CULTURAL IDENTITY CRISES IN JESSICA HAGEDORN’S DOGEATERS

This research reveals cultural identity crises in Jessica Hagedorn’s Dogeaters.  As an American Book Award Winner, Hagedorn  represents  certain countries  undergoing the crises through  phenomena such as excessive consumerism, sexual and drug abuses, and corrupt government. This is a library research where all data are taken from the library through extensive reading and internet browsing, and applies socio-cultural and mimetic approaches. Mimetic approach proposing by Abrams views that literature is the imitation of the real world, while socio-cultural approach proposing by Grebstein assumes that literary works cannot be fully understood apart from the culture  or milieu that produces it. Cultural identity crises is focused on consumerism, drug and sexual abuses, corrupt goverment shown through characters, plot, point of view, image, language, and references. This research finds that Jessica Hagedorn in her novel Dogeaters vividly and beautifully conveys cultural identity crises undergoing by the ex-colonized countries, besides, crises is the result of negative impacts of globalizatio

LOSS AND DEPRESSION IN JENNIFER NIVEN’S ALL THE BRIGHT PLACES

This study discusses loss and depression in Jennifer Niven’s novel, All the Bright Places. The novel represents people who undergo loss and depression because of losing a loved one. This is library research and applies mimetic theory proposed by Abrams saying that literature is an imitation of the real world. The analysis is focused on the loss and depression as a result of the death, neglect, or abandoment. The author creates Violet and Finch to represent people who undergo the situations. Violet losses her beloved sister and suffers from depression of feeling sad and guilty. Finch losses his parents’ figure and care and the worst is he loses his freedom to make friend because of bullying, so he suffers from sadness and depression and ends in commiting suicide. It is found that the author, Jennifer Niven through her novel All the Bright Places conveys that loss can make people depress and affect their lives, and many of them can suffer and live tragically

SELF-LIBERATION IN JODI PICOULT’S MY SISTER’S KEEPER

The research is self-liberation in Jodi Picoult’s My Sister’s Keeper. The novel represents people especially teenagers who want to liberate themselves from parents’ power, unfair treatment, fear and feeling guilty, to get medial emancipation and through sisterhood. This is a library research and applies mimetic theory proposed by Abrams saying that literature is an imitation of the real world. Liberation from parents' power is represented by Anna when she liberates herself by suing her mother because of making her as a donor to save her sister. Liberation from parents’ unfair treatment is represented by Anna and Jesse. Anna feels that she is treated unfairly by her mother because her mother has born Anna just for Kate needs a donor, and Jesse feels that he is treated unfairly because he does not get his parents’ attention. Liberation from fear and feeling guilty is represented by Sara and Campbell. Sara who is initially afraid of losing her daughter, Kate, is finally able to accept the reality and also feels guilty when Anna died because she had made Anna as a donor for Kate. Campbell liberates himself from his fear and over-thinking, he realizes that he has been wrong for hiding his epilepsy from the people around him, especially Julia. Liberation to get medical emancipation is represented by Anna and Kate. Anna wants to liberate herself to get medical emancipation so she can survive without having to donate anything  to Kate. Kate wants to liberate herself to get her medical emancipation through Anna to refuse any kind of medical treatments because of giving up living. Liberation through sisterhood is represented by Anna who liberates herself because her sister, Kate forbids her to donate her kidney so Kate can go peacefully and Anna can live a normal life without having to worry about Kate anymore. In conclusion, the author, Jodi Picoult in her novel My Sister’s Keeper vividly portrays the condition of people who have right to possess their bodies even though they have to take legal action to sue families to get mutual understanding and advantages

PEMBERDAYAAN BAHASA INGGRIS MASYARAKAT MELALUI LAGU DI DESA SILALAHI NABOLAK KECAMATAN SILAHI SABUNGAN KABUPATEN DAIRI

Pengabdian kepada masyarakat yang berorientasi pada pelayanan masyarakat dan penerapan ilmu pengetahuan, teknologi dan seni ini berlokasi di SilalahiNabolak Kecamatan SilahiSabungan Kabupaten Dairi. Kegiatan ini dilakukan selama dua hari yaitu hari Sabtu – Minggu, 19–20 Desember 2020 pukul 14.00–18.00 WIB. Peserta pelatihan adalah anak-anak, remaja atau anak muda, dan orangtua. Model pelatihan adalah dengan membagi peserta kedalam tiga grup untuk dilatih mengucapkan, memahami, dan menyanyikan lagu-lagu berbahasa Inggris sesuai dengan usia dengan menggunakan media infocus. Lagu-lagu yang dilatih adalah Que Sera Sera, Old Macdonald, Beautiful Sunday, dan Close to Thee. Hari pertama masing-masing kelompok secara terpisah diajari pengucapan, kosa kata, dan lagu masing-masing dua jam per grup tetapi waktu disesuaikan sesuai kebutuhan. Hari kedua melaksanakan hal yang sama tetapi hanya selama tiga jam. Tiga jam selanjutnya dipergunakan untuk penampilan masing-masing grup di depan umum, kemudian bernyanyi bersama-sama lagu Que Sera Sera. Kegiatan tersebut sangat menyenangkan bagi semua grup, terutama bagi orangtua karena lagunya sederhana dan mudah diingat, sekaligus dapat mereka nyanyikan di gereja. Kegiatan ini menyenangkan dan memberikan manfaat berupa motivasi kepada masyarakat. Oleh sebab itu, mereka mengharapkan kegiatan lain yang berhubungan dengan bahasa Inggris dapat dilaksanakan oleh Universitas Katolik Santo Thomas, Fakultas Sastra, khususnya Program Studi Sastra Inggris, mengingat desa SilalahiNabolak merupakan salah satu destinasi wisata

HUMAN COURAGE AND DIGNITY IN ERNEST J. GAINS’ A LESSON BEFORE DYING

This research is of human courage and dignity in Ernest J. Gaines’s novel, A Lesson Before Dying. People are able to face threat, pain, danger, or even death in order to maintain their right and dignity relying on courage. This is library research and applies mimetic criticism proposed by Abrams saying that a work of literature is the imitation of the real world. It depicts human beings who struggle to maintain and get acknowledgement of their right and dignity to live respectfully and worthly. The analysis is focused on how courage and dignity have raised someone from desperation into brave and thoughtful to face his death. He is desperated because of a false accusision of being a murderer, compared as a hog, and sentenced to die in electric chair. Comparing to a hog makes him lost his courage and self-esteem. He alienates himself and does not want to speak to anybody, but his godmother disagrees  so she begs a teacher to teach him that he is a human being and should die as a human being too. He is taught by a teacher of moral and obligation to face his death courageously and shows that he is a human being who has duty and responsibility. Finally, he is able to sacrifice his death as a symbol of his courage and dignity  to himself, his family and community. It is found that the author Ernest J Gains vividly conveys human beings who have courage are able to maintain and get acknowledgement of their right and dignity although they have to face threat, pain, danger, or even death

ERROR ANALYSIS IN USING SIMPLE PRESENT TENSE IN DESCRIPTIVE PARAGRAPHS MADE BY THE SEVENTH GRADE STUDENTS OF SMP KATOLIK TRISAKTI 1 MEDAN

This research method used a case study method. The subject of this included the Seventh Grade Students of SMP Katolik Trisakti 1 Medan. Which is comprised of 30 stusents. In analysis the datan the writer collected the data from the students identifiedthe grammatical errors, classified the errors of using simple present tense in the students’ descriptive paragraph to determine the frequency of errors, and calculated the data into percentages. The data by using formula:P= fnx100%  P= Percentage, F= Frequency of error made, N= Total of students’ errors.the data was taken from the test: it was written test. The result demonstrate that the students’ errors can be categorized into four kinds of errors. Which include 14,7% errors of omission, 6,7% errors of additon, 73,3% errors in misformation and 5% error in misordering. The writer observed 218 total errors. The witer concluded that misformation was the dominant kind of errors Made by the Seventh Grade of SMP Katolik Trisakti 1 Medan. The teacher recommended practicing grammatical rules in Simple Present Tense in order to minimize the errors. Morever, other researchers can provide techniques in increase students’ mastery of simple present tense

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH WORD WALLS STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP SWASTA KARYA BHAKTI MEDAN

This study is aimed to improve students’ vocabulary mastery through word walls strategy. This strategy is one of appropriate strategies in improving students’ vocabulary mastery. The subject of this study is the eighth grade students of SMP Swasta Karya Bhakti Medan Class VIII A in the Academic Year of 2016/2017. This study was conducted by applying Classroom Action Research (CAR), which was performed in two cycles (cycle I and Cycle II) and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (vocabulary tests) and qualitative data (observation sheets, daily notes, and photograph evidences). The results of vocabulary tests showed that the mean of the students’ score increased continuously from pre-test (8 %), formative test in cycle I (44 %) to post-test in cycle II (92 %). The observation sheets, daily notes, and photograph evidences showed that the students are interested in the teaching and learning processes through word walls strategy and this study ran well. It was found that word walls strategy could improve students’ vocabulary mastery. It is suggested that teachers of English should apply word walls strategy as one of the strategies in teaching vocabulary mastery

THE USE THINK PAIR SHARE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL ERA IBANG MEDAN

This research is conducted in order to improve students’ reading comprehension in the easiest way through using think pair share of the ninth grade students of Junior High School Era Ibang Medan, and it also help the English teacher of the ninth grade students of Junior High School Era Ibang Medan to managed activities in classroom.In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. This research consisted of two cycles and each cycle consisted of four steps, they were planning, action, observation and reflecting. Each cycle was conducted in three meetings, so the researcher conducted this researcher in six meetings for one month and two weeks. The data were in the form of qualitative and quantitative data. The qualitative data was analyze the learning teaching process. The quantitative data was to count the students’ score in pre-test and post-test.The result of this research shows that using think pair share of the ninth grade students of Junior High School Era Ibang Medan could improve their reading skills. The students’ responses showed that they were interested in learning reading through think pair share. Morever, the students’ achievements in pre-test and post-test showed a significant improvement. The students’ average score in pre-test was 53,19%, while in the formative test in cycle I, the students’ average score is 60,03, and in the post-test cycle II, the students’ average score is 76. That means the think pair share can improve the students’ reading skill

IMPROVING STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT THROUGH MIND MAPPING TECHNIQUE AT SMA SANTO PETRUS MEDAN

This study is about improving students’ reading comprehension on narrative text through mind mapping technique at SMA SANTO PETRUS Medan. The theory applying is Buzan’s theory of mind mapping and its method are quantitative and qualitative methods. This reseach is Classroom Action Research to apply the mind mapping technique in teaching reading. The data are collected through observations, interviews, and documentations. The qualitative data consist of the table of students’ scores, and the quantitative data consist of diary notes, interview transcripts, documentations, and students’ works. This research consisted of two cycles. It was conducted collaboratively with the English teacher. The subjects of this research were 36 students of class X MIA in SMA Santo Petrus Medan.  The result of this study finds that mind mapping technique can improve the students’ reading comprehension. It is proved by the students’ ability in reading comprehension and the students’ scores after the test were given. In the pre-test, the students’mean score is 61,44. Then, in the formative test cycle 1, the students’ mean score is 62, and in the post-test cycle 2, the students’mean score is 72. It is conclude by the mind mapping can improve students’ reading comprehension achievement

IMPROVING STUDENTS’ READING COMPREHENSION BY USING KNOW-WANT-LEARN (KWL) STRATEGY AT SMP DHARMA WANITA MEDAN

This study is aimed at finding out the impacts of the use of Know-Want-Learn strategy in improving the reading comprehension among seventh grade students of SMP Dharma Wanita Medan in the academic year of 2016/2017.  The study was action research in two research cycles. In the study, the writer collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators’ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation, interview, and the pre-test and posttest. The data were in the form of field notes, interview, and the scores of the students’ pre-test and posttest. A t-test was used for the analysis of the quantitative data.The results of the two cycles show that the use of Know-Want-Learn Strategy is effective to improve the students’ reading comprehension. It is supported by the qualitative data which show that (1) Know-Want-Learn Strategy can help the teacher to increase the students’ comprehension of the text; (2) Know-Want-Learn strategy can help the students to preview the text, assess what they have learned after reading, and attract their interest in reading. The finding is also supported by the quantitative data. The mean of the students’ reading comprehension scores improves from 31 in the pre-test to 58 in the post-test. From the results above, it can be concluded that the use of Know-Want-Learn strategy can improve students’ reading comprehension. Â