Papers by yanna queencer
Key words: Analysis, Translation Difficulties Translating SL texts into TL texts is very importan... more Key words: Analysis, Translation Difficulties Translating SL texts into TL texts is very important for the fourth semester students of English department since it is written in a semester course plan (See Semester Course Plan in Appendix 2). This is obligatory done to get a good translation. However the fourth semester students while doing the exercises often do errors during translating the topics decided. In other words, the translation result is not satisfying the readers. To get the real facts what the students' difficuties or weakness in translation, the teacher-researcher has a purpose to search, analyze and describe the students' difficulties in translating a SL text into a TL text especially a novel with the total focus group is 34 persons, Class A. The teacher-researcher uses two kinds of research instruments that are questionnaires which consist of open and close; and test as the source of content analysis applied as a part of qualitative research method.Based on t...
Key words: Analysis, Listening, Story Listening to a story especially fable is one of activities ... more Key words: Analysis, Listening, Story Listening to a story especially fable is one of activities done by pupils. It is an interesting activity that can motivate them to listen to get some information. The same is also done by the fifth graders of SD Negeri No 074044 Dahana Bawodesolo based on their syllabus elaborated into indicators which expect them to identify the title of certain stories and to identify some specific information.To meet the indicators, the English teacher should drill the fifth graders to master micro skills of listening skill. To see a real condition of the fifth graders' ability, the teacher-researcher conducts a research entitled as written above. In the research, it is applied descriptive content analysis as her research method.In collecting the data, the teacher-researcher uses research instruments that are test and close questionnaire distributed to the fifth graders after validating them internally and externally.As a result, the fifth graders' ab...
Key words: Reciprocal Teaching Method, Reading, Writing a Good Summary A problem is found in the ... more Key words: Reciprocal Teaching Method, Reading, Writing a Good Summary A problem is found in the students' ability in Reading II that is the students of the third semester of English department of IKIP Gunungsitoli are unable to summarize what a text tells about correctly. This is caused by two factors namely the students do not know what to summarize since the students do not comprehend the text correctly. Another is the students' consideration that the more similar their writing to the writers' language, the higher mark they will obtain from the lecturer. Interestingly, the teacher-researcher conducts a research by implementing Reciprocal Teaching Method. The problem needs to be solved is the students' ability in summarizing a short story to be a good summary.To achieve the purpose of the research, the teacher-researcher applies Collaborative Classroom Action Research to search the students' ability with the total subject is 37 persons, Class C. The teacher-res...
Key Words: EYL, young learners, role play, game, puzzleThis study is aimed at describing the teac... more Key Words: EYL, young learners, role play, game, puzzleThis study is aimed at describing the teaching style of the sixth semester students of English department (the intakes 2010, 2009, 2008) in IKIP Gunungsitoli to young learners (elementary school). Based on the obtained data analysis through document analysis (interview transcripts, field notes, photographs, records, coursebooks, and films), it is found that teaching English for young learners have the same pattern during three years with different intakes. Three types of media which are interesting, funny, unique, colourful, meaningful and authentic as well as treatment (nice words and gifts), and creating role plays, games and puzzles really support a good interaction between the sixth semester students of English department and young learners. However, practically the sixth semester students still need to learn young learners' psychology to progress their skill to teach young learners.
Key words: Extensive Reading, the Third Semester Students' Ability, Summary, Drawings, Rewrit... more Key words: Extensive Reading, the Third Semester Students' Ability, Summary, Drawings, Rewritten Stories, Oral Report It should have been reading as one of the language skills mastered by the third semester students as expected in the syllabus of 2014 Curriculum. Exactly their reading activities have been begun since the students studied Reading Skill at the previous semester but in fact most of the students at that time could not show good abilities. That happened because the students studied the lecture intensively in the classroom. The students felt they were under the pressure since they were monitored and forced to do reading activities while answering available questions accurately. The reading activities were continued through Extensive Reading implementation at the third semester. The new lecture made the teacher-researcher want to see a description of the third semester students' reading comprehension ability, especially Class C as the focus group with 25 students.T...
Key Words: Error Analysis, Jumble Words, Correct Sentences Grammar or structure is very important... more Key Words: Error Analysis, Jumble Words, Correct Sentences Grammar or structure is very important in conveying ideas or opinions writtenly. This is said because grammar or structure communicates meaning. The meaning is delivered if basic elements of a sentence is constructed syntactically. The pupils of the sixth grade of SD Negeri 077278 Zari-Zari which consist of 14 persons cannot achieve what is expected by the syllabus containing English which is elaborated into basic competence. To analyze the pupils' ability to construct jumble words into correct sentences, the research is conducted by the teacher-researcher through descriptive research design which are two activities are done by the teacher-researcher, that are library activity and field activity. The teacher-researcher processes the data by identifying and classifying errors made by the pupils. As the research findings, it is found that the pupils commonly, often dominantly done by the pupils are lexical errors or misplacing sentence basic elements into correct sentences or wrong words combination, while they rarely do grammar errors. So it is recommended to the teacher in the school to think increasingly what to teach, why to teach and how to teach grammar or structure to the pupils in the right way and adjusts his teaching styles to pupils' age so the expectation of syllabus, expected characters, minimum competence criterion of basic competence can be met. In other words, the teacher is recommended to teach simpler grammar to higher levels so that it is easy for the pupils to get a better understanding.
Abstract
Key Words: Study, texts on SMS in terms of dialogue, lecturer’s question
Texts on SMS is... more Abstract
Key Words: Study, texts on SMS in terms of dialogue, lecturer’s question
Texts on SMS is not writing alike but it is much speaking since it is written in a dialogue. The result of the teacher-researcher’s analysis to the graduations’ response toward the lecturer’s question is to show the organisation and language used in informal. It is obtained from the data involving 53 texts on SMS sent by the graduations to the lecturer. Based on the obtained data, signs, symbols, numbers, contractions, non-clausal unit and etcetera are used by the graduations. What the aspects used indicates the graduations’ and the lecturer’s relationship. However, the teacher-researcher still recommends the readers to continue investigating other aspects such as social class, gender/sex, age, physical environtment, register and function of speech.
Abstrak
Kata kunci: Studi, teks SMS berupa dialog, pertanyaan dosen
Sesungguhnya teks SMS berupa dialog tidak termasuk dalam keterampilan menulis tetapi dalam keterampilan berbicara. Hasil analisa peneliti terhadap 53 SMS yang dikirim oleh para lulusan sebagai balasan dari pertanyaan seorang dosen tentang kemajuan profesi mereka menunjukkan bahwa bahasa yang dipakai tidak formal (informal), diorganisir tidak seutuhnya berdasarkan tata bahasa yang benar, menggunakan signs, symbols, numbers, contractions, non-clausal unit dan aspek lainnya. Aspek tersebut menunjukkan hubungan antara para lulusan dengan dosen tersebut. Namun demikian, peneliti menyarankan kepada pembaca agar melanjutkan menginvestigasi aspek-aspek lain seperti social class, gender/sex, age, physical environtment, register and function of speech.
ABSTRACT
Telaumbanua, Yasminar Amaerita, 2015, The Third Semester Students’ Reading Comprehensio... more ABSTRACT
Telaumbanua, Yasminar Amaerita, 2015, The Third Semester Students’ Reading Comprehension Ability through Extensive Reading Implementation Year 2015/2016.
Key words: Extensive Reading, the Third Semester Students’ Ability, Summary, Drawings, Rewritten Stories, Oral Report
It should have been reading as one of the language skills mastered by the third semester students as expected in the syllabus of 2014 Curriculum. Exactly their reading activities have been begun since the students studied Reading Skill at the previous semester but in fact most of the students at that time could not show good abilities. That happened because the students studied the lecture intensively in the classroom. The students felt they were under the pressure since they were monitored and forced to do reading activities while answering available questions accurately.
The reading activities were continued through Extensive Reading implementation at the third semester. The new lecture made the teacher-researcher want to see a description of the third semester students’ reading comprehension ability, especially Class C as the focus group with 25 students.
To see the students’ reading comprehension ability, a research was done by the teacher-researcher by conducting a qualitative research that was descriptive or content analysis. The teacher-researcher asked the students to do artistics summaries, drawings, rewritten stories and oral report in the form of portfolio after sharing, clarifying and interpreting a lot of information in the classroom as well as after reading the materials learnt and selected outside the classroom. In addition to completing the data collection, close questionnaires were distributed to the students. During one semester conducting the research, some strategies were applied as seen on p.20.
As the research findings, the students’ reading comprehension ability were in good criterion. Most of the students could make good summaries, drawings, rewritten stories and oral report. The total percentages were 68% in good and 24% in very good summaries; 60% in good and 24% in very good drawings; 40% in good, 24% in very good and 4% in excellent rewritten stories; and 60% in good, 24% in very good and 4% in excellent oral report. In other words, the students could summarize, draw, rewrite and report correctly what they have read extensively. The students checked list the close questionnaire with positive response and the response was classified into three criteria namely effective, more effective and most effective. Some conclusions are drawn as implementation of extensive reading was useful and positive to improve and develops the students’ comprehension ability especially for reading skill, vocabulary, habits for autonomous reading, general knowledge, speaking skill, writing skill, and mind concept; and extensive reading is done more effective through sharing information, artistic interpretation, making summaries, drawings, rewritten stories, and giving oral reports.
Suggestions are made as Extensive Reading should always exist in 2014 Curriculum, even when someday the curriculum will be revised with a new one, The implementation of extensive reading should be broadened to other aspects of knowledge which are not mentioned in the research, It is recommended to the lecturer to take care of clear strategies and instructions for the next teaching-learning process, and the students should develop themselves outside the classroom by autonomous reading without official instruction to do.
Abstract
Key Words: Error Analysis, Jumble Words, Correct Sentences
Grammar or structure is very ... more Abstract
Key Words: Error Analysis, Jumble Words, Correct Sentences
Grammar or structure is very important in conveying ideas or opinions writtenly. This is said because grammar or structure communicates meaning. The meaning is delivered if basic elements of a sentence is constructed syntactically. The pupils of the sixth grade of SD Negeri 077278 Zari-Zari which consist of 14 persons cannot achieve what is expected by the syllabus containing English which is elaborated into basic competence. To analyze the pupils’ ability to construct jumble words into correct sentences, the research is conducted by the teacher-researcher through descriptive research design which are two activities are done by the teacher-researcher, that are library activity and field activity. The teacher-researcher processes the data by identifying and classifying errors made by the pupils. As the research findings, it is found that the pupils commonly, often dominantly done by the pupils are lexical errors or misplacing sentence basic elements into correct sentences or wrong words combination, while they rarely do grammar errors. So it is recommended to the teacher in the school to think increasingly what to teach, why to teach and how to teach grammar or structure to the pupils in the right way and adjusts his teaching styles to pupils’ age so the expectation of syllabus, expected characters, minimum competence criterion of basic competence can be met. In other words, the teacher is recommended to teach simpler grammar to higher levels so that it is easy for the pupils to get a better understanding.
ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2015, Analysis of the Fifth Graders’ Ability in Li... more ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2015, Analysis of the Fifth Graders’ Ability in Listening to a Story of SD Negeri No 074044 Dahana Bawodesolo Year 2014/2015
Key words: Analysis, Listening, Story
Listening to a story especially fable is one of activities done by pupils. It is an interesting activity that can motivate them to listen to get some information. The same is also done by the fifth graders of SD Negeri No 074044 Dahana Bawodesolo based on their syllabus elaborated into indicators which expect them to identify the title of certain stories and to identify some specific information.
To meet the indicators, the English teacher should drill the fifth graders to master micro skills of listening skill. To see a real condition of the fifth graders’ ability, the teacher-researcher conducts a research entitled as written above. In the research, it is applied descriptive content analysis as her research method.
In collecting the data, the teacher-researcher uses research instruments that are test and close questionnaire distributed to the fifth graders after validating them internally and externally.
As a result, the fifth graders’ ability to master vocabulary is still lack of, they overgeneralize their interpretation to the story so that misinterpretation is unavoidable when answering the questions in multiple choices form, some of them can not intergrate their background knowledge and what is told in the story they listen to, they do not master two of the micro skills, and it is seen that less practice makes them have a problem in listening skill (more complete data are seen in Tables 3 – 10).
Based on the research findings, it is concluded the fifth graders’ ability in listening to a story of SD Negeri No 074044 Dahana Bawodesolo year 2014/2015 is very low although the fifth graders’ response toward the close questionnaire is very good and positive.
Of the research findings, it is suggested for the fifth graders to master vocabulary and micro skills of listening and the English teacher teaches them not in word by word. The English teacher also should guide them of how to integrate the prior knowledge with the new one to avoid overgeneralization or undergeneralization. Practice listening to the stories in action should be done regularly.
ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2014, Analysis of Translation Difficulties for the Fo... more ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2014, Analysis of Translation Difficulties for the Fourth Semester Students of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Analysis, Translation Difficulties
Translating SL texts into TL texts is very important for the fourth semester students of English department since it is written in a semester course plan (See Semester Course Plan in Appendix 2). This is obligatory done to get a good translation. However the fourth semester students while doing the exercises often do errors during translating the topics decided. In other words, the translation result is not satisfying the readers.
To get the real facts what the students’ difficuties or weakness in translation, the teacher-researcher has a purpose to search, analyze and describe the students’ difficulties in translating a SL text into a TL text especially a novel with the total focus group is 34 persons, Class A. The teacher-researcher uses two kinds of research instruments that are questionnaires which consist of open and close; and test as the source of content analysis applied as a part of qualitative research method.
Based on the research findings, it is found 1378 out difficulties in which the students tend to do errors in 6 aspects which is 678 in the kinds of translation which mostly 32.7% in verb, 145 in diction which mostly 75.17% in noun, 358 in using which mostly 36.87% in noun, 22 in writing which mostly 45.5% in adjective, 94 in meaning which mostly 74.5% in sentence, and 81 in answers which mostly 72.84% in sentence. This is supported by three levels of difficulty (difficult, more difficult, most difficult) to 1 question of 5 items for open questionnaires and 25 questions of close questionnaires that are 20.6%, 11.8%, 14.7%; and 74.1%, 47.1%, 55.9%.
On the basis of the research findings above, the students in translating a SL text into a TL text (in this case a novel), they tend to apply literal translation and free translation; semantically the students translate literal/explicit meaning in deciding what dictions are used; it is ungrammatically when constructing sentences or maintaining Indonesian style/version without considering principles of SL; in writing, it is mispelling enough, in finding out the meaning, it is on basis of TL principles and the last is the answers are inaccuracy/less accuracy.
In line with the research findings, it is suggested to the lecturers who teach translation to comprehend and analyze deeply the students’ difficulties in translating a SL text into a TL text, to the students who learn translation lectures to re-learn far better what is learnt in the classroom and directly applying in doing exercises, and to founder of YAPERTI Nias to support any lecturers to continue studying and choosing Translation major so that being a good translator is idealized by the students.
ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2013, Implementation of Reciprocal Teaching Method to ... more ABSTRACT
Telaumbanua, Amaerita, Yasminar, 2013, Implementation of Reciprocal Teaching Method to Improve the Third Semester Students’ Ability in Summarizing a Text Using Their Own Words of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Reciprocal Teaching Method, Reading, Writing a Good Summary
A problem is found in the students’ ability in Reading II that is the students of the third semester of English department of IKIP Gunungsitoli are unable to summarize what a text tells about correctly. This is caused by two factors namely the students do not know what to summarize since the students do not comprehend the text correctly. Another is the students’ consideration that the more similar their writing to the writers’ language, the higher mark they will obtain from the lecturer. Interestingly, the teacher-researcher conducts a research by implementing Reciprocal Teaching Method. The problem needs to be solved is the students’ ability in summarizing a short story to be a good summary.
To achieve the purpose of the research, the teacher-researcher applies Collaborative Classroom Action Research to search the students’ ability with the total subject is 37 persons, Class C. The teacher-researcher uses four kinds of research instruments that are observation sheets, field notes, expected characters sheets, and evaluation sheet.
Based on the research findings, it is seen in the research instruments which the students do activities as designed in the program of lecturing; the students practice predicting, clarifying, questioning, and summarizing strategies; the students develop their positive characters; and the better/higher marks found in the second cycle than in the first cycle. The lowest mark and the highest mark in the first cycle are 0 and 65, while in the second cycle are 50 and 70.
On the basis of the research findings above, the teacher-researcher finds out that Reciprocal Teaching Method improves the third semester students’ ability in summarizing a short story using their own words by implementing its steps and it is concluded that the hypothesis is proved.
In line with the research findings, it is suggested to the lecturers (whoever teaches reading, writing, vocabulary, and structure) to implement any methods to improve the students’ ability, and understand what task, test, should be done by the students during teaching them so that they are ready to learn the lectures and comprehend how meaningful lectures they learn. Then, it is recommended to the students to learn better all lectures especially in writing skills (micro skills). Lastly, it is better to future teacher-researchers not to do any researches (this aspect or possible to other aspects) related to Collaborative Classroom Action Research without teacher-collaborators, except handy cam is available to be observed/reflected.
Key Words: EYL, young learners, role play, game, puzzle
This study is aimed at describing the tea... more Key Words: EYL, young learners, role play, game, puzzle
This study is aimed at describing the teaching style of the sixth semester students of English department (the intakes 2010, 2009, 2008) in IKIP Gunungsitoli to young learners (elementary school). Based on the obtained data analysis through document analysis (interview transcripts, field notes, photographs, records, coursebooks, and films), it is found that teaching English for young learners have the same pattern during three years with different intakes. Three types of media which are interesting, funny, unique, colourful, meaningful and authentic as well as treatment (nice words and gifts), and creating role plays, games and puzzles really support a good interaction between the sixth semester students of English department and young learners. However, practically the sixth semester students still need to learn young learners’ psychology to progress their skill to teach young learners.
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Papers by yanna queencer
Key Words: Study, texts on SMS in terms of dialogue, lecturer’s question
Texts on SMS is not writing alike but it is much speaking since it is written in a dialogue. The result of the teacher-researcher’s analysis to the graduations’ response toward the lecturer’s question is to show the organisation and language used in informal. It is obtained from the data involving 53 texts on SMS sent by the graduations to the lecturer. Based on the obtained data, signs, symbols, numbers, contractions, non-clausal unit and etcetera are used by the graduations. What the aspects used indicates the graduations’ and the lecturer’s relationship. However, the teacher-researcher still recommends the readers to continue investigating other aspects such as social class, gender/sex, age, physical environtment, register and function of speech.
Abstrak
Kata kunci: Studi, teks SMS berupa dialog, pertanyaan dosen
Sesungguhnya teks SMS berupa dialog tidak termasuk dalam keterampilan menulis tetapi dalam keterampilan berbicara. Hasil analisa peneliti terhadap 53 SMS yang dikirim oleh para lulusan sebagai balasan dari pertanyaan seorang dosen tentang kemajuan profesi mereka menunjukkan bahwa bahasa yang dipakai tidak formal (informal), diorganisir tidak seutuhnya berdasarkan tata bahasa yang benar, menggunakan signs, symbols, numbers, contractions, non-clausal unit dan aspek lainnya. Aspek tersebut menunjukkan hubungan antara para lulusan dengan dosen tersebut. Namun demikian, peneliti menyarankan kepada pembaca agar melanjutkan menginvestigasi aspek-aspek lain seperti social class, gender/sex, age, physical environtment, register and function of speech.
Telaumbanua, Yasminar Amaerita, 2015, The Third Semester Students’ Reading Comprehension Ability through Extensive Reading Implementation Year 2015/2016.
Key words: Extensive Reading, the Third Semester Students’ Ability, Summary, Drawings, Rewritten Stories, Oral Report
It should have been reading as one of the language skills mastered by the third semester students as expected in the syllabus of 2014 Curriculum. Exactly their reading activities have been begun since the students studied Reading Skill at the previous semester but in fact most of the students at that time could not show good abilities. That happened because the students studied the lecture intensively in the classroom. The students felt they were under the pressure since they were monitored and forced to do reading activities while answering available questions accurately.
The reading activities were continued through Extensive Reading implementation at the third semester. The new lecture made the teacher-researcher want to see a description of the third semester students’ reading comprehension ability, especially Class C as the focus group with 25 students.
To see the students’ reading comprehension ability, a research was done by the teacher-researcher by conducting a qualitative research that was descriptive or content analysis. The teacher-researcher asked the students to do artistics summaries, drawings, rewritten stories and oral report in the form of portfolio after sharing, clarifying and interpreting a lot of information in the classroom as well as after reading the materials learnt and selected outside the classroom. In addition to completing the data collection, close questionnaires were distributed to the students. During one semester conducting the research, some strategies were applied as seen on p.20.
As the research findings, the students’ reading comprehension ability were in good criterion. Most of the students could make good summaries, drawings, rewritten stories and oral report. The total percentages were 68% in good and 24% in very good summaries; 60% in good and 24% in very good drawings; 40% in good, 24% in very good and 4% in excellent rewritten stories; and 60% in good, 24% in very good and 4% in excellent oral report. In other words, the students could summarize, draw, rewrite and report correctly what they have read extensively. The students checked list the close questionnaire with positive response and the response was classified into three criteria namely effective, more effective and most effective. Some conclusions are drawn as implementation of extensive reading was useful and positive to improve and develops the students’ comprehension ability especially for reading skill, vocabulary, habits for autonomous reading, general knowledge, speaking skill, writing skill, and mind concept; and extensive reading is done more effective through sharing information, artistic interpretation, making summaries, drawings, rewritten stories, and giving oral reports.
Suggestions are made as Extensive Reading should always exist in 2014 Curriculum, even when someday the curriculum will be revised with a new one, The implementation of extensive reading should be broadened to other aspects of knowledge which are not mentioned in the research, It is recommended to the lecturer to take care of clear strategies and instructions for the next teaching-learning process, and the students should develop themselves outside the classroom by autonomous reading without official instruction to do.
Key Words: Error Analysis, Jumble Words, Correct Sentences
Grammar or structure is very important in conveying ideas or opinions writtenly. This is said because grammar or structure communicates meaning. The meaning is delivered if basic elements of a sentence is constructed syntactically. The pupils of the sixth grade of SD Negeri 077278 Zari-Zari which consist of 14 persons cannot achieve what is expected by the syllabus containing English which is elaborated into basic competence. To analyze the pupils’ ability to construct jumble words into correct sentences, the research is conducted by the teacher-researcher through descriptive research design which are two activities are done by the teacher-researcher, that are library activity and field activity. The teacher-researcher processes the data by identifying and classifying errors made by the pupils. As the research findings, it is found that the pupils commonly, often dominantly done by the pupils are lexical errors or misplacing sentence basic elements into correct sentences or wrong words combination, while they rarely do grammar errors. So it is recommended to the teacher in the school to think increasingly what to teach, why to teach and how to teach grammar or structure to the pupils in the right way and adjusts his teaching styles to pupils’ age so the expectation of syllabus, expected characters, minimum competence criterion of basic competence can be met. In other words, the teacher is recommended to teach simpler grammar to higher levels so that it is easy for the pupils to get a better understanding.
Telaumbanua, Amaerita, Yasminar, 2015, Analysis of the Fifth Graders’ Ability in Listening to a Story of SD Negeri No 074044 Dahana Bawodesolo Year 2014/2015
Key words: Analysis, Listening, Story
Listening to a story especially fable is one of activities done by pupils. It is an interesting activity that can motivate them to listen to get some information. The same is also done by the fifth graders of SD Negeri No 074044 Dahana Bawodesolo based on their syllabus elaborated into indicators which expect them to identify the title of certain stories and to identify some specific information.
To meet the indicators, the English teacher should drill the fifth graders to master micro skills of listening skill. To see a real condition of the fifth graders’ ability, the teacher-researcher conducts a research entitled as written above. In the research, it is applied descriptive content analysis as her research method.
In collecting the data, the teacher-researcher uses research instruments that are test and close questionnaire distributed to the fifth graders after validating them internally and externally.
As a result, the fifth graders’ ability to master vocabulary is still lack of, they overgeneralize their interpretation to the story so that misinterpretation is unavoidable when answering the questions in multiple choices form, some of them can not intergrate their background knowledge and what is told in the story they listen to, they do not master two of the micro skills, and it is seen that less practice makes them have a problem in listening skill (more complete data are seen in Tables 3 – 10).
Based on the research findings, it is concluded the fifth graders’ ability in listening to a story of SD Negeri No 074044 Dahana Bawodesolo year 2014/2015 is very low although the fifth graders’ response toward the close questionnaire is very good and positive.
Of the research findings, it is suggested for the fifth graders to master vocabulary and micro skills of listening and the English teacher teaches them not in word by word. The English teacher also should guide them of how to integrate the prior knowledge with the new one to avoid overgeneralization or undergeneralization. Practice listening to the stories in action should be done regularly.
Telaumbanua, Amaerita, Yasminar, 2014, Analysis of Translation Difficulties for the Fourth Semester Students of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Analysis, Translation Difficulties
Translating SL texts into TL texts is very important for the fourth semester students of English department since it is written in a semester course plan (See Semester Course Plan in Appendix 2). This is obligatory done to get a good translation. However the fourth semester students while doing the exercises often do errors during translating the topics decided. In other words, the translation result is not satisfying the readers.
To get the real facts what the students’ difficuties or weakness in translation, the teacher-researcher has a purpose to search, analyze and describe the students’ difficulties in translating a SL text into a TL text especially a novel with the total focus group is 34 persons, Class A. The teacher-researcher uses two kinds of research instruments that are questionnaires which consist of open and close; and test as the source of content analysis applied as a part of qualitative research method.
Based on the research findings, it is found 1378 out difficulties in which the students tend to do errors in 6 aspects which is 678 in the kinds of translation which mostly 32.7% in verb, 145 in diction which mostly 75.17% in noun, 358 in using which mostly 36.87% in noun, 22 in writing which mostly 45.5% in adjective, 94 in meaning which mostly 74.5% in sentence, and 81 in answers which mostly 72.84% in sentence. This is supported by three levels of difficulty (difficult, more difficult, most difficult) to 1 question of 5 items for open questionnaires and 25 questions of close questionnaires that are 20.6%, 11.8%, 14.7%; and 74.1%, 47.1%, 55.9%.
On the basis of the research findings above, the students in translating a SL text into a TL text (in this case a novel), they tend to apply literal translation and free translation; semantically the students translate literal/explicit meaning in deciding what dictions are used; it is ungrammatically when constructing sentences or maintaining Indonesian style/version without considering principles of SL; in writing, it is mispelling enough, in finding out the meaning, it is on basis of TL principles and the last is the answers are inaccuracy/less accuracy.
In line with the research findings, it is suggested to the lecturers who teach translation to comprehend and analyze deeply the students’ difficulties in translating a SL text into a TL text, to the students who learn translation lectures to re-learn far better what is learnt in the classroom and directly applying in doing exercises, and to founder of YAPERTI Nias to support any lecturers to continue studying and choosing Translation major so that being a good translator is idealized by the students.
Telaumbanua, Amaerita, Yasminar, 2013, Implementation of Reciprocal Teaching Method to Improve the Third Semester Students’ Ability in Summarizing a Text Using Their Own Words of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Reciprocal Teaching Method, Reading, Writing a Good Summary
A problem is found in the students’ ability in Reading II that is the students of the third semester of English department of IKIP Gunungsitoli are unable to summarize what a text tells about correctly. This is caused by two factors namely the students do not know what to summarize since the students do not comprehend the text correctly. Another is the students’ consideration that the more similar their writing to the writers’ language, the higher mark they will obtain from the lecturer. Interestingly, the teacher-researcher conducts a research by implementing Reciprocal Teaching Method. The problem needs to be solved is the students’ ability in summarizing a short story to be a good summary.
To achieve the purpose of the research, the teacher-researcher applies Collaborative Classroom Action Research to search the students’ ability with the total subject is 37 persons, Class C. The teacher-researcher uses four kinds of research instruments that are observation sheets, field notes, expected characters sheets, and evaluation sheet.
Based on the research findings, it is seen in the research instruments which the students do activities as designed in the program of lecturing; the students practice predicting, clarifying, questioning, and summarizing strategies; the students develop their positive characters; and the better/higher marks found in the second cycle than in the first cycle. The lowest mark and the highest mark in the first cycle are 0 and 65, while in the second cycle are 50 and 70.
On the basis of the research findings above, the teacher-researcher finds out that Reciprocal Teaching Method improves the third semester students’ ability in summarizing a short story using their own words by implementing its steps and it is concluded that the hypothesis is proved.
In line with the research findings, it is suggested to the lecturers (whoever teaches reading, writing, vocabulary, and structure) to implement any methods to improve the students’ ability, and understand what task, test, should be done by the students during teaching them so that they are ready to learn the lectures and comprehend how meaningful lectures they learn. Then, it is recommended to the students to learn better all lectures especially in writing skills (micro skills). Lastly, it is better to future teacher-researchers not to do any researches (this aspect or possible to other aspects) related to Collaborative Classroom Action Research without teacher-collaborators, except handy cam is available to be observed/reflected.
This study is aimed at describing the teaching style of the sixth semester students of English department (the intakes 2010, 2009, 2008) in IKIP Gunungsitoli to young learners (elementary school). Based on the obtained data analysis through document analysis (interview transcripts, field notes, photographs, records, coursebooks, and films), it is found that teaching English for young learners have the same pattern during three years with different intakes. Three types of media which are interesting, funny, unique, colourful, meaningful and authentic as well as treatment (nice words and gifts), and creating role plays, games and puzzles really support a good interaction between the sixth semester students of English department and young learners. However, practically the sixth semester students still need to learn young learners’ psychology to progress their skill to teach young learners.
Drafts by yanna queencer
Thesis Chapters by yanna queencer
Key Words: Study, texts on SMS in terms of dialogue, lecturer’s question
Texts on SMS is not writing alike but it is much speaking since it is written in a dialogue. The result of the teacher-researcher’s analysis to the graduations’ response toward the lecturer’s question is to show the organisation and language used in informal. It is obtained from the data involving 53 texts on SMS sent by the graduations to the lecturer. Based on the obtained data, signs, symbols, numbers, contractions, non-clausal unit and etcetera are used by the graduations. What the aspects used indicates the graduations’ and the lecturer’s relationship. However, the teacher-researcher still recommends the readers to continue investigating other aspects such as social class, gender/sex, age, physical environtment, register and function of speech.
Abstrak
Kata kunci: Studi, teks SMS berupa dialog, pertanyaan dosen
Sesungguhnya teks SMS berupa dialog tidak termasuk dalam keterampilan menulis tetapi dalam keterampilan berbicara. Hasil analisa peneliti terhadap 53 SMS yang dikirim oleh para lulusan sebagai balasan dari pertanyaan seorang dosen tentang kemajuan profesi mereka menunjukkan bahwa bahasa yang dipakai tidak formal (informal), diorganisir tidak seutuhnya berdasarkan tata bahasa yang benar, menggunakan signs, symbols, numbers, contractions, non-clausal unit dan aspek lainnya. Aspek tersebut menunjukkan hubungan antara para lulusan dengan dosen tersebut. Namun demikian, peneliti menyarankan kepada pembaca agar melanjutkan menginvestigasi aspek-aspek lain seperti social class, gender/sex, age, physical environtment, register and function of speech.
Telaumbanua, Yasminar Amaerita, 2015, The Third Semester Students’ Reading Comprehension Ability through Extensive Reading Implementation Year 2015/2016.
Key words: Extensive Reading, the Third Semester Students’ Ability, Summary, Drawings, Rewritten Stories, Oral Report
It should have been reading as one of the language skills mastered by the third semester students as expected in the syllabus of 2014 Curriculum. Exactly their reading activities have been begun since the students studied Reading Skill at the previous semester but in fact most of the students at that time could not show good abilities. That happened because the students studied the lecture intensively in the classroom. The students felt they were under the pressure since they were monitored and forced to do reading activities while answering available questions accurately.
The reading activities were continued through Extensive Reading implementation at the third semester. The new lecture made the teacher-researcher want to see a description of the third semester students’ reading comprehension ability, especially Class C as the focus group with 25 students.
To see the students’ reading comprehension ability, a research was done by the teacher-researcher by conducting a qualitative research that was descriptive or content analysis. The teacher-researcher asked the students to do artistics summaries, drawings, rewritten stories and oral report in the form of portfolio after sharing, clarifying and interpreting a lot of information in the classroom as well as after reading the materials learnt and selected outside the classroom. In addition to completing the data collection, close questionnaires were distributed to the students. During one semester conducting the research, some strategies were applied as seen on p.20.
As the research findings, the students’ reading comprehension ability were in good criterion. Most of the students could make good summaries, drawings, rewritten stories and oral report. The total percentages were 68% in good and 24% in very good summaries; 60% in good and 24% in very good drawings; 40% in good, 24% in very good and 4% in excellent rewritten stories; and 60% in good, 24% in very good and 4% in excellent oral report. In other words, the students could summarize, draw, rewrite and report correctly what they have read extensively. The students checked list the close questionnaire with positive response and the response was classified into three criteria namely effective, more effective and most effective. Some conclusions are drawn as implementation of extensive reading was useful and positive to improve and develops the students’ comprehension ability especially for reading skill, vocabulary, habits for autonomous reading, general knowledge, speaking skill, writing skill, and mind concept; and extensive reading is done more effective through sharing information, artistic interpretation, making summaries, drawings, rewritten stories, and giving oral reports.
Suggestions are made as Extensive Reading should always exist in 2014 Curriculum, even when someday the curriculum will be revised with a new one, The implementation of extensive reading should be broadened to other aspects of knowledge which are not mentioned in the research, It is recommended to the lecturer to take care of clear strategies and instructions for the next teaching-learning process, and the students should develop themselves outside the classroom by autonomous reading without official instruction to do.
Key Words: Error Analysis, Jumble Words, Correct Sentences
Grammar or structure is very important in conveying ideas or opinions writtenly. This is said because grammar or structure communicates meaning. The meaning is delivered if basic elements of a sentence is constructed syntactically. The pupils of the sixth grade of SD Negeri 077278 Zari-Zari which consist of 14 persons cannot achieve what is expected by the syllabus containing English which is elaborated into basic competence. To analyze the pupils’ ability to construct jumble words into correct sentences, the research is conducted by the teacher-researcher through descriptive research design which are two activities are done by the teacher-researcher, that are library activity and field activity. The teacher-researcher processes the data by identifying and classifying errors made by the pupils. As the research findings, it is found that the pupils commonly, often dominantly done by the pupils are lexical errors or misplacing sentence basic elements into correct sentences or wrong words combination, while they rarely do grammar errors. So it is recommended to the teacher in the school to think increasingly what to teach, why to teach and how to teach grammar or structure to the pupils in the right way and adjusts his teaching styles to pupils’ age so the expectation of syllabus, expected characters, minimum competence criterion of basic competence can be met. In other words, the teacher is recommended to teach simpler grammar to higher levels so that it is easy for the pupils to get a better understanding.
Telaumbanua, Amaerita, Yasminar, 2015, Analysis of the Fifth Graders’ Ability in Listening to a Story of SD Negeri No 074044 Dahana Bawodesolo Year 2014/2015
Key words: Analysis, Listening, Story
Listening to a story especially fable is one of activities done by pupils. It is an interesting activity that can motivate them to listen to get some information. The same is also done by the fifth graders of SD Negeri No 074044 Dahana Bawodesolo based on their syllabus elaborated into indicators which expect them to identify the title of certain stories and to identify some specific information.
To meet the indicators, the English teacher should drill the fifth graders to master micro skills of listening skill. To see a real condition of the fifth graders’ ability, the teacher-researcher conducts a research entitled as written above. In the research, it is applied descriptive content analysis as her research method.
In collecting the data, the teacher-researcher uses research instruments that are test and close questionnaire distributed to the fifth graders after validating them internally and externally.
As a result, the fifth graders’ ability to master vocabulary is still lack of, they overgeneralize their interpretation to the story so that misinterpretation is unavoidable when answering the questions in multiple choices form, some of them can not intergrate their background knowledge and what is told in the story they listen to, they do not master two of the micro skills, and it is seen that less practice makes them have a problem in listening skill (more complete data are seen in Tables 3 – 10).
Based on the research findings, it is concluded the fifth graders’ ability in listening to a story of SD Negeri No 074044 Dahana Bawodesolo year 2014/2015 is very low although the fifth graders’ response toward the close questionnaire is very good and positive.
Of the research findings, it is suggested for the fifth graders to master vocabulary and micro skills of listening and the English teacher teaches them not in word by word. The English teacher also should guide them of how to integrate the prior knowledge with the new one to avoid overgeneralization or undergeneralization. Practice listening to the stories in action should be done regularly.
Telaumbanua, Amaerita, Yasminar, 2014, Analysis of Translation Difficulties for the Fourth Semester Students of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Analysis, Translation Difficulties
Translating SL texts into TL texts is very important for the fourth semester students of English department since it is written in a semester course plan (See Semester Course Plan in Appendix 2). This is obligatory done to get a good translation. However the fourth semester students while doing the exercises often do errors during translating the topics decided. In other words, the translation result is not satisfying the readers.
To get the real facts what the students’ difficuties or weakness in translation, the teacher-researcher has a purpose to search, analyze and describe the students’ difficulties in translating a SL text into a TL text especially a novel with the total focus group is 34 persons, Class A. The teacher-researcher uses two kinds of research instruments that are questionnaires which consist of open and close; and test as the source of content analysis applied as a part of qualitative research method.
Based on the research findings, it is found 1378 out difficulties in which the students tend to do errors in 6 aspects which is 678 in the kinds of translation which mostly 32.7% in verb, 145 in diction which mostly 75.17% in noun, 358 in using which mostly 36.87% in noun, 22 in writing which mostly 45.5% in adjective, 94 in meaning which mostly 74.5% in sentence, and 81 in answers which mostly 72.84% in sentence. This is supported by three levels of difficulty (difficult, more difficult, most difficult) to 1 question of 5 items for open questionnaires and 25 questions of close questionnaires that are 20.6%, 11.8%, 14.7%; and 74.1%, 47.1%, 55.9%.
On the basis of the research findings above, the students in translating a SL text into a TL text (in this case a novel), they tend to apply literal translation and free translation; semantically the students translate literal/explicit meaning in deciding what dictions are used; it is ungrammatically when constructing sentences or maintaining Indonesian style/version without considering principles of SL; in writing, it is mispelling enough, in finding out the meaning, it is on basis of TL principles and the last is the answers are inaccuracy/less accuracy.
In line with the research findings, it is suggested to the lecturers who teach translation to comprehend and analyze deeply the students’ difficulties in translating a SL text into a TL text, to the students who learn translation lectures to re-learn far better what is learnt in the classroom and directly applying in doing exercises, and to founder of YAPERTI Nias to support any lecturers to continue studying and choosing Translation major so that being a good translator is idealized by the students.
Telaumbanua, Amaerita, Yasminar, 2013, Implementation of Reciprocal Teaching Method to Improve the Third Semester Students’ Ability in Summarizing a Text Using Their Own Words of English Department of IKIP Gunungsitoli Year 2013/2014
Key words: Reciprocal Teaching Method, Reading, Writing a Good Summary
A problem is found in the students’ ability in Reading II that is the students of the third semester of English department of IKIP Gunungsitoli are unable to summarize what a text tells about correctly. This is caused by two factors namely the students do not know what to summarize since the students do not comprehend the text correctly. Another is the students’ consideration that the more similar their writing to the writers’ language, the higher mark they will obtain from the lecturer. Interestingly, the teacher-researcher conducts a research by implementing Reciprocal Teaching Method. The problem needs to be solved is the students’ ability in summarizing a short story to be a good summary.
To achieve the purpose of the research, the teacher-researcher applies Collaborative Classroom Action Research to search the students’ ability with the total subject is 37 persons, Class C. The teacher-researcher uses four kinds of research instruments that are observation sheets, field notes, expected characters sheets, and evaluation sheet.
Based on the research findings, it is seen in the research instruments which the students do activities as designed in the program of lecturing; the students practice predicting, clarifying, questioning, and summarizing strategies; the students develop their positive characters; and the better/higher marks found in the second cycle than in the first cycle. The lowest mark and the highest mark in the first cycle are 0 and 65, while in the second cycle are 50 and 70.
On the basis of the research findings above, the teacher-researcher finds out that Reciprocal Teaching Method improves the third semester students’ ability in summarizing a short story using their own words by implementing its steps and it is concluded that the hypothesis is proved.
In line with the research findings, it is suggested to the lecturers (whoever teaches reading, writing, vocabulary, and structure) to implement any methods to improve the students’ ability, and understand what task, test, should be done by the students during teaching them so that they are ready to learn the lectures and comprehend how meaningful lectures they learn. Then, it is recommended to the students to learn better all lectures especially in writing skills (micro skills). Lastly, it is better to future teacher-researchers not to do any researches (this aspect or possible to other aspects) related to Collaborative Classroom Action Research without teacher-collaborators, except handy cam is available to be observed/reflected.
This study is aimed at describing the teaching style of the sixth semester students of English department (the intakes 2010, 2009, 2008) in IKIP Gunungsitoli to young learners (elementary school). Based on the obtained data analysis through document analysis (interview transcripts, field notes, photographs, records, coursebooks, and films), it is found that teaching English for young learners have the same pattern during three years with different intakes. Three types of media which are interesting, funny, unique, colourful, meaningful and authentic as well as treatment (nice words and gifts), and creating role plays, games and puzzles really support a good interaction between the sixth semester students of English department and young learners. However, practically the sixth semester students still need to learn young learners’ psychology to progress their skill to teach young learners.