MEME COMIC AS THE DEVELOPING MEDIA OF SPEAKING FOR STUDENTS IN JUNIOR HIGH SCHOOL

This research was aimed to develop appropriate, interesting and attractive speaking media in teaching descriptive text for seventh grade students of MTsS UMMI Lubuk Pakam. Due to the result in the form of product, this study was categorized as Research and Development (R & D) study which adapted from Borg and Gall (1989) theory with some modifications. The subject of this study was the seventh grade students of MTsS UMMI Lubuk Pakam. In conducting this research, the procedures were gathering the data and information, conducting the need analysis, designing the first draft of media, revising the media, and producing the final product as the meme comic. The instruments of collecting data were the combination of two strategies; interview and questionnaires. The interview result was analyzed as qualitative data and the questionnaires analyzed as quantitative data. These data were needs of students covering target needs and learning needs. This study developed speaking media which only focused on descriptive text taught in the odd semester. These media was based on Curriculum 2013. Keywords : Developing speaking media, seventh grade students, descriptive text, Meme Comic.

DEVELOPING WEB-BASED READING LEARNING MATERIALS FOR GRADE VIII STUDENTS OF SMP NEGERI 8 MEDAN

This study aimed at identifying the needs of grade eight students of SMP Negeri 8 Medan in learning reading English using website and concerns on how web-based reading learning materials are developed for grade VIII students of junior high school. The nature of this study is Research and Development (R & D). The steps were conducting the needs analysis, writing the course grid, storyboarding, writing the first draft, obtaining the experts’ judgments, revising the first draft, and finally writing the final draft. This study involved 32 students of the eight grade students of SMP Negeri 8 Medan as the research subjects. The instruments for collecting the data were questionnaires (needs analysis questionnaire and expert judgment questionnaires). The results of the needs analysis questionnaire were analyzed using percentage and the expert judgment were analyzed using descriptive statistics. Data got from the result of need analysis was being the basis in developing the product. The website was divided into five pages: Home, Start Up, Your Focus, Your Activity, and Grammar Corner. Then, based on the expert judgment, the website are appropriate for the grade eight students of junior high school. It was proved by the mean value of 4.2 for web based materials which cover the appropriateness of content, language, and presentation, and 4.5 for the website.Key words: Research and Development (R&D), Website, Reading Materials, Junior High School

ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

THE READABILTY OF READING MATERIALS IN ENGLISH TEXTBOOK FOR THE ELEVENTH GRADE STUDENTS OF SMK NEGERI 1 BERINGIN

This study focused on the readability of reading materials in English textbook for grade XI students of SMK Negeri 1 Beringin. This study attempted to find out the English reading materials appropriateness in terms of the readability level for the target students. This study was categorized as descriptive quantitative research. The source of the data were the reading materials from English in Professional Job Situations textbook published by Grafindo Media Pratama which was designed under guidance of Kurikulum Tingkat Satuan Pendisdikan (KTSP). The Dale and Chall original formula was used to analyze the data from the textbook. The findings of the study showed that most of the reading materials in English in Professional Job Situations textbook were only appropriate for the 13-15th grade (college) and were considered too hard for the eleventh grade students.Keywords: Readability, The Dale and Chall Original Formula, Readability Formula, English Textbooks for Eleventh Grade Students.

THEMATIC PROGRESSION IN RECOUNT TEXT WRITTEN BY THE EIGHT GRADE STUDENTS

This study was about the theme, rheme and thematic progression of students‟ recount text of the eight grade at SMP RK Budi Mulia Pematangsiantar. The aim of this study were (1) to investigate thematic progression pattern used (2) to find out the reason why the students used thematic progression in the way they did. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students‟ recount text. The instrument of collecting data was elicitation technique and interview. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The result of this study were the following, (1) There were two patterns of thematic progression used in students‟ recount text, they were Theme Reteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). (2) The reason in use of thematic progression by students, they were: (a) the student‟s lack of knowledge about use of the thematic progression, (b) they also less interested in writing, (c) the students got resources from reading material and (d) the students got resources from english teacher‟s explanation.Keywords: Theme, Rheme, Thematic Progression, Recount Text

VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH CLASSROOM IN SMP SWASTA PAHLAWAN NASIONAL MEDAN

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

THE EFFECT OF “RICH MEDIA-GUIDED WRITING STRATEGY” ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

This research aims at investigating the effect of rich media guided writing strategy on the students’ achievement in writing descriptive text. It was conducted by using experimental research design. The Population of this research was the tenth (X) grade students of SMA Negeri 1 Dolok Merawan. There were two classes as the sample. The first class (X MIA 1), the experimental group consisted of 20 students, and the second class (X IS 1), the control group consisted of 20 students. The experimental group was taught by using rich media-guided writing strategy while control group was taught by using pen and paper-guided writing strategy. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using rich media guided writing strategy was higher than the score of students in the control group by using pen and paper guided writing strategy, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was 2,024. Therefore, the application of rich media guided writing strategy significantly affected the students’ achievement in writing descriptive text. Keywords: Rich Media-Guided Writing Strategy, Writing Descriptive Text.

CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

This study was about teacher’s initiation in English classroom interaction based on Sinclair and Coulthard Model. The aimed of this study were (a) to find out the types of teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (b) to find out the dominant type of teacher’s initiation used in English classroom Interaction based on Sinclair and Coulthard Model, and (c) to find out the reason why the teacher used the dominant type of initiation during the teaching and learning process. This research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard theory (1975). The result of this study were the following, (a) There were nine types of teacher’s initiations found during the teaching and learning process, namely, teacher elicit, teacher inform, teacher direct, listing, re-initiation (i), re- initiation (ii), check, repeat, and boundary. (b) the dominant type of teacher’s initiation used in English classroom interaction was teacher elicit, which was 40%. (c) the reasons why the teacher used the dominant type of initiation during the teaching and learning process was categorized based on the variables that were affected on teaching and learning process (Gage,2004), they were: the teacher believed that by initiating elicit, it could create an effective classroom interaction, the teacher believed that by initiating elicit, it could push the students on process of flashback, the teacher believed that by initiating elicit, the students would be encouraged to become more confident and braver to participate actively during the teaching and learning process.Key words: Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard.