOWARDS TEACHER’S QUESTION IN CLASSROOM INTERACTION Rizka Rahmadini Panggabean; Siti Aisah Ginting
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.v11i3.41188

Teacher's question in the classroom activities are thought to help students learn more effectively. Successful learning in an English classroom should include knowledge of both the language and the material. In order for learning to be relevant and successful, questions in the English classroom should create opportunities for students to actively participate in the learning. Not only to promote classroom interaction, but also to encourage students to communicate in a real-life setting, to foster a closer relationship with the students, and to assist student with difficulty expressing themselves due to their limited vocabulary. The objective of this research were to (1) know about types of questions that frequently used by teacher in classroom interaction (2) identify students' perceptions of teacher while giving questions in English classes. The research was carried out from December 2021 to February 2022 on the teaching learning process in the XI RPL Class of SMKN 9 Medan. The data was gathered through an interview and questionnaire with 34 XI RPL 4 students, which is recorded and then transcribed. Students' perception data were analyzed by collecting data, reducing data, presenting data, and drawing conclusions. After that, the data was descriptively and qualitatively analyzed. The findings of this study were presented descriptively in order to fully reveal the students' perceptions. It was discovered that (1) when a teacher asks a question, students prefer referential questions over display questions. (2) the results of the questionnaire show that students had positive perception towards teacher's question in English classroom.Keywords: Teacher’s question, Students’ perception, classroom interaction.

SPEECH FUNCTION OF MALE AND FEMALE TEACHERS IN CLASSROOM INTERACTION Febri Yanti Nurkhalizah Pohan; Rahmad Husein; Siti Aisah Ginting
TRANSFORM : Journal of English Language Teaching and Learning Vol 8, No 3 (2019)
Publisher : Universitas Negeri Medan

The research dealt with speech function used by male and female teachers in classroom interaction. The aims of this study were: (1) to discover the types of speech function used by male and female teachers in classroom interaction (2) to describe how the speech functions are realized as the ways they are (3) to elaborate the reasons why the speech function are realized as the ways they are. This study used descriptive qualitative design. The data were collected by following instruments: observing, recording and interviewing. The finding of this study revealed that: (1) the types of speech function that have been found in the male and female teachers in the classroom are statement, question, offer, command, initiating minor, acknowledgement, contradiction, answer, compliance and responding minor. (2) For the realization of speech function by male male and female teachers, there are two ways that have been found in realization of mood structure of male and female teachers talk, namely, typical clause mood, and non typical clause mood. In typical clause mood, there are four ways that have been found, namely statement that realized in declarative mood, then, question that realized in interrogative mood, command that realized in imperative mood, after that minor initiating that realized in minor. Beside that, in non typical clause mood, it is found there are four ways in realization of mood by male and female teachers, namely statement that realized by tagged declarative, question that realized by declarative, offer that realized by declarative and command that realized by declarative.(3) For the reasons in realization of mood by male and female teachers, In this study, the researcher found that reasons in realization of speech function of male and female teachers during the learning process was affected by teachers’ belief related to the teacher’s knowledge about the mood which are typical mood (congruent) and non-typical mood (incongruent). In typical mood, male and female teachers believe by initiating statement, initiating question, and initiating command have particular reasons. In non-typical mood (incongruent), both of male and female teachers believe that the use of Indonesian language influences the realization of speech function in metaphorical remarkKeywords: Speech Functions, Gender and Classroom Interaction.

Co-Authors Anatasya Gisela Sibarani ANGGRAINI THESISIA SARAGIH Bagus Krisdianto Berlin Sibarani Chenny Adela Simamora Diamond Primo Philippus Purba DONNY JOHANNES P Erwina Gusti Fahri Haswani Febri Yanti Nurkhalizah Pohan Fenny Friska Sormin Hafizah Daulay Hardiansah Sinurat Intan Permata Bunda Irma Yani Lubis Juli Rachmadani Hasibuan Julisah Izar Masitowarni Siregar Maulidina Bunga Halimatusyahdiah Maya Oktora Muhammad Natsir Nana Yunita Nur Aini Villy Nurmiati Sitompul Pane, Isli Iriani Indiah Puan Suri Mira Anissa Sembiring Rahmad Husein Ridho Sari C. Sitanggang Rizka Rahmadini Panggabean Safrida Lubis Saida Azmi Damanik Shaffa Vio Adella Panjaitan Sonia Nurul Fadhilah Sonya Sibagariang Syamsul Bahri Thia Ananda Tia Pahrani Nasution Windasari Safitri Sinambela Yeni Erlita

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