Transform : Journal of English Language Teaching and Learning
Transform Journal is an open-access electronic journal that supports research in the field of Linguistics, Literature, and English Language Teaching. The aim of the journal is to publish academic research on applied linguistics relevant to actual issues and to be a publication platform for original research from academics, researchers, and practitioners. Transform journal is issued four times annually, in March, June, September and December. The focus and scope of this journal include areas of analysis: Linguistics Literature English Language Teaching
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<![CDATA[Improving Grade VIII Students’ Vocabulary Achievement By Using Personal Vocabulary Notes In SMP SANTA MARIA MEDAN ]]>
<![CDATA[Nova Ivanna Panjaitan]]>;
<![CDATA[Elia Masa Ginting]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.729
<![CDATA[This study attempts to improve students’ vocabulary achievement by using Personal Vocabulary Notes. This research was conducted by using classroom action research. The subject of this study was VIII-B class SMP Santa Maria Medan which consisted of 46 students. The research was conducted in two cycles and each cycle consisted of three meetings. The result showed that the improvement of the students’ scores from the first test in orientation test to the third test in cycle-II test. In the first test in orientation test, the mean was 46.95, in the second test in cycle-I test, the mean was 64.86, and the third test in cycle-II test, it was improved to be 80.45. Based on the diary notes, observation sheet, and questionnaire, it was found that the teaching learning activities ran well. Students were active and enthusiastic during the teaching learning process in the second cycle than the first one. The result of the researcher showed that the use of personal vocabulary notes significantly improved students’ vocabulary. Keywords: Vocabulary, Action Research, Personal Vocabulary Notes]]>
<![CDATA[Improving Students’ Vocabulary Achievement Through Word Webbing Technique ]]>
<![CDATA[Irma Agustini]]>;
<![CDATA[Yunita Agnes Sianipar]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.734
<![CDATA[This study attempts to Improving Students’ Vocabulary achievement Trough Word Webbing Technique. The objective of the study is to discover whether the use of word webbing technique could significantly improving students’ vocabulary. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SMPN 4 Takengon, Aceh Tengah which consisted of 40 students. The quantitative data were collected by using observation sheet, questionnaire sheet and diary field. Based on the vocabulary test score, students’ score kept improving in every test. The mean of students’ score cycle (80) was higher than the fist cycle (67,75) and orientation test (55.25). based on observation sheet, questionnaire sheet and diary field, it was found that teaching learning process ran well. The students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. The result of the research showed that is use of word webbing technique significantly improving students’ vocabulary. Keywords : Word Webbing Technique, Action Research]]>
<![CDATA[LEVELS OF FORMALITY IN OBAMA’S INTERVIEW AND SBY’S INTERVIEW ]]>
<![CDATA[Seftyani Fransiska Br Karo]]>;
<![CDATA[I Wayan Dirgayasa Tangkas]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.730
<![CDATA[This study was intended to describe levels of formality used by Obama and SBY in their interviews. This study was carried out with descriptive research. The data were collected with documentary technique and the instrument used was documentary sheet. The data were analyzed by descriptive comparative. The result of the research show that Obama tends to use Casual level (44,78%), Formal (29,05%), Consultative (26%), and Intimate (0,17%) while SBY tends to use Formal level (49,20%), Frozen (3,16%), Consultative (34%) and Casual (13,83%). So, in speaking Obama is more friendly because sometimes he did a joke and laugh while SBY is more serious to answer or to response the interviewer’s questions. It is hoped that the result of this study is useful to everyone who wants to study about levels of formality. Key words : Levels of Formality, Obama’s Interview, SBY’s Interview]]>
<![CDATA[Improving Students’ Vocabulary Mastery by Using Realia ]]>
<![CDATA[Vina Sukrina]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.735
<![CDATA[This study was attempted to discover the improvement students’ vocabulary mastery by using realia for elementary students’ Grade IV. The objective of this study was to find out whether realia can significantly improve students’ vocabulary or not. In this study, the writer was conducted by Applying Classroom Research. The subject of this study was one class of the grade IV students’ of SD Negeri 060811 Medan which consisted of 36 students’. The quantitative data were taken from vocabulary test as the instrument to find out the students’ score. The qualitative data taken from diary notes and observation sheet describe the improvement of the students’ vocabulary mastery of the students’ vocabulary mastery was mostly improved in every test. The range of improvement of the first test and the last test was 83,33%. The observation sheet and the diary notes showed that the students’ were interested in the teaching learning process. These finding show that there was an improvement on the students’ vocabulary through realia that was supported by the result, the mean score of the second test (64,44) was better than mean score of first test (39,17), and the mean score of the third test (78,05) was better than the mean score of the second test. This implies that realia can be an alternative strategy in improving students’ vocabulary mastery. It is suggested that realia to be used in teaching vocabulary especially to young learners. Keywords: Vocabulary Mastery, Realia Media, Procedure of Teaching Vocabulary]]>
<![CDATA[Improving Students’ Speaking Achievement by Using Short Movie Media ]]>
<![CDATA[Dewi Elizabeth S]]>;
<![CDATA[Sumarsih Sumarsih]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.731
<![CDATA[This research concerns on improving students’ achievement in speaking by using short movie media. The objective was to find out the improvement of students’ achievement in speaking. This research was conducted by using action research method. The subject of the research was XI IPA-1 students of SMA Negeri 8 Medan. The numbers of students were sixteen students. They were taught speaking by using short movie media. The instruments used were diary notes, interview sheets, and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 42,5 for the second competency test was 61,25 and for the third competency test was 85 and the total percentage of improvement from the first competency test to the third competency test was 68,75%. The conclusion is that students’ achievement in speaking can be improved by using short movie media. It is suggested that teachers should apply short movie media as one of media to improve students’ speaking achievement. Key Words: Students’ achievement, Speaking, Short Movie Media]]>
<![CDATA[SPEECH ACTS IN JULIA GILLARD’S SPEECHES ]]>
<![CDATA[Dede Purwadi]]>;
<![CDATA[Lince Sihombing]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.736
<![CDATA[This study is concerned with pragmatics, focusing on the types of speech acts used in Julia Gillard’s Speeches. This research was conducted by using qualitative descriptive design. There are four text’s speeches of Julia Gillard in this study taken from internet, There were 241 utterances. The results of data analysis showed the total numbers were: declarative 3,7%, representative 52,7%, expressive 6,2%, directive 12,0%, commissive 25,3%. It means that representative form is the most dominant type of speech acts used in Julia Gillard’s speeches. It is 52,7%. Representative is dominant because the speaker who delivered the speech is only person who becomes the center of attention and they are campaign or political speeches. Usually, the speakers would promote about their self and talk about their potency to be a good leader with all their goals to convince the hearer. Keywords: Pragmatics, Speech Acts, Political Speech]]>
<![CDATA[IMPROVING STUDENTS’ WRITING ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH QUANTUM LEARNING ]]>
<![CDATA[Meni Sihite]]>;
<![CDATA[Johan Sinulingga]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.727
<![CDATA[This study deals with the improvement of the students’ achievement in writing descriptive text through quantum learning. This study was conducted by using action research at second year of SMP N 1 Kabanjahe. The sample of this study was just one class namely: VIII-2. The number of this class was 36 students. The research was conducted in two cycles. Cycle 1 consisted of three meetings and cycle 2 consisted of two meetings. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was writing test while the quantitative data were gathered through interview, diary notes and observation sheet. Based on the writing test result, the students score kept improving in every test. In pre test, the mean score was 52, 61. In the test of cycle I, the mean score was 63 and the mean score in test of cycle II was 80. The conclusion is that quantum learning can improve the students’ descriptive writing achievement. Key words: Students’ Achievement, Writing, Descriptive text, Quantum Learning]]>
<![CDATA[THE APPLICATION OF SYNECTICS MODEL TO IMPROVE STUDENTS’SPEAKING ABILITY IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Masda Tumangger]]>;
<![CDATA[Tjut Ernidawati]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.732
<![CDATA[This study deals with the application of synectics model to improve students’ speaking ability in senior high school. This reserach was conducted by applying Classroom Action Research with two cycles in six meetings. The subject of this study was a class in the second year students of SMA SWASTA NURUL HASANAH. There were 24 students that participated in this research. The The qualitative data were taken from the diary notes, interview sheet, observation sheet, and questionnaire sheet and the quantitative data was taken from the test result and done in a pre test and the two test. The result of of the quantitative data indicate that the score of the students imroved from cycle I to cycle II with a pre-test mean of 45.20, the test of cycle I was 46.79 and the test of cycle II was 77.83. The result of based on the data above, it can be concluded that the application of synectics model was significantly improved students’ speaking ability. Key words: Speaking, Synectics, test, data]]>
<![CDATA[IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXTS THROUGH DICTOGLOSS TECHNIQUE ]]>
<![CDATA[Nova Susanti]]>;
<![CDATA[Lidiman SM Sinaga]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.728
<![CDATA[This research attempts to improve students’ achievement in writing hortatory exposition text by using Dictogloss Technique. The result showed the improvement of students’ achievement in writing hortatory exposition text. It was found that the mean of the students’ scores in every test was improved. In the first test, the mean was 38.7 and there was 2.3% of the students who got up 75 points (Minimum Completeness Criteria), in the second test, it was 65.1 and 19.04% of the students who got up 75 points, and in the last one, the mean was 79.4 and there was 73.8% of the students who got up 75 points. The students felt enthusiastic, enjoyable, and active in teaching learning process through Dictogloss Technique. The result of the research showed the progress of achievement scores, it can be concluded that Dictogloss Technique gives contribution to improve students’ achievement in writing hortatory exposition text. Keywords: Achievement, Writing, Hortatory Exposition Text, Dictogloss Technique]]>
<![CDATA[IMPROVING STUDENTS’ ACHIEVEMENT IN VOCABULARY BY USING FLASHCARD ]]>
<![CDATA[Amalia Marpaung]]>;
<![CDATA[Zainuddin Zainuddin]]>
<![CDATA[ TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/tj.v1i2.733
<![CDATA[This study concerned on improving students ‘achievement in vocabulary by using flashcard. The objective of this study was to found out the improvement of students’ achievement in vocabulary by using flashcard. This research was conducted by using action research method. The subject of the study was VII-4 student of SMA Prayatna Medan, which consisted of 30 students. The instruments of collecting data were quantitative (vocabulary test) and qualitative data (diary notes, and observation sheets). In analyzing, the mean of students’ score for the first vocabulary test was 40.33 the second vocabulary was 64 and the third vocabulary test was 83. The total percentage of the improvement from the first vocabulary test to the third was 100%.The conclusion is the application of flashcard can improve students’ achievement in vocabulary. The qualitative data show that students were enthusiastic and interested in learning vocabulary during the teaching learning process. Keywords: Achievement, vocabulary, flashcard]]>
