Genre Journal: Journal of Applied Linguistics of FBS UNIMED
Genre Journal : is a journal of art creation and study managed by the English and Literature Program, faculty of Language and Art, State University of Medan. Genre is a quarterly publication primarily intended to publish articles, either research-based or conceptual, on language teaching and learning, language acquisition, discourse analysis, sociolinguistics, and pragmatics.
Articles
259 Documents
<![CDATA[TEACHER’S WRITTEN FEEDBACK IN WRITING FOR GRADE 10 STUDENTS OF SENIOR HIGH SCHOOL ]]>
<![CDATA[Mouna Fitriana]]>;
<![CDATA[Anni Holila Pulungan]]>;
<![CDATA[Juli Rachmadani Hasibuan]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v7i2.12428
<![CDATA[This study were aimed to find out the types of teachers’ written feedback in writing which given by the teachers for grade 10, to find out the reason why teacher used those types of written feedbacks on students’ writing and also to find out the students’ response to the teacher’s written feedbacks on students’ writing of grade 10 students in SMA YAPIM Taruna Sei Rotan. This research used descriptive qualitative method and the data were collected through documentation and interview. The data collected were analyzed qualitatively. The findings found that there were two types of feedbacks namely, direct written feedback and indirect written feedback. There were 59 direct feedbacks (52%) out of 114 total feedbacks. Meanwhile, indirect feedback with 55 un-coded direct feedbacks (48%) and in this case, teacher did not use coded indirect feedback because the teacher did not understand about the codes. The reason why teacher used those kinds of written feedback on students’ writing was because it could make the students have more vocabularies. In conclusion, teacher’s written feedbacks were important to made students aware of making mistake on their writing and the students knew about their mistake easily and their writing will be better because they learn from the mistakes. In this case, most of the students felt happy when their teacher gave a correction on their writing. The students said that direct feedback was more effective than indirect feedback because they felt confuse about what the correct word is. By using the direct feedback, the students can have more vocabularies on their next writing. The findings suggested that English teachers was expected to provide a clear description of feedback on writing, especially how students perceive and interpret the feedback given.Key words: Feedback, Teacher’s Written Feedback, Students’ Writing]]>
<![CDATA[DEVELOPING STUDENTS’ SPEAKING WORKSHEET BASED ON SCIENTIFIC APPROAH FOR GRADE X SENIOR HIGH SCHOOL TELADAN MEDAN ]]>
<![CDATA[Inriwati Saragih]]>;
<![CDATA[Masitowarni Siregar]]>;
<![CDATA[Nora Ronita Dewi]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v7i4.12452
<![CDATA[The objective of this research was to develop the appropriate English speaking worksheet based on scientific approach for grade X of Senior High School students. This research belongs to Research and Development (R&D) study through seven phases; gathering information and data, analyzing the data, writing the course grid, writing the first draft, getting the experts’ judgement, revising the worksheet and writing the final draft. The subject of this research were 42 students of grade X Senior High School Teladan Medan. There were two questionnaires employed[1] in this research: (1) need analysis questionnaire which distributed to the students and (2) worksheet evaluation questionnaire which distributed to the worksheet experts to evaluate the speaking worksheet. The data obtained from the need analysis questionnaire were analyzed using frequency and percentage, while the data from evaluation questionnaire were analyzed using descriptive statistic. This research developed six units of speaking worksheet. The speaking worksheet for grade X students of Senior High School Teladan Medan consists of Observing, Questioning, Exploring, Associating and Communicating stages. Based on the experts’ judgement of the content, the language, the presentation and the graphic, the develop speaking worksheet is appropriate to be used for grade X students’ of Senior High School Teladan Medan. The mean score of all aspects was 4.68 and chategorized as “very good” since the range was in interval 4.5.<X ≤ 5. Keywords : Research and Development (R&D), Speaking Worksheet, Scientific Approach ]]>
<![CDATA[Improving The Students’ Speaking Achievement in Narrative Text Through Snowball Throwing Model ]]>
<![CDATA[Ira Pane]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 3, No 1 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v3i1.1394
<![CDATA[This study was conducted to discover students’ achievement in narrative text through snowball throwing model. The design of this study was Classroom Action Research (CAR). The subject of this study was the students of Grade VIII, 2013/2014 school year of SMP Swasta Taman Harapan Medan. The number of students was 39 students. The research was conducted in to two cycles and each cycle consisted of three meeting which consisted of four stages, namely: planning, action, observation, and reflection. To collect the data the instruments that used were qualitative and quantitative data. The qualitative data were collected by using diary notes, observation sheet, and questionnaire sheet. The quantitative data were collected by giving speaking test. Based on the data, the students’ score in speaking test got improvement in every cycle. In Test I, the mean of the students’ score was 64.44 while in Test II, the mean of the students’ score was 68.92 and in Test III, the mean of students’ score was 74.15. Based on the result of quantitative data, it was found that there was improvement on students’ speaking achievement in narrative text. Keyword:Narrative text, snowball throwing model, classroom actionresearch]]>
<![CDATA[DEVELOPING WRITING ASSESSMENT RUBRIC FOR EXPLANATION TEXT OF GRADE XI STUDENTS AT SMKN 4 MEDAN ]]>
<![CDATA[Aji Dwi Rayana]]>;
<![CDATA[Rahmad Husein]]>;
<![CDATA[Anggraini Thesisia Saragih]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v8i1.19713
<![CDATA[Writing is one of skills in English and it’s important for students, also it is not an easy skill to master. As stated by Richards and Renandya (2002: 303), writing is the most difficult skill to master for second or foreign language students. Writing skills are placed in the last section after three skills namely listening, speaking, and reading. It can be said that students must apply everything they have in the previous three stages. This study aims to develop a writing assessment rubric for explanation text for eleventh grade, to assess student writing related to the availability of the 2013 Curriculum for English subjects in the school. This research is about how and why, which is the process of explanation text itself and at the same time can improve their writing skills. This research method uses research and development methods (R&D). It is hoped that by using reliable rubrics, teachers can easily assess the writing performance of their students who meet the requirements of the writing aspects. The expert gives some corrections and suggestions on the development writing assessment rubric. Based on the result of the writing assessment rubric, the average was 3,7 and the percentage was 93,7% that categorized in “Very Good” category.Keywords: Assessment Rubric, Students’ Explanation Text, Writing]]>
<![CDATA[TEACHER’S QUESTIONS IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 1 BABALAN ]]>
<![CDATA[Andika Pratama]]>;
<![CDATA[Rahmad Husein]]>;
<![CDATA[Willem Saragih]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 6, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v6i2.8505
<![CDATA[This qualitative study was aimed at investigating the kinds of question which were raised by an English teacher with respect to cognitive level in the classroom. The data were obtained by an audio-recording and the transcription of the teacher’s questions in meeting of English subject. The English teacher and his forty students were involved as the participant in the classroom interaction. The kinds of question were identified by using Revised Bloom Taxonomy’s Theory proposed by Forehand (2005). The findings of this research show that the English teacher had applied his questions with respect to the five out of six from cognitive levels; they are Remembering, Understanding, Applying, Analyzing, and Evaluating. As the result of analysis, the percentage of kinds of questions with respect to understanding level is 32%(8 questions). Then, the analyzing level is 28%(7 questions), the remembering level is 16% (4 questions), the applying level is 12%(3 questions), and the evaluating level is 12% (3 questions).Furthermore, the understanding level is the most raised by the English teacher which means that the level explicitly explains that the questions used by the teacher are still categorized to the basic skill. In relation to that, it is concluded that the level indicated that all the teacher’s questions transcribed with respect to the five of cognitive levels do not fulfill as category in organizing the questions well in classroom interaction. And the level would only aim to elicit factual answers, recognize information from interpreting the meaning and check student’s comprehension. Keywords: Classroom Interaction, Teacher’s Questions, Kinds of Teacher Questions with Respect to the Cognitive Domain]]>
<![CDATA[DEVELOPING DIGITAL PICTURE SERIES AS A MEDIA FOR TEACHING WRITING NARRATIVE TEXT FOR GRADE X STUDENTS OF SMK NEGERI 1 PATUMBAK ]]>
<![CDATA[Yayuk Yulianti]]>;
<![CDATA[Ade Aini Nuran]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v11i1.36089
<![CDATA[The aim of this study was to develop teaching media in Writing Narrative Text for Grade XStudents of SMK Negeri 1 Patumbak. This study was conducted by using Research andDevelopment (R&D) design from Borg, Gall and Gall (2003) through six phases; gatheringinformation and data, analyzing the data, media design, validating to experts, revision, andfinal product. The subjects of the study were an English teacher and 30 Grade X Students ofSMK Negeri 1 Patumbak. The data were gathered by administering interview to the Englishteacher and questionnaire distributed to 30 respondents to get the students’ needs. The resultof interview and questionnaire prove that the students need teaching media which canmotivate the students in learning writing narrative text. The product has been validated by theexperts by using validation sheets with the score 87% to linguistics aspects, 83% to processaspects, 80% to product and content aspects and 83% to layout aspects. The final score of thefour aspects is 73% from expert 1 and 93% from expert 2 which are range of 83%. The mediahas been developed in accordance to the students needs.]]>
<![CDATA[VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH CLASSROOM IN SMP SWASTA PAHLAWAN NASIONAL MEDAN ]]>
<![CDATA[Oktaviani Tampubolon]]>;
<![CDATA[Zainuddin Zainuddin]]>;
<![CDATA[Meisuri Meisuri]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v7i1.12418
<![CDATA[This study deals with verbal interaction between teacher and students at SMP Swasta Pahlawan Nasional. The objectives of this study were to find out the category of verbal interaction between the teacher and the students in the classroom, and the dominant category of verbal interaction in the classroom between teacher and students. Data of the research was taken from 28 students of eight grades which took an English class involved one English teacher who taught in the class. The data in this research collected by using interview and videotaping. The result of the study showed that both the teachers and the students were aware and understood that interaction was important in English learning. They also understood that to be able to interact well, they needed to practice. But, the understanding was not supported by what they did in classroom. The teacher did not give much interactive activity in class. It seemed that the teachers did not believe in the students' competence. The students were not active in practicing their English by asking questions or expressing their idea or opinion, and the most dominant interaction between teacher and students were direct teacher interaction. Keywords : verbal interaction, teacher and students]]>
<![CDATA[THE IMPLEMENTATION OF TEACHING WRITING SKILL THROUGH ‘SCRATCH’ FOR EIGHTH GRADE STUDENTS AT SMP SWASTA AL HIKMAH MEDAN ]]>
<![CDATA[Nur Arfa Dila]]>;
<![CDATA[Safrida Lubis]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v11i4.41754
<![CDATA[The aims of the research are to describe the students’ problems in writing and to describe the effective of the implementation of teaching writing skills through the Scratch program. This study was designed descriptive qualitative. The data in this study were obtained through questionnaire and interview. The subjects of the study were an English teacher and twenty eighth-grade students of SMP Swasta Al-Hikmah Medan. The students' problems are lack of vocabulary in writing, lack of confidence in creating ideas, lack of interest in learning English, and students' perceptions of ineffective strategies. According to the teacher scratch program is effective to use in teaching writing skills. Based on the results, the use of the Scratch program in teaching writing skills deserves to be used as an interesting and creative learning media.]]>
<![CDATA[GENDER WRITING STYLES OF BATAKNESE AND JAVANESE SENIOR HIGH SCHOOL STUDENTS IN WRITING ARGUMENTS ]]>
<![CDATA[Sri Rebeka J. A. Parhusip]]>;
<![CDATA[Berlin Sibarani]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v10i4.36228
<![CDATA[The objectives of this study are to describe the characteristics of gender writing style ofBataknese and Javanese students and to describe the reason ofmale and female Bataknese andJavanese students’ writing style characteristics the way they do. This resesarch wasconducted at SMAN 1 Onanrunggu and SMAN 2 Percut Sei Tuan. The mwthod of thisresearch was qualitative desctiptive research. The subjects of this research were XI gradestudents of SMAN Onanrunggu and SMAN 2 Percut Sei Tuan. The technique ofdatacollection was writing assignment. The research finding showed that in writingargumentative text, the writing style characteristics of each gender of Bataknese and Javanesestudents were different. The writing style characteristics of Male Bataknese Senior HighSchool studentsare strong, convincing, logical and rational. Meanwhile, the characteristics ofwriting style used by female Bataknese senior high school students in writing argumentativetextare emotional and sentimental, strong and logical. For Javanese students, thecharacteristics of writing style used by male are strong, logical, sentimental and terse, whilethe characteristics of writing style used by female are logical, terse, sentimental and silly. Thereason that caused different characteristic of their writing style are gender and culture.]]>
<![CDATA[VERBAL INTERACTION IN ENGLISH CLASSROOM USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) ]]>
<![CDATA[Fitri Mardiana]]>;
<![CDATA[Zainuddin Zainuddin]]>;
<![CDATA[Johannes Jefria Gultom]]>
<![CDATA[ GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/genre.v7i3.12443
<![CDATA[The thesis deals with the dominant category used by teacher and the students during English classroom interaction, and the percentage of teacher’s talk and students’ talk during English classroom interaction using Flanders Interaction Analysis Categories System (FIACS). Moreover, this study used descriptive qualitative design .The data of this study were utterances between English teacher and students during English classroom in XI-2 IPA of SMA Negeri 11 Medan.The instruments for data collection were observation tally sheet and video recording. The result showed all of the categories used in the teaching and learning process. It found from the percentage of all categories , the dominant category used by the teacher was Giving Direction (40.41% ). In the other hand the dominant category used by students was Student Talk-Response (57.60%). In addition, the percentage of Teacher Talk was 59.76%, and the percentage of Student Talk was 36.72% during classroom interaction in English lessons .It showed, the teacher more active and dominant talking than the students during verbal classroom interaction.Key words: Verbal Classroom Interaction, Teacher Talk, Student Talk, Flanders Interaction Analysis Categories System]]>
