Pub Date : 2021-10-26DOI: 10.54367/kairos.v5i2.1462
Adelina Ginting
The research is aimed to describe the oral variety that is used by the people in Medan City. The location of this research was carried out in Medan City, Lingkungan II Titi Rantai Padang Bulan Medan. This study uses a qualitative method. Sources of data obtained from the visitors in 5 coffee shop in Lingkungan II Titi Rantai Padang Bulan. Results of the study showed the oral variety which is used in the form of abbreviations said among other things: Mandi, Nurdin , Martabe, the oral variety in the form of words that are influenced from the language of the area among others, bagudung, lalap, lateung, in addition to the many found the use of language phenomenon those are: Apheresis namely the removal of sound (phoneme) at the beginning of the word: saja - aja, Syncope namely removal of noise in the middle of the word: Tahu-tau, Haplology namely the removal of some phoneme in the middle of the word: Sedikit-dikit , Paragog namely the addition of sound at the end of words: Muka-mukak , Construction purposes, namely a combination of two pieces of words into a word: Bagai-Mana-Bagaimana, Monophothongization namely change two sounds vowels into one vowel: Sampe-sampai, Hypercorrection namely changing one phoneme into phoneme others: Pelit-celit
该研究旨在描述棉兰市人民使用的口传品种。本研究地点在棉兰市Lingkungan II Titi Rantai Padang Bulan棉兰市。本研究采用定性方法。数据来源为Lingkungan II Titi Rantai Padang Bulan的5家咖啡店的游客。研究结果显示口服品种用于缩写的形式在其他方面说:曼迪,Nurdin, Martabe,口服不同词的形式影响的语言区域,bagudung, lalap, lateung,除了许多发现语言的使用现象:Apheresis即删除声音(音素)初字:萨亚,aja晕厥即删除噪音中间的字:构词目的，即把两个词组合成一个词:Bagai-Mana-Bagaimana，单音化即把两个元音变成一个元音:Sampe-sampai，超校正即把一个音素变成另外一个音素:Pelit-celit
{"title":"The Analysis of Oral Variety in Medan City","authors":"Adelina Ginting","doi":"10.54367/kairos.v5i2.1462","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1462","url":null,"abstract":"The research is aimed to describe the oral variety that is used by the people in Medan City. The location of this research was carried out in Medan City, Lingkungan II Titi Rantai Padang Bulan Medan. This study uses a qualitative method. Sources of data obtained from the visitors in 5 coffee shop in Lingkungan II Titi Rantai Padang Bulan. Results of the study showed the oral variety which is used in the form of abbreviations said among other things: Mandi, Nurdin , Martabe, the oral variety in the form of words that are influenced from the language of the area among others, bagudung, lalap, lateung, in addition to the many found the use of language phenomenon those are: Apheresis namely the removal of sound (phoneme) at the beginning of the word: saja - aja, Syncope namely removal of noise in the middle of the word: Tahu-tau, Haplology namely the removal of some phoneme in the middle of the word: Sedikit-dikit , Paragog namely the addition of sound at the end of words: Muka-mukak , Construction purposes, namely a combination of two pieces of words into a word: Bagai-Mana-Bagaimana, Monophothongization namely change two sounds vowels into one vowel: Sampe-sampai, Hypercorrection namely changing one phoneme into phoneme others: Pelit-celit","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130944464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.54367/kairos.v5i2.1447
Ezra Hotdiarta Sipayung, Anna Stasya Prima, Meykardo Samuel Prayuda
The objectives of this Classroom Action Research (henceforth, CAR) are to prove that the audio visual media can improve students’ skill in writing recount texts and to describe the students’ responses after being taught with audio visual media. Audio visual media were applied to improve the writing skill of the ninth grade students of SMP Swasta PABA Binjai. After six meetings it could be seen that there is a significant improvement of the students’ audio visual media in writing recount texts. The result of the test showed that the students’ mean score in pre-test is 40,23 with 18 % of students got score ≥ 75, in formative test is 59,09 with 36% of students got score ≥ 75, and in the post test is 72,73 with 73 % of students got score ≥ 75. The percentage students who strongly agree is 60 (66,6%), agree is 30 (33,3%), there is no students choose strongly disagree and disagree. It is suggested that English teachers use audio visual media as an alternative in teaching recount texts to their students.
本课堂行动研究(以下简称CAR)的目标是证明视听媒体可以提高学生撰写叙述文本的技能，并描述学生在接受视听媒体教学后的反应。运用视听媒体提高SMP Swasta PABA Binjai小学九年级学生的写作能力。经过六次会议可以看出，学生在使用视听媒体编写叙述文本方面有了明显的提高。测试结果表明，学生在前测中的平均成绩为40.23分，占总分总分的18%;在形成性测试中的平均成绩为59.09分，占总分总分的36%;在后测中的平均成绩为72.73分，占总分总分的73%。强烈同意的学生比例为60%(66.6%)，同意的学生比例为30%(33.3%)，没有学生选择强烈不同意和不同意。建议英语教师将视听媒体作为教学重述文本的替代手段。
{"title":"THE IMPLEMENTATION OF AUDIO VISUAL MEDIA TO IMPROVE STUDENTS’ SKILL IN WRITING RECOUNT TEXTS TO THE NINTH GRADE STUDENTS OF SMP SWASTA PABA BINJAI IN THE ACADEMIC YEAR OF 2020/2021","authors":"Ezra Hotdiarta Sipayung, Anna Stasya Prima, Meykardo Samuel Prayuda","doi":"10.54367/kairos.v5i2.1447","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1447","url":null,"abstract":"The objectives of this Classroom Action Research (henceforth, CAR) are to prove that the audio visual media can improve students’ skill in writing recount texts and to describe the students’ responses after being taught with audio visual media. Audio visual media were applied to improve the writing skill of the ninth grade students of SMP Swasta PABA Binjai. After six meetings it could be seen that there is a significant improvement of the students’ audio visual media in writing recount texts. The result of the test showed that the students’ mean score in pre-test is 40,23 with 18 % of students got score ≥ 75, in formative test is 59,09 with 36% of students got score ≥ 75, and in the post test is 72,73 with 73 % of students got score ≥ 75. The percentage students who strongly agree is 60 (66,6%), agree is 30 (33,3%), there is no students choose strongly disagree and disagree. It is suggested that English teachers use audio visual media as an alternative in teaching recount texts to their students.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"33 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123805219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.54367/kairos.v5i2.1448
Novalina Sembiring
This study was aimed to improve the students’ grammar achievement, especially in using conditional sentences by applying peer teaching technique. The subject of the study was the third semester students of English Education Study Program in academic year 2017/ 2018. This study was conducted by applying Classroom Action Research (CAR) which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (grammar test and questionnaire) and qualitative data (observation checklist and fieldnotes). The results of the test showed that the mean score of pre test was 15, formative test was 35 and post test was 63. The result of observation checklist and fieldnotes showed that the students were interested in teaching and learning conditional sentences by applying peer teaching technique. These indicated that there was a significant improvement of the students’ grammar achievement by applying peer teaching technique.
{"title":"APPLYING PEER TEACHING TECHNIQUE TO IMPROVE STUDENTS’ GRAMMAR ACHIEVEMENT","authors":"Novalina Sembiring","doi":"10.54367/kairos.v5i2.1448","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1448","url":null,"abstract":"This study was aimed to improve the students’ grammar achievement, especially in using conditional sentences by applying peer teaching technique. The subject of the study was the third semester students of English Education Study Program in academic year 2017/ 2018. This study was conducted by applying Classroom Action Research (CAR) which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (grammar test and questionnaire) and qualitative data (observation checklist and fieldnotes). The results of the test showed that the mean score of pre test was 15, formative test was 35 and post test was 63. The result of observation checklist and fieldnotes showed that the students were interested in teaching and learning conditional sentences by applying peer teaching technique. These indicated that there was a significant improvement of the students’ grammar achievement by applying peer teaching technique.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131904376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.54367/kairos.v5i2.1449
Viator Lumban Raja, J. J. Pangaribuan
This paper tries to answer the question whether or not the Contrastive Analysis Theory can be applied in the methodology of teaching all languages universally. Some linguists and methodologists of teaching such as Lado, Fries, Lee, Corder, Stockwell and Martin, claimed that this theory is applicable in teaching second or foreign language. This paper will argue that it is not, and it will be supported with an example of the case I learning Latin language.
{"title":"THE APPLICATION OF CONTRASTIVE ANALYSIS THE CASE OF LEARNING LATIN LANGUAGE","authors":"Viator Lumban Raja, J. J. Pangaribuan","doi":"10.54367/kairos.v5i2.1449","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1449","url":null,"abstract":"This paper tries to answer the question whether or not the Contrastive Analysis Theory can be applied in the methodology of teaching all languages universally. Some linguists and methodologists of teaching such as Lado, Fries, Lee, Corder, Stockwell and Martin, claimed that this theory is applicable in teaching second or foreign language. This paper will argue that it is not, and it will be supported with an example of the case I learning Latin language.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124330383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.54367/kairos.v5i2.1446
Verawati R. Simbolon, Viator Lumbanraja, Anna Stasya Prima
The purpose of this research was to find out the errors made by the eleventh grade students of SMA Swasta Santu Petrus Sidikalang in writing composition in the academic year of 2020/2021. Errors were analyzed based on linguistic category taxonomy. Linguistic category taxonomy consists of morphology and syntax. The population of this research is 262 students and 56 is randomly taken as a sample. Based on the result of the data analysis, there are 169 errors made by the students on their writing compositions. Morphological errors is 85 (50,29%) and syntactical errors is 84 (49,69%). Morphological errors that students made in morphology of linguistic category are definite aricle incorrect 14 (8,29%), possessive case incorrect 17 (10,05%), third person singular verb incorrect 25 (14,79%), simple past tense incorrect 28 (16,57%) and comparative adjective/adverb incorrect 1 (0,59%). In syntax there are noun phrase 40 (23,67%), verb phrase 28 (16,57%), verb-and-verb construction 5 (2,95%), word order 9 (5,32) and some trafnsformation 2 (1,18%). In conlusion the dominant errors made by the students is in morphology error.
本研究的目的是找出SMA Swasta Santu Petrus Sidikalang十一年级学生在2020/2021学年的写作错误。基于语言范畴分类法对错误进行了分析。语言范畴分类学包括词法和句法。本研究总体为262名学生，随机抽取56名作为样本。根据数据分析的结果，学生在写作作文中出现了169个错误。形态学错误85个(50.29%)，句法错误84个(49.69%)。学生在语言范畴形态上的形态错误为定冠词错误14例(8.29%)，所有格错误17例(10.05%)，第三人称单数动词错误25例(14.79%)，一般过去时错误28例(16.57%)，形容词/副词比较级错误1例(0.59%)。在句法方面，名词短语40个(23.67%)，动词短语28个(16.57%)，动谓结构5个(2.95%)，词序9个(5.32)和一些转换2个(1.18%)。总之，学生犯的主要错误是词法错误。
{"title":"ANALYZING STUDENTS’ ERRORS IN WRITING COMPOSITION. A THESIS. TEACHERS TRAINING AND EDUCATION FACULTY. CATHOLIC UNIVERSITY OF SAINT THOMAS.","authors":"Verawati R. Simbolon, Viator Lumbanraja, Anna Stasya Prima","doi":"10.54367/kairos.v5i2.1446","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1446","url":null,"abstract":"The purpose of this research was to find out the errors made by the eleventh grade students of SMA Swasta Santu Petrus Sidikalang in writing composition in the academic year of 2020/2021. Errors were analyzed based on linguistic category taxonomy. Linguistic category taxonomy consists of morphology and syntax. The population of this research is 262 students and 56 is randomly taken as a sample. Based on the result of the data analysis, there are 169 errors made by the students on their writing compositions. Morphological errors is 85 (50,29%) and syntactical errors is 84 (49,69%). Morphological errors that students made in morphology of linguistic category are definite aricle incorrect 14 (8,29%), possessive case incorrect 17 (10,05%), third person singular verb incorrect 25 (14,79%), simple past tense incorrect 28 (16,57%) and comparative adjective/adverb incorrect 1 (0,59%). In syntax there are noun phrase 40 (23,67%), verb phrase 28 (16,57%), verb-and-verb construction 5 (2,95%), word order 9 (5,32) and some trafnsformation 2 (1,18%). In conlusion the dominant errors made by the students is in morphology error.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125122974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.54367/kairos.v5i2.1445
Niawanti N, Novalina Sembiring, Anna Stasya Prima Sari
This research was primarily conducted to prove that the application of Personal Photograph media could improve the writing skill of the twelfth grade students of SMA Swasta Pelita Nusantara Lawe Sigala-gala in the academic year of 2020/2021 and to describe their responses towards the application of Personal Photograph media in the processes of learning writing skill. Each cycle consisted of four meetings. The quantitative data analysis showed that the students mean score increased continually from 57,31 with 9% passing Minimum Mastery Criteria in pre-test, 71,81 with 36% Minimum Mastery Criteria in formative-test, 83,31 with 82% Minimum Mastery Criteriain post-test. The qualitative data analysis showed that the students’ responses after being taught through the application of Personal Photograph media are very good. The result is most of the students gave good responses to the Personal Photograph media which was used in learning teaching process. It is suggested that teachers use Personal Photograph media as an alternative in writing descriptive texts to the students in Senior High School in order to improve their students’ writing skill, particularly in writing descriptive texts.
本研究主要是为了证明在2020/2021学年SMA Swasta Pelita Nusantara Lawe Sigala-gala的十二年级学生使用Personal photo media可以提高写作技能，并描述他们在学习写作技能过程中使用Personal photo media的反应。每个周期包括四次会议。定量数据分析表明，学生平均成绩从前测的57.31分(9%)、形成测试的71.81分(36%)、后测的83.31分(82%)持续上升。定性数据分析表明，通过个人摄影媒体应用教学后，学生的反应非常好。结果表明，在学习教学过程中使用的个人照片媒体，大多数学生反应良好。为了提高学生的€™写作技能，特别是写作描述性文本，建议教师在给高中学生写描述性文本时使用个人照片媒体作为替代。
{"title":"IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXTS THROUGH PERSONAL PHOTOGRAPH MEDIA TO THE TWELFTH GRADE STUDENTS OF SMA SWASTA PELITA NUSANTARA LAWE SIGALA-GALAIN THE ACADEMIC YEAR OF 2020/2021","authors":"Niawanti N, Novalina Sembiring, Anna Stasya Prima Sari","doi":"10.54367/kairos.v5i2.1445","DOIUrl":"https://doi.org/10.54367/kairos.v5i2.1445","url":null,"abstract":"This research was primarily conducted to prove that the application of Personal Photograph media could improve the writing skill of the twelfth grade students of SMA Swasta Pelita Nusantara Lawe Sigala-gala in the academic year of 2020/2021 and to describe their responses towards the application of Personal Photograph media in the processes of learning writing skill. Each cycle consisted of four meetings. The quantitative data analysis showed that the students mean score increased continually from 57,31 with 9% passing Minimum Mastery Criteria in pre-test, 71,81 with 36% Minimum Mastery Criteria in formative-test, 83,31 with 82% Minimum Mastery Criteriain post-test. The qualitative data analysis showed that the students’ responses after being taught through the application of Personal Photograph media are very good. The result is most of the students gave good responses to the Personal Photograph media which was used in learning teaching process. It is suggested that teachers use Personal Photograph media as an alternative in writing descriptive texts to the students in Senior High School in order to improve their students’ writing skill, particularly in writing descriptive texts.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132745389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.54367/kairos.v5i1.1440
Feranita Hutasoit, F. Y. Ginting
Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is question tag. Question tag is a mini question which we often put at the end of a sentence. The purpose of this study is to describe the ability of the eleventh grade students of SMA Negeri 1 Lintong Nihuta in using question tag. This study is a qualitative study with descriptive research. The population of this study is the eleventh grade students of SMA Negeri 1 Lintong Nihuta in Academic Year 2020/2021. The sample is 50 students. The instrument for collecting data is a test concerning question tag which consist of 20 multiple choice and 10 for completion form. The test is done in order to know the ability of students in using question tag. Based on result of the data analysis, the percentage of the student’s ability is devided three parts high category, moderate category and low category. The result shows that 2 students (4%) belong to high score category, 40 students (80%) to moderate category, and 8 students (16%) to low category. The mean score is 83.56, it is 84% of the total students who can do the test well with 42 students who got score above 72. The writer concludes that the eleventh grade students of SMA Negeri 1 Lintong Nihuta are able in using question tag
语法是对书面特定语言的某些组织方面的描述。其中一个语法主题是反义疑问句。反义疑问句是一个小疑问句，通常放在句尾。本研究的目的是描述SMA Negeri 1临潼Nihuta高二学生使用反义疑问句的能力。本研究采用定性研究与描述性研究相结合的方法。本研究的对象是2020/2021学年SMA Negeri 1 Lintong Nihuta的11年级学生。样本是50名学生。收集数据的工具是一个关于问题标签的测试，其中包括20个选择题和10个填空题。这个测试是为了了解学生使用反义疑问句的能力。根据数据分析结果，将学生的能力百分比分为高类别、中等类别和低类别三部分。结果显示，高分类别有2人(4%)，中等类别有40人(80%)，低分类别有8人(16%)。平均成绩为83.56分，占全体学生的84%，72分以上的学生有42人。作者得出结论:临潼小学11年级学生能够熟练使用反义疑问句
{"title":"THE ELEVENTH GRADE STUDENTS’ ABILITY IN USING QUESTION TAG IN SMA NEGERI 1 LINTONG NIHUTA","authors":"Feranita Hutasoit, F. Y. Ginting","doi":"10.54367/kairos.v5i1.1440","DOIUrl":"https://doi.org/10.54367/kairos.v5i1.1440","url":null,"abstract":"Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is question tag. Question tag is a mini question which we often put at the end of a sentence. The purpose of this study is to describe the ability of the eleventh grade students of SMA Negeri 1 Lintong Nihuta in using question tag. This study is a qualitative study with descriptive research. The population of this study is the eleventh grade students of SMA Negeri 1 Lintong Nihuta in Academic Year 2020/2021. The sample is 50 students. The instrument for collecting data is a test concerning question tag which consist of 20 multiple choice and 10 for completion form. The test is done in order to know the ability of students in using question tag. Based on result of the data analysis, the percentage of the student’s ability is devided three parts high category, moderate category and low category. The result shows that 2 students (4%) belong to high score category, 40 students (80%) to moderate category, and 8 students (16%) to low category. The mean score is 83.56, it is 84% of the total students who can do the test well with 42 students who got score above 72. The writer concludes that the eleventh grade students of SMA Negeri 1 Lintong Nihuta are able in using question tag","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125219441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.54367/kairos.v5i1.1443
Tesalonika Br Karo, Viator Lumbanraja, Novalina Sembiring
The purpose of this research is to describe the ability of the eleventh-grade students of SMA Deli Murni Bandar Baru on using Countable and Uncountable Nouns. The population of this research was the eleventh-grade students, with 58 students taken as sample. The instrument of collecting data is a test concerning Countable and Uncountable Nouns. The tryout test was done to know the validity, reliability, item difficulty of test items. The result showed that 5 students (15 %) belong to the high category, 24 students (73 %) to the moderate category, and 4 students (12 %) to the low category. The mean score was 61,39 it was only 24 % of the total students who can do the test well with 12 students who get a score above 75, it means that the eleventh-grade students of SMA Deli Murni Bandar Baru are not yet able to use Countable and Uncountable Nouns. Based on the total incorrect answers made by the students in using countable and uncountable was 502. The percentage of students’ mistakes made by students in uncountable multiple choice including indefinite and quantifier uncountable was 33 %, in countable multiple choice including singular, regular, irregular countable 34%, in the countable essay including regular and irregular countable was 33%. Based on the findings and conclusions, some suggestions are offered to English teachers, English students, and other researchers. Especially to English teachers, who teach in school, are advised to improve students' ability to use countable and uncountable nouns.
本研究的目的是描述SMA Deli Murni Bandar Baru高中11年级学生使用可数名词和不可数名词的能力。本研究的总体为11年级学生，样本为58名学生。收集资料的工具是一个关于可数名词和不可数名词的测试。通过试测来了解测试项目的效度、信度和难度。结果显示，5人(15%)属于高类，24人(73%)属于中等类，4人(12%)属于低类。平均分数为61.39分，只有24%的学生能很好地完成测试，有12名学生得分在75分以上，这意味着SMA Deli Murni Bandar Baru的11年级学生还不会使用可数名词和不可数名词。在可数词和不可数词的使用上，学生的错误回答总数为502个。不可数选择题(包括不定数和量词)出错率为33%，可数选择题(包括单数、规则、不规则可数词)出错率为34%，可数作文(包括规则和不规则可数词)出错率为33%。基于这些发现和结论，本文对英语教师、英语学生和其他研究者提出了一些建议。特别是对于在学校教书的英语教师，建议提高学生对可数名词和不可数名词的使用能力。
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Pub Date : 2021-09-28DOI: 10.54367/kairos.v5i1.1442
Putri Desiana Sinaga, Anna Stasya Prima Sari, Novalina Sembiring
This research was conducted in order to improve students’ speaking skill by using digital storytelling at SMA Swasta Palapa Medan. Digital storytelling is the combination of recount text, sound effects, music, images, videos and InShot Application. This is Classroom Action Research (henceforth, CAR). The research subjects of this CAR are the eleventh grade students of SMA Swasta Palapa Medan in Class MIPA in the Academic Year of 2020/2021. The research findings showed that teaching speaking skill through digital storytelling at SMA Swasta Palapa Medan could improve the students’ speaking skill. The result of each test showed that the students’ mean score in pre-test is 55.74 with 11% of the students got score ≥70, in formative test the mean score is 64,44 with 37% of the students got score ≥70, and in post-test the mean score is 81,11 with 93% of the students got score ≥70. The writer concluded that the use of digital storytelling could improve the speaking skill of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and enthusiastic in learning English speaking skill through the use of digital storytelling.
本研究旨在透过SMA Swasta Palapa Medan的数位讲故事，提高学生的口语能力。数字叙事是叙述文字、声音效果、音乐、图像、视频和InShot应用程序的结合。这就是课堂行动研究(以下简称CAR)。本次CAR的研究对象是SMA Swasta Palapa Medan在2020/2021学年MIPA班的11年级学生。研究结果表明，在SMA Swasta Palapa Medan通过数字讲故事的方式教授学生的口语技能，可以提高学生的口语技能。各测试结果表明，前测学生的平均成绩为55.74分，其中11%的学生得分为‰70分;形成性测试学生的平均成绩为64,44分，其中37%的学生得分为‰70分;后测学生的平均成绩为81,11分，其中93%的学生得分为‰70分。作者得出结论，使用数字讲故事可以提高SMA Swasta Palapa Medan的口语技能。另一方面，学生对教学方法的反应很好，因为超过80%的学生对通过使用数字讲故事学习英语口语技能感兴趣，有动力和热情。
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Pub Date : 2021-09-28DOI: 10.54367/kairos.v5i1.1444
Nancy Srimina Br Pinem, J. J. Pangaribuan, Anna Stasya Prima Sari
This research was primarily conducted to prove that the application of Dictogloss technique could enhance the vocabulary mastery of the eleventh grade students of SMA Deli Murni Bandar Baru Bonaventura Class in the Academic Year of 2020/2021 and to describe their responses towards the application of Dictogloss technique in the process of learning vocabulary mastery. This research is Classroom Action Research which was perfomed in two cycles. Each cycle consisted of four meetings. The quantitative data analysis showed that the students mean score increased continually from 44,16 in pre-test, 59,17 in formative test, and 70,83 in post-test. And the percentage of the students who passed the mastery minimum criteria from pre-test to post-test is 60,39%. The qualitative data analysis showed that the students responses after being taught by using Dictogloss technique. It can be seen from observation sheets and field notes; they felt more enthusiastic and motivated to learn vocabulary mastery after Dictogloss technique was applied. The questionnaire data also showed that students are agree with the application of using Dictogloss technique and found it effective in teaching vocabulary mastery. It is suggested that English teachers using Dictogloss technique as an alternative media in teaching vocabulary to the students in Senior High School in order to enhance their students’ vocabulary mastery.
本研究主要是为了证明运用Dictogloss技术可以提高SMA Deli Murni Bandar Baru Bonaventura班2020/2021学年高一学生的词汇掌握水平，并描述他们在词汇掌握学习过程中运用Dictogloss技术的反应。本研究是课堂行动研究，分两个周期进行。每个周期包括四次会议。定量数据分析表明，学生的平均分从前测的44,16分、形成性测试的59,17分、后测的70,83分持续上升。从测试前到测试后通过掌握最低标准的学生比例是60% 39%定性数据分析表明，运用辨析技巧进行教学后，学生的反应有所改善。从观察表和实地记录中可以看出这一点;在使用了Dictogloss技巧后，他们更有热情和动力去学习词汇。问卷调查数据还显示，学生们认同使用辨析技巧，认为辨析技巧在词汇掌握教学中是有效的。本文建议高中英语教师在对学生进行词汇教学时，将辨析技巧作为一种替代媒介，以提高学生对词汇的掌握程度。
{"title":"ENHANCING STUDENTS’ VOCABULARY MASTERY BY APPLYING DICTOGLOSS TECHNIQUE TO THE ELEVENTH GRADE STUDENTS OF SMA DELI MURNI BANDAR BARU IN THE ACADEMIC YEAR OF 2020/2021","authors":"Nancy Srimina Br Pinem, J. J. Pangaribuan, Anna Stasya Prima Sari","doi":"10.54367/kairos.v5i1.1444","DOIUrl":"https://doi.org/10.54367/kairos.v5i1.1444","url":null,"abstract":"This research was primarily conducted to prove that the application of Dictogloss technique could enhance the vocabulary mastery of the eleventh grade students of SMA Deli Murni Bandar Baru Bonaventura Class in the Academic Year of 2020/2021 and to describe their responses towards the application of Dictogloss technique in the process of learning vocabulary mastery. This research is Classroom Action Research which was perfomed in two cycles. Each cycle consisted of four meetings. The quantitative data analysis showed that the students mean score increased continually from 44,16 in pre-test, 59,17 in formative test, and 70,83 in post-test. And the percentage of the students who passed the mastery minimum criteria from pre-test to post-test is 60,39%. The qualitative data analysis showed that the students responses after being taught by using Dictogloss technique. It can be seen from observation sheets and field notes; they felt more enthusiastic and motivated to learn vocabulary mastery after Dictogloss technique was applied. The questionnaire data also showed that students are agree with the application of using Dictogloss technique and found it effective in teaching vocabulary mastery. It is suggested that English teachers using Dictogloss technique as an alternative media in teaching vocabulary to the students in Senior High School in order to enhance their students’ vocabulary mastery.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115305315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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