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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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IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH THROUGH SEMANTIC MAPPING TECHNIQUE Ridho Sari C. Sitanggang; Siti Aisah Ginting
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 1, No 1 (2012): Improvement of English Teaching and Learning
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v1i1.362

ABSTRACT This study attempts to improve students’ achievement in writing descriptive paragraph through Semantic Mapping Technique. This study was conducted by using classroom action research. The subject of the research was class (IX/A) SMP St. Petrus Medan that consisted of (30) students. The research was conducted in two cycles. The instruments of collecting data were quantitative data (Writing Test) and Qualitative data (diary notes, observation sheet, interview and questionnaire sheet). Based on the data analyzing, it is found that students’ writing descriptive paragraph has improved from the orientation test to the test I and test II of the first and second cycle. It means that there is improvement in students’ writing descriptive paragraph affected by semantic mapping. It can be seen from the improvement of the students’ mean score for orientation test (52,5); test cycle I (62,04); and test cycle II (71,25). The students’ score continuously improved in each test. Therefore, it can be concluded that Semantic Mapping Technique can improve students’ achievement in writing descriptive paragraph. Keywords: students’ achievement, writing, genre, semantic mapping technique

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THINK PAIR SHARE TECHNIQUE Fenny Friska Sormin; Siti Aisah Ginting
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 1, No 1 (2012): Improvement of English Teaching and Learning
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v1i1.358

ABSTRACT This study deals with improvement students’ achievement in reading comprehension through Think Pair Share Technique (TPS). This study was conducted by using classroom action research. The subject of the research was class X-B SMA Parulian 2 Medan which consists of 38 students. The research was conducted in two cycles and each cycle consists of three meetings. The instrument for collecting data were quantitative data (reading comprehension test) and qualitative data (diary notes, observation sheets, and interview sheet). Based on reading comprehension score, students’ score kept improving in every test. In orientation test the mean score was 62.50, in cycle I the mean of writing score was 70.52, in cycle II the mean of reading comprehension score was 80.13. Based on diary notes, observation sheets and interview sheet, it was found that teaching learning process ran well. Students were active and interested in reading comprehension. The result of the research showed that Think Pair Share Technique (TPS) can improve students’ achievement in reading comprehension. Key Words: Reading Comprehension, Think Pair Share Technique(TPS)

TEACHER’S DISCOURSE MARKERS IN ENGLISH CLASSROOM INTERACTION Irma Yani Lubis; Siti Aisah Ginting; Yeni Erlita
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 1 (2020)
Publisher : Universitas Negeri Medan

This study deals with discourse markers used by teacher in English classroom interaction. The objectives of this study were to find out the types of discourse markers which were dominantly used by teacher and the reasons for the existences of that dominant one. The subject of this research was an English teacher of SMP Swasta Pahlawan Nasional Medan. A descriptive qualitative design was used in this study. The data were collected by observing, recording the utterances of teacher and by interviewing the subject. The data were analyzed based on Fung and Carter’s theory (2007). The result of the data showed that there were four types of teacher’s discourse markers in English classroom interaction i.e. interpersonal, referential, structural and cognitive. Interpersonal were the most dominantly used by the English teacher with 38,94%, referential 25,26%, structural 30,52% and cognitive 5,26%. The reasons why the teacher used interpersonal markers as the dominant one were affected by the presage category (teacher’s belief) and context category (the class in which the teaching process took place). Related suggestions were given to the English teacher to use the appropriate discourse markers in English classroom interaction. This study was beneficial for both teacher and students in English classroom interaction.Keywords: Discourse Markers, Teacher’s Talk, Classroom Interaction

TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL Nurmiati Sitompul; Siti Aisah Ginting; Isli Iriani Indiah Pane
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

This study was about teacher’s initiation in English classroom interaction based on Sinclair and Coulthard Model. The aimed of this study were (a) to find out the types of teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (b) to find out the dominant type of teacher’s initiation used in English classroom Interaction based on Sinclair and Coulthard Model, and (c) to find out the reason why the teacher used the dominant type of initiation during the teaching and learning process. 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 theory (1975). The result of this study were the following, (a) There were nine types of teacher’s initiations found during the teaching and learning process, namely, teacher elicit, teacher inform, teacher direct, listing, re-initiation (i), re- initiation (ii), check, repeat, and boundary. (b) the dominant type of teacher’s initiation used in English classroom interaction was teacher elicit, which was 40%. (c) the reasons why the teacher used the dominant type of initiation during the teaching and learning process was categorized based on the variables that were affected on teaching and learning process (Gage,2004), they were: the teacher believed that by initiating elicit, it could create an effective classroom interaction, the teacher believed that by initiating elicit, it could push the students on process of flashback, the teacher believed that by initiating elicit, the students would be encouraged to become more confident and braver to participate actively during the teaching and learning process.Key words: Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard.

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

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 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

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.

MALE AND FEMALE TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION Anatasya Gisela Sibarani; Siti Aisah Ginting; Anggraini Thesisia Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 3 (2018)
Publisher : Universitas Negeri Medan

This study was about male and female teacher’s initiation in English classroom interaction. The aims of this study were (1) to find out the types of male and female teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (2) to find out the reason why male and female teacher used the types of initiation. The design of the research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, video recording and interviewing. The data were analyzed based on Sinclair and Coulthard theory (1975). The result of this study were the following, (1) there were nine types of initiation used by male and female teacher in English classroom interaction, namely, boundary, teacher inform, teacher direct, teacher elicit, check, re-initiation (i), re-initiation (ii), listing and repeat. (2) the reasons in use of types initiation by male and female teacher. Those were affected by male and female teacher belief which belongs to the presage category and context category which refers to the class in which the teaching process takes place. They had different ways when doing initiation in English classroom interaction, which is they had their own ways in doing interaction with the students. Even though they had different ways but their aim just making the students comprehended and could knew what the teachers said.Keywords: Initiation, Gender, Classroom Interaction

THE USE OF TRANSLATION IN TEACHING LISTENING FOR THE ELEVENTH GRADE AT SMA NEGERI 2 KISARAN Nana Yunita; Masitowarni Siregar; Siti Aisah Ginting
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

This study focused on the use of tanslation in teaching listening for the eleventh grade. The aim of this study was to describe the use of translation and analyze the reasons of using translation in teaching listening grade eleventh at SMA Negeri 2 Kisaran. This study was qualitatively conducted that taken from one english teacher of SMA Negeri 2 Kisaran. The data were collected by using recording, interviewing and observing the whole processes of teaching listening. The findings of this study showed that there were 34 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching listening were facilitating communication, teacher-student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching listening. Keywords: translation, pedagogical translation, , and teaching listening

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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