GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed
Genre Journal (E-ISSN: 2986-1551/P-ISSN: 2301-5160) is an open-access journal of applied linguistics that serves as a dynamic platform for sharing research and innovations in English language education and linguistics. It publishes original studies that explore various aspects of language learning, teaching, and use—including English-based technologies, language variation, and the development of English learners in multicultural and digital contexts. With a focus on discourse analysis, stylistics, higher education, and TESOL, the journal aims to promote interdisciplinary collaboration and foster academic dialogue among educators, researchers, and practitioners globally. Genre Journal also embraces a wide array of linguistic subfields such as phonology, pragmatics, morphology, grammar, and English language assessment. It welcomes contributions that investigate both theoretical and practical dimensions of modern languages and applied linguistics. Published four times a year by the English and Literature Program, Faculty of Language and Arts, Universitas Negeri Medan, Genre Journal is committed to advancing scholarly work that shapes the future of English education and language studies in the digital era. Journal title Genre Journal Initials GJ Abbreviation Genre Frequency 4 issues per year (January, April, July, October) DOI Prefix 10.24114 by ISSN 2301-5160 (print) - 2986-1551 (online) Editor-in-Chief Dr. Rita Suswati, S.Pd., M.Hum. Publisher Department of English and Literature, Faculty of Languages and Arts, Universitas Negeri Medan Indexing & Abstracting DOAJ | Copernicus | Dimensions | Garuda | Harvard Library | Scilit | Google Scholar | Neliti | ResearchGate
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Manipulation Through Maxim Violations: A Pragmatic Analysis of the Korean Drama Doubt
Research on maxim violations and linguistic manipulation remains limited, particularly regarding how such violations function as tools of influence. This study examines the role of maxim violations as manipulation strategies in the Korean drama Doubt. Data were collected from character dialogues and analyzed qualitatively through non-participatory observation and descriptive analysis. The study identified 41 utterances containing 86 maxim violations. Violations of the maxim of quality were the most frequent, followed by those of relevance, manner, and quantity. Quality violations influenced hearers to accept the speaker’s intentions through misleading statements, while relevance violations created uncertainty and redirected focus. Manner violations employed ambiguity to evoke empathy or guilt, and quantity violations, though less frequent, reinforced or undermined beliefs through excessive or limited information. Overall, the findings suggest that maxim violations function as effective linguistic strategies for manipulation, enabling speakers to subtly influence or control hearers within specific social and emotional contexts.
Copyright (c) 2026 Shafiyyah Maulida Putri, Putu Pramania Adnyana, Usmi https://creativecommons.org/licenses/by-nc-nd/4.0
An Analysis of How Teenagers View the Regional Language of Besemah Pagaralam
This study explores how teenagers in Pagaralam perceive the Besemah regional language by examining their attitudes, cultural pride, and patterns of language use. The preservation of regional languages is closely tied to the younger generation’s awareness and appreciation of their linguistic heritage. Using a quantitative descriptive correlational design, the research collected data through a structured questionnaire measuring teenagers’ views and behaviors related to the Besemah language. The findings show that teenagers generally express positive attitudes and strong cultural pride, although the frequency of language use in daily communication remains moderate. The analysis also demonstrates that both cultural pride and language use significantly influence language attitudes, with cultural pride emerging as the strongest contributing factor. These results highlight the importance of strengthening cultural identity as a strategic effort to support the vitality and continuity of regional languages among young speakers5 keywords must be written to describe the research scope observed, as well as the main terms undergirding the research.
Copyright (c) 2026 Mery Mawarni, Fadilaturrahmah https://creativecommons.org/licenses/by-nc-nd/4.0
Navigating the Future of Translation: A Descriptive Qualitative Comparison of DeepL and Google Translate in Translating High School Social Texts
This descriptive qualitative study investigates the translation performance of two prominent machine translation (MT) tools—DeepL and Google Translate—in the context of high school-level social texts in Indonesia. Five Indonesian texts covering topics such as environment, culture, education, and digital behavior were translated into English using both tools. The translations were assessed by human evaluators based on three key criteria: accuracy, fluency, and contextual appropriateness. The study also incorporates theoretical perspectives on neural machine translation and its role in education to frame the analysis. Findings indicate that DeepL consistently outperforms Google Translate, especially in fluency and contextual sensitivity, although both tools have strengths and limitations. This research contributes practical implications for language educators and students in using MT critically and effectively in learning environments.
Copyright (c) 2025 Nurmahyuni Asrul, Azizah Husda, Fachri Yunanda https://creativecommons.org/licenses/by-nc-nd/4.0
Investigating Students’ Strategy in Conducting Independent Learning at SMP 12 Binjai
This study aims to investigate the strategies used by seventh-grade students at SMP Negeri 12 Binjai in conducting independent learning in English. This study uses a qualitative research design, data collected through a questionnaire consisting of open-ended questions. The instrument, a carefully structured questionnaire, was administered to the students, whose responses served as the primary data source. The data were analyzed using a descriptive qualitative approach through data reduction, categorization, and conclusion drawing, following Miles and Huberman’s (1994) framework. The findings reveal that students applied various strategies aligned with Zimmerman’s (2000) three-phase model of self-regulated learning: forethought, performance, and self-reflection. In the forethought phase, students engaged in goal-setting and planning; during the performance phase, they managed time and minimized distractions; and in the self-reflection phase, they evaluated their learning progress. The study concludes that while students demonstrate foundational self-regulated learning behaviors, there remains a need for more structured guidance to deepen their metacognitive skills and enhance their overall learning autonomy.
Copyright (c) 2025 Winny Meilita Lubis https://creativecommons.org/licenses/by-nc-nd/4.0
Teachers’ Strategy to Develop Independent Learner Students in EFL Classroom
This study aims to identify teachers’ strategy to develop independent learners and how the teachers implement it in English class. This research uses qualitative descriptive method to describe deeply a phenomenon regarding teacher;s strategy in developing independent learner. The source of this data is 7 teachers in North Sumatera who teach English in Junior High School and Senior High School. The data is all the answers from the teachers through questionnaire. The answer responses are analyzed based on the theories to answer these problems. The results show that the social strategy is the most strategy implement by the teachers and the way they implement by asking students to do collaborative work and asking students to accomplish tasks individually.
Copyright (c) 2025 Raudhatul Jannah, Neni Afrida Sari Harahap, Karunia Devi Frida https://creativecommons.org/licenses/by-nc-nd/4.0
The Implementation of Problem Based Learning (PBL) in Encouraging Independent Learning in Grade 8 at SMP PAB 8 Sampali
This study aims to explore how the implementation of Problem-Based Learning (PBL) supports independent learning among Grade 8 students at SMP PAB 8 Sampali. A descriptive qualitative approach was employed, with data collected through questionnaires distributed to 11 students using a Likert scale. The findings reveal that most PBL components were effectively implemented, including the use of real-world problems, the teacher's role as a facilitator, interdisciplinary learning, critical thinking, reflection, and the development of lifelong learning skills. However, elements that require greater student participation such as active problem-solving and choosing how to learn were found to be less developed. PBL was shown to enhance students' time management, responsibility, self-assessment, and curiosity. Despite this progress, some students still heavily relied on teacher guidance, indicating a gap in their ability to learn on their own. Therefore, it is recommended that teachers provide additional support to build students’ confidence and thinking skills, helping them become more independent in their learning. Overall, PBL is proven to be an effective strategy for promoting independent learning, although its success depends on how ready students are to take charge of their own learning.
Copyright (c) 2025 Nurhartini, Neni Afrida Sari Harahap, Karunia Devi Frida https://creativecommons.org/licenses/by-nc-nd/4.0
Developing Digital Worksheet for Teaching Reading Comprehension to Grade XI Students of Automotive Department at SMKN 5 Medan
The aim of this study was to develop digital worksheet for teaching reading comprehension to grade XI students of Automotive Department at SMKN 5 Medan. This study was conducted using Research and Development (R&D) method from Gall, Gall, and Borg (2003) under six stages; gathering data and information, analyzing the data, media design, validating by experts, revising the media, and final product. The subject of the study was the eleventh-grade students of Automotive Department at SMKN 5 Medan, specifically in class XI TKRO 4. There were 30 students who participated in this research. The data were collected through questionnaire and documentation. The results of the study showed that Quizizz platform can be used as students’ reading comprehension worksheet. In the percentage form, the average score of experts’ validation in terms of product and content aspect was 94.2%, the process aspect was 90%, the linguistic aspect was 100% and the layout aspect was 100%. The scores were categorized as “Very Good”. It means the developed digital reading worksheet of Descriptive Text and Procedure Text was valid and appropriate to be used as reading worksheet for the eleventh-grade students of Automotive Department at SMKN 5 Medan.
Copyright (c) 2025 Nia Febriyanti, Indra Hartoyo https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Students’ Independent Learning and Teachers’ Support in EFL Classrooms: A Constructivist Approach
This study aims to identify student's perception about independent learning and activities and also how their teachers encourage independent learning during English class. The research used qualitative method to obtain student's perception. The source of data is 20 students from SMA Brigjend Katamso 1 Medan which Student's perception and experience are the data. Open and close ended questionnaire are used as instruments to collect the data. The close-ended responses are analyzed using simple descriptive statistics (such as percentages), whereas the open-ended responses are categorized into themes to capture the underlying meanings and insights. The results indicate that while students actively engage in independent learning activities, teacher support and encouragement for such independent learning in the classroom is still limited
Copyright (c) 2025 Nailah, Neni Afrida Sari Harahap, Karunia Devi Frida https://creativecommons.org/licenses/by-nc-nd/4.0
Developing Bebras-Style Computational Thinking Test Instruments for English Learning in Elementary School
The test instrument development research aims to determine the computational thinking ability of students towards English language learning. The type of research used is R&D with the 6-Stage Borg and Gall development model (Research and Information Collecting, Planning, Initial Product Development, Expert Validation, Revision Expert Validation, Product Implementation). The test instrument that is suitable for use has passed the eligibility standard stage, namely, validity, reliability and difficulty level. The research was conducted at SD Negeri 105855 PTPN II Tanjung Morawa with class IV research subject totaling 35 studentrs. Data from validator result using Cohen’s kappa of 0.65 with strong category. In this study obtained 10 valid questions from 15 questions developed with a reliability value of 0.62 in the moderate category. Then the results of the student ability test show the average score of students 90.85 excellent category. The findings suggest that Bebras-style questions effectively measure the components of CT-decomposition, abstraction, pattern recognition, algorithmic thinking-and support meaningful English learning outcomes.
Copyright (c) 2025 Mutiara Wahyu Daniella https://creativecommons.org/licenses/by-nc-nd/4.0
STUDENTS’ PERSPECTIVES ON THE INDEPENDENT LEARNING STRATEGY
This study addresses the gap in understanding how collaborative learning strategies support independent learning among high school students, specifically at SMA Negeri 7 Medan. The purpose of the research was to explore students’ perceptions of collaborative learning within the context of independent English language learning. A qualitative case study design was employed to gain an in-depth understanding of students’ experiences. Data were collected through an online questionnaire distributed via Google Forms, which included both closed-ended and open-ended questions to capture students’ attitudes, challenges, and personal insights. The participants consisted of Senior High School students actively engaged in collaborative learning activities. Data were analyzed descriptively to identify key themes and patterns in students’ responses. The findings reveal that students generally perceive collaborative learning as beneficial, enhancing their academic understanding, self-confidence, and communication skills while fostering social interaction and cooperation. However, challenges such as uneven participation and insufficient teacher facilitation were also noted. These results suggest that integrating collaborative strategies within independent learning can improve student engagement and outcomes if supported by effective instructional design. The study implies that educators should balance individual autonomy with structured collaboration to maximize learning benefits and recommends further research on teacher roles and cross-subject applications of collaborative learning.
Copyright (c) 2025 Loisa Tambun, Neni Afrida Sari Harahap, Karunia Devi Frida https://creativecommons.org/licenses/by-nc-nd/4.0
The Use of Wordwall in Teaching English Vocabulary to Seventh-Grade Students at Islamic Junior High School
This study explores the use of Wordwall in teaching English vocabulary to seventh-grade students at an Islamic Junior High School and investigates the teacher's perception of this digital tool. It employs a descriptive qualitative design using the TPACK (Technological Pedagogical Content Knowledge) framework by Mishra and Koehler (2006) and the Technology Acceptance Model (TAM) by Davis (1989). Data were collected through classroom observation, interviews, and documentation. Observation focused on TPACK indicators, while interviews were based on TAM dimensions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Findings reveal that the teacher could independently operate Wordwall and adapt it to student characteristics using contextual and kinesthetic strategies. The teacher perceived Wordwall as easy to use and effective in enhancing student motivation and vocabulary comprehension. Despite minor technical challenges, the teacher managed them with appropriate strategies.
Copyright (c) 2025 Habibatul Husna Ismail https://creativecommons.org/licenses/by-nc-nd/4.0
The Roles of Teacher in Implementing Independent Learning at BBC Vocational High School Medan
This study explores the roles of teachers in implementing independent learning at BBC Vocational High School Medan. The research addresses two core questions: how teachers conceptualize their roles in fostering independent learning and how these roles are implemented in classroom practice. Using a qualitative descriptive case study approach, data were collected through classroom observations, interviews, and document analysis. Findings indicate that teachers predominantly fulfill roles as educators, motivators, planners, organizers, and evaluators. However, roles such as facilitator, mentor, and initiator are only partially implemented. The study underscores the importance of expanding teacher capacities to foster autonomy in vocational education and suggests areas for professional development to enhance independent learning practices.
Copyright (c) 2025 Dea Erianti, Yessa Ananda Wibowo, Neni Afrida Sari Harahap, Karunia Devi Frida https://creativecommons.org/licenses/by-nc-nd/4.0
Unscripted Emotions: Analyzing Expressive Speech Acts in the Korean Talk Show Titled No Prepare
Most studies on expressive speech acts in Korean have primarily focused on theoretical frameworks, with limited attention to their use in informal and spontaneous contexts. Addressing this gap, the present study investigates expressive speech acts in the YouTube reality show No Prepare Season 2. Using a qualitative descriptive method, the research centers on the host’s utterances to examine the forms and functions of expressive speech acts. The findings indicate that most expressive acts are delivered indirectly, reflecting the host’s preference for implicit emotional expression. Emotions such as happiness and surprise were the most frequently observed, reinforcing the show’s lighthearted and positive tone. In contrast, expressions of anger and dislike were strategically employed as humor to highlight the guests' appeal. This demonstrated that expressive speech in this context serves both emotional and entertainment purposes. Emotional openness was greater in close or equal relationships, while social distance led to more restrained expression. Nevertheless, the host’s communicative style which marked by humor, politeness, and spontaneity enabled smooth and engaging interactions across different social dynamics.
Copyright (c) 2025 Cassandra Putri Vincka Azzahra, Putu Pramania Adnyana https://creativecommons.org/licenses/by-nc-nd/4.0
Investigating Students’ Mindset in Learning English at SMPN 2 Lubuk Pakam
This study investigates the mindset of junior high school students in learning English and the factors influencing its development. Conducted at SMPN 2 Lubuk Pakam with 22 students from class VIII-9, the research employed a qualitative approach using open-ended questionnaires and thematic analysis. Referring to Dweck’s (2006) six mindset aspects; challenges, obstacles, effort, criticism, success of others, and self- perception, the findings show that most students leaned toward a fixed mindset, except in the aspect of criticism, where many showed openness. The study also found that personal experience was the most significant factor shaping students’ mindsets. Positive experiences supported a growth mindset, while negative ones reinforced a fixed mindset. These results highlight the importance of both internal and external support in fostering a growth mindset in English learning. The scope of this study includes six aspects of mindset as proposed by Dweck (2006): challenges, obstacles, effort, criticism, success of others, and self-perception of ability. In addition, it explores three influencing factors: social environment, personal experience, and cultural values.social environment, personal experience, and cultural values. Main Terms Defined: Growth Mindset: The belief that abilities can be developed through effort, hard work, and dedication. Fixed Mindset: The belief that abilities are fixed and cannot be changed.
Copyright (c) 2025 Alvira Kirana https://creativecommons.org/licenses/by-nc-nd/4.0
Developing Gamified E-Worksheets for Reading Narrative Texts at UPT SMP Negeri 10 Medan
The purpose of this study is to develop a gamified e-worksheet for eighth-grade students at UPT SMP Negeri 10 Medan to help students comprehend narrative texts. This development is based on the Gamification of Learning and Instruction Theory (Kapp, 2012). The need for this product arose from students' difficulties in understanding narrative text, limited vocabulary, low motivation, and preference for interactive digital media. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the researcher created e-worksheets that integrated game elements—such as storytelling, levels, competition, goals, rewards, and feedback—using Canva, Educaplay, and Genially platforms. Material and media expert validation gave an average score of 4.6 out of 5, or 93%, in the "very good" category. In addition, student perceptions showed an average score of 4.8, or 96%, which falls into the “very good” category. Interviews with students supported these findings, indicating that the e-worksheet was engaging, visually appealing, and effective in enhancing reading comprehension. The study concludes that gamified e-worksheets can significantly improve students' motivation and reading skills.
Copyright (c) 2025 Hammi Kasifa Pohan, Yeni Erlita https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching Strategies Used By English Teacher For Writing Descriptive Text In Vocational High School
This study aimed to (1) analyze the teaching strategies used by the English teacher in teaching writing descriptive text at a Vocational High School, and (2) describe how these strategies were implemented during the teaching and learning process. The research employed a descriptive qualitative approach, which is suitable for exploring and understanding the detailed aspects of teacher strategies in a natural classroom setting. The data in this study were collected through two main techniques: classroom observations and in-depth interviews with the teacher. The collected data were then analyzed using three stages of qualitative data analysis, namely data reduction, data display, and conclusion drawing, as proposed by Miles and Huberman. The findings of this study revealed that the English teacher applied five teaching strategies that align with the framework proposed by Haynes and Zacarian (2010). These strategies included: (1) determining key concepts, (2) making the lesson visual, (3) linking new information to students’ prior knowledge, (4) providing comprehensible input, and (5) modifying vocabulary to suit students’ language proficiency levels. the implementation of these strategies was integrated into the Modeling of the Text stage, which is a crucial phase in the Genre-Based Approach. This stage allowed the teacher to guide students in analyzing and understanding the structure and language features of descriptive texts before attempting to write their own. As a result of this approach, students demonstrated improved comprehension of the material, increased attentiveness during the lesson, and greater participation in class activities. These strategies were found to be effective in helping students engage with the lesson content more meaningfully. Keywords: Teaching Strategies, Teaching Writing, Descriptive Text.
Copyright (c) 2025 Andre Silitonga, Yeni Erlita https://creativecommons.org/licenses/by-nc-nd/4.0
Implementation of Differentiated Learning Strategies in Writing Narrative Text for the Elevent Grade at SMAS Pertiwi Medan
This research examined the implementation of differentiated learning strategies in enhancing students' narrative writing skills at Class XI SMAS Pertiwi Medan. Using a qualitative approach with classroom observations and teacher interviews, the study investigated how differentiated learning affected students' writing development.The implementation focused on four key components: content adjustment through varied difficulty levels and materials, learning process variations using group discussions and peer tutoring, diverse product choices allowing students to create summaries, comics, videos, or drama performances, and creating a supportive learning environment. Students were grouped into three ability levels using fairy tales as learning materials. The findings revealed significant positive impacts: increased student motivation and engagement through autonomy and choice, improved narrative writing quality in structure and creativity, and enhanced student independence and confidence. However, implementation faced challenges including time limitations and resource constraints.The study concluded that differentiated learning effectively accommodated student diversity and significantly improved narrative writing skills while fostering independence and confidence, despite implementation challenges. Keywords: Implementation, Differentiated, Learning, Strategies, Narrative Text
Copyright (c) 2025 Devi Maharani, Anggraini Thesisia Saragih https://creativecommons.org/licenses/by-nc-nd/4.0
Developing Digital Media on Teaching Writing Descriptive Text Using Doratoon for Seventh Grade Students at MTSS Al-Washliyah Senayan Kec. Sei Rampah
This study focuses on how digital media on teaching writing descriptive text are developed for junior high school. The study is aimed to develop a doratoon as digital media to teaching writing descriptive text for seventh grade students at MTSS Al-Washliyah Senayan, Kec. Sei Rampah. This research applied the Borg and Gall (2003) with some modifications, which was simplified into six stages to shorten time and cost. The data were obtained through an interview with an English teacher and distributing questionnaire to thirty students to get the students' needs analysis. Thirty students from clas7.1 served as the source of data. The findings revealed that both the interview and questionnaire results indicate that students need English teaching media that can motivate and interest them to understand descriptive text writing. The digital teaching media was validated by a lecturer from English education department and an English teacher from MTSS Al-Washliyah Senayan. The final product's result was videos containing audio-visual media to be used in teaching descriptive text writing. The result of the experts' validation showed that the media was an appropriate media to be used in teaching writing descriptive text by getting the average score percentage of 84% categorized as very good.
Copyright (c) 2025 Nurhasanah, Anggraini Thesisia Saragih https://creativecommons.org/licenses/by-nc-nd/4.0
The Implementation of Small Group Discussion Technique in Teaching Speaking Skill
This research aimed to analyze the implementation of the small group discussion technique in teaching speaking skills to eleventh-grade students at SMA Negeri 2 Tebing Tinggi and to find out the challenges of implementing small group discussion techniques in the classroom. The research was conducted using a descriptive qualitative method that involved the English teacher. The teacher implemented this technique in two meetings. In the first meeting, the teacher divided the students into several groups and gave them time to discuss the topic that had been determined. In the second meeting, each group presented the results of their discussion in front of the class. During the implementation process, the teacher faced three main challenges: time management, classroom management, and student participation. However, although the teacher faced these challenges, the learning process went very well. This showed that the small group discussion technique could be an effective and enjoyable way to improve students’ speaking skills
Copyright (c) 2025 Tania Yosvi Tamara Sinaga, Maya Oktora https://creativecommons.org/licenses/by-nc-nd/4.0
Undergraduate Students’ Perceptions on Educational Level Language Use and Social Media’s Role in Communication
As language usually shapes people’s socio-economics status, people has become opinionated that what education degree/level an individual has can be seen by the way they communicate. This paper explores whether it is also true for higher education people use less standardized language when speaking in daily life and if social media helps low-educated individuals to speak as formal as high-educated ones. This paper employed a mixed-method approach with 5 participants from the same level of education: undergraduate students. Findings indicate that indeed people with higher education level usually has distinctive style of communication compared to those with lower education yet it depends on the context of situation. In addition to the communication style, the proability of social media helping to form formal communication for lower educated individual is possible as they expose people to all kinds of information, including language. This research is expected to contribute to raising awareness about the relationship of education and communication style.
Copyright (c) 2025 Fahri Haswani, Rina Trie Syahputri, Jose Christian Sianipar, Ami Girsang, Ribka Hawkins Manurung https://creativecommons.org/licenses/by-nc-nd/4.0
AN ANALYSIS OF GRADE XI STUDENTS’ PERCEPTION OF CAKE
The aim of this study was to investigate the students’ perception by Cake application in speaking skill. This study was conducted at XI grade of SMA Yayasan Dayah Darul Qur’an. The methodology of this study is qualitative descriptive research. The data was collected by distributing the questionnaire and interviews by divided the questionnaire into 3 aspects namely; cognitive, affective, conative. The findings show that Cake Application is appropriate for learning English, particularly for strengthening students’ speaking abilities. Based on questionnaire data of the cognitive, affective, and cognitive aspects which show that almost all students feel that Cake Application is easy to use and helps them in the learning process. The Cake Application is highly valuable since it teaches them more about learning English and how to improve their speaking talents. Students also enjoy using the application since it may change a repetitious method of learning into a speaking method of learning with the use of technology.
Copyright (c) 2025 Muetya Permata Dara, Yeni Erlita https://creativecommons.org/licenses/by-nc-nd/4.0
COGNITIVE PROCESSES IN WRITING OF TENTH GRADE STUDENTS AT SMAS AMIR HAMZAH MEDAN
The objective of this study was to explain the reasons behind the way cognitive processes of tenth- grade students occur in writing descriptive text. This study was conducted by using descriptive qualitative design. The data were collected by using students' writing and interview. The subjects of this study were the students of tenth grade at SMAS Amir Hamzah Medan. The findings of this study showed the reasons for tenth-grade students’ cognitive processes in writing were the students' habits of how they usually think about organizing their writing by determining the title and the subjects’ skills of composing an outline descriptive text, the different abilities to think in constructing sentences into text structures of descriptive text, namely identification, and description, and the students had the awareness to rethink their results by reading and reflecting on the text they had written and they revised errors in their text to ensure the results of writing descriptive text.
Copyright (c) 2025 Doni Setiawan Sinaga, Johannes Jefria Gultom https://creativecommons.org/licenses/by-nc-nd/4.0
CODE MIXING IN THE CLASSROOM INTERACTION OF SMKN 7 MEDAN
The objective of this study is to find out the type of code-mixing used by the teacher and students and the factors causing the teacher and students mix the language in classroom interaction. Code-mixing is a bilingualism phenomenon which has become very popular in society. It is used to prevent misunderstanding such the teacher and students in classroom interaction. This study was conducted by using descriptive qualitative design. The subjects of this study were the teacher and students from tenth grade of hotel accommodation in SMKN 7 Medan. The data were collected by recording the teacher and students’ utterances in classroom interaction, the interview result of teacher and questionnaire of students. From the research, it was found the type of code-mixing used by the teacher and students were word insertion, phrase insertion, and clause insertion. All of data belongs to outer code-mixing and the factors causing teacher did the code-mixing were speaker partner, bilingual or multilingual, and absence of vocabulary. And for the students, according to the percentages of their questionnaire result the data shows that out of 24 students 45,8% of them chose speaker partner as their reason did the code mixing, 8,3% chose bilingual or multilingual, and 45,9% chose absence of vocabulary.
Copyright (c) 2025 Muhammad Azmi, Sumarsih https://creativecommons.org/licenses/by-nc-nd/4.0
STUDENTS’ PERCEPTIONS ON THEIR ENGAGEMENT IN SMALL GROUP DISCUSSION
The aims of this study were to describe how the students perceive their engagement in small group discussions and to explain the factors that influence the students engagement in small group discussions. A descriptive qualitative design was used in this study. The source of data was 25 students of Grade VIII SMP Al-Wasliyah 8 Medan. The data were analyzed by using descriptive qualitative. The results showed that (1) The students perceive their engagement in small group discussion positively. Most of the students agreed that being engaged in small group discussion was useful for them as EFL students and agreed that they have followed all activities in small group discussion and given their best effort. The students agreed that they could participate well in small group discussion, and felt motivated to engage themselves. The students felt that they were confident enough to deliver their opinions in group discussion. Besides, all of the students satisfied with their engagement in small group discussion. (2) The factors that influence the students in engaging in small group discussion were the students’ relationship with teachers, relationship with peers and classmates, students’ self-efficacy, students’ self-regulated learning, and students’ interest in learning.
Copyright (c) 2025 Vega Alviani, Willem Saragih https://creativecommons.org/licenses/by-nc-nd/4.0
MULTIMODALITY IN THE “THINK GLOBALLY ACT LOCALLY” ENGLISH TEXTBOOK
The objectives of this study were: (1) to identify the components of multimodality that are applied in the textbook entitled "Think Globally Act Locally" (2) to describe how the components of multimodality create meaning. This study used descriptive qualitative design. The data in this study are in the form of verbal mode (caption text and instruction text) and image and visual mode (the illustration and the arrangement). The data were collected by analyzing the textbook directly and written down in a notebook. The findings of this study revealed that: (1) there were three components of multimodality in the textbook, namely verbal, image, and visual mode. (2) Each component that appears has a different type but has its own role in creating the same meaning. These components appear simultaneously so that they are in sync with each other. This study found that 76% of the verbal mode is a statement and 24% of the verbal mode is a command. Thus, Statement is the dominant Speech Function. This study also found that the dominant representation is narrative representation with human participants. The dominant interactions in this study are offer in gaze, close shot in size of frame, frontal angle in horizontal angle, and high level in vertical angle. And the dominant compositions in this study are top, center, bottom, and right in information value, placement, color, and sharpness in salience, and framed in framing.
Copyright (c) 2025 Annisa Fadhilah Harahap, Indra Hartoyo https://creativecommons.org/licenses/by-nc-nd/4.0
DEVELOPING STUDENTS’ WORKSHEET USING SCIENTIFIC APPROACH IN TEACHING READING GRADE EIGHT STUDENTS OF SMP CERDAS MURNI TEMBUNG
This study concerns on how reading worksheet are developed for junior high school. This study was conducted by using Research and Development (R&D) design. It was started from collecting the data, analyzing data, designing course grid based on curriculum 2013, designing new reading worksheet, validating by experts, and revising for final product. The new students’ reading worksheet was designed based on scientific approach stages, which is contained of five stages; observing, questioning, experimenting, associating, and communicating. The source of data of this study was the grade VIII students of SMP Cerdas Murni Tembung consisting 26 students. Instrument of collecting data were questionnaire, and interview. After analyzing data, the researcher got the students’ need in learning English. The interview and questionnaire result proved that the students need students’ reading worksheet which contains for grade VIII. The materials which were developed were focused on descriptive text, recount text, and narrative text. The product had been validated by the experts. The average scores are 3,8 from English subject teacher and 3,4 from English lecturer. It means the developing students’ reading worksheet categorized as relevant for students of grade VIII.
Copyright (c) 2025 Dwi Wulandari, Masitowarni Siregar https://creativecommons.org/licenses/by-nc-nd/4.0
THE IMPLEMENTATION OF PEER ASSESSMENT IN READING SKILL THROUGH TASK BASED LEARNING AT GRADE TENTH IN SMA NEGERI 1 LABUHAN DELI
The aim of this study is to analyze the implementation of peer assessment in reading skill through task based learning at grade tenth students in SMA Negeri 1 Labuhan Deli. It used qualitative research method through four stages; 1) Data collection, 2) Data Reduction, 3) Data presentation, and 4) Conclusion and verification. The data of this research were peer assessment used by each teacher and sources of data in this research were three English teachers at grade tenth students in SMA Negeri 1 Labuhan Deli. The techniques of collecting the data were by conducting observations, interviews, and documentations. The findings showed that two teachers applied peer assessment good, and one teacher didn’t applied peer assessment. The result showed that the implementation of peer assessment in reading skill through task based learning at grade tenth in SMA Negeri 1 Labuhan Deli was almost run effectively and also categorized sufficient due to some obstacle and supporting factors.
Copyright (c) 2025 Khairani, Dr. Anni Holila Pulungan, M.Hum., Ade Aini Nuran https://creativecommons.org/licenses/by-nc-nd/4.0
This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. 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’s Model (1975). The result of this study were the following, 1) there were three structures that occurred in English classroom interaction. The structures that occurred were initiation, response, and also feedback. There were 88 initiation, 95 responses, and 12 feedback of the overall utterances produced by teacher and students of XI Science 1. There were 111 initiation, 113 responses, and 15 feedback of the overall utterances produced by teacher and students of XI Social 1. 2) It was found that there were six types of exchanges which were realized with the structures between two teachers of two classes. The exchanges, namely: teacher elicit, teacher inform, teacher direct, student elicit, student inform, and check. In XI Science 1, it was found that the teacher inform was three, the teacher direct was three, the teacher elicit was sixty three, the student elicit was four, the student inform was one, and check was fourteen. In XI Social 1, it was found that the teacher inform was four, the teacher direct was fifteen, the teacher elicit was fifty three, the student elicit was three, the student inform was one, and check was thirty five.In teacher inform, teacher direct, teacher elicit, and check is started by the teacher initiate the students by informing, directing, and asking the question of the material to get the students’ response. In student elicit and student inform were started by the students initiate the teacher by informing, and asking the question of the material to get the teacher’s response or feedback.
Copyright (c) 2025 Hafizah Daulay, Siti Aisah Ginting, PuanSuri Mira Annisa Sembiring https://creativecommons.org/licenses/by-nc-nd/4.0
DEVELOPING A POP UP BOOK TO TEACH READING NARRATIVE TEXT
The aim of this study was to develop a Pop Up Book as learning media for teaching reading narrative text for tenth grade students at SMA Swasta Raksana Medan. The research method that used in this study was Research and Development (R&D). The subject of this study was tenth grade students of SMA Swasta Raksana Medan. Questionnare was administrated to the teacher and students to get information about students’ need, existing media. It was found that 79% students said that they were bored learning English in reading skill by using textbook. 89% student said that the media that the teacher used was uninteresting and didn’t make significant improvement. 91% student said that they need an interesting, creative, and innovative media. 89% student said that the media that have been designed was appropriate to use. The instrument of collecting the data used questionnaire to experts from English teacher and English Lectrurer. Research Procedures was modified into five steps, they were: evaluation and need analysis, media design, validation, revision and final product. The product has been validated by experts (material and media). The data are analyzed by using descriptive technique. The product has been validated by material expert and media expert. For the first expert the media was 83% valid in material aspect, and 90% valid in media aspect. While from the second expert the media was 95% valid in material aspect and 100% valid in media aspect. Based on the validation result, the media develop media was very good and appropriate to be used for teaching reading for the tenth grade students of SMA Swasta Raksana Medan.
Copyright (c) 2025 Destriwanty Erria Nainggolan, Meisuri, Anggraini Thesisia Saragih https://creativecommons.org/licenses/by-nc-nd/4.0
THE USE OF TRANSLATION IN TEACHING LISTENING FOR THE ELEVENTH GRADE AT SMA NEGERI 2 KISARAN
This study focused on the use of tanslation in teaching listening for the eleventh grade. The aim of this study was to describe the use of translation and analyze the reasons of using translation in teaching listening grade eleventh at SMA Negeri 2 Kisaran. This study was qualitatively conducted that taken from one english teacher of SMA Negeri 2 Kisaran. The data were collected by using recording, interviewing and observing the whole processes of teaching listening. The findings of this study showed that there were 34 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching listening were facilitating communication, teacher- student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching listening.
Copyright (c) 2025 Nana Yunita, Masitowarni Siregar, Siti Aisah Ginting https://creativecommons.org/licenses/by-nc-nd/4.0