Racism Portrayed in I Am Thunder and The Hate U Give

This research is intended to describe the racism that found in I Am Thunder; to describe the racism that found in The Hate U Give; and to find out the similarities and differences of racism that found in I Am Thunder and The Hate U Give. This research used a descriptive qualitative method, which was done by collecting, grouping, and analyzing the research data. The data in this research were dialogue and event, which are related to racism in both of novels. The data were collected by reading the both of novels and compare the both of novels. Based on the data analysis it was found that four forms of racism were found in both of novels they are stereotype, prejudice, rejection and discrimination. After analyzing racism by four forms of racism, the writer finally found similarities and differences. Both of the main character in these novels treated badly in society because of their race, they can’t be their own selves in public and should fight against racism, but the main characters have different race, Muzna is a Britain Pakistani while Starr is a Black American. The prejudice and stereotype to these cultures are different. People thought that Britain Pakistani deals with terrorist and ISIS while Black American deals with crime, thug and gangster

ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION

This paper  was conducted to describe the types of English inflectional errors found in Indonesian deaf people in writing composition, identify the sources of the errors in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using an online English writing test. The results showed that there were 179 errors in total in Indonesian deaf people’s writings. The most found error was in Third Person Singular Present Inflection with 51 errors (28.5%) and the least was in Present Participle Inflection with 16 errors (9%), and the rest were 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error was Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%)

Paralinguistic Features in Students’ Speaking Performance

Analyzing paralanguage in students’ speaking is important especially in the EFL ( English as a Foreign Language) context. The research aims to find out the students’ productions of the paralinguistic features that is pitch and intonation in their speaking performance. The researcher used qualitative research and the data were taken from the eight videos of the speaking project of the students of the English department, Universitas Sumatera Utara.The interpretation of the data showed that each student uses the same feature in their speakings but produced the feature in a different way. The research revealed by seeing their paralinguistic features productions by using an instrument, PRAAT. The researcher found that some students produced low pitches in their speaking and some are high. There was a significant difference between men and women speakers in producing pitch. The research showed that PRAAT can help to reveal that both the students and the lecturer of speaking need to give more attention to the paralinguistic features and the production to build a good speaking and to be able to produce and follow the norms and rules in language they are learning

A WRITING SKILL ASSESSMENT OF THE FIRST SEMESTER ENGLISH DEPARTMENT STUDENTS OF THE UNIVERSITAS SUMATERA UTARA

This study attempts to measure the students’ abilities in writing through online language learning platform using library research. The subject of the research was TOEFL top score in English Department USU consisting of 19 students. The instruments of collecting data were the students’ writing e-portfolio as the quantitative and qualitative data. Based on the assessment process, the used of online learning platform was very helpful, effective, and efficient both for the teachers and the students. The findings of the research: (1) Content aspect score was 25.7; (2) Organization aspect score was 18.1; (3) Vocabulary aspect score was 18.3; (4) Language use aspect score was 19.7; (5) Mechanics aspect score was 4.3. The result of the research showed that the students experienced mostly in excellent to very good level

REFLECTION ON THE USE OF DIGITAL STORYTELLING IN SPEAKING CLASS IN THE PANDEMIC TIME

The individual digital storytelling project was given to 129-second semester students of Speaking Class in English Literature Study Program, Faculty of Cultural Sciences, Universitas Sumatera Utara Indonesia during this pandemic time. After a virtual workshop on how to do digital story-telling was given to the students, they were asked to create their video stories. There were two topics given to the students. Students might have the freedom to either tell their own stories or to tell a fable or fairy tale. After doing the project, students were asked to do self-reflection on their project by answering a questionnaire. The questionnaire consists of three closed- questions and three semi-open questions. The result revealed that the majority of the students mentioned that the project was engaging, could improve their speaking skills, and accommodate their creativity. Besides, most of the students argued that the project could enhance their autonomous learning. 126 students out of 129 said that the project was very beneficial to improving their speaking skills even though they had only virtual speaking classes during the pandemic, except there were three students who showed that they needed the in-person feedback from the teacher and the ambiance of the real face to face class. Thus, it is recommended to apply digital storytelling and its implications in online-learning mode

Contextualizing corrective feedback in scientific writing through online learning platforms

Providing corrective feedback by teachers is one of the most crucial and central activities to improve the quality of student scientific writing. Although there has been much previous research on corrective feedback, few focused on lecturers' viewpoints, techniques, and assessments to guide students to write scientific papers. The objectives of this study are to describe lecturers' perceptions, practices, and self-evaluation when providing written corrective feedback in the context of scientific writing in the field of English research at multiple Indonesian teacher education institutes. The researchers employed a qualitative descriptive research method with a survey design to meet research objectives. A total of 53 lecturers were selected as respondents using purposive sampling criteria. This study used a survey questionnaire with ten questions of three categories (perception, activity, and evaluations) which were distributed to the research participants. The results of this study revealed that teachers prefer written corrective feedback, use various media and applications, emphasize the content of writing in providing feedback, and feel confident in doing this activity, even though sometimes they do not have enough time and continue to try to improve the quality of feedback provision to their students in writing scientific works. The results of this study can contribute as a reflection to improve teacher performance in the implementation of corrective feedback, especially in an online learning platform

THE DIPHTHONGS: THE OBSTACLES FOR INDONESIAN SPEAKERS OF ENGLISH

Article investigated the difficulties of Indonesian speaker of English in producing diphthongs /eɪ/ and /oʊ/. Five postgraduate students and five spouses of students at University of Canberra participated in this study. The participants were recorded in pronouncing /eɪ/ and /oʊ/ by reading lists of words and a story. The data were analysed by two Australian native speakers. Interrater reliability was calculated by using Cohen’s Kappa. The percentage was used to see the accurate diphthong realisations. The results showed that diphthong /oʊ/ was relatively more problematic than diphthong/eɪ/ and the students produced more diphthongs accurately than the spouses. The results also revealed that the ability to produce the diphthongs accurately was influenced by English proficiency and the type of tasks where diphthongs were pronounced

ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN COMPOSITION

This research entitled ‘English Inflectional Errors Made by Indonesian Deaf People in Composition’ was conducted with the aims to describe what types of English inflectional errors are found in Indonesian deaf people in writing composition, identify what sources of the errors are found in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using online English writing test and documentation. The documents used to support this study were in the form of downloaded word files that showed the Indonesian deaf people’s online test responses. The results showed that there are 179 errors in total in Indonesian people’s writings. The error found most is in Third Person Singular Present Inflection with 51 errors (28.5%) and the least is in Present Participle Inflection with 16 errors (9%), and the rest are 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error found most is Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%). Ignorance of Rule Restriction is a source of error found most and False Concept Hypothesized is found least among the Interlingual errors and all the sources of errors.Keywords: Deaf People, Error Analysis, English Inflectio

Double Discrimination Towards Black Women in Hidden Figures and Where Hands Touch

This research is intended to describe the double discrimination towards black women in society found in Hidden Figures and Where Hands Touch, and to find out the similarities and differences of double discrimination towards black women between the two films. This study used a qualitative descriptive method, which involves gathering, categorizing, and analyzing data. The data were dialogues and scene shots related to double discrimination. Based on the data analysis, there are racial and gender discrimination that is found in internal and external conflicts. After analyzing the data through the analysis of the intrinsic elements, similarities and differences are found between the two films. The two main characters; Katherine and Leyna, were similarly mistreated and harmed by society as black women. Katherine fought against double discrimination, while Leyna could do nothing but surrender. Their races and backgrounds are also different. Katherine was born to black American parents and lived in Virginia, United States. Meanwhile, Leyna was born biracial to black African and white German and lived in Berlin, Germany. In America in 1961, there was still tolerance, even though black women were still distinguished from white women. However, in Germany in 1944, there was no place for black wome