A SEMANTIC ANALYSIS: METAPHORS OF KARO PROVERBS "CAKAP LUMAT"

Penelitian ini bertujuan untuk mengetahui jenis-jenis metafora peribahasa dalam bahasa karo. Metodologi penelitian ini menggunakan analisis deskriptif. Hasil penelitian ini menunjukkan bahwa dari 17 peribahasa terdapat 4 jenis metafora, yaitu metafora simbolisme, fenonmenalistik, mati, dan subyektif, dan jenis yang dominan adalah metafora simbolisme. Artinya Suku Karo jelas lebih menyukai bahasa kiasan, yang menggambarkan sesuatu dengan menggunakan benda, hewan, atau tumbuhan sebagai simbol atau simbol tertentu yang dapat menggantikan kata-kata yang ingin diucapkan.

STUDENTS’ RESPONSE THROUGH SELF-MONITORING ATTENTION TECHNIQUE IN WRITING SKIL

In writing process the students have to compose their writing by using their own choice of sentence structure and organize their own ideas in such a way that the reader can understand them. The aim of this study is to describe the students’ response after having been taught by using self-monitoring attention technique. The data in this study is use descriptive data. The results of this study were 57.10% students strongly agree, 35.05% students agree, 6.35% students quite agree, 0.30% students disagree, and 1.30% students strongly disagree. Most of the students were more active and enthusiastic during the process of teaching and learning through self-monitoring attention techniqu

AN ANALYSIS ON THE ERRORS IN USING SIMPLE PAST TENSE MADE BY STUDENTS AT CLASS VIII-C IN SMP TRISAKTI I MEDAN

This research is aimed to analysis on the errors in using simple past tense made by students at class VIII in SMP Trisakti I Medan. The subject of this research of the eighth grade students of SMP Trisakti I Medan. The method used in this study was descriptive analysis method to describe students’ errors and analyze the data by using formula:  x 100 %,  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 of the errors analysis process showed that students’ committed error into four types: omission,  addition, misformation, and misordering. From the frequency of each error types, showed that there are 218 errors made by the students.the most frequent error made by students is Misformation which consists of 160 errors or 73,3%,  it is followed by omission with 32 errors or 14,7%. The next is addition which consists of 15 errors or 6,7%. And the last is misordering with 11 errors or 5%

IMPROVING STUDENTS’ SKILL IN WRITING RECOUNT TEXTS BY USING PEER REVIEW STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP KATOLIK BUDI MURNI 3 MEDAN

The aim of this study is to improve students’ skill in writing recount texts and to find out the students’ responses after being taught by using Peer Review Strategy. The subject of the study is the students of Class VIII A of SMP Budi Murni 3 Medan in the Academic Year of 2017/2018. Questionnaire, observation sheet, field notes, and writing tests were used as the instruments for collecting data. The results of the study showed the significant improvement of the students’ skill in writing recount texts. It is proven by the students’ mean score of each test: pre-test is 64,68, formative test is 70,75 and post-test is 75,86. The progress is about 11,18 based on the students’ mean score. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum (KKM)) which showed that the students’ score of pre-test is 20,68%, formative test is 58,62%, and post-test is 72,41%. It can be concluded that there is a significant progress of 52% based on (Kriteria Ketuntasan Minimum (KKM)). The students also agreed with the application of Peer Review Strategy in writing recount texts. It can be seen from the result of questionnaire that there was 60% of strongly agree and 40% of agree. Therefore, the application of Peer Review Strategy is very suitable to improve students’ skill in writing recount texts

The Use of Digital Storytelling Towards Students' Competency in Writing Text

The main objective of this research is to prove whether the digital storytelling enhances and improve students writing competency. The study uses classroom action research (CAR). The data in this study are quantitative and qualitative data. The quantitative data will be collected by using the essay test. The qualitative data will be collected by using observation, field notes, and questionnaire. The score of students' writing descriptive text kept increasing from pre-test until post-test. It was proved by the data which showed that the mean of the students' score in post-test II is 86.6 (92.75%) was higher than the post-test I is 72.2 (68.75%), and also higher than the pre-test 54.8 (25%). The response of student in using digital storytelling in the agree category, it can be seen from the 15 students who passed the KKM (70) and 1 student still low of KKM. The class percentages of post-test II show improvements from the previous test; the improvement is 67.75%. The frequencies of item agree appear 110 times or (52.88%). Furthermore, it can be concluded that Digital Storytelling is effective and useful to be used in teaching writing skill, especially in Descriptive Text

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH CONTEXT CLUES STRATEGY AT THE EIGHTH GRADE OF SMP DHARMA WANITA MEDAN

Reading is one of the four language skills in English, they are listening, speaking, reading and writing. Students get bored with reading and it is very difficult for them to work with it because they do not understand how to comprehend a reading material. Thus, they need some ways or strategy which could help students’s reading comprehension on narrative text. The teacher should be creative to search for interesting strategy to teach reading comprehension on narrative text. Context Clues strategy can help the students to understand a narrative text. The objectives of this study to find out the students’ reading comprehension by Context Clues strategy. The subject of this study were the eighth grade students of SMP Dharma Wanita Medan. In conducting this research the writer used Classroom Action Research (CAR) as the method of research. The test was used to gather the quantitative data. Based on the finding of this study, it showed in pre-test only 3 students (10%) who passed KKM (the Mastery Minimum Criteria), and  post test 27 students (90%). The result of this research revealed that there was a significant improvement of the students’ achievement in the post test. This improvement was shown by the comparison between the mean scrore of pre-test (47,26), and post test (80.33). Furthermore, the students were interested in Context Clues Strategy, it can be seen from their full attention during the teaching learning process. Therefore, Context Clues Startegy was effective strategy in helping students to improve their reading comprehension especially in narrative text

IMPROVING THE STUDENTS’ READING COMPREHENSION BY USING PQ4R STRATEGY TO THE EIGHTH GRADE AT SMP NEGERI 2 PANCUR BATU

 Reading is one of the four language skills in English, they are listening, speaking, reading and writing. The students get bored in reading comprehension. Since they do not understand the text. Thus, they need some ways or strategy which could help students’s reading comprehension on narrative text. The teacher should be creative to search for interesting strategy to teach reading comprehension on narrative text. PQ4R strategy can helps the students to understand on narrative text. The objectives of this study to find out the students’ reading comprehension bu using PQ4R strategy. The subject of this study were the eight grade students of SMP 2 Negeri Pancur Batu. This research, the writer used Classroom Action Research (CAR) as the method of research. Tests were used to gather the quantitative data. Based on the finding of this study, it showed in pre-test only 4 students (11%) who passed KKM ( the Mastery Minimum Criteria), and  post test 25 students (71%). The result of this research revealed that there was a significant improvement of the students’ achievement from the pre-test to in the post test. This improvement was shown by the comparison between the mean score of pre-test (51,2), and post test (73,82). Furthermore, the students were interested in PQ4R strategy, it can be seen from the result of observation sheet and questionnaire .Therefore, PQ4R startegy was effective strategy in helping students to improve their reading comprehension especially in narrative text

IMPROVING STUDENTS’ READING COMPREHENSION BY USING INQUIRY CHART STRATEGY TO THE NINTH GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 2 MEDAN

The aim of this study is to find that Inquiry Chart Strategy works effectively on improving students’ reading comprehension and to know the students’ responses after being taught by using Inquiry Chart Strategy. In order to achieve the objectives of the study, a classroom action research was designed and carried out in this study. The participants of this study are 25 students of class IX-4 of SMP Swasta Budi Murni 2 Medan in the academic year 2018/2019. Test, observation sheet and field notes were used as the instruments for collecting data. The result of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test is 50 with 12%, formative test is 73,92 with 72%, and post test is 87,6 with 92%. And then the percentage of the students’ improvement score from pre-test to post-test was 75.2%. And the total percentage of strongly agree was 55.2%. In addition, the analysis result of the observation sheet and field notes showed that Inquiry Chart Strategy changed the students’ learning behaviour became better than before. They were more enthusiastic during the learning teaching process in each cycle. Based on the result of those study instruments, it can be concluded that using Inquiry Chart Strategy gives the improvement to the students’ reading comprehension. This strategy is suggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggests to other writers to explore other studies on Inquiry Chart Strategy to improve the students’ reading comprehension and try to apply this technique in different language skills

TEACHING VOCABULARY THROUGH MIND MAPPING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF SMP SANTO THOMAS 3 MEDAN

The aim of this study is to find whether Mind Mapping Technique works effectively on improving the eighth grade students’ achievement in vocabulary and to know the students’ responses after being taught by using Mind Mapping Technique. in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 27 students of class VIII- 81  OF SMP Santo Thomas 3 Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ vocabulary. It is proved by the students’ mean score of each test: pre-test was 65,33%, formative test was 72,59% and post-test  was 85,92% . In addition, the, the analysis result of the observation sheet and field notes showed Mind Mapping Technique channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Mind Mapping Technique  was useful to most of students to improve their learnig interest in vocabulary. Based on the results of those study instruments, it can be concluded that Mind Mapping Technique as learning technique gives the improvement to students’ vocabulary. It is recommended for English teacher to apply Mind Mapping Technique in teaching vocabulary in order to improve students’ vocabulary

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