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<![CDATA[Pelatihan Penggunaan Aplikasi Digital Pembelajaran Daring Dalam Masa Pandemi Covid-19 Bagi Guru Madrasah Aliyah ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Sofia Idawati Lubis]]>;
<![CDATA[Meida Rabia Sihite]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/matappa.v4i1.1177
<![CDATA[Kegiatan pengabdian kepada masyarakat ini dilakukan dengan tujuan untuk memperkaya dan memperluas pengalaman guru-guru dalam penggunaan aplikasi digital pembelajaran daring untuk menudukung kegiatan pembelajaran selama masa pandemi. Metode yang digunakan dalam kegiatan ini adalah pelatihan penggunaan beberapa aplikasi digital seperti mentimeter, socrative, dan quizzes. Hasil dari kegiatan pelatihan ini dapat disimpulkan bahwa guru-guru yang diberikan pelatihan penggunaan aplikasi digital dapat mengeksplorasi penggunaan aplikasi tersebut dengan baik dan membantu mereka dalam mempersiapkan materi pembelajaran yang lebih menarik perhatian siswa. ]]>
<![CDATA[EFFECTIVENESS OF FIVES STRATEGY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Ramlah Ramlah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6649
<![CDATA[This research was aimed to find the effectiveness of FIVES strategy in teaching reading comprehension. This research was conducted by applying experimental research design. The sample was two classes with total number of 60 students taken out of the total population by applying cluster random sampling technique. One class as the experimental group was taught by applying FIVES strategy and the other class as the control group was taught by conventional strategy. The instrument for collecting the data was reading text with 20 items of multiple choices test. The data were analyzed by using t-test formula. Data analysis resulted that t-observed value was higher than t-table value ( > 2.000) at level of significance 0.05 with the degree of freedom (df) 58. Since t-observed value was higher than t-table value, it means Ha was accepted and Ho was rejected. Thus, the FIVES strategy significantly affected students’ reading comprehension. It is recommended for English teachers to apply the FIVES strategy to teach reading comprehension.]]>
<![CDATA[NOUN PHRASE CONSTRUCTION IN DESCRIPTIVE WRITING BY SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Hindun Lubis]]>;
<![CDATA[Nur Widya Ningsih]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 7 No 2 (2021): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v7i2.86
<![CDATA[This study analyzed the types of noun phrase construction. There were two problems in this study, namely the types of noun phrase construction found in writing by the first year students of senior high school and the dominant type of noun phrase constructions found in writing by the first year students of senior high school. The data in this study were taken from the students’ samples of writing particularly descriptive writing. There were two parallel classes involved which consisted of 50 students as total population and sample. This study was designed as a qualitative descriptive. The results of the analysis found that the students mostly used three types of noun phrase construction; they were Modifier + Head (M + H), Head + Modifier (H + M), and Modifier + Head + Modifier (M + H + M). As the most dominant type of noun phrase construction made by the students was the types of Modifier + Head (M + H) particularly in the arrangement of Determiner + Noun (68.03%).]]>
<![CDATA[THE EFFECT OF RIDDLE GAME ON STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Fitri Wahyuni Sembiring]]>
<![CDATA[ Pedagogi: Jurnal Ilmiah Pendidikan Vol 8 No 1 (2022): PEDAGOGI ]]>
Publisher : <![CDATA[FKIP Universitas Al Washliyah Medan ]]>
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DOI: 10.47662/pedagogi.v8i1.277
<![CDATA[This research was aimed to find the effect of riddle game on students’ vocabulary mastery. This research was conducted by using experimental research design with two groups namely experimental and control. The population was all the students of grade VIII of SMP Al Washliyah 08 Medan in academic year 2019-2020 which consisted of two classes namely VIII2 and VIII4. The total number of the population was 60 students. Cluster random sampling was applied to decide the sample group. The experimental group was taught by applying Riddle Game whereas the control group was taught without specific strategy. The instrument for collecting the data was multiple choices test consisted of 20 items. After the data has been collected, the data then were analyzed by using t-test formula. Data analysis resulted that tobserved value was higher than ttable value (3.05 > 2.00172) at level of significance 0.05 with degree of freedom (df) = 58. It meant Ha was accepted and Ho was rejected. Thus, the riddle game strategy significantly affected students’ vocabulary mastery.]]>
<![CDATA[GRAMMAR ERROR BY STUDENTS IN TRANSLATING INDONESIAN INTO ENGLISH ]]>
<![CDATA[Maniar, Diani Syahputri , Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.63
<![CDATA[This research was to analyze the students’ grammar errors on the use of present tense and past tense in translating Indonesian sentence into English. The aims were to find out what errors were made by the students and what error was the dominant one. The method used was descriptive qualitative. It was conducted at SMP Swasta Dwitunggal Tanjung Morawa in academic year 2018 – 2019. The population was the students of the eighth grade consisted of 3 classes with the total number of population was 138. The sample was the class VIII-3 consisted of 41 students which was obtained through cluster random sampling with lottery technique. The instrument used was a translation test which consisted of 20 items of Indonesian sentence. Through the data analysis, it was obtained that there were four types of errors made by the eighth grade students, namely error of omission (17.22%), error of addition (32.05%), error of miss-formation (34.44%), and error of miss-ordering (12.91%). The most dominant error was error of miss-formation.]]>
<![CDATA[THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Srimaharani Tanjung]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Harahap Harahap]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 1 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i1.112
<![CDATA[This research aimed to find out the effect of Think Talk Write (TTW) Strategy on students’ ability in writing descriptive text. The research was conducted by using experimental research design. The population was the students of grade X consisting of 60 students. The sample was selected by applying cluster random sampling technique. The sample was divided into two groups namely experimental and control groups. Class X-iis consisting of 30 students was the experimental group taught by using Think Talk Write (TTW) Strategy. Class X-mia consisting of 30 students was the control group taught by conventional strategy. The instrument used to collect the data was writing test. The result of the data analysis by applying t-test formula showed that t-obs value was higher than t-table value (t-obs > t-table = 3.747 > 2.660). Based on the finding, Ha was accepted and Ho was rejected. Thus, Think Talk Write (TTW) Strategy significantly affected the students’ ability in writing descriptive text.]]>
<![CDATA[AN ANALYSIS OF TRANSLATION SHIFT ON VERB PHRASES IN ENGLISH-INDONESIAN TRANSLATION OF SURAH YASEEN (CHAPTER 36) ]]>
<![CDATA[Asmanah Asmanah]]>;
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.267
<![CDATA[The aims of this study were to find out the types and the dominant type of translation shift on verb phrases used in English-Indonesian translation of Surah Yaseen (Chapter 36). This study was conducted by using descriptive qualitative method. The data were the verb phrases in English-Indonesian translation of Surah Yaseen. The data were collected and analyzed by comparing, classifying, categorizing, describing, calculating, and displaying by using table. The result of this study found there were three types of translation shift on verb phrases in English-Indonesian translation of Surah Yaseen namely: class shift (51.25%), level shift (43.75%), and structure shift (5%). The most dominant type of translation shift used was the class shift.]]>
<![CDATA[FIGURATIVE LANGUAGE IN HARRY POTTER AND DEATHLY HALLOWS PART 2 MOVIE ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Karina Radiyanti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.270
<![CDATA[The objectives of the study were to describe the types of figurative language used in Harry Potter and Deathly Hallows Part 2 Movie and to find out the dominant type of the figurative language used in the movie. This study was conducted by applying descriptive qualitative method. The data were collected from Harry Potter and Deathly Hallows Part 2 Movie by analyzing the dialogues spoken by the actors/actress through its text transcribe. The analysis found out there were 6 types of figurative language used, namely simile 28 (28.57%), metaphor 27 (27.55%), hyperbole 20 (20.40%), idiom 13 (13.26%), personification 6 (6.12%), and proverb 4 (4.08%). The most dominant figurative language used was simile.]]>
<![CDATA[LANGUAGE STYLE USED BY ROCKY GERUNG IN INSTAGRAM STATUS ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Mahroza Mahroza]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.273
<![CDATA[This study dealt with language style used by Rocky Gerung in Instagram status. It was aimed to describe the types of language style and to find out the most dominant language style used by Rocky Gerung in Instagram status. This study was conducted by using qualitative research design. The source of data was @rockygerungofficial in Instagram. The data were analyzed by using descriptive analysis technique by Miles, Huberman, and Saldana. The result showed that there were 3 concepts of language style used by Rocky Gerung in Instagram, namely intimate style, consultative style, and casual style. In addition, there were 9 sentences (42.86%) for intimate style, 9 sentences (42.86%) for consultative style, and 3 sentences (14.28%) for casual style. The consultative style and intimate style were dominantly used by Rocky Gerung in his Instagram status.]]>
<![CDATA[POLITENESS STRATEGIES OF THE KARONESE FAMILIES IN DELI TUA ]]>
<![CDATA[Linda Astuti Rangkuti]]>;
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 1 No 2 (2021): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v1i2.280
<![CDATA[This research dealt with politeness strategies of the Karonese Families in Deli Tua. The objective of this study was to describe types of politeness strategies of the Karonese Families. This research applied qualitative research design. The subjects were three of Karonese families who lived in Deli Tua. The subjects were divided into two groups; three subjects from parents and three subjects from children group. The instruments used to gain the data were observation and interview. There were two ways relationships that were observed; first, interaction parent to parent, second, interaction parent to child. The data were analyzed by using data reduction, data display and conclusion drawing/verification. The findings showed that the Karonese families used two types of politeness strategies which were (1) bald on record strategy and (2) positive politeness strategy, both interactions; parent to parent and parent to child. They expressed their politeness strategies by using kinship forms and pronoun. There were three reasons why they used bald on record strategy as the dominant type; first, Social Distance (D) of the speaker and hearer, second, Power (P) between them, and third, the Rank of Imposition (R)]]>
