Berlin Sibarani
Universitas Negeri Medan

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L1 Cognitive Skills Transfer in the Process of Learning L2 of Dependent Scripts Dewi, Utami; Sibarani, Berlin; Sumarsih, Sumarsih
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 3 No. 2: July 2020
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v3i2.52

Abstract

Language transfer is one of the important areas in second language acquisition research. This study aims to describe the process of transfer L1, Bahasa Indonesia, cognitive skills to L2, English, cognitive skills of dependent scripts. Cognitive skills are the skills that support decoding, such as rapid automatized naming (RAN) and working memory (WM). This research was conducted with descriptive qualitative research design, with case study.  The subjects of the study were 15 students who speak Bahasa as the first language (L1) and learn English as the second language (L2). Bahasa and English are the language which have the same scripts, dependent scripts. The subjects were given the rapid automatized naming (RAN) test and working memory (WM) test. The data of this study was analyzed with two data analysis techniques, they were non-parametric statistics and qualitative data analysis. The finding of this study was that there was no significantly transfer of cognitive skills from L1, Bahasa, to L2, English. It can be seen from the process of transfer RAN and WM as the subskills, that most of the students made different errors both in L1 and L2 RAN and WM, and they have different levels of achievement in L1 and L2 cognitive skills.
THE EFFECT OF TEACHING TECHNIQUES AND INTEREST ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION Busri Busri; Berlin Sibarani; Anni Holila Pulungan
LINGUISTIK TERAPAN Vol 14, No 1 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.828 KB) | DOI: 10.24114/lt.v14i1.8355

Abstract

The objectives of this study were to find out whether students’ achievement in reading comprehension taught by TELLS technique was significantly higher than PSOT. (2) whether the students’ achievement in reading comprehension with high interest was higher than with low interest, and (3) If there was interaction between teaching techniques and interest on students’ achievement in reading comprehension. This study established the different effect of teaching techniques on students’ interest which was required by the hypothesis and applying experimental research design by using Factorial Design 2x2. Descriptive statistic was used to describe the data such as mean, median, mode, standard deviation, and variance. While inferential statistic used to test the research hypotheses by applying two ways ANOVA with the level of significance 0.05. The results reveals that (1) students’ achievement in reading expository text taught by using TELLS was higer than PSOT technique, with Fob = 17.902 > Ftab = 3.11, (2) students’ achievement in reading expository text on hight interest was higher than that low interest, with Fobs = 38.988 > Ftab = 3.11, (3) there was interaction between teaching technique and interest on students’ achievement in reading comprehension with Fobs = 5.962 > Ftab = 3.11.Keywords:Teaching Techniques, Interest, Reading Comprehension