This book reports the proceedings of the first Nommensen International Seminar on Language Teaching (1st NISOLT) with the theme "The Nuances of Linguistics and Literature in Language Teaching"" held by the English Study Program of Teacher Training and Education Faculty of Nommensen HKBP University (NHU) on October 5, 2017. The Effect of Realia on Students' Ability to Write Descriptive Text 428 Desi Putri Nola Habeehan.
Introduction
Through controlled argumentation, the students can broaden their perspective, learn material thoroughly, make better decisions and improve their English proficiency. Teaching argumentative speaking through controversial issues allows students to question and express their fears in the safety of the classroom, and provides opportunities to develop their social skills, such as learning how to listen to each other, to solve difficult problems. dealing with topics and dealing with them. anger and frustrations without resorting to violence.
Literature Review
Description of Critical Thinking
For students to feel comfortable talking openly about an issue that cultivates different perspectives, it is crucial that the teacher acts as a facilitator and does not take control of the discussion, which can often be his or her inclination (Rossi, 2006) . Arend's (2009) findings were very supportive of the use of online discussion forums to develop and improve critical thinking, as well as to enable students to gain a better understanding of the introductory information and content presented to them in class .
Teaching English through Argumentative Speaking on Controversial Topics
The researcher formulates the problems as follows: 1. What is the role of motivation in learning English as a foreign language. The researcher concluded that the role of motivation will increase learners in learning English as a foreign language.
Review of Related Literature A. Definition of Motivation
Types of Motivation
Factors Influencing Motivation
The Research Design
The Subject of the Research
The Technique of Collecting Data
The Technique of Analyzing Data
- Findings and Discussion A. The Research Findings
- Conclusion
- Review of Literature
- Research Method
- Finding and Discussion
- The Problem of the Research
- The Scope of the Research
- The Purpose of the Research
- Definition of Learning Style
- Types of Learning Style
The problem with the study is whether students are able to create a research proposal in the research methodology classroom. The students who had auditory learning style are the lowest percentage. The students who had a kinesthetic learning style are 33.3% (10 students).
Visual
Gardner argued in Boneva (2012:17) that the concept of multiple intelligences, as mentioned earlier, is in fact widely seen as a model of learning styles. According to this point of view, the following types of learning styles can be identified:
Auditory
Kinesthetic
Social Interaction
Participating students are characterized as willing to accept responsibility for self-learning and relate well to their peer groups. Competitive students are described as suspicious of their peers leading to competition for rewards and recognition.
Reflective or Impulsive Learning Style
This addresses the likely attitudes, habits and strategies that students will adopt towards their work and how they interact with their peers as they learn. For example, Reichmann Grasch's model, cited in Montgomery & Groat, focuses on students' attitudes toward learning, classroom activities, teachers, and peers.
Theory of VAK Learning Styles
Memorized Speaking
Manuscript Speaking
Extemporaneous Speaking
Impromptu Speaking
Types of Speaking Activities
Free discussion
Role Play
Gap activities
Research Methodology
- Research Finding
- Discussion
- ntroduction
So the analysis of data on this research basically to find out the English language learning style of the students at semester 3 midwifery Pematangsiantar. The researcher tried to find out the dominant learning style among the students in the English classroom.
Research Background
This research is designed to find out the effect of crossword games on students' ability in vocabulary mastery of SMP Negeri 6 Pematangsiantar. Finally, the researcher concluded that: the effect of crosswords on students' ability in vocabulary mastery was significant.
Identification Problem
The researcher used two classes, 30 students in the experimental group and 30 students in the control group. The researcher found that using the crossword game was more effective than the conventional teaching method in teaching vocabulary.
Research Problem
The aim of the study is to find out whether crossword puzzles have an effect on students.
Research Significances
Research Theoritical Framework
Research Hypothesis
- Related of Literature
- Receptive Vocabulary
- Methodology of Research The Research Design
- Research Finding and Discussions Data Analysis
- Testing Hypothesis
- Conclusions
It can be seen as an effect of a crossword game that has an effect on students' ability to master vocabulary. Finally, the researcher concluded that: The effect of crossword media on students' ability to master vocabulary was significant.
Vocabulary
They talked in class, the students also did not respond well to the teacher's explanation and guidance. The game is a simple media that can help students in learning vocabulary because it is easy to play and fun for them.
Kinds of Vocabulary
231 speak well based on the writer's experience and also help the reader to write something that is a reference. Because you are reading against the reader to study language such as vocabulary, grammar, punctuation, construct sentences, paragraphs and texts.
Vocabulary Mastery
Based on the researcher's experience while doing his Teaching Practice Program (PPL), most students still have a small vocabulary because they thought that studying English is very difficult to remember and bored. The students not only know a range of English vocabulary and learn a word list by heart, but they can also use and apply the vocabulary both in writing and orally.
Technique of Teaching Vocabulary Mastery
The Advantages of Games
Media
Types of Crossword Puzzle
Standard American style crosswords are the crossword grids in most North American publications with continuous white squares and are generally square, although there have been exceptions. Cryptic Crosswords Crossword grids in Great Britain and Australia generally have a grid-like structure and up to half of the squares may be unchecked.
The Advantages of Crossword
Research Methodology A. Research Design
Free-form or crisscross crosswords are loosely connected grid word puzzles with a series of words going across and another going down, separating the letters where the two intersect.
Technique of Collecting Data 1. Pre-Test
Treatment
Post-Test
Technique of Analyzing Data
Findings and Discussion A. Research Findings
It was shown that the score of the students in the experimental group was higher than in the control group. From the data analysis, T-observed was higher than T-table (17.9 > 2.00) at the level of significant, so the effect of using the crossword puzzle medium on students' vocabulary mastery in Grade VIII of SMP Satrya Budi Karangrejo .
Discussion
Literature Review A. Vocabulary
- Definition of Vocabulary
- Types of Vocabulary
- The Use of Vocabulary
- The Target of Vocabulary
- Vocabulary Mastery
Thornburry (2002:20) states that another major difference between first and second language vocabulary is in the potential size of the lexicon in each case. Semantics: the science, study, and history of changes in the meanings of words; a part of linguistics.
Meta-Cognitive Strategy (MCS) 1. Definition of Metacognition
Steps in Meta-cognitive Strategies
Connotation: The evocative, often emotional, weight or meaning of a word rather than its recognized denotative meaning. Dialect: The specific language (colloquialisms, pronunciations, sayings, etc.) of an area, as it differs from another area in this respect.
The Previous of the Research on the Vocabulary Mastery 1. Thesis
Research Design
Population and Sample 1. Population
The sample of this research is class X IPA 2 as experimental group and class X IPS 2 as control group in SMAN 3 Pematangsiantar.
Technique of Collecting Data
Instrument of the Research
Techniques of Analysis the Data
Data Analysis, Research Findings and Discussion
Data Analysis
- The Level of the Students’ Ability
- Significance Difference between Students’ Ability on Vocabulary Mastery by Using Metacognitive Strategy and Conventional Method
- The Analyzing of the Data by Using T-Test Formula
- Hypothesis Testing
Based on the above data, the result of the students' total test scores was 1330, and the square of the total test scores was 61164. From the result of the final score they use to measure the improvement of vocabulary mastery.
Research Finding
Based on the score between the students' vocabulary mastery skills that were taught using the metacognitive strategy and the conventional method, there was a significant difference between them. It means that Metacognitive Strategy significantly affects students' vocabulary mastery in Grade X of SMAN 3 Pematangsiantar.
Discussion
Conclusions and Sugsestions
And the researcher got the average of the control and experimental class after the students' test (Table 1.1 and 1.2). Since the t-test is higher than the t-table, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
Conclusions
Suggestions
This research tends to find out the effect of self-talk strategy in public speaking as EFL classroom at English department of FKIP Universitas HKBP Nommensen Pematangsiantar. This research aims to find out the effect of self-talk strategy in public speaking as EFL classroom on third year students (academic year 2013) at English department in FKIP Universitas HKBP Nommensen Pematangsiantar.
Self-Talk Strategy
246 THE EFFECT OF SELF-SPEAKING STRATEGY IN PUBLIC SPEAKING AS EFL. English Study Program, University of HKBP Nommensen, Indonesia) Email: rudiarmanpurba@yahoo.com. To get the real data from this research, the author formulates the research problem with the following question: "Is there any significant effect of self-talk strategy in public speaking as EFL classroom on third-year students (academic year 2013) in English department in FKIP Universitas HKBP Nommensen Pematangsiantar?".
Types of Self Talk Strategy
So it can be positive or negative self talk like this example; Is it really true that I am a loser. Most students used this negative self-talk so that they did not have self-confidence, negative feelings or anxiety.
Speaking Skill
Negative self-talk is exemplified by comments such as “stupid mistake” and “This is too hard” (Hardy, et al., 2001). So when we talk negatively to ourselves, it affects other important mental skills such as intensity regulation, confidence and concentration. In negative self-talk is self-blame.
Hypothesis of the Research
It's actually built into our software. Additionally, negative self-talk can pop up in our heads so quickly that it sometimes escapes our awareness. We will practice stopping to notice and catch these thoughts so that everyone can reduce their negative self-talk and protect their self-esteem.
Population and Sample
Instrument of Collecting Data
Technique of Analyzing Data
Findings and Discussion Experimental group
It can be concluded that the use of the Self-talk strategy has a significant effect on the speaking skills of students. What is the speaking ability of the students through group work in class XI SMK GKPI-1 Pematangsiantar.
Inroduction
This study describes 1) the factors of students' public speaking anxiety, and 2) students' strategies to resolve their anxiety in grade ten of SMK Kesehatan Sahata Pematangsiantar. Anxiety can hinder students from speaking and cause them to become passive learners in class.
Literature Riview Speaking
Relax your body by doing something (example: take a deep breath and try to calm down). The more you relax, the more anxiety goes away. A qualitative method is used in the analysis of data in the form of speech anxiety.
Findings
After analyzing the data, the researcher concluded that Talking Chips technique can develop the students' speaking ability in descriptive text. Based on the explanation above, the researcher is interested in conducting a research entitled ''The effect of talking slides technique on students' speaking ability in descriptive text.''.
Literature Review A. Speaking
- Definition of Speaking
- The Aspect of Speaking
- Definition of Talking Chips Technique
- The Procedures of Talking Chips Technique
Kagan and Kagan (2009) pointed out that the Talking Chips technique can be used to increase student interest during the process of teaching and learning to speak. Kagan and Kagan (2009) pointed out that the Talking Chips technique can be used to increase student interest during the process of teaching and learning to speak.
Descriptive Text
Finding and Interpretation
Talking Chips is one of a kind in cooperative learning that can increase motivation and student learning outcomes. Talking Chips can be used in larger or smaller group activities as a concentrated procedure for turn-talking.
Finding
The data showed that the score of the students using Talking Chips technique was higher than the student's score without Talking Chips technique. It showed that there was an effect of using Talking Chips technique on students' speaking ability in descriptive text.
Interpretation
The Definition of Speaking
Nunan stated that speaking is the single most important aspect of learning a second or foreign language and that success is measured in terms of the ability to hold a conversation in the language. Speaking is important to support students' ability to use the language. As Widdowson points out in McDonough and Shaw, “what is being said depends on understanding what else has been said in the interaction.” It means that if we say a wrong word that could lead to it, the listener will not understand or even misunderstand. about what we want to convey to the listeners.
Component of Speaking
279 In Oxford Advanced Learner's Dictionary said that comprehension is the ability to understand meaning (written or spoken).
Problem in Learning Speaking
Role play
Research Method A. Design of The Research
This study is a qualitative research. Creswell stated the quality of testing objective theories by examining the relationship between variables.
Subject of The Research
The researcher distributed the role cards to the students to aid in data collection.
Technique of Analyzing The Data
According to the above table, only three students got very good, fourteen students got good and one student got satisfactory.
Interpretation and Discussion
Literature Review A. Definition of Speaking
Students get no chance either in the classroom or outside to speak English. Asking short questions and the use of short dialogues in the classroom can also develop this skill. According to Holder (1972:8) "Speaking is often labeled 'speech', and deal with as a separate subject.
Intonation
As the researcher wrote in the previous chapter that according to Hornby Speaking, uttering words or articulating sounds with the usual voice to express thoughts, opinions or feelings orally and verbally, this happens naturally. This will remove their shyness, the teacher can give those exercises in the basic patterns of language.
Intonation of request
Direct Teaching Method
Findings and Discussions
Research Findings
Findings and Discussion
This study aims to find out the effect of Small Group Discussion (SGD) on student reading comprehension in English students of the FKIP UHN Pematangsiantar. Based on the problem mentioned above, the researcher is encouraged to research with the question: “Does the small group discussion affect the students' reading comprehension at English Pematangsiantar?”.
Review of Related Literature A. Reading Comprehension
Third, students always feel bored when learning about reading because the teacher still uses conventional methods to teach reading. Many students are not interested in reading a short or long text because they do not understand the meaning of the text.
Small Group Discussion (SGD) 1. Definition
Step 1: Introduction
The presenter should try to introduce a topic that all participants have some background knowledge about, so that they have a basis for discussion. An instructional goal should be given to the participants at the beginning of the discussion.
Step 2: Directing the Discussion
The presenter may need to help participants understand how small group discussions work to help them get the most out of their time. 298 While the presenter is leading the discussion, he or she should decide whether the participants are spending too much time on important points.
Step 3: Summarizing the Discussion
To avoid the discussion centering around the presenter, he or she should try to enter only when necessary.
Technique of Collecting Data 1. Pre-Test
Then the researcher gives the test again as the final test to the students, who answer according to their ability without repeating the discussion. And the researcher gives them a post test to find out the result whether the technique was successful or not.
The Technique of Analyzing the Data
Definition of 3-2-1 Summarizing Strategy
Coe, et.al defines the 3-2-1 summarizing strategy as a strategy that requires students to participate in summarizing ideas from a text. It encourages students to think independently and invites them to become personally involved in the text.
The Characteristics of 3-2-1 Summarizing Strategy
The Procedure of 3-2-1 Summarizing Strategy
In this final step, students can write a question they still have about the text they are reading, such as;. Using the question-answer relationship (QAR), reading teachers can get students to focus on four basic question-answer relationships: "Right there" questions (the answer is found in one sentence); "Think and search" questions (the answer is found in more than one place; the reader must gather ideas); "Author and me" questions (the answer is not in the text, but you have to think about what the author has said to answer); "On their own".
Right There questions for students to answer
Think and Search questions for students to answer
The Advantages of 3-2-1 Summarizing Strategy
The researcher finds that there is an effect of the use of 3-2-1 summary strategy on the students' reading comprehension. This means that there is an effect of using 3-2-1 summarizing strategy on the students' reading comprehension.
Review of Related Literature a) Definition of Reading
This technique can help the teacher to make the students more active in the class and each student is expected to participate and contribute during the discussion process. Based on the explanation above, the researcher is interested in conducting a research titled "The Effect of Students Team Achievement Division (STAD) on Students".
Methodology
The results of the pre-test scores for the experimental and control groups were presented in Appendices 1 and 2. The data came from the students' reading comprehension test scores. So, for the future, researchers using STAD should expand his understanding of STAD and change the supplementary material related to its classroom activities. The suggestion for the English teacher should consider using STAD to get a better understanding as proven by the result of this study.
Literature Review A. Reading Skill
The title of her journal was A Study of EFL Students' Gender Selection of Reading Strategies. Ahmmad Mousa AL-Dawaideh and Ibrahim Abdu Al-Saadi conducted their research in Jeddah. The title is Assessing Metacognitive Awareness of Reading Strategy Use for Students of the Faculty of Education, King Abdulaziz University.
Data Collection
- Literature Review Definition of Reading
- Background of Study
- Problem of the Study
- Reading Comprehension
- Levels of Reading Comprehension
- Metacognitive Strategy a. Definition of Metacognition
- Research Methodology 3.1. Research Design
- Setting and Participants
- Technique of Data Collection
- Findings and Discussion 4.1. Findings
- Research Methodology Research Design
- scanning
- Intensive Reading
- Extensive Reading
- Introduction
- Literature Review A. Reading
- The understanding of Reading
- Reading Comprehension
- Levels of Comprehension
- Characteristic of STAD
- The Components of STAD
- Steps in STAD
- The Advantages and Disadvantages of STAD
The skill developed is reading comprehension. Last, the researcher distributed the post-test. Based on the above explanation, the researcher is interested in conducting a research titled "The Effect of Jigsaw on Students' Reading Comprehension Ability in Class X of SMK Negeri 2 Pematangsiantar".
Design of The Study
Technique of Collecting Data
- Definition of Reading Comprehension
Then the t-test is counted to know the effect of using STAD on the students' ability. The conclusion is that there was a significant effect of the Jigsaw technique on the students' ability to understand narrative text.
Jigsaw Technique
- Definition of Jigsaw Technique
- The Steps of Jigsaw Technique
The researcher found that all the students in the experimental group are active in the teaching learning process. It could be seen from the score that the students in the experimental group were higher than the students in the control group.
Reading
- Definition of Reading
- Types of Reading a) Skimming
Recount Text
- Definition of Recount Text
- Generic Structure
According to Gerot and Wignell, the social function of a narrative text is to recount events to inform or entertain.
Survey Question Read Recite Write Review (SQ4R) 1. Definition of SQ4R
- The Application of Survey Question Read Recite wRite Review (SQ4R)
- Sample
In this phase, the learner checks that he has understood what he has read and goes through the text, stopping at the questions to refresh and correct his notional scheme in relation to the topic (Brown 1991:60; Gozniczak, 2007 :49). In this study, there are two classes of students that they are; Experimental class and control class.
Instrument of the Research
- Pre Test
- Post Test
The teacher asks the students whether the students have understood or not about the topic. After giving the explanation to the students, the writer again asks the students to answer essay questions.
Scoring Test
- The Score of the Experimental Group
- The Scores of the Control Group
The writer tabulates the pre-test score as the Y1 variable and the post-test score as the Y2 variable. This means that the students' ability in the post-test using the SQ4R method increased more than the pre-test without using the SQ4R method on the students' reading comprehension ability.
Findings
- Conclusions and Suggestions A. Conclusions
- Literature review
- Reading Comprehension
- Levels of Comprehension
- Group Investigation Teaching Method
- The advantages of Group Investigation Teaching Method
- Research methodology
The researcher found that there was the effect of Group Inquiry Teaching Method on the students. The group inquiry teaching method can improve the students' reading comprehension on narrative text.
The Background of the Research
The instrument to collect data was by reading comprehension test for both groups; the material in the tests was taken from the material that taught the students. The data were analyzed using the T-test. Each student is individually responsible for knowing the material. The role of the group is very important to facilitate their member to do active and share knowledge through peer teaching of members who own the high performance. Therefore, by this technique, the students who have low performance in reading comprehension are not anxious because they get help from their friends who have higher performance.
The Problems of the Research
379 are assigned to learning teams with four or five members. Each team has representatives of genders, different racial or ethnic groups, and high, average, legal achievers.
The Objectives of the Research
- Literature Review 1. Definition of Reading
- Reading Comprehension
- Definition of Narrative Text
- Student Teams Achievement Divisions
- Research Methodology A. Research Design
