Articles
<![CDATA[IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE THROUGH COLLABORATIVE WRITING STRATEGY ]]>
<![CDATA[Emilda Ramadona]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Meida Rabia Sihite]]>
<![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.v1i1.57
<![CDATA[The objective of this research is to improve students’ achievement in writing descriptive through collaborative writing. This research was conducted at SMP Negeri 28 Medan academic year 2018-2019 as the subject of researcher. The subject of this research consisted of 35 students of the eighth grade. The research was conducted with classroom action research. The research was conducted by dividing into two cycles with 6 meeting for each. The sources of data were qualitative and quantitative. The qualitative data were collected by observation sheets, questionnaires and diary notes. Quantitative data were taken from tests, carried out at the end of every cycle. Based on the result of the data analysis there was an improvement of the result of the students’ achievement in writing descriptive text from each cycle. After doing test on cycle I, there was an improvement of the result of the students’ mean was 72.8 with 24 students who got successful score criteria above 70 or it was 69 % and 11 students who got unsuccessful score criteria above 70 or it was 31 %. Then, an improvement was done in second cycle after reflection in the first cycle, there was an improvement of students’ mean was 77.9 with 31 students who got successful score criteria above 70 or it was 89 % and 4 students who got unsuccessful score criteria above 70 or it was 11 %. In other words, the students’ achievement at writing descriptive text was improved. And based on questionnaire sheets, observation sheets, diary notes, and documentation, it showed that the expression and excitement of the students were also improved.]]>
<![CDATA[THE STUDENTS’ ABILITY TO IDENTIFY NOMINAL AND VERBAL SENTENCES IN ENGLISH OF GRADE VIII ]]>
<![CDATA[Hari Indah Utari]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Meida Rabia Sihite]]>
<![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.v1i1.65
<![CDATA[This study was conducted by using descriptive qualitative design. The objective of this study was to find out the students’ ability in identifying nominal and verbal sentences. The subject of the research was of grade VIII at SMP Teladan Sei Rampah academic year 2018-2019. The total number the subject was 20 students. To obtain data, a grammar test was administered to the students. After the data had been analyzed, it was found that the students were able to identify nominal and verbal sentences in English. Thus, it was concluded that the students’ of grade VIII at SMP Teladan Sei Rampah academic year 2018-2019 were able to identify nominal and verbal sentences in English.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS MOTIVATION AND THEIR ACHIEVEMENT SCORE IN ENGLISH LEARNING ]]>
<![CDATA[Nickqietta Shareen Claudia Issabell]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Syfrina Prihatini]]>
<![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.v1i1.66
<![CDATA[This journal discussed the correlation between students’ motivation and their achievement score in English learning for grade VIII students at SMP Teladan Sei Rampah. This study was conducted by using descriptive quantitative research design. The instrument for the data collection was questioner. The population of this study was 20 students. The result of data processing the correlation coefficient number was 0.723 and it was included in the strong category. Thus, it can be concluded that there was a correlation between students’ motivation and learning outcome in English grammar of the grade VIII students and this correlation was positive.]]>
<![CDATA[PERSUASIVE STRATEGIES OF SAMOSIR PROMOTION IN @1000TENDA INSTAGRAM POSTS ]]>
<![CDATA[Andre Manik]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![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.v1i2.265
<![CDATA[This study dealt with persuasive strategies in @1000tenda Instagram Post. The objectives of this study were to describe and to find out the dominant technique and strategies of persuasive used in @1000Tenda Instagram Post. This study was conducted by applying descriptive qualitative design. The data were collected from @1000tenda Instagram Post. After the data analyzed, it was found out 6 types of persuasive techniques and 3 types of persuasive strategies used in @1000tenda Instagram Post. The most dominant persuasive techniques used was suggestion and the most dominant persuasive strategies used was phatos.]]>
<![CDATA[CODE MIXING IN RADITYA DIKA’S MANUSIA SETENGAH SALMON AND KAMBING JANTAN NOVELS ]]>
<![CDATA[Dian Sri Utami]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![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.v1i2.271
<![CDATA[This study dealt with the use of code mixing in Raditiya Dika’s Manusia Setengah Salmon and Kambing Jantan novels. This study was conducted by applying descriptive qualitative design. The data of this study were collected from two novels by Raditiya Dika: Manusia Setengah Salmon and Kambing Jantan novels. The study’s findings showed that there were only two types of code mixing used in both novels of Manusia Setengah Salmon and Kambing Jantan. They were insertion and alternation types. In Manusia Setengah Salmon novel, insertion type was 95% and alternation type was 5%. While in Kambing Jantan novel, insertion type was 65% and alternation type was 35%. Thus, it can be concluded that insertion type was the dominant type of code mixing used in Manusia Setengah Salmon and in Kambing Jantan novel.]]>
<![CDATA[SPEECH FUNCTION IN SHORT MESSAGE SERVICE (SMS) BROADCAST ON TELKOMSEL ]]>
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Sofia Idawati Lubis]]>;
<![CDATA[Maswidar Zalukhu]]>
<![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.v1i2.272
<![CDATA[This study discussed the speech function in SMS broadcast. The objective of the study was to find out the types of speech function and the dominant type used in SMS broadcast. The method used in this study was descriptive qualitative design. The sources of the data were taken randomly from the SMS broadcast in TELKOMSEL collected from December 2018 until May 2019 and there were 25 SMS broadcast. The data were classified based on the types of speech function. Based on the findings, it was found that they were 58 speech function occurred such as Command (19 or 32.76%), Statement (25 or 43.10%), Question (2 or 3.45%), and Offer (12 or 20.69%). The most dominant type of speech function was Statement. This result showed that the most dominant type occurred type was due to the fact that the provider (TELKOMSEL) should deal with the customers’ demand to provide them goods or services or the customers should follow the program provided by the service provider.]]>
<![CDATA[PSYCHOLINGUISTIC ANALYSIS ON LANGUAGE DISORDER OF THE MAIN CHARACTER WITH ASPERGER SYNDROME IN “PLEASE STAND BY” MOVIE ]]>
<![CDATA[Syahraini Husna Br Lubis]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Wiki Tedi Rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.331
<![CDATA[This study dealt with the language disorder of the main character in "Please Stand By" movie. The aims of this study were to describe the symptoms and the types of language disorder of the main character who suffered from Asperger Syndrome. The descriptive qualitative method was used in this study and supported by the psycholinguistic approach by using Carrol's theory in describing the symptoms and the types of language disorder faced by the main character in the movie. The study found out that the main character of the movie experienced two types of symptoms of Asperger Syndrome. The first was social communication and social interaction and the second one was restricted, repetitive patterns of behavior, interest, or activities. It was also found two types of language disorder; they were expressive and receptive language disorder.]]>
<![CDATA[THE EFFECT OF SCRAMBLE METHOD ON STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY ]]>
<![CDATA[Susi Rosanti]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[Linda Astuti Rangkuti]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.332
<![CDATA[The objective of this research was to find out the significant effect of the scramble method on students’ achievement in learning vocabulary. The experimental design was used as the research design. The population of this research was taken from the eighth-grade students of SMP Al Washliyah 8 Medan. There were 7 parallel classes with a total number of 231 students. Each class consisted of 33 students. The sample was taken by applying cluster random sampling with the lottery technique. Class VIII1 consisting of 33 students was selected as the experimental group and class VIII3 consisting of 33 students was selected as a control group. The total sample was 66 students. The experimental group was taught by applying the scrambling method, while the control group was taught by applying the conventional method. Multiple-choice tests containing vocabularies were used as the instrument for collecting the data. The mean score of the experimental and control groups were then compared and calculated. The value of both groups then was tested using the t-test formula. It was obtained that that tobserved value was higher than ttable value (7.25 1.66) at a level of significance =0.05 with a degree of freedom df=58. Based on the determined hypothesis, it meant that Ha was accepted and Ho was successfully rejected. Thus, it was concluded that there was a significant effect of the scramble method on students’ achievement in learning vocabulary.]]>
<![CDATA[THE EFFECT OF POWER POINT PRESENTATION TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN LISTENING ]]>
<![CDATA[Delima Suri]]>;
<![CDATA[Iskandar Zulkarnain]]>;
<![CDATA[wiki tedi rahmawati]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.333
<![CDATA[The aim of this research was to find out the effect of power point presentation technique on the students’ achievement in listening. The research was conducted at MTs.S Nurul Amaliyah Tanjung Morawa. A quantitative with experimental was applied as the research design. The population and sample consisted of 60 students. They were divided into experimental group which was taught by using power point presentation and control group which was taught descriptively. Each group consisted of 30 students. The instrument used for collecting the data was essay cloze test by filling missing words. The test was used to obtain the students’ scores for each group. After finding the mean score, the standard deviation, and standard error of both groups, then a statistic t-test was applied. After calculating and analyzing the data, it was obtained that t-observed was 2.29 and t-table was 1.67 at t-critical 0.005 and df=58. Comparing both value, it showed that t-observed was higher than t-table (2.29>1.67) which meant that the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. This research concluded that power point presentation technique gave significant effect on students’ achievement in listening.]]>
<![CDATA[INCREASING THE STUDENTS’ SPEAKING ACHIEVEMENT BY APPLYING PICTURE STORY GAME OF GRADE X ]]>
<![CDATA[wiki tedi rahmawati]]>;
<![CDATA[Sahla Rizqina]]>;
<![CDATA[Iskandar Zulkarnain]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 2 No 1 (2022): Excellence ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v2i1.335
<![CDATA[This research aimed to elaborate the increasing students’ speaking achievement using picture story game. The research design applied was classroom action research. There were two cycles conducted to accomplish this research. Each cycle was conducted through four phases. The subject was all students of grade X with total number of 30 students. The instruments used for collecting data were speaking test, observation sheet, diary notes, and interview sheets. The techniques for collecting data were orientation test and treatment by teaching the students using picture story game. Data analysis showed that in quantitative data, the mean score obtained in orientation test was 42.6 and none of the students achieved equal or higher than 75 as the passing grade score. In 1st meeting of Cycle I the mean score was 45.6 or 0% of the total students got >75. In 2nd meeting of Cycle I the mean score improved to 54.4 with 2 students (6.66%) obtained score >75. In the 1st meeting Cycle II the mean score kept improving to 72.0 with 14 students (46.66%) got >75. In 2nd meeting of Cycle II the mean score improved significantly to 87.0 with 28 students (93.33%) got >75. The improvement could be seen through the activity in each cycle. Thus, it is concluded that the picture story game increased the students’ achievement in speaking of grade X students.]]>
