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JETAFL (Journal of English Teaching as a Foreign Language)ISSN: 2459-9506

JETAFL Publishing, December 2015


Politeness Strategies Used by Speakers of Sahap Simalungun (SS) in Kecamatan Raya

Christian Neni PurbaFaculty of English Education, University of HKBP Nommensen Pematangsiantar

Abstract: The objectives of the study are to identify types of Politeness strategies, the realization of strategies in Simalungunese and reasons of politeness strategies used by speakers of Siporkas. The approach in this study is based on Politeness theory by Brown and Levinson (1987); bald on record, positive politeness, negative politeness and off-record strategy. The method of this research employed qualitative design. The subjects or the data source are taken from the natural setting of people who live and grow in Simalungun who use Sahap Simalungun in daily conversations. All written data are the transcriptions of recorded observation and interview. The data are taken from observation using audio visual recorder. The findings prove that four types of Politeness strategies are applied by the speakers of Siporkas. The Simalungunese in Siporkas expresses their politeness using address terms/kinship forms and pronouns, using particles, deference and fluctuation of intonation, selecting words, using metaphor and indirect speech. Sahap Simalungun applies the four types of politeness in their interaction. Nine types of fifteen politeness strategies are applied based Brown and Levinson’s theory. The reasons are culture and ideology of Simalungun to make both Speaker and Hearer getting closer each other to build a good relationship.Keywords: Bald Record, Context, Negative Politeness, Off Record, Politeness Strategies

I. INTRODUCTIONLanguage as a communication tool has an important role in human interaction. All human

beings were born to have language in order to build good relationship in the form interaction for doing everything desired in the world by avoiding war but creating sense of peace. Indonesia is one of religious nations in the world that believes that there is a supernatural power of their creator and being itself as creation from nothing to be something. They call the supernatural power God, has unlimited power. Human being was created as God imagine to do many good things in the world include to construct a harmonious relationship among the creations. God is good, so as imagine of God human being essentially is a good person who love peace as God is peace. Building a good relationship among them is an essential instrument that called language. We use language to express inner thoughts and emotions, make sense of complex and abstract thought, ideas, desires, feeling to learn to communicate with others, to fulfill our wants and needs, share experiences as well as to establish rules and maintain our culture. Similarly, Brown and Yule (1988) indentify two main function of language: the transactional (information-transferring) function and the interactional (maintenance of social relationships) function.

Language can be defined as verbal, physical, biologically innate, and a basic form of communication. Behaviourists often define language as a learned behaviour involving a stimulus and a response. Often times they will refer to language as verbal behaviour, which is language that includes gestures and body movements as well as spoken word

JETAFL Publishing, December 2015 Page 1


Language can identify themselves as the label of human being, fellow human beings, the environment, science, and moral values or religion. No matter where you live, or what you are doing every day that there is definitely one thing you do all day that you speak. Starting from the first is ―It's time to wake up?" Until the last say Good night, I had to sleep. All you do is talking. In the bedroom, bathroom, kitchen, hallway, buses, cars, shops, markets, offices, schools, factories, conference you spoke. To couples, families, friends, neighbors, co-workers you talk. This is what humans do almost without interruption and often without being aware of the importance of language in human life. The ability to communicate is one thing that distinguishes us from other creatures. We are human and we talk. We need to realize how our live truly filled with the words, the power of words, important and significant (Tripp 2004:9). In a casual conversation over coffee, in a tense conversation at the airport, in defending themselves why we were late coming home, or why not completing work tasks. We need to speak. In teaching children or engaged in an altercation, during a debate in parliament, loud discussion with a friend, talking human being. Words can express our existence and our relationship. Words are able to form our observations and explain our experience. We are also able to know others through conversation. We speak because want to know and to know we speak. Talking is not cheap because interpreting is not easy. How do we interpret life determine how we respond. Finally, Language is a system that is able to bridge the feelings and thoughts of men, and the introduction of each human interest and needs of one another.

A collective theme to identify some of the ethic group who live and come from Tapanuli and East Sumatra, North Sumatra classified as Batak are Toba, Karo, Pakpak, Simalungun, Angkola, and Mandailing. Simalungunese general bounded by customs. Someone who does not perform or live according to Batak‘s culture, s/he named lang maradat uncivilized person. Simalungunese people are concerned much to the context of the speech whether s/he was talking with colleagues, elders or penatua etc. In Simalungun language ‗polite‘ is called hamat/porman. There is a proverb that saying Hamat martondong, hamat marsanina. It means to maintain harmony in the society in recognition of each individual must respect one another in order to avoid conflict by using impolite/junggar. Karonese call mehamat or porman. The structure of Simalungun society combined in term of Tolu Sahundulan, lima Saodoran consists of Tondong, Boru, Sanina, Tondong ni Tondong and Boru.

Although Simalungun often categorized into Suku Batak but Sahap Simalungun or Simalungun Language (SS) dialectically is different from Bahasa Toba (BT) and Bahasa Karo (BK). Batak Toba people often do not understand Sahap Simalungun, otherwise the Simalungunese is easier to be understood Bahasa Toba by giving different sense of meaning. Sianturi (2012) found the word ho showing a close relationship even unequal ages. In SS word ho refers to a younger than the speaker, even s/he is a foreigner. Marobu/pantang or impolite used ho to someone who older than the speaker, because in SS it used for equal or younger one but already close. For example the following sentence:

(1) BT: Ho Debata (showing a close relationship among man and human)SS: Ham Naibata ‗You are God’(2) BT: Jam piga nangkaning dijemput ho tuson pa?SS: Jam piga nokkan ham ijemput, Pa? ‗what time were you picked up, Dad?’(3) BT: Jurusan aha do ho, kak (close relationship)SS: Ai jurusan aha do, kakak? ‗what is your major, sister?’



(4) BI: Saya yang akan menyalam diaSS: Au ma holi manalam inang Pikar Pendetanta. ‘i will shake her hand’

In Simalungun sentence (1), (2), (3), and (4) considered impolite because using ho and dia because of some reasons ‗Debata or Naibata‘ is the King, King of all Kings. We must honor and respect Thy name in the world. Dia refers to a woman who is a servant of the church. Analyzing from the view of Simalungun, the speaker do not to respect the addressee. The speaker should say I will shake hands of the Vicar. This case happened in area of Simalungun, the listeners are Simalungunese. They will definitely polemical and assume that the speaker does not know the manner how to speak politely. The introduction of various differences provides potential that Simalungu‘s style is different from other Batak languages.

Based on the background, the researcher formulates the problems are as the following:1. What are the types of politeness strategies used by the speakers of Simalungunnese in Siporkas Kecamatan Raya?2. How are politeness strategies realized in linguistic features used by the speaker of Simalungunnese in Siporkas Kecamatan Raya?3. Why are those politeness strategies used in that way in Siporkas Kecamatan Raya?

The main aspect of this study is to find out a research realization of politeness strategies used by Simalungunese in daily conversation. In this case, the researchers chose dialect Raya exactly in Siporkas, Kecamatan Raya because it is closer and strong cultural identity of Simalungun. There is still out of many acculturations to affect this dialect. The characteristic of Simalungun close enough by listening pronunciation, intonation, melodious and choppy, we can feel ‗ahap/sense‘ of Simalungun. It supported also by layout of its geographical. Unlike the dialect Silimakuta that is more influenced by Karo language because it bordered by Karo. Topi Pasir dialect is affected by Bahasa Toba. Dialect Jahe-jahe influenced by Malay. The native speakers of Simalungun politeness limited for those who live longer even born in Siporkas, Kecamatan Raya, Kabupaten Simalungun.

The main aspect of this study is to find out a research realization of politeness strategies used by Simalungunese in daily conversation. In this case, the researchers chose dialect Raya exactly in Siporkas, Kecamatan Raya because it is closer and strong cultural identity of Simalungun. There is still out of many acculturations to affect this dialect. The characteristic of Simalungun close enough by listening pronunciation, intonation, melodious and choppy, we can feel ‗ahap/sense‘ of Simalungun. It supported also by layout of its geographical. Unlike the dialect Silimakuta that is more influenced by Karo language because it bordered by Karo. Topi Pasir dialect is affected by Bahasa Toba. Dialect Jahe-jahe influenced by Malay. The native speakers of Simalungun politeness limited for those who live longer even born in Siporkas, Kecamatan Raya, Kabupaten Simalungun.

There are some previous researches such as: Murni (2009) that used Watt‘s approach found firstly, in both speech act requesting for information and expressing disagreement, mood, pronoun, politeness marker, hedges, committers, and down toner were used by the members. Secondly, the realization of politic behaviors use of: a) interrogative and imperative moods in requesting for information and the use declarative mood for expressing disagreement; b) pronoun in which the in-group is distinguished from the out-group; c) politeness markers; d) committers. Thirdly, the realization of polite behavior are the use of; a) declarative mood in requesting for



information, interrogative and imperative moods in expressing disagreement; b) pronoun in which the in-group and out-group are seen as a unity; c) hedge; d) down toner.

Agustina (2012, the finding showed that all the types of Politeness strategies were applied in Javanese wedding ceremony. The percentage of positive politeness was 54.21%, bald- on record was 33.16%, negative politeness was 8.95% and off-record was 3.68%. The most dominant type of politeness strategies used was positive politeness strategy. It was used because Javanese people try to satisfy the hearer and avoid conflicts with other people. They also applied it to make both families get closer each other, so there was no distance between them. They endeavor to maintain social harmony and solidarity between bride‘s family and bridegroom‘s family during wedding ceremony.

Utterances emerged from the use of language by one to another in spoken or written form. They formed in the community that un-separated from the cultural context, and norms established in the community in a short time. The speech act can be a sentence or phrase such as command, prohibition, approval, questions, objections, ask and others. Speech acts divided into two major groups, namely direct and indirect speech acts. Simalungun tribe usually tend to use indirect speech which is influenced by the 'ahap' which is not easy to act spontaneously or command system, over thinking things will happen from the effects of speech acts are expressed just like Javanese culture. The speech act cannot separate from the context of its speakers and its purpose. In a speech act is required creations in order to avoid conflict in the interaction, which express with politeness strategies in speaking. Each speaker has a real creative freedom in realizing politeness. There are parameters that become the benchmark that is used to identify each utterance was polite or not, directly or indirectly. In the end, the ultimate goal of the process is to create a positive culture that affects the harmony and avoid the negative things that can reduce or impair the quality of its own speech in communication. The outline of the theoretical framework has illustrated through Figure 1 below:

Utterances

Context

Direct Speech Acts Indirect

Politeness Strategies

Politeness Parameters

Realization of Politeness

Figure 1. The Conceptual Framework



II. THEORETICAL REVIEW

2.1 PolitenessThe concept of politeness varied that it becomes not easy to formulate a single definition of

it. However, it is only when the attention is focused on the reason for politeness rather than what politeness is that the concept can be understood. Bayraktaroglu (1991:5) observes that Lakoff, for instance, concentrates on the supportive features of politeness and says that politeness is for ―reaffirming and strengthening relationships‖ (Lakoff 1973:298). Leech goes for the protective side of politeness and proposes that it is used to ―avoid strategic conflict‖ (1977:19).

Leech (1980:19) politeness is "strategic conflict avoidance" which‖ can be measured in terms of the degree of effort put into the avoidance of a conflict situation". Brown and Levinson (1978:61) describe politeness "as a complex system for softening face threats". Politeness is therefore a term to refer to the strategies available to interact and to defuse the danger and minimalist the antagonism.

Arndt and Janney (1985:282) politeness is "interpersonal supportiveness". Politeness is one of the constraints on human interaction, whose purpose is to consider others' feelings, establish levels of mutual comfort and promote rapport. Ide (1989:22) politeness is "language associated with smooth communication".

Watts argues "the very fact that politeness is a term that is struggled over in the present, has been struggled over in the past and will, in all probability continue to be struggled over in the future should be the central focus of a theory of politeness. Investigating politeness is the only valid means of developing a social theory of politeness (p.50-53).

2.2 Politeness Strategies2.2.1 Bald on record

We directly address the other as a means of expressing our needs. It is usually used inemergency situations, regardless of who is being addressed, such as ―Don‘t touch that! Get out of here!‖ This bald-on record form may be followed by expression like ―please and would you‖ which serve to soften the demand and are called mitigating devices. Bald on-record strategies usually do not attempt to minimize the threat to the hearer‘s face, although the ways that bald on-record politeness used in trying to minimize face-threatening acts implicitly. Often using such a strategy will shock or embarrass the addressee, and so this strategy more often utilized in situations where the speaker has a close relationship with the audience, such as family or close friends.

2.2.2 Off recordThe final politeness strategy outlined by Brown and Levinson (1987) is the indirect

strategy; this strategy uses indirect language and removes the speaker from the potential to be imposing. For example, a speaker using the indirect strategy might merely say ―wow, it‘s getting cold in here‖ insinuating that it would be nice if the listener would get up and turn up the thermostat without directly asking the listener to do so. We utter no word but give hints. For example, when we need to borrow a pen, we just search rather obviously through our pocket and then rummage in our bag. Even if we need to say something we do not actually have to ask foranything. We might just simply say: ―Uh, I forgot my pen‖.



2.2.3. On record Positive PolitenessPositive politeness strategies seek to minimize the threat to the hearer‘s positive face. They

are used to make the hearer feel good about himself, his interests or possessions, and are most usually used in situations where the audience knows each other fairly well. In addition to hedging and attempts to avoid conflict, some strategies of positive politeness include statements of friendship, solidarity, compliments.

2.2.4 Negative politeness strategiesNegative politeness strategies are oriented towards the hearer‘s negative face and

emphasize avoidance of imposition on the hearer. These strategies presume that the speaker will be imposing on the listener and there is a higher potential for awkwardness or embarrassment than in bald on record strategies and positive politeness strategies. Negative face is the desire to remain autonomous so the speaker is more apt to include an out for the listener, through distancing styles like apologies. This leads the speaker to appeal to a common goal and even friendship through expressions such as, ―How about letting me use your pen?‖. Such on record expression often represents a greater risk for the speaker to get a refusal. The most typical form used is a question containing a modal verb such as in, ―Could you lend me a pen? Negative politeness is typically expresses via questions, even questions that seem to ask for permission to ask question (e.g. May I ask you if you have an extra pen that I could borrow?).

The positive politeness strategy shows that the hearer has a desire to respect. It also confirms that the relationship is friendly and expresses group reciprocity. Brown and Levinson (1987:103-129) listed 15 politeness strategies. (1) Notice, attend to H (his interest, want, need, goods), (2) Exaggerate (interest, approval, sympathy with H), (3) Intensify interest to H, (4) Use in-group identity markers, (5) Seek agreement, (6) Avoid disagreement, (7) Presuppose/raise/assert common ground, (8)Joke; Wow, that‘ s a whooper!, (9) Assert or presuppose S‘s knowledge of and concern for H‘s wants, (10) Offer, promise; If you wash the dishes, I‘ll vacuum the floor. (11) Be optimistic; ―I‘ll just come along, if you don‘t mind‖, (12) Include both S and H in the activity, If we help each other, I guess, We‘ll both sink or swim in the course, (13) Give (or ask for) reasons, (14) Assume or assert reciprocity, (15), Give gifts to H (good, sympathy, understanding, cooperation).

2.3 The Scale of PolitenessLeech (2005:6-7) distinguish the two scales to see a politeness utterances. They are

absolute and relative scales. An absolute scale contains the intent of a context, which demands their speakers to be polite in speaking, for example when someone saying ―thanks‖. On the other hand, the relative scale of politeness arises because influenced by norms or more in certain community.

Kachru & Smith (2008:42) set out along which politeness functions and the instruments or verbal strategies used to display politeness. The parameter is value, status, rank, role, power, age, sex, intimacy, kinship, group membership.

2.4 Simalungun Culture and societyIn Simalungun, the layer or structure of society consists of Tondong, Boru, Sanina,

Tondong ni Tondong and Anak boru mintori (boru ni boru). It called ‗Tolu Sahundulan, Lima Saodoran). A kinship determined by consanguinity (blood relationship). Determining the generation Simalungun clan has to use his father's surname. It contrast to Minang‘s culture which



determined by maternal lineage. In this case the determinant derived from a generation name called morga/clan for men and boru for women. They inherit their father‘s clan automatically. Karo calls it merga and beru. In Simalungun, someone forbidden to marry the son/daughter who has the same morga or we can say it ‗semarga‘.

2.5 Sahap SimalungunSahap Simalungun influenced by geographical and historical background regional.

Geographically is located in the middle of North Sumatra province, which is on the slopes of the Bukit Barisan characterized by Dolok Sipiso-piso, Dolok Singgalang, Dolok Simbolon and Dolok Simarjarunjung. Simalungun lies between 02°36' - 03°18' LU dan 98°32' - 99°35'BT. The height everage level is 20-1.400 M on the sea. Simalungun district boundaries are as follows : on the North is bordered by Kabupaten Deli Serdang, on the West is bordered by Kabupaten Karo, on the South boarded by Kabupaten of North Tapanuli, on the East boarded by Asahan.

Guntur Tarigan devided the dialect of Simalungun language into four main dialect, they are Sin Silimakuta, Sin Raya, Sin Topi Pasir (Horisan), Parjahe-jahe dialect. Parjahe-jahe has some clear phonetic differences. These differences however do not prevent Simalungun people from different understanding one another. They can identify the geographical area from native speaker dialect (Tideman 2014).

Sahap Simalungun has a number of phonemes. They exist in the form of some consonants and diphthongs; /ou/, /ei/, and /ui /, /h/, /d/, /g/ and /b/, all located at the end of the word. Phoneme /ou/ can be seen in the word; botou, horbou, pisou, magou, kahou’, sopou, lahou, lopou, babou, and dilou. Then phoneme /ei/; lobei, hitei, bogei, dogei, atei, and buei. Phoneme /ui/ found in tondui, apui, babui. Sahap Simalungun also has the final phoneme /h/ as in the word daroh, babah, dilah, soh, and gogoh.

There were difference category of language in Simalungun previously; (a) language levels refers to the status. It is divided into two, namely as kings, aristocratic language, ordinary people and slaves language. There were significant terms that use among kings kingdom area. Languages used by people who fellow age the language of a general nature. Younger deserves honored by feeling or substitutions, (b) Lamentation or condolence. The language used when misfortune befalls, mourn (c) teachers, shaman or datu/guru-guru (d) Language symbols of thread. Language symbol of black yarn delivered by a girl to a young man means courtship rejected. While the common thread that sent a young man to a mean girl to death although he will still fight for love all the effort and ability. White- thread was sent by both party means mutually accept the proposal or proposal. How to send it called ‗onja-onja‘. (e) Ceremonial and poetry. In ceremonies (marriages, funerals) and the language of poetry uses a variety of style and thimble, such as for instance, umpasa/rhymes, tudosan/associations, usihan/ comparison, limbaga/thimbles, alinan/proverbs, saligan/proverb, and ongonan/pemeo, (f) word classification.

III. RESEARCH METHOD

3.1 Research DesignThis research includes the kind of descriptive qualitative research. It has the natural setting

as the direct source of the data to describe the original situation. The researcher is the key instrument. Researcher search and start point to emphasizes on quality traits of natural meaning and phenomena in society. Generally, the qualitative method stated that the research methods



and issue that not designed or designed using statistical procedures. The qualitative research which is certain traditions in the social sciences is fundamentally dependent on human observation in the region themselves and connect with the community through its language and terms. The research solely based on the use of language in a communicative.

3.2 Data and Source of DataThe data of the study were the utterances gathered from the conversation. Researchers

search in depth about the activities of people in a particular place. The participant selected based on some considerations and specific purpose or with the term purposive sampling. There are no criteria are as follows to find clear data. The subject of this study were 10 (ten) native speakers of Simalungun. They were born, grown up in Simalungun family, and live in Simalungun. They use Sahap Simalungun as their mother tongue among the community. They have sense and prior knowledge of Simalungun language. Their organ speech is completely, and can produce or pronounce words, phrase, sentence the language correctly and accurately. All of them are healthy. The range of their age is 55-75 years old. Married or marry Simalungun man/woman of Simalungun. Most of them earn living as farmer and some of them as vendor, teacher at primary school (retired or active) in huta Siporkas.

Data themselves appear in the form of words, phrases or sentences which are taken from the participant‘s utterances recorded while the researcher holding the real conversation in daily life. The data is taken from observation and natural interaction of participants.

3.3 The Instrument of Data CollectionIn qualitative research, the instrument of the research is researcher. A qualitative researcher

is as a human informant, she serves to fix the focus of research, selecting informants as a source of data, data collection, assessing the quality of data, analysis of data, interpret the data and make conclusions on findings. Lincoln and Guba (1986) state: ―The instrument of choice in naturalistic inquiry is the human. We shall see that other forms of instrumentation used in later phases of the inquiry, but the human instrument is the initial and continuing mainstay. But if the human instrument has been used extensively in earlier stages of inquiry, so that an instrument can be constructed that is grounded in the data that the human instrument has product‖.

3.4 The Technique of Data CollectionTechnique of data collection is the most important step in the study. The main purpose of

collection data is to get the standards of data. Data collection will take in a various settings (natural setting), various sources, and various ways. (Sugiono, 2011: 308-309). There are two types of data source are primary sources and secondary sources. Primary data is the data taken from the participants directly. The secondary data is data from other resources such as book, another who knows the issue of the research. Researchers conducted participatory observation technique or passive participation observation or non-intervention observation. Researcher is not involved in these activities. Doing this observations the data will be more complete, sharp and to afford knowing the level of each apparent meaning. Interpretations written as a field notes which is help the researcher to know the natural settings. Researcher stays in informants‘ house. She participates together with the informants‘ daily activities. They have allowed researchers to do so.

In this case, the data will get directly from the subject by doing observation on the natural conversation. The observer will record the natural conversation naturally by using using audio-



visual recorder; it is useful to observe the tone and face of the speaker to utter the act. In order for getting the valid data, there will be an interview with some Penatua Adat of Simalungun (the expert of Simalungunese; Head of Partuha Maujana Simalungun Raya) or cultural observers for getting and understanding Sahap Simalungun.

3.5 The Technique of Data AnalysisIn this study, researchers used the data analysis steps by Miles and Huberman (2014:10-

12). According to Miles and Huberman, there are three activities in analyzing the data, namely(1) data reduction; This refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field note or transcriptions. (2) Display data, to draw conclusions from the mass of data, Miles and Huberman suggest that a good display of data, in the form of tables, charts, networks and other graphical formats is essential. This is a continual process, rather than just one to be carried out at the end of the data collection, (3) and conclusion drawing / verification. The analysis should allow you to begin to develop conclusions regarding your study. These initial conclusions can be verified, that is their validity examined through reference to your existing field notes or further data collection.

3.6 The Trustworthiness of the StudyThe test data validity in qualitative research included credibility, transfer ability,

dependability, confirm ability. Transferability; results or finding of the study can be used in other contexts. Dependability; audit all the research process Confirm ability; entails full revelation of the data upon which all interpretations based, or at least the availability of the data for inspection.

Triangulation is qualitative cross-validation. It assesses the sufficiency of the data according to the convergence of multiple data sources or multiple data collection procedures (William Wiersma, 1986). The researcher can see and gather information from different point of view. Investigator triangulation is the data source of the truth of certain information through a variety of methods and sources of data acquisition.

IV. DATA ANALYSIS AND FINDINGS

4.1 Data Analysis

This study deals with politeness strategies used by Simalungunnese speakers in Siporkas.The observation was faced in informal situation or in a natural setting directly.

Table 4.1 Types of Politeness Strategies in Simalungunese

Types of Simalungun Languagestrategies

Bald Record (1) Ing : naha do nasiam minum?‘do you want to drink’

Bp : padear!‘yes, I do’

Ez : iakk…[Expressions of surprised]




Bp : namarbual-buali aha pala salahni ai?‗it does not matter to have a cup of tea while talking’

Ing: [smiling]

(2) Ing : mahua do ai?‘what is going on’

Epin: bois dodotni…tangis.‘he is crying because his tea is consumables’

Ing: Idakk… (silent). Ge nai inono-nonoi indung ni ai do hassa nim‘eventough like that, his mother is still doing nothing’

Ing : nahi gula!‘add some sugar’

Epin: Milas!‘it’s hot’

Off-Record (3) loja tumang huahaphon manorih halak on.I am so tired seeing their tempered’

(4) Halak on na dajalan‘they are so naughty’

(5) Seng i botoh mangidah anggo seng ni bere.‘he do not know if you don’t ever show it.

(6) Ho bam do gula?‘do you like a cup of tea’

(7) manggotik-gotik huahap boltokku‘i have got stomacache’

(8) Seng pak, hirik do!‗he is not brave, a cricket!

(9) Lampu on pe lalap do manombo-nombou.(10) Tanoh gobang!

‘a dessert or unfertile soil’

(11) Sarjana guling-guling.‘a poor academia’

Positive (12) Bp: aihh…ganteng ni in lo…Ise mamboli jaket mu in?Politeness ‘you are so handsome, who bought it?’

Gr Son: [smiling]Bp: malas ma uhurmu, parumaen domma rumah baru nasiam. Songon

on ma homa banggalni.‘my daughter in law…You are so happy because you have alreadyhad a new house. It is big enough’




Ing: Ganup do maningon ihamalas uhur hon, Pa..‗i use to say thankfull for everything that i’d have, uncle’

(13) ya kkk… se hat do pe idaon bapa on, je nges do tongbohini‘he is looking better from his face’

(14) sadiha mambayar, Mak Dea?‘how much will it be paid, Dea’s Mom?’

(15) Ing: Ija boi masuk. Tolu ratus sadia nim testing?‘ how come, there are about 300 students’ ‘

Robet: Tolu ratus pitu pitu.‘there are three hundreds and seventy seven students’

Ing : Aa….?‘perdon me, how many?’

Robet: Tolu pitu-pituIng: Tolu ratus pitu puluh pitu na testing no 75 ma ia… dassa.

‗from 377 students all together, he is the 75th’Ez: Anggo no 75 kan domma enak…domma dohor ai.

‗he is the 75th, it means he has a change’(16)

Man : sai, i Kahean ma nasiam tading?‘so, do you live in Kahean?’

Ing : alo, tapi marjuma do hansa hanami ijai.‘yes, but we grow plants there only’

(17) I: Iminum teh in lo…holi soppat idilat porkis da. (laughing)‗please, have your tea, it will be tasted by ants first’

Ank: Minum the in lo…Dinum do…darohku do in na idurushon lahoumangkop-kop nasiam.

‘let’s drink! this is my blood that i’ve given to save you’(18) Ing : I labung ni parpogeian tua ai hanima marsolpot lo.

Ijai dong do leto.‘you may go to my ginger land hunting birds, there arebirds

Edut : Sada do! ‘just a little’I2 :Ailah anggo dapot, bahat do ijai.

‘it’s thankfull if you get one of them’Bp : Han juma ni si aha ai ge ra do do roh hunjai tene.

‘the birds come from another farm, don’t they?’




I2 : Emmm… ‘yup..’(19) Ing : Tolu ratus tolu puluh pitu ma sidea na ujian ai. Ia pa pitu

puluh lima hon.‘there are 377 students taking the exam. He got 75th rank’

Ing2 : Jai, anggo das do ai rangking 75, piga kalas buaton?‘he got the 75th rank. How many classes are taken?’

Robet : Dua…‘they are two class rooms’

Ing : Ai lang daot ai nari, masuk do ia.‗he will pass it’

(20) I2: Ehhhh…etama..girah do ‗porot‘? ‘let’s go, it’s better going faster’I: Huja?

‘where is?’I2: Ase hu taruhhon ugas hu ai hunjon. ‗i will bring them here‘

I: E‘he…bahat do? ‗how much are they?’ I2: Lang…. ‗not too much‘(21) Ing: Nikku ai na huaksud da merah ma da.Lang maksud hu ai, sanggah poso pe, lasina ai ibuat merah ni ai, assi do sonai?

‘i mean red chili. i want to know is it appropriate taking the seed when it has the first fruits, could be so?’An: Lang, anggo boi memang partongahan umur ma buah paopathon

atap palimahon ia ulang bai panen patama ge, mittor ibaen bibit cabe.Halani matang ma ge umur ni cabe ai anggo domma mngutippaopathon atap palimahon.‗no, it‘s better to select the fruits after the first fruit, its better the 4th or5th harvest because the age of chili is mature enough to be selected asseed‘

Negative (22) boi do iakkat ho kaen ni tua in, nang?Politeness ‘can you lift my clothes, dear?’

(23) pagara lobei apinta, nang!‘settle the fire, dear’

(24) Torih lobei gan kode ni oppung ai ne.‘you may see grandpa’s shop’

(25) Gok pe napuranmu kan?‗do you have amount of betel vine’

(26) Gok pe napuranmu kan?‗do you have amount of betel vine’




(27) Botou, torih ham lobei jagul hu ai domma igagat horbou mu, naha do uhurmu mangidah ai?

‘brother, would you see my corn field that was eaten by your buffalo,how do you think about it’

(28) Holong ateimu hambilauhon ham holi parang hu irumah.‘i beg you to take a knife from my house’

(29) Ai lang sihol uhurmu hu jai?‘don’t you want to go there?’

(30) Nini uhur diri, ulang manian sompat songon ai.‘my heart says/ i suppose. don’t be like that’

(31) Anggo ahu isukkun ham sasittongni seng sosok huahap ai da!‘if you ask me, I do not agree about it absolutely’

(32) Naha ma ningku, ho do mabotoh.‘what should i say, you have known it’

(33) seng pala gok namin.‘there are not too much’

(34) sattokin gelah‘just a minute’

(35) otik do hansa‘just a little’

(36) On dope ni dah kam.‘it is the first’

(37) sabar ham da gawei, andon dong porlu siriahonon nami, halani ai parlobei ma ham, parpudi pe au roh.

‘i’m sorry, gawei, we have something crucial to discuss, you may go first, l will come after you’

(38) “Eda holong ateimu boan ham lobei lassina hu on hu tiga halanihurang sehat ahu, lang boi au hu tiga.‘would you sell my chili to market tomorrow morning because I got

flue, I beg you’(39) O, lawei perlobei ma ham otik, ulang naha uhurmu da! Roh do ai Tulang pakon Nanturang, dong ai na penting., Roh pe au tokkin nari.

‘o, lawei I’m so sorry, don’t be mad. My uncle has just came with mu aunt, there is something urgent. I will come after you later’

(40) Sontabi hubani nasiam hasoman,‘i am sorry my friends’

(41) Minta maaf ma lobei au,‘above all, I say sorry’

(42) Holong ateimu,‗give me you apologize’




(43) Seng na huutushon ai, lo,‗unintentionaly, I’m sorry’

4.2 Findings1. Generally, the Simalungunese in Siporkas express their politensess by using address /kinship terms; baya, ambia, botou, eda, le, kawan, adek, mak/pak embedded name of the oldest son or daughter and pronouns such as: ho, diri, nasiam, hita, sidea, using particles; ma, da do, ge, pe, tene deference and fluctuation of intonation, selecting kinds of words, deciding to choose metaphor and using indirect speech.2. Sahap Simalungun applied the four types of politeness strategies in their daily interaction. They are bald-record, positive both S and H in the activity. There are found such as; Notice, attend to H, Exaggerate, Use in-group identity markers, seek agreement, avoid agreement, joke, offer, promise, optimistic, include both S and H, and Give (or ask for) reasons. From 15 types of positive politensess there are three types unfound; intensify interest to H, presuppose/raise/assert common ground, assert or presuppose S‘s knowledge of and concern for H‘s want, assume or assert reciprocity and give gifts to H. Negative politeness; be conventionally indirect, question, hedge, minimize the imposition, give deference, apologize, and off record strategy; overstate, use metaphors, use rhetorical questions. In daily conversation in Simalungunese so rarely use the word ho and ‗ahu‘ to the younger. ‗ahu’ dropped by using hu in some particular sentences. For example. ―Lang hu botoh in piga-piga in ma ra dapotsi‖, Ija hu botoh. Compared with Ahu lang mambotoh in piga-piga ma ra dapotsi in, ―Ahe seng mambotoh‖. Exactly, both of the sentences show that while built a communication in a community the speaker must avoid her identity means of power and degree. Using metaphor invites the H to enjoy the power and the quality of sentence and sentences. Sahap Simalungun have the level of word to express politeness; inang-inang, panrumah, parsondukbolon. Intonation affected the politeness of words, phrases, sentences which is influenced the emotion H‘s face3. The reasons of applying politeness strategies are reduce conflict, teaching and educating the younger how to use politeness strategies in social life based on culture and ideology of Simalungun.

V. CONCLUSIONS AND SUGGESTIONS5.1 Conclusions

After analyzing, the data in politeness strategies of Simalungunese in Siporkas drawn as followings:1) Simalungunese in Siporkas has applied the ways to express of politeness in daily communication. They are bald record, positive politeness; notice, attend to H, Exaggerate, Use in-group identity markers, seek agreement, avoid disagreement, joke, offer, promise, optimistic, Includes both S and H in the activity). Negative Politeness strategies are; be conventionally indirect, question and hedge, minimize the imposition, give deference, apologize. Off-record strategy are; overstate, metaphor, use rhetorical questions;



2) The speakers of Siporkas express their politeness by using address/kinship terms and pronouns, using particles, deference and fluctuation of intonation, selecting kinds of words, deciding to choose metaphor and using indirect speech;3) The reasons of applying politeness strategies are reduce conflict, teaching and educating the younger how to use politeness strategies in social life based on culture and ideology of Simalungun.

5.2 SuggestionsIn relation to the conclusions, suggestions well staged as the following:

(1) Suggested to the local government to introduce the important rules of politeness strategies during the process of teaching-learning in the classroom through the additional lesson (Materi Muatan Local Sahap Simalungun).(2) The government of Simalungun particularly should pay a big attention to suggest and invite the experts of linguistics who was born in Simalungun or interested to know Simalungun well by doing a sharper and specific study about Bahasa Simalungun. There are 5 dialects; they are dialect Raya, Bandar, Silimakuta, Topi Pasir, and Jahe-jahe. Hopefully, there is a big occasion to find variety of politeness in different regions. It is

possible to find out the varieties of politeness strategies used of each community.(3a) Research is limited to the number of sources of data. Thus, it is important to continue the

study using different data sources such as, children, adolescents. Therefore, the similarities and differences in using politeness strategy of Simalungun or the alteration of politeness in terms found.

(3b) Impoliteness can also occur in the society Simalungun in communication. Therefore, recommended to study the impoliteness strategies in Sahap Simalungun.

ACKNOWLEDGMENT

I would wish to express my appreciation and gratitude to my father, Mr. K. Purba and my mother, Mrs. R. Saragih, who always provide me with the encouragement, support and understanding throughout my life.

REFERENCES

[1] Agustina. (2012). Politeness Strategies Used in Javanese Wedding Ceremony. Thesis. English Applied Linguistic Study Program, State University of Medan.[2] Arndt, H. and Janney, R. (1985). Politeness revisised: cross modal supportive strategies. International Review of Applied Linguistics in Language Teaching 23 (4):281-300.[3] Brown, P. & Levinson, S. (1987). Politeness, some universal in language usage. Cambridge: Cambridge University Press.[4] Ide, S. (1989). Formal forms and discernment: two neglected aspects of universals of

linguistic politeness. In S. Ide (ed.), Linguistic Politeness. Berlin: Mouton de Gruyter.[5] Kachru, Y. and Larry E. S. (2008). Cultures, Contexts, and World Englishes.New York: Routledge Taylor & Francis Group.[6] Leech, N. G. (1983). Principles of Pragmatics . New York: Longman.[7] Miles, M.B., & Huberman, A.M. (2014). Qualitative data analysis. A Methods Source book. California: The Third Edition. Sage Publication. Inc.



[8] Murni, S. M. (2009). Kesantunan Linguistik Dalam Ranah Sidang Dewan Perwakilan Rakyat Daerah Provinsi Sumatera Utara. Disertasi. Sekolah Pasca Sarajana Universitas Sumatera Utara.[9] Sianturi, (2012). Politeness Strategies Used by Batak Toba Teenagers. Thesis. Pascasarjana Universitas Negeri Medan.[10] Sugiono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan Kombinasi (Mixed Metheods). Bandung: Alfabeta.[11] Tideman, J. (2014). Simalungun. Gopas Multimedia (GMM), PematangSiantar.[12] Tripp, P. D. (2004) War of Words: Getting to the Heart of Your Communication Struggles.

USA: Presbyterian and Reformed Publishing.[13] Watts, J. R. (2003). Politeness. UK: Cambridge University Press.[14] Yule and Brown (1988). Discourse Analysis. Cambridge University Press. New York.



The Effect of Teaching Strategies and Students’ Self-Efficacy on Students’ Achievement in Reading Comprehension

Christina Natalina SaragiFaculty of English Education, University of HKBP Nommensen Pematangsiantar

Abstract: The aims of this research are to find out: 1) whether students taught by using Metacognitive strategy have higher achievement than students taught by using Strategic instruction model in reading comprehension., 2) whether students who have high self-efficacy have higher achievement than students who have low self-efficacy in reading comprehension achievement, and 3) if the interaction between teaching strategies and self-efficacy significantly affects reading comprehension achievement. The study was conducted in the third semester students of Universitas HKBP Nommensen. The population was more than 200 students and the samples taken were 80 students. This research applied factorial design 2 X 2 by using the instruments of collecting data; reading comprehension test and questionnaire. All data were analyzed by using Two Way of Analysis of Variance (ANOVA). The results showed that 1) There is a significant effect of teaching strategies on students reading comprehension achievement, 2) there is a significant effect of self-efficacy on students’ reading comprehension achievement, and3) there is a significant interaction between teaching strategies and self-efficacy on students’ reading comprehension achievement.Keywords: Teaching Strategies, Students’ Self-efficacy, Students’ Achievement, Reading

Comprehension

I. INTRODUCTIONReading Comprehension is a skill to build throughout your whole lifetime (Elizabeth,

2009). When educators scaffold engagements with text by questioning before, during, and after reading, they must keep in mind that the goal is for readers to ask and answer their own questions, a reading skill practiced unconsciously by proficient readers (for an excellent resource about stimulating curiosity and understanding questioning across the curriculum, Koechlin and Zwaan (2006).

This study concerns to genre of narrative. Reading is the process of constructing meaning from written texts (Anderson et al., 1985). Wixson et al, (1987) in Michigan stated that it is a complex skill requiring the ordination of a number of interrelated sources of information among:(1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation.

The writer presumed that the reading skill of students‘ reading comprehension skill in the third semester of Universitas HKBP Nommensen was still in low average. The data got in the last three years scores showed about 28 % students could pass the minimum criteria. There are two factors that made why students still got low in reading comprehension, they are extrenal and interna factorsl. The extrenal factors from teaching strategies lecturer and from internal was self efficacy. Not only that, in other hand, the one of the problems such as the difficulty in getting the meaning because most of the students don‘t bring dictionary. Some of them often got very


The Effect of Teaching Strategies and Students‘ Self-Efficacy on Students‘ Achievement in Reading Comprehension

depressed if they have a long narrative text to read. However, they have to understand difficult words and it will waste so much time to understand the topic of the text. This strategy make students fell bored in reading.

The common way which is usually conducted is the lecturer reads the text first then followed by students to repeat then asked the students to the repeated material into Indonesian, discussed the content, and finally asked them to answer some question given based on the text. Most of them have difficulties in searching the meaning for most of them didn‘t bring dictionary. So, the students were just waiting for the teacher‘s information and explanation about the subject material. In addition they also have some difficulties in finding the main idea and to answer the question given. Therefore students‘ achievement in reading is low.

Based on the previous research, In El Koumy‘s (2004) research report, the metacognitive strategy also gets attention of language teachers and researchers throughout the world due to three things, namely (i) metacognitive knowledge can make a student to be a good thinker and student can learn according to time changes; (ii) by integrating metacognitive knowledge in language learning, it will be able to increase students‘ skills to control their own learning, and(iii) metacognitive awareness is an important basis for a more effective language learning but in this reseach the researcher not put the research into into one genre, through this case the writer applied the strategic into narrative genre of reading. Janzen (1996) proposes that strategy instruction is useful in reading contexts because students develop knowledge about the reading process.

The metacognitive strategies are teaching strategies which can motivate students and give them the opportunity to learn, understand and recognize the information received in class and in their everyday life ( Ibe, 2009). This will make the students to be more and more independent in facing new situations. Teachers should allow the students to seek understanding by exploring and investigating on their own with teachers as facilitators. Metacognition strategy is thinking about thinking. Brown (1987) divides metacognition into two broad categories: Knowledge of cognition and regulation of cognition. Knowledge of cognition refers to activities that involve conscious reflection on one cognitive ability and activities. Metacognition refers to one‘s knowledge concerning one‘s own cognitive processes or anything related to them (Flavell, 1976). Quite simply, Regulation of cognition refers to activities regarding self-regulatory mechanisms during an ongoing attempt to learn. Any process in which students examine the method that they are using to retrieve, develop or expand information is deemed to be metacognitive in nature.

The Strategic Instruction Model (SIM) is an approach to reforming classrooms and schools around the goal of increasing content literacy through more strategic approaches to learning and teaching. According to Horowitz (2005) Strategic Instruction Model (SIM) was developed for students who already have basic decoding and word recognition skills. Decode is find the meaning of something written in the text, something puzzling or difficult to understand. Recognize is identify again something that one has seen or heard before. A strategy is a tool, plan, or method used for accomplishing a task. In line with the definition, the students who struggle with these early reading skills need to "learn how to learn" and could benefit from classroom routines and strategies that help teachers ensure that students are learning critical content (the course material students need to meet standards). The Strategic Instruction Model (SIM) is an umbrella term that embraces a model of teacher-focused (Content Enhancement) and student-focused interventions (Learning Strategies), and Jother support pieces. Deshler, et al, (2002). Teacher-focused interventions are directed at how teachers think about, adapt, and sent



their critical content in learner-friendly fashion. Student-focused interventions are signed to provide the skills and strategies students need to learn the content. Among of our overall reading instruction, students will begin to read classroom texts in a more comprehensive matter.

Self-efficacy in reading comprehension is necessary for continuing advancement in achievement Guthrie, Wigfield & Perencevich, (2004 : 55). Students who have high self-efficacy believe that they can tackle difficult texts and confident that their efforts will be beneficial to them. Students with low self-efficacy will state that they can not do this, when confronted with a text that appears lengthy, complex, or cognitive challenging. Lack of belief in their capacity to comprehend undermines their initiation and use of whatever comprehension skills they process. A student‘s level of self-efficacy is deeply dependent on his perceived success on important reading tasks. Children‘s development of self-efficacy in reading is related to their development of intrinsic motivation for reading. If students do not believe they have the capacity to read well, they will not believe they are in control of their book-related activities. Low self-efficacy makes it unlikely that a student will frequently choose to read or pursue curiosity through texts. As a consequence, self-efficacy and intrinsic reading motivation are moderately associated with each other.

Regarding to the explanation above, the writer‘s curiosity was to analyze The Effect of Teaching Strategies and Students ’ Self-Efficacy on Students ’ Achievement in Reading Comprehension. The problems raised in this research are whether students‘ achievement on reading comprehension taught by using metacognitive higher than taught by using strategic instruction model (SIM)?, whether the students‘ achievement in reading comprehension that has high self-efficacy higher than that has low self-efficacy?, and whether there any interaction between teaching strategies and self-efficacy on students‘ achievement in reading comprehension? This research also uses some theoretical framework such as To find out whether the students‘ achievement in reading comprehension that was taught by metacognitive is significantly higher than strategic instruction model (SIM).

After conducting this research, the writer tries to present some of contributions of this study that this research can be guidance for the reading teacher since there is a significant effect of teaching strategies on students reading comprehension achievement, significant effect of self-efficacy on students‘ reading comprehension achievement, and significant interaction between teaching strategies and self-efficacy on students‘ reading comprehension achievement

This research is the study on the investigation of sociocultural factors that cause language anxiety in speaking English for the second year students of English department of Teachers training faculty HKBP Nommensen University Pematangsiantar.The Purpose of the current paper is to find out the sociocultural factors that cause language anxiety in speaking English for the second year students of English department of Teachers training faculty HKBP Nommensen University Pematangsiantar. The students came from many places around Pematangsiantar Town and Simalungun Regency even out of North Sumatera Province. They are chosen by the writer because of the students can be the representative of students of English department of Teachers training faculty problem in case of anxiety in speaking English.

There are some reasons why this investigation in necessary to be done. First is the needs of documentation for English department of Teachers training faculty HKBP Nommensen University Pematangsiantar. This documentation can be necessary for the needs practical and scientific uses in the next time. The second is to investigate the sociocultural factors that cause language anxiety in speaking English which faced by the students of English students the



teachers training faculty. The findings of preliminary research for the sake of this study shows that sociocultural factors proposed by Horwitz (1986) namely: 1) Social environment for foreign language acquisition, 2) Error in social setting, and 3) Gender can cause the language anxiety in speaking English by the students.

At the end, based on the core theory of anxiety After that this article also proposed some strategies to solve the problem as Horwitz (1986) proposed in his previous findings. To analyze the sociocultural factors that cause language anxiety for the second year students of English department of Teachers training faculty HKBP Nommensen University Pematangsiantar in learning English as foreign language and particularly in speaking English Language, the writer would like formulate the research problems by the following questions:1. What are the socio-cultural factors that cause language anxiety for foreign language learners in learning English as foreign language and particularly in speaking English Language?2. How is the speaking anxiety manifested in the learners?3. Which strategies can be used to successfully cope with language anxiety?

To answer the problem above, the writer tries to learn some literature related to the language anxiety that can influence the English speaking of the students


2.1 Reading ComprehensionReading Comprehension is a skill to build throughout your whole lifetime. Elizabeth

(2009). When educators scaffold engagements with text by questioning before, during, and after reading, they must keep in mind that the goal is for readers to ask and answer their own questions, a reading skill practiced unconsciously by proficient readers (for an excellent resource about stimulating curiosity and understanding questioning across the curriculum, Koechlin and Zwaan (2006).Reading comprehension is a complex task that draws on a range of skills and processes. Based on the explanation of some experts above, the writer can take point that reading comprehension as the level of an active process of understanding of text/message by using the cognitive competence in acquiring the meaning. To achieve the reading goal, students use their cognitive skills related to thinking process by actively constructing meaning internally from interacting with the material that is read.

2.1.1 The Reading ProcessReading is not primarily a process of picking up information from page in a letter-by-

letter, word-by-word manner, but reading is selective process Goodman (1998:12). In the selective process reader has a contraction process which involves all the elements of the reading process working together as a text is read to create a representation of the text in the reader‘s mind.

Reading is thinking process, and the act of recognizing words. In order to comprehend a reading selection thoroughly, a person must be able to use the information to make inferences and read critically and creatively – to understand the figurative language, determined the author‘s purpose, evaluated the ideas presented, and applied the ideas to actual situations. In terms of reading as a process, the readers use techniques for processing the text – making inferences, activating appropriate concepts, relating new information to old, creating picture images, and reducing the information in a text to a main ideas. Reading is a selective process. It involves



partial use of available minimal language cues selected from perceptual input on the basis of the reader‘s expectation.

2.2 Metacognitive StrategyThe metacognitive strategies are teaching strategies which can motivate students and give

them the opportunity to learn, understand and recognize the information received in class and in their everyday life. Ibe (2009). This will make the students to be more and more independent in facing new situations. Teachers should allow the students to seek understanding by exploring and investigating on their own with teachers as facilitators.

Metacognition strategy is thinking about thinking. Brown (1987) divides metacognition into two broad categories: Knowledge of cognition and regulation of cognition. Knowledge of cognition refers to activities that involve conscious reflection on one cognitive ability and activities. Metacognition refers to one‘s knowledge concerning one‘s own cognitive processes or anything related to them Flavell (1976). Quite simply, Regulation of cognition refers to activities regarding self-regulatory mechanisms during an ongoing attempt to learn. Any process in which students examine the method that they are using to retrieve, develop or expand information is deemed to be metacognitive in nature. Everson et.al(1998). Metacognitively aware learners ―know what to do when they don‘t know what to do‖. Countinbo (2007). In other words, they have strategies for discovering or working out what needs to be done.

Metacognitive strategies are designed to monitor cognitive process. Metacognitive strategies are ordered processes used to control one‘s own cognitive activities and to ensure that a cognitive goal has been met. A student with good metacognitive awareness oversees his own learning process, plan and monitor ongoing cognitive activities. The use of metacognitive strategies ignites one‘s thinking and can lead to better learning and higher performance, especially among learners who strive.

2.1.1 The procedure of Metacognitive StrategyIn the latest decades, some educational psychologists interested in developing readers‘

cognitive process combined reading strategies with metacognitive strategies. According to Keene and Zimmerman (1997), metacognitive readers use the following eight metacognitive strategies when they read: (a) planning for action before, during and after reading, (b) using background knowledge (c) deciding what is important,(d) self-questioning, (e) creating mental pictures, (f) inferring, (g) retelling or synthesizing, and (h) using fix-up strategies for reading problems.

2.2 TheNature of Strategic Instruction modelThe Strategic Instruction Model (SIM), introduced by Deshler and Schumaker (1988) and

further developed by several researchers at the University of Kansas, is an instructional system designed to help students with learning disabilities succeed in their general education courses. SIM includes curricular materials revised to accommodate different learning styles, routines for teachers to help them meet the needs of diverse learners, and strategies for students. The Strategic Instruction Model (SIM) is an approach to reforming classrooms and schools around the goal of increasing content literacy through more strategic approaches to learning and teaching. Lenz (2001).



2.2.1 The Procedures of Strategic Instruction ModelIn Strategic Instruction Model There are four SIM strategies specifically related to

reading Bremer et al (2002):1. Paraphrasing (students express main idea and details in their own words);2. Self questioning (students develop questions concerning reading passages and read to find answers);3. Visual imagery (students visualize scenes in detail); andWord identification (students decode unfamiliar words by using context clues and word analysis/vocabulary strategy).

2.3 Self-EfficacySelf-Efficacyis defined as a person‘s belief about their ability to organize and execute

courses of action necessary to achieve a goal. Belief is assent to a proposition or affirmation, or the acceptance of a fact, opinion, or assertion as real or true, without immediate personal knowledge. Self-efficacy refers to a confidence in one‘s ability or behave in such a way as to produce a desirable outcome (Bandura, 1977) In other words, persons with strong efficacy beliefs are more confident in their capacity to execute a behavior. Beliefs about self-efficacy have a significant impact on our goals and accomplishments by influencing personal choice, motivation, and our patterns and emotional reactions.

In summary self-efficacy is defined as a belief related to one‘s competence to present a competence in acquiring new information or complete a task or activity to a prescribed level of performance. The characteristic of self-efficacy levels can be seen in the following table.

High Self-efficacy Low Self-Efficacy1. Challenge themselves with difficult tasks2. Put fourth a high degree of effort in order to meet their commitments3. Attribute failure to things which are in their control,

4. Recover quickly from setbacks

5. Work harder and persist longer with the difficult tasks6. Like to participate in accomplishing the task

1. Consider challenging tasks as threats that are to be avoided2. Slacken the efforts, low aspirations

and weak commitment to the goal 3.believe they can not be successful give

up quickly4. Slow to recover their sense of efficacy following failure or setback5. Avoid the difficult tasks and dwell on personal deficiencies.6 limit their participation in

accomplishing the task

III. METHOD OF THE RESEARCH

3.1 Design of ResearchThis study was carried out by applying Factorial Design 2x2. There are three variables in

his study, they were: independent variables: metacognitive strategy and Strategic Instruction Model (SIM), moderator variable: self-efficacy and dependent variable: reading comprehension. There are 2 (two) groups of students in this research namely one group that will be taught by



using metacognitive strategy and the other group that taught by using Strategic Instruction Model. The research design can be seen on the following Table:

Table 3.1 Factorial Research Design 2x2

Instructions (B)METACOGNITIVE SIM (B2)

Self-Efficacy (A) STRATEGY(B1)High self – efficacy (A1) A1B1 A1B2Low self – efficacy (A2) A2B1 A2B2

NoteA1B1 = Students who have high self efficacy and taught by metacognitive strategy A2B1 = Students who have high self-efficacy and taught by SIMA1B2 = Student who have low self-efficacy and taught by metacognitive strategy A2B2 = Student who have low self-efficacy and taught by SIM

3.2 Population and SampleThe population of this research is students of third semester in UHN (Universita HKBP

Nommensen) Pematangsiantar which consists of 5 classes with 40 students each class and 200 altogether. This campus is located in on Jalan. Sangnawaluh no.4 Pematangsiantar.

The writer analyzed the data based after conducting the test, and there were 80 data of students‘ achievement on reading comprehension. The data were taken from the sample that was divided into two groups, each group consisted 40 students. One group was taught by using metacognitive strategy and the other group was taught by using strategic instruction model (SIM).

3.3 Data CollectionThe research was started with giving a test like multiple choices as the test for reading

comprehension based on the teaching strategies. The validity of reading test was measured by using content validity and the readability by using the Kuder-Richardson. To get the self efficacy, the writer gave twenty items of questions which were adapted from psychologist and measured by Likert-Scale. Cronbach Alpha was also applied to measure the validity of self efficacy using construct validity and the readability.

3.4 Data AnalysisThe calculation of the data of teaching strategies and students‘ self-efficacy was done in

order to know: the effect of teaching strategies on students‘ achievement in reading comprehension, the effect of high and low self-efficacy in reading comprehension and the interaction between teaching strategies and self-efficacy of students in reading comprehension achievement.



IV. DATA ANALYSIS, FINDINGS AND DISCUSSIONS

The findings can be seen from these data description:

Table 4.1 Descriptive Statistics of Hypothesis

Descriptive Statistics

A1 A2 B1 B2A1 A1 A2 A2

B1 B2 B1 B2

NValid 35 35 35 35 25 12 10 23

Missing 0 0 0 0 10 23 25 12

Mean 76,66 71,0679,8 75,7 77,5 72,7 70,9 74,0

9 1 6 5 0 0Median 75 70 80 74 75 74 73 75Mode 83 70 80 78 75 74 62 78Std.

7,97 6,13 5,30 4,30 3,94 3,08 6,57 4,10Deviation

Variance 63,58 37,5828,1 18,5 15,5

9,4843,2 16,8

0 0 1 1 2Range 24 18 15 13 12 9 17 10Minimum 62 63 72 70 73 68 62 68Maximum 86 81 87 83 85 77 79 78Sum 2683 2487 2796 2650 1939 873 709 1702

4.2 Normality TestThis data analysis was analyzed by using two-way analysis of variance (ANOVA). In

fact, the normality and the homogeneity of this data had been tested at first before the analysis by using ANOVA is done. Thus, the result of the test the normality test was as the following:

Table 4.2 Normality Test

Statistic A1 A2 B1 B2N 35 35 35Mean 76,66 71,06 79,89 75,71Variance 63,58 37,58 28,10 18,50Standard Deviation 7,97 6,13 5,30 4,30LHitung 0,149 0,148 0,148 0,130LTabel 0.150 0.150 0.150 0.150LHitung < LTabel =

Normal Normal Normal NormalNormal

Table 4.2 shows that Lobserve values from every group are lower than Ltable. Students‘ high self-efficacy (Lobserved = 0.149 < Ltable =0.150), Students‘ Low self-efficacy (Lobserved

= 0.150 < Ltable 0.148), Metacognitive Startegy (Lobserved = 0.148 < Ltable =0.150), Strategic Instruction Model (Lobserved = 0.130 < Ltable =0.150) Thus, it can be concluded that score of



student‘s reading comprehension for every group distributed normally. After calculating the normality test, the next calculation is homogeneity test.

4.3 Homogeneity TestThe homogeneity test aims to find out whether the variance of the data is homogeneous.

With the test criteria of testing is based on the comparison between F observed and F table on significance 0.05. In this study, the homogeneity test was to compare variance of the data on student‘s reading comprehension between Meatcognitive strategy and Strategic Instruction model(SIM). It was also to compare between high and low students‘ self-efficacy. Homogeneity test of variance was calculated by using F-tests for reading Strategies and students‘ self-efficacy is for the interaction groups. If the F Observed is lower than F Table it means homogenous and if the F Observed is higher than F Table it means not homogenous. From the calculation we can see that in students‘ self-efficacy F Observed is 1.692 and F Table is 1.772 it means that it is homogeny. And in teaching strategies the F Observed is 1.519 and F table is 1.772 it means that they are homogenous.

Table 4.3 Homogeneity Test (Strategies – Self-efficacy)

Variance FObservedFtabel =

DescriptionF0,05;35;35

A1 63,581,692 Homogenous

A2 37,58 1,772B1 28,10 1,519 Homogenous

The result of variance calculation on group interaction of students‘ high and low self-efficacy that taught by using metacognitive the calculation found that F Observed is 2.787 and F Table is 2.9000 it means that it is homogeneity. And the group of students‘ high and low self-efficacy that taught by using Strategic Instruction model found that F Observed is 1.775 and the F Table is 2.259 it means it is homogenous. The calculation can be seen on the table on the next page:

Table 4.4 Homogeneity Interaction(Teaching Strategies– Students’ self-efficacy)

Variance FObservedFtablel =

DescriptionF0,05;v1;v2

A1B1A2B1A1B2

A2B2

15,512,787 F0,05;24;9 = 2,900 Homogenous

43,219,48

1,775F0,05;22;11 =

Homogenous16,82 2,259

4.4 Testing HypothesisIn terms requirements (Normality and Homogeneity test) before testing hypothesis had

been calculated, then it could be assured the Analysis of Variance (ANOVA) technique can be used in order to test hypotheses. The criteria of testing was done based on comparison between the value of Significance of F Observed and the level of significance = 0.05.


The research hypotheses were tested by using two-way ANOVA 2x2 factorial design.The data description is presented in table.

Table 4.4 Testing Hypothesis Total Data Descriptive with Factor Design 2 x 2

Students’TEACHING STRATEGIES

(B)self-efficacy Total

Metacognitive(A) SIM (B2)

(B1)N Y = 25 N Y = 12 N Y = 37

High (A1) ∑ Y = 1939 ∑ Y = 873∑ Y =

2812y = 372,16 y = 104,25 y = 476,41N Y = 10 N Y = 23 N Y = 33

Low (A2) ∑ Y = 709∑ Y = ∑ Y =

1702 2411y = 388,90 y = 370,00 y = 758,90N Y = 35 N Y = 35 N Y = 70

Total ∑ Y = 2648∑ Y = ∑ Y =

2575 5223N Y = 25 N Y = 12 N Y = 37

After calculating the data above, the result of Two Way ANOVA (see Appendix G) can be formulated and seen as follows:

Table 4.5 Two Way Analysis of Variance

Variance source JK db RJK FObservedFtable =

DescriptionF0,05;1;66

A 76,13 1 76,13 4,07 SignificantB 150,71 1 150,71 8,05

3,99Significant

Inter AB 178,44 1 178,44 9,53 Significant1235 66 18,72 - Significant

Total 1640,59 69 - -

From the data in the table above, the hypothesis will be answered as what is discussed in the next explanation.

a. Students’ achievement in reading comprehension that was taught by using Metacognitive is higher than Strategic Instruction model (SIM).

Based on the data analysis, it was known than the mean of students‘ score in reading comprehension taught by Metacognitive strategy is 87 while students‘ score in reading

comprehension taught by Strategic instruction Model(SIM) is 83. It means that there is significant effect of reading strategies on students‘ reading comprehension achievement.



In addition, the result of ANOVA test shown that Fobserve > Ftable in which the F observe is 4.07 and F table is 3.99. Therefore, the null hypothesis had been successfully rejected. As a result, the first hypothesis of this research formulated that the students‘ achievement in reading comprehension taught by Metacognitive strategy is higher than taught by Strategic Instruction Model.

b. Students’ achievement in reading comprehension with high self-efficacy than low self-efficacy.

Self-efficacy in reading comprehension is the belief that the students are capable to gain the accomplish the task such as to find the main idea, detailed information, and implied the meaning. Self-efficacy has an important role in improving students reading achievement. It can be seen by the data shown that the mean of high self-efficacy is 86 meanwhile low self-efficacy is 81. There is a significant effect of self-efficacy on students‘ reading achievement. In addition, the ANOVA test shown that Fobserved>Ftable in which the Fobserved is 8.05 and Ftable 3.99. Automatically, the null hypothesis had been successfully rejected so that the second hypothesis formulated that there is significant effect of self-efficacy on students‘ reading comprehension achievement is really true.

c. Interaction between teaching Strategies and self-efficacy on students’ achievement in reading comprehension

The significant interaction between reading strategies and self-efficacy on students‘ reading comprehension achievement can be proved and shown by comparing the mean score of high and low self-efficacy students taught by using metacognitive strategy and high and low self-efficacy students taught by using strategic Instruction Model (SIM). It is proved that Metacognitive strategy improved the achievement on reading comprehension to the high self-efficacy students. Furthermore, the strategic Instruction Model (SIM) improved the achievement on reading comprehension to the low self-efficacy students. The calculation shows that F observed is 9.53 and F table 3.99. it means that there is interaction between reading comprehensions and self-efficacy. Therefore, it can be concluded that the null hypothesis (Ho) is successfully rejected. In line with this explanation therefore the third research formulated that there is significant interactions and self-efficacy on students‘ reading comprehension achievement is truly proved. The interaction between the teaching strategies and students‘ self-efficacy can be seen in the following figure:

Figure 4.1 Interaction between Teaching Strategies and Self-efficacy



Furthermore, in order to see the significance effect of two teaching strategies and students‘ self-efficacy in reading comprehension achievement is used t-test. The summary of t-test calculation can be seen as follows:

Table 4.6 The result of T-test

No. Statistic Tobserved ttableTobserved > ttable =

Significant

1H0 : A1 = A2

3,294 1,995 SignificantHa : A1 > A2

Significant2

H0 : B1 = B23,615 1,995

Ha : B1 > B2

3H0 : A1B1 = A1B2

3,712 2,030Significant

Ha : A1B1 > A1B2

4H0 : A1B1 = A2B1


Ha : A1B1 > A2B1

5H0 : A1B1 = A2B2


Ha : A1B1 > A2B2Significant

6H0 : A1B2 = A2B1

2,281 2,086Ha : A1B2 > A2B1

Significant7

H0 : A2B2 = A1B23,148 2,035

Ha : A2B2 > A1B2Significant

8H0 : A2B2 = A2B1

3,255 2,040Ha : A2B2 > A2B1

4.5 FindingsThe research findings can be concluded as follows:

1. There is a significant effect of teaching strategies on students‘ reading comprehension achievement. It shows the mean scores of students‘ achievement on reading comprehension taught by using Metacognitive strategy is 79,89 and it is higher than those that taught by using Strategic Instruction Model (SIM) that is 75,71.2. There is significant effect of self-efficacy on students‘ reading comprehension achievement.

It is found out that the reading comprehension achievement of high self-efficacy students taught by using Metacognitive strategy is higher than low self-efficacy taught by using Metacognitive Strategy the high self-efficacy students‘ achievement taught by usingMetacognitive Strategy is higher than high self-efficacy taught by using Strategic Instruction Model. The high self-efficacy students‘ achievement taught by using Metacognitive Strategy is higher than the low self-efficacy students‘ achievement taught by using Strategic Instruction Model. The mean of the low self-efficacy students‘ achievement taught by usingStrategic Instruction Model is higher than the high self-efficacy taught by using Strategic Instruction Model (74,00>72,75). Moreover, the low self-efficacy students‘ achievement taught by using Strategic Instruction model is higher than the low self-efficacy students‘

achievement taught by using Metacognitive Strategy (74,00>70,90). It can be concluded that Metacognitive Strategy is better for the high self-efficacy students and Strategic Instruction Model is better for low self-efficacy students.



3. There is significant interaction between reading strategies and self-efficacy on students‘ reading comprehension achievement. Teaching strategies and self-efficacy have an important role to students‘ achievement on reading comprehension. High and low self-efficacy students showed significant effect on their reading comprehension.

4.6 Discussions

1. The students that taught by using metacognitive strategy have higher achievement than students that taught by using strategic instruction model. Both teaching strategies namely Metacognitive Strategy and Strategic Instruction Model (SIM) have a significant effects on students‘ reading comprehension achievement. Additionally, both strategies are effective to enhance the achievement. It can be proved by comparing mean scores that show that students taught by using Metacognitive Strategy (79,89) have higher achievement on reading comprehension than those that taught by using Strategic Instruction Model (75,71), and it can be seen in Appendix D. moreover, it can be seen in Table 4.14. Shows that F Observed (4,07) is higher than F Table (3,99).2. The students that have high self-efficacy have higher achievement than students that have low self-efficacy in reading comprehension. There is significant effect of self-efficacy on students‘ reading comprehension achievement. Self-efficacy has a significant effect on students‘ reading comprehension achievement. It can be seen that the mean score of the high self-efficacy students (76,66) is higher than low self-efficacy students (71,06) on reading comprehension see appendix D. moreover, it can be seen in Table 4.14. shows that F Observed (8,05) is higher than F Table (3,99).3. There is a significant interaction between reading strategies and self-efficacy on students‘ reading comprehension achievement. The teaching strategies and self-efficacy are two important aspects that influence the students‘ achievement on reading comprehension. It can be shown that the mean score of low self-efficacy students taught by using Strategic Instruction Model is higher than the score of low self-efficacy students that taught by using Metacognitive Strategy (72>70,90) moreover, it can be in Table 4.14. that shows F Observed (9,53) is higher than F Table (3,99). Additionally, high self-efficacy students taught by using Metacognitive Strategy have the most significant difference among others. The high self-efficacy students taught by using self-efficacy taught by using Strategic Instruction model. In other word, high self-efficacy students have better achievement on reading comprehension if they are taught by using Metacognitive strategy.

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions1. Students‘ achievement in reading comprehension that taught by Metacognitive strategy is higher than taught by Strategic instruction Model.2. There is a significant effect of self-efficacy on students‘ reading comprehension achievement. Showing that students‘ achievement that have high self-efficacy is higher than low self-efficacy students.3. There is a significant interaction between teaching strategies and self-efficacy on students‘ reading comprehension achievement. Students‘ achievement on reading comprehension is influenced by teaching strategies and self-efficacy. High self-efficacy



students showed significant effect on their reading comprehension achievement if they were taught by using Metacognitive Strategy than that taught by using Strategic Instruction Model. In addition, low self-efficacy students showed a significant effect on their reading comprehension achievement if they were taught by using Strategic Instruction Model.

5.2 Suggestions1. To the teachers:a. English teachers are recommended using Metacognitive Strategy and Strategic

Instruction Model since these two teaching strategies can improve students‘ achievement on reading comprehension.

b. English teachers are recommended using Metacognitive Strategy in the class of which is dominated by low self-efficacy students.c. English teachers are recommended using Strategic Instruction Model in the class of which by low self-efficacy.d. English teachers should encourage low self-efficacy students to participate in studying English in term of getting better achievement on reading comprehension.2. Other researchers:

Other researcher can develop further study in the area of Metacognitive Strategy and Strategic instruction Model that improve students achievement on reading comprehension.

REFERENCES

[1] Anderson, R. C., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading.[2] Ary, D., Chaesar, L.J., & Rajaviah, A. (1979). Introduction to research in education. New York: Holt, Renehart and Winston[3] Bandura, A. (1997). Self-efficacy of Control. New York: Freeman[4] Bandura, A. (1997b). Self-efficacy: The exercise of control . New York: W.H. Freeman.[5] Bremer, D.Christine ., Ann T. Clapper, and Donald D. Deshler.(2002). Improving word identification skills using strategic instruction model (SIM) strategies. Vol. 1, Issue 4[6] Brown, D. H. 2004. Language assessment: Principle and classroom practices. New York: Pearson Education.[7] Coutinbo, S.A.(2007). The relationship between goals, metacognition and academic success. Educate, 7(1), 39- 47.[8] Crain, W. (2000). Theories of development: Concepts and applications. (4th ed.). London: Prentice-Hall.[9] Danielle S. McNamara. (2007). Reading Comprehension Strategies. Theories, Interventions, and Technologies. University of Memphis.[10] Deshler, D. D., & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, and M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association of School Psychologists. Retrieved on Sunday, June 16, 2013. http://www.ncset.org/publications/viewdesc.asp?id=720



[11] Eilers, L. H., & Pinkley, C. (2006). Metacognitive strategies help students to comprehend all text. Reading Improvement, 43(1), 13-29.[12] Flavell, J.H.: (1976). Metacognitive Aspects of Problem Solving. In: The Nature of Intelligence. Resnick, Lauren B (ed.) p.233 Lawrence Erlbaum Associates[13] Flavell, J. (1979). "Metacognition and cognitive monitoring. A new area of cognitive-development inquiry. " American Psycholoqist 34: 906-9[14] Flavell, J. H., &Wellman, H. M. (1977). Metamemory. In R. V. Vail, & J. W. Hagen, (Eds.), Perspectives on the development of memo[y and cognition (pp. 3-33). Hillsdale, NJ, L. Erlbaurn.[15] Gutrie, J.T., Wigfield, A., & P Perencevich, K.C. (2004). Motivating Reading Comprehension Concept-Oriented Reading Instruction. New Jersey: Lawrence Erlbaum Associates, Publishers[16] Horowitz, S. H. (2005). Strategic Instruction Model: How to teach, How to Learn. Retrieved Saturday March, 30 2013. http :// www.ncld.org/.../strategic - instruction -model-sim- how-to-teach-how-to-learn[17] Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(1), 6-9.[18] Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a

reader’s workshop. Portsmouth, NH: Heinemann.[19] Lenz, B. K., & Hughes, C. A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149-158, 163.[20] Pearson, P. D. & Dole, J. A. (1987). "Explicit comprehension instruction: A review of the research and a new conceptualisation of instruction. " The ElementarvSchool Journal 88: 153-167.[21] Smith, R.J., & Barret, T.C. (1979). Teaching reading in the Middle Grade. Virginia, USA: Addition-Wesley Pub.Co[22] Willis, D. & Willis, J. (1996). Consciousness-raising activities in the language classroom. In J. Willis & D. Willis (Eds.). Challenge and Change in Language Teaching. Oxford: Heinemann.



The Effect of Roundtable and Clustering Teaching Techniques and Students’ Personal Traits on Students’ Achievement in Writing

Paragraph

Lastri Wahyuni Manurung1, Selviana Napitupulu2

Faculty of English Education, University of HKBP Nommensen Pematangsiantar

Abstract: The objectives of this experimental research were to investigate whether: (1) students’ achievement in descriptive writing taught by using roundtable teaching technique was higher than taught by using clustering teaching technique. (2) students’ achievement in descriptive writing with introvert personal trait was higher than that students with extrovert personal trait, (3) there was interaction between teaching techniques and personal traits on students’ achievement in descriptive writing. The population of this research is students of third semester in UHN (Universita HKBP Nommensen) Pematangsiantar which consists of 5 classes with 40 students each class and 200 altogether. This campus is located in on Jalan. Sangnawaluh no.4 Pematangsiantar. There were 80 students selected as sample of this research by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group 1 was treated by using roundtable teaching technique and experimental group II was treated by using clustering teaching technique. The questionnaire was conducted for classifying the students upon the introvert and extrovert personal traits. Students’ achievement in descriptive writing was measured by using writing test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals that (1) students’ achievement in descriptive writing taught by using roundtable teaching technique was higher than that taught by using clustering teaching technique, with Fobs= 4.59>Ftab=3.97, (2) students’ achievement in descriptive writing with introvert personal trait was higher than that with extrovert personal trait with Fobs= 4.90>Ftable=3.97, (3) there is interaction between techniques and personal traits on students’ achievement in descriptive writing with Fobs=6.58>Ftable=3.97. After computing the T-Test, the result showed that introvert students got higher achievement if they were taught by using roundtable teaching technique while extrovert students got higher achievement if they were taught by using clustering teaching technique.Keywords: Extrovert, Introvert, Personal Traits, Teaching Technique, Writing

I. INTRODUCTIONWriting is more than a medium of communication. It means that writing is not just the

way to communicate to each other but also as means of ideas and emotional expression (Raymond, 1980). Writing makes word permanent, and thus expands the collective memory of human being. Spoken words disappear as soon as they are spoken, but writing freezes their thoughts, makes them visible and permanent so people can examine and test their quality. It can be seen that writing is a way of remembering because it makes word permanent and writing also is a good way to communicate because when writing, the writer really thinks about what he or she want to be communicated by writing it.


The Effect of Roundtable and Clustering Teaching Techniques and Students‘ Personal Traits on Students‘ Achievement in Writing Paragraph

Students in Indonesia have been taught writing course since they were in the first class of Senior High School. But, it was found that they face some difficulties in writing. As Styati (2010) found that commonly, students are difficult in starting the writing, they got confuse about what to write and also about how to generate ideas. This is because of the lack of knowledge about the steps on writing was procedural factors that cause the difficulties for all students. And the most important thing is that, writing is usually get least attention in teaching learning in classroom, which make students are rarely exposed to writing.

Actually, they might have something to state in their mind, but they are often confused to express and develop their ideas into a good writing. Further, one of the students‘ problems is that they have difficulty in arranging information or ideas logically to achieve coherence in their writing, which is the foremost requirement in writing.

This matter also happens to the students in UHN (Universitas HKBP Nommensen) Pematangsiantar. This is because acquiring writing skill needs a lot of practice, and to produce a piece of essay needs long process. Most of researchers recognize this difficulty in writing is caused by the complexity of writing (Urquhart, 2005). The complexity of writing encountered by students involves the level skills of planning and organizing as well as the level skills of spelling, punctuation, word choice, grammar and usage. In reality, as the writer has observed the condition of the students in writing and found that the students‘ score of writing course was under the standard score. It can be seen from the English result study of the students in two semester final tests.Table 1. The Scores of Writing in Final Semester Examination in UHN (Universitas HKBP

Nommensen) Pematangsiantar

No. Year of Study The Scores Average Standard Score1. 2013/2014 66. 03 702. 2014/2015 64. 25 70

Based on the table, the results of the students‘ achievement in English writing are not good enough or still cannot pass the passing grade. It is still under the standard score of English which is specified by the academy, which is 70. As the writer has also observed the students‘ score in writing course is also low. The scores are taken from the written test in the final semester test. From this table below, the writer shows the scores of the students of third semester in writing. The result is shown in this following table:

Table 2. Scores of Writing on the Final Semester in UHN (Universitas HKBP Nommensen) Pematangsiantar

No. Writing Year of Study Year of StudyScores 2013/2014 2014/2015

Amount of Students % Amount of Students %1 85-100 10 4. 90 23 17. 292 75-84 35 17.16 17 12.783 60-74 80 39. 21 88 66. 174 50-59 71 34. 80 5 3. 75



No. Writing Year of Study Year of StudyScores 2013/2014 2014/2015

Amount of Students % Amount of Students %5 0-49 8 3.92 - -

Total 204 100% 133 100%

From the above table, it can be seen that only 4. 90 % of the students of third semester can achieve 85-100 scores on the year 2012/2013. In the year of 2013/2014, only 17.29% of students can reach above 85 scores in writing test. Most of the students can only achieve above 60 to 74. It means that the students‘ achievement in writing at the third semester of Universitas HKBP Nommensen is still low.

In order to gain the improvement of the students‘ writing ability, the writer is going to apply Roundtable and Clustering technique on it. There are many kinds of teaching techniques that can be applied by the teacher. But this study concerns on two techniques called Roundtable teaching technique and clustering Teaching Technique. Roundtable Teaching Technique is one kind of cooperative learning that it is organized in group working. Roundtable can be used for brainstorming, reviewing, or practicing while also serving as a teambuilder (Kagan, 2009). The key here is the question or the problem lecturers have asked the students to consider.

The other technique to be used in this research is clustering technique. Rico (2000) tells that clustering can be used to generate ideas for writing any form of paragraph: essays, poems, short stories, business reports, song lyrics even novels. Clustering, with its access to the pattern-making design mind, is a powerful inspirational/organizational tool: it always reassures that someone has something to say. Best of all, someone doesn‘t have to worry about the sequence of ideas, connections and relationships as the cluster unfolds effortlessly. ―Clustering, as already suggested, is a Design-mind function. Just as many natural forms come in clusters-grapes, lilacs, spider eggs, cherries-so thoughts and images, given free rein, seem to come in clusters of association.‖ (Rico 2000:15).

Besides teaching techniques, students‘ writing achievement can be also affected by internal factors, namely, personality. Based on the nature of writing descriptive text that expressing ideas and generating the ideas into a paragraph for a particular point of view personally is involved and influenced by the students‘ personality, this study concerns with the personal style or personality especially introvert and extrovert on students‘ writing achievement. The problems are conceptualized as these following; Is the students‘ achievement in writing taught by using Roundtable Teaching Technique higher than taught by using Clustering Teaching Technique?, is the students‘ achievement in writing with introvert personal trait higher than students with extrovert personal trait? And Is there any interaction between teaching techniques and personal traits in teaching writing?.

There are some researchers who had done a research about roundtable teaching technique, clustering teaching technique and personality. First, Handayani (2012) had conducted a research SMA N 1 Ngaglik, Sleman in the academic year 2011/2012 about roundtable teaching technique in learning descriptive writing. She found that the students who are taught using roundtable technique have better writing skill than those who are taught using direct instruction. In other words, the use of roundtable technique is more effective than direct instruction. Based on the research findings, it can be concluded that roundtable technique is more effective than direct



instruction for teaching students‘ writing skill at the tenth grade students of SMA N 1 Ngaglik, Sleman in the academic year 2011/2012.

Second, Styati (2010) also did a research about clustering teaching technique to descriptive writing. The research was carried out at IKIP PGRI Madiun from March to July 2010. It was an experimental research and the result of the study leads to the conclusion that the students who are taught clustering technique has better writing ability than those who are taught using direct instruction. In other word, the use of clustering technique is more effective than direct instruction. The research findings imply that the use of clustering technique can affect the student‘s writing competence optimally. It is proved from the research findings showing that students who are taught using clustering technique have better writing competence than those who are taught using direct instruction.

II. THEORETICAL REVIEW2.1 Writing

Nazario et al. (2010: 5) stated that writing is a form of thinking. Our brains process ideas in different ways: mathematically, musically, and visually. But our use of language is the basis of all thinking. It allows us to share ideas, pass on knowledge, engage in debate, and advance our understanding of the world. In college, writing is the vehicle through which we learn new ideas and share them with one another.

Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete. Writing encourages thinking and learning for it motivates communication and makes thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed. Writing is most likely to encourage thinking and learning when students view writing as a process. ―Critical thinking is emphasized, so that students become aware of the impact of their choice of words, sentences and organizational techniques on the effectiveness of their writing‖ (Zemach 2000:1).

Henning (2005) stated that writing is not to be viewed as a representation of a writer‘s thinking, but as a process of thinking that uses written language, and also as observable performance of what goes on in the mind of the author (how the author uses knowledge for inquiry). Thus thoughts are not ―converted‖ to writing, but are part of the process of making written text, which in its final form is a product of good thinking and of knowing.

Nunan (2003: 88) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. It indicates that the learners are expected to explore the ideas and make them into good paragraph. Besides, writing is both a physical and a mental act. It is the physical act of committing words or ideas to some medium, whether it is an object or a symbols or an email message.

Hence, it can be concluded that writing is a form of thinking and a process of thinking as well with complex process that allows writers to explore thoughts and ideas, and make them visible and concrete as an observable performance of what goes on in the mind of a writer.

2.1.1 Descriptive WritingKane (2000: 351) stated that description writing is a written text in which the writer

describes an object trough the sensory experience—how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other kinds of perception. In



addition, Zemach (2000: 25) stated that a descriptive paragraph can be a description of people, places and processes. A descriptive paragraph explains how someone or something looks or feels and how something‘s done. Further Zemach also explained that in a descriptive text, a writer uses: 1). adjective: are words that tell us how things look, feel, taste, sound or smell. 2). using prepositions: tell us how a space is organized.

In a descriptive writing, a writer may describe thing, perception and feeling about something. This is as what Kane (2000: 351-352) said: ―Whatever sense it appeals to, descriptive writing is of two broad kinds: objective and subjective. In objective description the writer sets aside those aspects of the perception unique to himself and concentrates on describing the percept (that is, what is perceived) in itself. In subjective (also called impressionistic) description a writer projects his or her feelings into the percept.

(Friedman, 2010:61) A descriptive writing gives a reader a mental picture of the subject that the writer is exploring. Typically, descriptive writing uses the five senses—sight, sound, touch, taste, and smell—to help the reader experience what the writer has experienced. A descriptive writer carefully selects vivid examples and specific details to reveal people, places, processes, events, and ideas.

Thus, it is concluded that description writing is a written text that gives a reader a mental picture of the subject that the writer is exploring that it can be a person, an object or it can be about any topic which is to describe a thing is to say how it looks, feels, sounds, smells or tastes.

2.2 Teaching Techniques2.2.1 Roundtable Teaching Technique

Ekap (2010) noted that roundtable teaching technique is a technique requires a group or team working in the teaching learning process which requires all members to know and be ready to explain their group‘s answer(s), when students help their group mates, they help themselves and their whole group, because the response given belongs to the whole group, not just to the group member giving it. It can be concluded that roundtable teaching technique is a technique of brainstorming, reviewing, or practicing skill in writing which is used to stimulate creativity and deeper thinking as the value of multiple viewpoints and ideas as the result working in team.

Roundtable is two-step cooperative learning structures. In step one, the teacher asks a question with many possible answers and in step two the students respond in turn to make a list of possible answers for the questions. In this technique, the students pass a single sheet of paper and a single pencil around the table to record responses. Team members are encouraged not to skip turns, but if their thoughts are at a standstill, they are allowed to say "Pass" rather than to turn the brainstorm into a brain drizzle. Thus, there is almost universal participation in roundtable. Students use a single sheet of paper and pen for each group. Students in the group respond in turn to a question or problem by stating their ideas aloud as they write them on the paper. Each group member has a designated turn to participate and make a written contribution to the group‘s project. The group has a writing prompt, task, or question.

2.2.2 Clustering Teaching TechniqueReid (1993: 6) stated that clustering is a type of prewriting that helps writers to generate,

develop, and arrange the writer‘s ideas. It can be said that clustering helps the learners in developing their idea. The goal of clustering is to determine the intrinsic grouping a set of unlabeled data. It can be shown that there is no absolute ―best‖ criterion which would be independent of the final aim of the clustering. In conclusion clustering is a powerful tool or



technique of prewriting it taps into the right brain, which drives creativity for by passing the writer‘s logical, orderly sign-mind consciousness to touch the mental life, thought, image and sensation of the writer to stimulate and to develop the writer‘s idea that is difficult to say. Clustering is a technique to help writer generates ideas and arranges them into good writing.

Clustering is the result of active design mind participation that brings to the writing process an awareness of having grouped together, connected and related relevant elements of an idea out of the infinite possibilities available to our brain. Through clustering, students or writers make a pattern around a given nucleus word, and as they write, that clustered pattern exerts its power to such an extent that we are largely incapable of leaving the writing ―hanging‖. Rico also describes clustering as a phenomenon of nonlinear connection around a ―storm center of meanings‖ which she calls ―nucleus‖. A nucleus word or short phrase acts as the stimulus for recording all the associations that spring to mind in a very brief period of time.

Table 3. Differences between Roundtable and Clustering Teaching Technique

No Roundtable Teaching Technique Clustering Teaching Technique1 Roundtable is a technique which (Rico, 2000) Clustering is a technique for

can be used for brainstorming, bypassing the writer‘s logical, orderlyreviewing, or practicing skill while sign-mind consciousness to touch thealso serving as a teambuilder mental life of day dream, random thought,(Kagan: 2009). image and sensation

2 A group work or team work where A group work where each student jots andeach student will write as many clusters every single word from their mind,responses to the question as they during this process is done; the teachercan in the time the teacher gives may not limit their time until the studentsuntil finally they write the think they finally have enough andcomplete text. appropriate ideas to form their writing.

3 No talk during the discussion Each member of the team, can sometimestalk as they revise and choose the ideathey‘re going to write

4 The questions from the teacher are Nucleus is used as the stimulus for the used as the stimulus for the students to start their writing.

students to starts their writing.

2.3 Personal TraitsMatthews et al (2009: 3) stated that everyday conceptions of personality traits make some

key assumptions. First, traits are stable over time, second, traits are different among people and third, traits influence one‘s behavior. Most people would accept that an individual‘s behavior naturally varies somewhat from occasion to occasion, but would maintain also that there is a core of consistency which defines the individual‘s ‗true nature‘: the unchangeable spots of the leopard.



2.3.1 IntrovertIn psychology, introversion defined as "the state of, or tendency towards being wholly or

predominantly concerned with an interest in one's own mental life‖. ―Introversion, on character that extroverts do not have the other hand, is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people. ―Introvert can have an inner strength of character that extroverts do not have‖ (Brown 2007: 167).

2.3.2 ExtrovertExtrovert (extroversion) is the extent to which a person has a deep-seated need to receive

ego enhancement, self esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself (Brown 2007: 166). Extroversion or extraversion defined as the ability of turning the interests and energies of the mind toward events, people and things in the world about us. Extroverts actually need other people in order to feel ―good‖. Extroversion is commonly thought to be related to empathy, but such may not be the case. The extroverted person may be actually behaved in an extroverted manner in order to protect his or her own ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries.

III. RESEARCH METHOD

This research was carried out by applying a quantitative approach with an experimental design. The design used in this research was the 2 x 2 factorial one since it observes more than one variable. In this research, there are two independent variables; the first independent variable was teaching techniques, which have two kinds; Roundtable teaching technique and Clustering Teaching Technique as a Cooperative Learning, and the second independent variable was personal traits (which were the attributive variable) that have two kinds too; extrovert and introvert. While dependent variable was the students‘ achievement in writing. Thus, the research design is two-way ANAVA (Analysis of Variance) as shown in table below:

Table 4. The Study Design (Factorial Design 2 x 2)

Teaching TechniquesTechniques

Personal trait RT3 (B1) CT2 (B2)Introvert (A1) A1 B1 A2B1Extrovert (A2) A1 B2 A2B2

Notes:A1 = Students with Introvert Personal TraitA2 = Students with Extrovert personal TraitsB1 = Roundtable Teaching TechniqueB2 = Clustering teaching TechniqueA1B1 = the students who have introvert personal trait and are taught by using RT3 (Roundtable

Teaching Technique).



A2B1 = the students who have introvert personal trait and taught by using Clustering Teaching Technique as a cooperative learning.

A1B2 = the students who have extrovert personal trait and are taught by RT3 (Roundtable Teaching Technique) using as cooperative learning.

A2B2 = the students‘ achievement who have extrovert students and are taught by CT2 (Clustering Teaching Technique) as cooperative Learning.

3.1 Population and Sample3.1.1 Population

The population of this research is students of third semester in UHN (Universita HKBP Nommensen) Pematangsiantar which consists of 5 classes with 40 students each class and 200 altogether. This campus is located in on Jalan. Sangnawaluh no.4 Pematangsiantar.

3.1.2 SampleIn this research, the sample was chosen by using multistage cluster random sampling with

lottery technique. This technique was chosen because the sample that is taken for this research was the classes not the students. The sample of this research is 2 classes of third semester as the experimental groups namely class A and B. First class (A) will be taught by using Roundtable Teaching Technique, and the second class (B) will be taught by using Clustering Teaching Technique as cooperative learning. Then the students of each class were divided into extrovert personal traits and introvert one.

3.2 The Instrument of Data CollectionIn this research, there are two kinds of instrument will be used. They are: the writing test

to know the students‘ achievement in writing descriptive, and the instrument of questionnaire which is used to investigate the students‘ personality.

3.2.1 Writing TestTo measure the students‘ descriptive writing achievement, the instrument in the form of

writing test was administered. The type of writing test performed in this study was responsive writing (Brown, 2004) namely write a short descriptive text. Responsive writing requires learners to perform a limited discourse of level, connecting sentences and logically connected sequences of two or three paragraphs.

To score the writing ability, Weigle (2002:116) proposed ―analytic scoring‖. In analytic scoring, scripts are related to several aspects of writing or criteria rather than given a single score. The scripts might be rated on such features as content, organization, vocabulary, language use, grammar or mechanics. Analytic scoring schemes thus provide more detailed information about a test taker‘s performance in different apsects of writing and information about those acpects in an efficient manner. The five aspects are differently wighted to emphasize first content (30 points) and next language use (25 points), with organizations (20 points) and vocabulary are weighted equally (20 points) and mechanics receiving very litle emphasize (5 points). The first four scales are related to communicative effectiveness, while the others relate to acuracy. The whole score is acumulated and the highest score is 100.



3.2.1.1 The Validity of the Writing TestIn order to make the writing test valid, the writer used construct validity because the test

of writing was constructed based on a single construct of writing theory. Construct validity ensures that the assessment measures the construct it claims to measure. This type of validity can also show how the measure relates to other measures as a defined in the construct. Construct validity refers to the extent to which an assessment measures an ability construct important for writing performance and it also refers to the extent to which a measure adequately assesses the construct it purports to assess. The test must be done by using the construction of writing which involves the content, organization, language use, vocabulary and mechanics.

3.2.1.2 The Reliability of Writing TestCalculating a correlation between the scores was determined by using the formula which

was used in this research the correlation coefficient was computed by using Pearson Product Moment Formula:

N XY X (Y )

rxy N X 2 X 2 N Y 2 Y 2 Notes:rxy = the coefficient correlation; N = number of students; X = the score of each item; Y = the total score

3.2.2 Students’ Personal Traits QuestionnairePersonal traits is the characteristic includes virtually everything about a person—mental,

emotional, which is stable over time and are different among people, that influence one‘s behavior. The characteristics are differentiated based on by how a person perceives internal and external stimuli or functions: merely establishing what is there (sensation), interpreting and understanding the meaning of what perceive (thinking), evaluating of how desirable or pleasant it is (feeling), and forming apparently inexplicable hunches or conclusions without using any of the other functions (intuition). The instrument of questionnaire was employed to find out the students‘ personality in terms of introvert and extrovert. The questionnaire was dominantly about the characteristic of introvert and extrovert. The characteristics were used as the indicators and concluded as behavioral differences of extrovert and introvert in terms of sociability or openness, impulsiveness, activity level and excitability. These indicators were used to make questionnaire as the instrument to investigate the students‘ personality.

The questionnaire was made from the characteristics between introvert and extrovert personal traits. The characteristics were differentiated based on the way they (both introvert and extrovert students‘ personal traits) establish something, the way interpreting and understanding the meaning of what to perceive, the way they evaluate of how desirable or pleasant is something, the way they conclude something without using any of the other functions. The answer will be varied in whether the students agree, strongly agree, undecided, disagree and strongly disagree.

3.2.2.1 The Validity of QuestionnaireIn order to make the questionnaire valid, the researcher used content validity which is a

term used in connection with a tests‘ content. Content validity refers to the extent to which examinees believe the instrument is measuring what it is supposed to measure. Content validity



represents the content of interest that will be measured. For example to investigate the students‘ personality, the definition of the concept should be defined which involve the aspects that finally are used as the indicators. All the questions in the questionnaire are made through the indicators.

The instrument was measured by using the Likert Scale. A Likert scale assesses attitudes towards a topic by presenting a set of statements about the topic and asking respondents to indicate for each whether the students are strongly agree (5 points), agree (4 points), Undecided(3), disagree (2) and strongly disagree (1). In this research, the writer also had a group to have a try out on the translated questionnaire. The researcher took different but rather similar subjects and apply similar with the condition of the research as possible. The aim of this try out was to figure out the best condition needed by sample subjects for the best result, to know the possible responses and questions from the sample.

3.2.2.2 The Reliability of QuestionnaireTest- retest reliability was used to determine the reliability of the students‘ personality

questionnaire. In order to consider the value of reliability, a formula was required. The formula which was used in this research was Alpa Cronbach to compute the correlation coefficient.

rII=

Notes:n : Numbers of items

: Variance of the total score: Sum of score variance of each item

rII :The reliability of the questionnaire

Arikunto (2010) stated that the criteria of reliability can be categorized into fivecategories:

0.0 - 0.20 = the validity is very low0.21 - 0.40 = the validity is low0.41 - 0.60 = the validity is fair0.61 - 0.80 = the validity is high0.81 - above = the validity is very high

3.3 Data AnalysisThe technique of analyzing data used for this research was the two-way analysis of

variance with the level significance α= 0.05. It is used to test the hypothesis which was stated in the previous so that the result of this research was gathered.

Before the technique of analysis data to be used, there are two important things which needed to be tested, namely the normality and the homogeneity of the data. Before the technique analysis data used, there are two important things which needs to be tested, namely the normality and the homogeneity of the test.

3.4 Statistical HypothesesThe Statistical hypothesis were tested and formulated as follows:Hypotheses 1: Ho: µA1 = µA2

Ha: µA1 > µA2



Hypotheses 2: Ho: µB1 = µB2Ha: µB1 > µB2

Hypotheses 3: Ho: AxB = 0Ho: AxB ≠ 0

µA1 = the mean of achievement in writing of the students with introvert personal traitµA2 = the mean of achievement in writing of the students with extrovert personal traitµB1 = the mean of achievement in writing of the students taught by using Roundtable

Teaching Technique.µB2 = the mean of achievement in writing of the students taught by using Clustering

Teaching Technique.A><B = the interaction between Roundtable Teaching Technique and Clustering Teaching

Technique and the students‘ personal traitsA = teaching techniquesB = personal traitsµ = the mean of achievement in writing

IV. FINDINGS AND DISCUSSIONS

4.1 FindingsThe findings of this research are described through some calculation explained in some

tables below:

4.1.1 Testing HypothesisThe hypothesis of this research is verified by two-way analysis of variance (ANOVA)

with factorial design. Thus the data description is seen as this following table.

Table 9. Two-Way ANOVA with 2x2 Factorial

PERSONAL TEACHING TECHNIQUES (B)Total

TRAITS (A) Roundtable (B1) Clustering (B2)N Y = 26

Introvert (A1) ∑ Y = 1931y = 287,12N Y = 14

Extrovert (A2) ∑ Y = 977y = 236,36N Y = 40

Total ∑ Y = 2908y = 523,47

N Y = 18∑ Y = 1265 y = 237,61 N Y = 22∑ Y = 1565 y = 498,59 N Y = 40∑ Y = 2830 y = 736,20

N Y = 44∑ Y = 3196 y = 524,73 N Y = 36∑ Y = 2542 y = 734,95 N Y = 80∑ Y = 5738 y = 1259,67

This data description with factorial design is used for further calculation of two-wayANOVA and that the result is as the following:



Table 10. The Calculation of the Two-Way ANOVA

Source ofJK Df RJK FObserved

Ftable =Description

Variance F0,05;1;76

A 76,05 1 76,05 4,59 SignificantB 81,21 1 81,21 4,90

3,97Significant

Inter AB 109,01 1 109,01 6,58 SignificantAB 1260 76 16,57 - SignificantTotal 1525,95 79 - -

From the descrition of above, some findings can be concluded as this following:1. The mean of students with introvert personal trait taught by using roundtable teaching technique is higher than the mean of students with extrovert personal trait taught by using roundtable teaching technique;2. The mean of students with introvert personal traits taught by using roundtable teaching technique is higher than the mean of students with introvert personal trait taught by using clustering teaching technique;3. The mean of students with introvert personal trait taught by using roundtable teaching technique is higher than the mean of students with introvert personal traits taught by using clustering teaching technique;4. The mean of students with extrovert personal trait taught by using clustering teaching technique is higher than the students with introvert personal trait taught by using clustering teaching technique;5. The mean of students with extrovert personal trait taught by using roundtable teaching technique is higher than the mean of students with introvert personal trait taught by using clustering teaching technique;6. The mean of students with extrovert personal trait taught by using clustering teaching technique is higher than the mean of students with extrovert personal trait taught by using roundtable teaching technique.

4.1.2 The Effect of Teaching Techniques on Students’ Writing AchievementRegardless of students‘ personal traits, students who were taught writing by using

roundtable teaching technique, 77.98 5.89, had higher score compared to students who weretaught writing by using clustering teaching technique, 72.95 6.66. In addition, the result ofANOVA test shows that Fobserved>Ftable in which the Fobserved is 4.59 and Ftable is 3.97. Therefore, the null hypothesis was rejected. Thus, students gained 6.85% more score when taught by usingroundtable teaching technique to students using clustering teaching technique. As a result, the first hypothesis of this research formulated that the students‘ achievement in descriptive writing taught by roundtable teaching technique is higher than taught by clustering teaching technique is true. The effect of technique on students‘ achievement can be seen in the figure below.



80

1.2

751

0.870

0.6

65 Roundtable

0.4

Clustering

60

0.20

55

Category 1 Category 2

Fig. 1 The effect of techniques on students’ writing achievement

4.1.3 The Effect of Personal Traits on Students’ Writing AchievementWriting Achievement of students with introvert personal trait, 73.60 12.68, had higher

score compared to students‘ writing achievement with extrovert personal trait, 66.28 10.87. Inaddition, the ANOVA test shows that Fobserved>Ftable in which the Fobserved is 4.90 and Ftable is 3.97. Automatically, the null hypothesis was rejected so that the second hypothesis formulated thatstudents‘ achievement in descriptive writing with introvert personal trait is higher than the students‘ achievement in descriptive writing with extrovert personal trait is true. The effect of introvert and extrovert personal trait on students‘ writing achievement can be seen in figure below.

754

703

65

2 Series 3

60

Introvert

SeriesExtrovert21

55

050

Category 1 Category 2

Fig. 2 The effect of introvert and extrovert personal trait on students’ writing achievement

4.1.4 Interaction between Teaching Techniques and Personal Traits on Students’ Achievement in Descriptive WritingThere is interaction between the teaching techniques and the personal traits. From the

result of ANOVA calculation in interaction, it is known that the Fobserved = 6.58 is higher than Ftable= 3.97 in addition it shows that there is a rejection of the null hypothesis. In further, it emphasizes the interaction patterns that the students with introvert personal trait are eligible to be taught by using roundtable teaching technique while the students with extrovert personal trait are eligible



to be taught by using clustering teaching technique. One more test was needed to strengthen the interaction from each combination between teaching techniques and students‘ personal traits. The test done here is Tuckey-test. The, the result of the test is as the following.

Table 11. The Result Calculation of Testing Hypothesis by Using Tuckey-Test

No. Statistics Tobserved Ttable Tobserved > ttable = Significant

1H0 : A1 = A2

2,773 1,991 SignificantHa : A1 > A2

2H0 : B1 = B2

3,577 1,991 SignificantHa : B1 > B2

3H0 : A1B1 = A1B2

3,683 2,018 SignificantHa : A1B1 > A1B2

4H0 : A1B1 = A2B1


5H0 : A1B1 = A2B2


6H0 : A1B2 = A2B1


7H0 : A2B2 = A1B2


8H0 : A2B2 = A2B1


4.2 Discussions4.2.1 Students’ Achievement in Descriptive Writing taught by Using Roundtable

Teaching Technique is Higher than by Using Clustering Technique

The use of various teaching technique is very important for students. It also occurs in teaching writing from the data result it was concluded that roundtable teaching technique is higher than clustering teaching technique. Theoretically, roundtable is a technique which can be used for brainstorming, reviewing, or practicing skill while also serving as a teambuilder. Each group member has a designated turn to participate and make a written contribution to the group‘s project. The group has a writing prompt, task, or question (Kagan, 2009).

Reid (1993: 6) stated that clustering teaching technique is a type of prewriting that helps writers to generate, develop, and arrange the writer‘s ideas. It can be said that clustering helps the learners in developing their idea. The goal of clustering teaching technique is to determine the intrinsic grouping a set of unlabeled data. It can be shown that there is no absolute ―best‖ criterion which would be independent of the final aim of the clustering.

In roundtable teaching techniques students work in group which it will be very helpful to shape and structure the students‘ writing and help students to make the linguistic choices in the students‘ writing. Every student will express their ideas freely; the multiple answers or ideas

proposed by the member of group will encourage creativity and deeper thinking. This activity builds positive interdependence among team members because of the shared writing surface, but



more importantly, it builds team cohesion and reinforces the power of teamwork because students see in action the value of multiple viewpoints and ideas.

Furthermore, in roundtable technique, it advances the students' understanding of the subject matter. In addition, students learn how others write and learn, students learn how others reason and share different opinions. Besides, in roundtable, students work together to overcome disagreements.

Each techniques of teaching applied in the classroom have its own phenomenon which is interesting to be discussed in this point. The first is roundtable teaching techniques. In Roundtable the lecturer put the students in groups of three or four and each student in the group took out a piece of paper and wrote the question the lecturer told them to write on the top of the paper. The lecturer told them to begin and each student will write as many responses to the question as they can in the time the teacher gives. The lecturer will then say pass and the students will pass their list to the left and receive a new list from the right. It is important that the students do not repeat answers. There is absolutely no talking during this activity. Every members cannot express their ideas in the same range of time, there was one student can deliberately and spontaneously express his ideas in only a minute, while there was another students who wrote the ideas in more than two or three minutes. It was very surprising that the students were able not to repeat the answer. The process continued until all students get their own list back. The students are successfully did all the process begins with listing the ideas, passing the paper and until they finally choose five best ideas and wrote the whole text.

In contrast, the second technique is clustering teaching technique in which there is also phenomenon found in it. Clustering begins the center of a page (or on the blackboard) around which the students quickly jots down all of the free-associations triggered by the subject matter, using words or word phrases. By sharing their cluster patterns with others in the class, students can be exposed to a wide variety of approaches to the subject matter, which might generate further material for writing. Every student in the group could easily jot so many ideas in circles since they were free to write everything they can express everything as they want related to the topic (Lake Toba) without being worried of getting stuck in their prewriting activities. As the result they express or wrote so many ideas in their paper that they gets a little confusing in choosing the best or the most appropriate ideas to be used to write a complete text of descriptive writing.

From the explanation at the previous, empirically the achievement of students is their ability to generate ideas in composing a descriptive text. Empirical experience shows that students taught by roundtable teaching technique have higher achievement in descriptive writing. Based on the facts, it is concluded that roundtable teaching technique is more effective in improving students‘ achievement in descriptive writing.

4.2.2 Students’ Achievement in Descriptive Writing between Students with Introvert and Extrovert Personal Traits

Students with extrovert or introvert significantly affect the product of their writing. And it will influence to how they interpret something, this will create different perspective to the same topic on the writing. As the result, the students‘ achievement in writing is influenced by the personal traits of the students. That is why introvert is better in writing than that of extrovert. It is because introvert is a subjective, sensing, thinking and judging type of person who is valuable characteristics of good writer.



Ditiberio (1989) stated that concerns to the ways of judging extrovert and introvert are distinguished into thinking versus feeling type. Extrovert person makes decision on the basis of principles and regards the process as highly objective, whereas the introvert person emphasizes the highly subjective nature of decision making and enters personal values into the process. Extrovert person presumably depend on structure in the composition process and are most likely to turn to mental or written outlines. The introvert person can overdo such structuring, worrying more about grammatical and logical format than about communication, they will write better when the topic interests them greatly.

In findings of this study indicate that introvert students are better in their achievement in descriptive writing that is shown by total mean of both personal traits on the average. In addition, the data analysis shows that students with introvert personal trait have higher achievement than students with extrovert personal trait. It means that students with introvert personal trait have higher achievement in descriptive writing than those students with extrovert personal trait.

4.2.3 The Interaction between Teaching Techniques and Students’ Personal Traits on Students’ Achievement in Descriptive Writing

From the research findings and hypothesis testing, it is known that there is significant interaction between teaching techniques and personal traits. The fact proves that teaching techniques and personal traits are two important points which significantly influence the students‘ achievement in descriptive writing. Schefee-test is calculated in order to know which samples interaction has better achievement in descriptive writing among the cells. The result indicates that students with introvert personal trait is worthy if it is matched with roundtable teaching method while students with extrovert personal trait is worthy if it is match with clustering teaching technique.

In addition, the roundtable teaching technique has higher achievement in descriptive writing because it is combined with the students having introvert personal trait. It is eligible combination because roundtable teaching technique is a powerful technique of writing encourages cooperation, critical thinking, peer learning and active participation toward an end product. There will be no talk during the discussion. Introvert person fulfill this characteristic, since introvert people are able to work independently. Until they finally come to group in order to revise idea, and put only the relevant elements of ideas. That‘s why this personal trait is suitable for roundtable teaching technique proven by the average score, 74.27

Meanwhile, the students who have extrovert personality taught by using clustering technique will be better in writing. Clustering teaching technique is a powerful technique of writing because it taps to the right brain of the writer which drives a creative idea. In jotting every idea, each students work by themselves. But, each member of the team can sometimes talk as they revise and choose the idea they‘re going to write. That‘s why this learning style is suitable for students with clustering teaching technique proven by the average score, 71.14.

From the result of calculation, it is known which sample interactions have better achievement in descriptive writing among the cells. It indicates that students with introvert personal trait taught by using roundtable teaching technique and students with extrovert personal trait taught by using clustering teaching technique have the most significant different among others. The students with introvert personal trait taught by roundtable teaching technique have better achievement in descriptive writing than students with extrovert personal trait by clustering teaching technique. In other word, students with introvert personal trait have better achievement



in descriptive writing if they are taught by using roundtable teaching technique while students with extrovert personal trait have better achievement if they are taught by using clustering teaching technique. As the result there is an interaction between roundtable and clustering teaching techniques and students‘ personal traits to the student‘s achievement in descriptive writing.

V. IMPLICATIONS, SUGGESTIONS AND LIMITATIONS

Based on the data analysis and the research findings, it is concluded that: The students‘ achievement in descriptive writing by using roundtable teaching technique is higher than that taught by using clustering teaching technique; The introvert of students have higher achievement than students with extrovert personal traits; There is significant interaction between teaching techniques and personal traits on students‘ achievement in descriptive writing. On the other words, it can be said that the students‘ achievement in descriptive writing is influenced by the teaching techniques and students‘ personal traits.

5.1 ImplicationsThe students‘ achievement in writing descriptive text taught by using roundtable teaching

technique is higher that taught by using clustering teaching technique. In this research, the techniques were matched with the students‘ personal traits. The research findings and discussion indicate that the students‘ achievement taught by using roundtable teaching technique is higher than by using clustering teaching technique especially when it is taught for students with introvert personal traits. It is because the students with introvert personal traits presumably depend on structure in the composition process and are most likely to turn to mental or written outlines. The thinking types can overdo such structuring, worrying more about grammatical and logical format than about communication.

However, it does not mean that the clustering teaching technique is not as good as roundtable teaching technique. It is proven that the students‘ achievement taught by using clustering teaching technique can also achieve satisfactory score when it is taught to students with extrovert personal traits. It is because the way of composing a text suited for students with extrovert personal traits. That‘s why clustering teaching technique is suitable to be applied for students with extrovert personal traits.

The fact explained above also proves that actually all the personal traits of the students are good. Either introvert or extrovert had been able to achieve satisfactory score. Therefore, it cannot be argued that a personal trait is better than others because it comes naturally in the students‘ selves. What should be done is how to find eligible techniques of teaching for the personal traits so that their ability can be explored maximally.

5.2 SuggestionsThere are some suggestions related to the conclusions and implications at the previous

page. The suggestions are:a. It is highly suggested for lecturers to use roundtable and clustering teaching techniques since these two teaching techniques are able to improve students‘ achievement in reading comprehension.



b. It is highly suggested for lecturers to use roundtable teaching technique for a classroom dominated by students with introvert personal traits while for class dominated by extrovert students, lecturers are recommended to use clustering teaching technique.c. Teacher should realize that the students‘ characteristics such as their personal traits before choosing the teaching techniques. Thus, the teaching techniques applied are matched with what they need. As the result, their brightness is able to be explored maximally.d. Other researchers may take a further research in the area Roundtable and Clustering teaching techniques that will improve students achievement in descriptive writing. While still many weakness of this research, for the other research who want to conduct these techniques, it is suggested to learn more about the principles of roundtable teaching technique and clustering‘s principles in the application.

5.3 LimitationsThis research had been conducted well but there are some weaknesses of this research which are difficult to avoid. They are:

1. The treatments in this research have been done by the lecturers in the campus in which the researcher was not in the classrooms. Thus, it was not conducted well even though all the steps in each teaching techniques had been explained in detail to them.2. The students‘ activities outside campus were not controlled so that it was presumed that the students had ever obtained the material such as from English course.

REFERENCES

[1] Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.[2] Brown, S. (1998). Criterion-referenced assessment: what role for research. In Black, H. & Dockerell, W. New Developments in Educational Assessment. British Journal of Educational Psychology, Monograph Series No. 3, 1-14.[3] Friedman, S et al. (2010). Writing the Critical Essay. Greenhaven Press.[4] Handayani, S. (2012). The Influence Of Roundtable Technique And Students’ Intelligence On Students’ Writing Skill (An Experimental Research On Descriptive Writing To The Tenth Grade Students Of Sma Negeri 1 Ngaglik, Sleman, Yogyakarta In The Academic Year Of 2011/2012). Surakarta: Universitas Negeri Semarang.[5] Henning, E. (2005). Finding your way in academic writing. Hatfield, Pretoria: Van Schaik Publishers1064 Arcadia Street.[6] Kagan, S. (2009). Building character through cooperative learning. Port Chester, NY: National Professional Resources, Inc.[7] Kane, T S. (2000). Essential Guide to Writing; Step-by-Step Approach for Organizing and Completing Your Work. New York: The Berkley Publishing Group Oxford University press.[8] Matthews, G et al. (2003). Personality Traits. University of Cincinnati University of Edinburgh: Cambridge university press.[9] Nunan, D. (2003). Practical English language teaching. Singapore: Mc Graw Hill.[10] Raymond, C. (1980). Writing (Is Unnatural Act), New York: Harper & Row.[11] Reid, J. M., (1993). Teaching ESL writing. New York: Prentice Hall Regents.



[12] Styati, E. W. (2010). The Effectiveness of Clustering Technique to Teach Writing SkillViewed from Students’ Linguistics Intelligence (An Experimental Research on DescriptiveWriting for the SecondSemester of English Department of IKIP PGRI Madiunin the Academic Year of 2009/2010). Surakarta: Universitas Sebelas Maret.

[13] Urquhart, V and McIver. (2005). Teaching Writing in the Content Areas. Aurora: McREL.[12] Weigle, S. C. (2002). Assesing Writing. United Kingdom, Cambridge: Cambridge University Press.[14] Zemach, D. E at al. (2009). Academic Writing from Paragraph to Essay. Cambridge: The Cambridge University Press. www.cambridge.org/9780521838801



Interpersonal Intelligence and Second Language Learning Strategies

MurniatiEnglish Department, University of Bunda Mulia, Jakarta

Abstract: This paper aims to find the dominant multiple intelligence and the learning strategiesemployed by adults with good English commandeven though they started learning English inJunior High School or after 12 years old. The data is gained from the lecturers from differentdepartments working in a university in Jakarta. It was found out that 10 lecturers have goodEnglish proficiency as shown by the TOEFL score. In the next step, those ten respondents areasked to find their major intelligence. Next, the Strategy Inventory for Language learning (SILL)version 7.0 is delivered to each participant to find out their learning strategies. The results showthat those lecturers have interpersonal intelligences. Regarding the learning strategies,theyusually use four out of six learning strategies.Keywords: Learning strategies, Multiple intelligence

I. INTRODUCTIONNowadays, job interview of lecturers can be conducted in English. While interviewing

lecturers whose ages are more than 30 years old from all departments in the university where the writer works, it was found out that some interviewees can speak English very well. In addition, their TOEFL test scores are also high; some of them can reach more than 550. From the interview, it is also noted that they started to learn English when they were in the fourth grade in the elementary school or even after that. Other applicants, on the other hands, cannot speak English at all. Their English proficiency is not really good, as shown in the TOEFL test scores which do not reach 400.

In order to find out the reasons why some people have acquired the second language – in this case, English – successfully, the learning strategies employed by those lecturers are analyzed. In addition, the multiple intelligence of each of those lecturerswhose English is good is also analyzed. Gardner as quoted in Gardner (2011, p. xv) has argued that all human beings possess eight intelligences. Those blended intelligences appear to be different from one human to another. One type of intelligence is more dominant than others for every human being. For example, people with linguistic, nature, and interpersonal intelligences may be good at learning language than other people with other dominant intelligences (Akbari & Hosseini, 2008, p. 152). This research, therefore, aims to answer the following questions:1. What are the most common multiple intelligences of the lecturers with good English proficiency and who learnt English after 12 years old?2. Which learning strategies are the most employed by those lecturers?

II. THEORETICAL REVIEWTroike (2006) says that Second Language Acquisition (SLA)“refers both to the study of

individualsand groups who are learning a language subsequent to learning their firstone as young children, and to the process of learning that language‖ (p.2)



Regarding the second language acquisition, Oxford (1990, p. 4) argues that acquiring a language and learning the language cannot be separated. She also argues that at first, learning a language might be conscious, which later can be unconscious use of that language through practice. She states that language learning strategies contributes to the learning and acquiring the second language.

In order to find the learners‘ learning strategies, Oxford (1990, pp. 138-147) proposes the Strategy Inventory for Language learning (SILL). The SILL consists of 50 items spread in six parts under direct and indirect learning strategies. Part A, B, and C are under direct learningstrategies. Part A consists of 9 items which reflects the memory strategies. Part B is about cognitive strategies (14 items), and Part C which reflects the compensation strategies (6 items). Next, under the indirectlearning strategies, in part D, there are 9 items of metacognitive strategies, Part E which is about the affective strategies(6 items), and social strategies (6 items) in part F.

The results reflected in SILL say that those who score .35 and higher in the overall average of theSILL are high strategy users, between .25 and .34 are medium strategy users, and .24 and below are low strategyusers (Park, 2011, p.22).

Multiple IntelligencesGardner as quoted by Richards and Rodgers (2014, pp. 230-241) states that there are

eight intelligences which human being possess. They are: linguistic, musical, nature, logical mathematical, spatial, bodily kinesthetic, Intrapersonal and interpersonal intelligences. The intelligences are set of life skills which enable human beings to solve the problem and to gather new knowledge. Armstrong (2003, p. 10-19) has discussed that basically, each person has those eight intelligences. It is just some intelligence is more dominant than other intelligences. All of the intelligences are developed depend on the needs of the person, the environments, and many other factors.

III. RESEARCH METHODOLOGYThe respondents of this research are the lecturers working in a university in Jakarta.

Before those lecturers had been accepted to be the full timers, they have to take some tests. One of them is the TOEFL Paper based test. It was found out that several lecturers have reached quite high TOEFL PBT score, which is more than 530. Those ten lecturers have later been asked to be the respondents in this research.

The data is gained from the interview, questionnaires, and the multiple intelligence test.An interview is conducted to find out the lecturers who meet the criteria to be the respondents of this research. The respondents should have started learning English in Junior High School or after 12 years old. They had no prior knowledge (English) before they first learn English in the Junior High School. In addition, they have never been living abroad.After the interview, ten lecturers fulfill the criteria. In the next step, those ten respondents are asked to find their major intelligence by conducting a multiple intelligence test downloaded fromhttp://www.literacynet.org/mi/assessment/findyourstrengths.html

Next, the Strategy Inventory for Language learning (SILL) version 7.0 is delivered to each participant. The SILL delivered is the one used for the speakers of other languages learning



English.The respondents are asked to state their answer in the scale of 1,2,3,4, and 5. There is no correct or incorrect answer. The explanations of the scale are explained below.1. Never true of me2. Usually not true of me:3. Somewhat true of me:4. Usually true of me5. Always true of me

The data of the language learning strategies is analyzed by classifying the respondent‘s answers as can be seen in the table below.

Classification Frequencyof use Average score

High Always or almost always trueofme 4.5 to 5.0

Usuallyused 3.5 to 4.4

Medium Sometimesused 2.5 to 3.4

Generally notused 1.5 to 2.4

Low Never or almostneverused 1.0 to 1.4

IV. FINDINGS AND DISCUSSIONS

4.1 Multiple Intelligence and TOEFL ScoreThe table below shows the results of the multiple intelligence tests conducted by the

respondents.

TOEFLFirst major Second major Third major

No Respondent PBTintelligence intelligence intelligence

Score1 Respondent 1 577 Interpersonal Intrapersonal Musical2 Respondent 2 620 Spatial Logic Interpersonal3 Respondent 3 592 Intrapersonal Interpersonal Musical4 Respondent 4 610 Interpersonal Intrapersonal Musical5 Respondent 5 553 Musical Nature Interpersonal6 Respondent 6 525 Bodily Interpersonal Nature7 Respondent 7 592 Interpersonal Intrapersonal Spatial8 Respondent 8 547 Intrapersonal Interpersonal Spatial9 Respondent 9 521 Interpersonal Bodily Intrapersonal10 Respondent 10 571 Musical Intrapersonal Interpersonal

Table 4.1 The results of the multiple intelligence test


The table above shows that each participant has interpersonal intelligence. Even though the interpersonal intelligence is not always the first intelligence, it is still included as the first three intelligences. As a result, it can be said that the interpersonal intelligence is one of the major intelligence of the respondents. In short, it can be said that the respondents with good command in English and who learn English after 12 years old have interpersonal intelligence.

4.2 Learning StrategiesPart Aof SILL consists of 9 items which reflects the memory strategies under the direct

strategies. The overall score for this part is 2.59. It can be categorized as medium, or the respondents sometimes use the memory strategies. The overall results in detail can be seen in the table below.

Part A

No Learning Strategies 1 2 3 4 5 Total

I think of relationships between what I already1 know and new things I learn in the SL. 0 3 4 3 0 10

2. I use new SL words in a sentence so I can2 remember them. 0 3 2 4 1 10

3. I connect the sound of a new SL word and an image or picture of the word to help me3 remember the word 0 4 4 2 0 10

4. I remember a new SL word by making a mental picture of a situation in which the word

4 might be used. 1 4 2 3 0 105 5. I use rhymes to remember new SL words. 1 4 3 2 0 106 6. I use flashcards to remember new SL words. 5 3 1 1 0 107 7. I physically act out new SL words. 4 1 3 1 1 108 8. I review SL lessons often. 2 2 5 1 0 10

9. I remember new SL words or phrases by remembering their location on the page, on the

9 board, or on a street sign 3 4 1 2 0 10Total 16 28 25 19 2 90

Total x score 16 56 75 76 10 233

Average 2.59

Table 4.2. The memory learning strategies

Part B of SILL is still about direct strategies, in specific, about the cognitive strategies. There are 14 items being investigated. The mean score of this part is 3. 76. It can be categorized as high which means that the respondents usually use the cognitive strategies. The result can be seen in the table below.



Part B


10 I say or write new English words several times. 0 1 2 4 3 1011 I try to talk like native English speakers. 0 0 0 5 5 1012 I practice the sounds of English. 0 0 1 5 4 1013 I use the English word I know in different ways. 0 1 1 5 3 1014 I start conversations in English. 0 0 4 4 2 10

I watch English language TV shows spoken in15 English or go to movies spoken in English. 0 0 1 4 5 1016 I read for pleasure in English. 0 0 2 5 3 10

I write notes, messages, letters, or reports in17 English. 0 1 3 3 3 10

I first skim an English passage (read over thepassage quickly) then go back and read

18 carefully. 0 1 4 2 3 10I look for words in my own language that are

19 similar to new words in English. 1 1 2 6 0 10

20 I try to find patterns in English. 1 1 5 1 2 10I find the meaning of an English word by

21 dividing it into parts that I understand. 0 4 4 0 2 10

22 I try not to translate word-for-word. 0 0 5 3 2 10I make summaries of information that I hear or

23 read in English. 1 2 3 4 0 10Total 3 12 37 51 37 140

Total x Score 3 24 111 204 185 527

Average 3.76

Table 4.3 The cognitive learning strategies

Part C of the SILL reflects the compensation strategiesunder the direct strategies which consist of 6 items. The result in number is 3.57. It means that the respondents usually use the compensation strategies. The respondents‘ answers can be seen in the table as follows.

Part C


To understand unfamiliar English words, I make24 guesses. 0 0 3 5 2 10

When I can't think of a word during a conversation25 in English, I use gestures. 1 2 0 6 1 10


Part C


I make up new words if I do not know the right26 ones in English. 1 2 3 2 2 10

27 I read English without looking up every new word. 1 1 3 3 2 10I try to guess what the other person will say next in

28 English. 2 0 3 3 2 10If I can't think of an English word, I use a word or

29 phrase that means the same thing. 0 1 1 3 5 10Total 5 6 13 22 14 60

Total x Score 5 12 39 88 70 214

Average 3.57

Table 4.4 The compensation learning strategies

Next, under the indirectlearning strategies, in part D, there are 9 items of metacognitive strategies. The mean score is 3.58. It is still categorized as high which means that the respondents usually use this strategy. The results in details are as follows.

Part D


I try to find as many ways as I can to use my30 English. 0 1 1 5 3 10

I notice my English mistakes and use that31 information to help me do better. 0 1 2 5 2 1032 I pay attention when someone is speaking English. 0 0 2 6 2 10

I try to find out how to be a better learner of33 English. 0 1 3 4 2 10

I plan my schedule so I have enough time to study34 English. 1 2 2 5 0 10

35 I look for people I can talk to in English. 0 2 2 4 2 10I look for opportunities to read as much as possible

36 in English. 0 2 2 5 1 1037 I have clear goals for improving my English skills. 0 1 6 3 0 1038 I think about my progress in learning English. 0 1 5 4 0 10

Total 1 11 25 41 12 90Total X Score 1 22 75 164 60 322

Average 3.58

Table 4.5 The metacognitive learning strategies


Part E which is under the indirectlearning strategies is investigating the affective strategies. There are 6 items in Part E. The answers are reflected in the table below. It can be seen later that the score is 2.62 which means that the respondents only sometimes use this strategy while learning the language.

Part E

No Learning Strategies 1 2 3 4 5 TotalI try to relax whenever I feel afraid of using

39 English. 0 1 3 4 2 10I encourage myself to speak English even when I

40 am afraid of making a mistake. 0 1 4 5 0 10I give myself a reward or treat when I do well in

41 English. 3 3 2 2 0 10I notice if I am tense or nervous when I am

42 studying English. 2 2 3 3 0 10I write down my feelings in a language learning

43 diary. 7 1 1 1 0 10I talk to someone else about how I feel when I am

44 learning English. 5 1 3 1 0 10Total 17 9 16 16 2 60

Total X Score 17 18 48 64 10 157

Average 2.62

Table 4.6 The affective learning strategies

Finally, Part F which is still under the indirectlearning strategies, there 6 items about the social strategies. The mean score of this part is 3.6. The respondents usually use this social strategy while learning the language. The results can be seen in the table as follows.

Part F


If I do not understand something in English, I ask45 the other person to slow down or say it again. 0 1 2 5 2 1046 I ask English speakers to correct me when I talk. 0 2 4 4 0 1047 I practice my English with other students. 0 0 3 6 1 1048 I ask for help from English speakers. 0 1 4 4 1 1049 I ask questions in English. 0 0 4 5 1 1050 I try to learn about the culture of English speakers. 0 1 5 1 3 10

Total 0 5 22 25 8 60Total X Score 0 10 66 100 40 216

Average 3.6

Table 4.7 The social learning strategies



The overall results can be summarized in the table below.

The Learning Strategies Mean Category RankMemory strategies 2.59 Medium 6Cognitive Language Learning Strategies 3.76 High 1Compensation Language Learning 3.57 High 4StrategiesMetacognitive Language Learning 3.58 High 3StrategiesAffective Language Learning Strategies 2.62 Medium 5Social Language Learning Strategies 3.6 High 2

Table 4.8 The summary of the learning strategies

It is actually expected that the respondents with the interpersonal intelligence employ the social learning strategies at the most. However, the results show that the respondents mostly use the cognitive language learning strategies. After some short interviews, it was found out that the respondents learn English at school, in which some cognitive learning styles are adopted. After that, as predicted, the second most used strategy is social learning strategies. By applying this, the respondents with the interpersonal skills might use the language learnt directly.

The two last strategies used by the respondents are memory and affective learning strategies. It can be said that the interpersonal intelligence respondents do not memorize the language learnt. They are not afraid of using the language learnt in the real life context.

V. CONCLUSIONS

In conclusion, this paper show evidences why some foreign language learners have successfully acquired the language, even when they first learn that foreign language after 12 years old. While relating this to multiple intelligence, it turns out that the interpersonal intelligence is one of the first three major intelligences of those people.

The findings also provide evidence on how people with the interpersonal intelligence learn a foreign language before they acquire it. The overall results of the language learning strategies employed show that the respondents usually use four out of six learning strategies.

REFERENCES[1] Akbari, R. & Kobra Hosseini. 2008. Multiple intelligences and language learning

strategies: Investigating possible relations. Systems.141–155. doi:10.1016/j.system.2007.09.008

[2] http://www.literacynet.org/mi/assessment/findyourstrengths.html[3] Oxford, R.L. (1990). Language learning strategies: What every teacher should know.

Boston: Heinle& Heinle Publishers.[4] Park, G.-P.(2011). The validation process of the SILL: a confirmatory factor analysis. English Language Teaching. (4)4. 21-27. doi:10.5539/elt.v4n4p21



[5] Gardner, H., (2011). Frames of mind: the theory of multiple intelligences.New York: Basic Books.[6] Richards, J.C. & Rodgers, T.S. (2002).Approaches and methods in language teaching: second edition. Cambridge: Cambridge University Press.[7] Troike.(2006). Introducing second language acquisition. Cambridge: Cambridge University Press.



Lexical Variation on Students’ Daily Conversation at Campus by First Year Students of English Department FKIP HKBP

Nommensen University

Rudiarman PurbaFaculty of English Education, University of HKBP Nommensen Pematangsiantar

Abstract: This articles deals with the finding of lexical variation in campus daily communicationamong friends on the first year students of English Department FKIP HKBP NommensenUniversity Pematangsiantar. This study adopted a qualitative case study approach. The questionformulated by the writer is also registered as the problem of this study that is what lexicalvariation are used by the students in campus daily communication among friends on the firstyear students of English Department FKIP HKBP Nommensen University Pematangsiantar andwhat factors do influence it. In this study, the first year students of English Department FKIPHKBP Nommensen University Pematangsiantar are taken as the subject. So the objects are thelexical variations that are used in the students’ conversation. Data collection was done throughrecording the student’s daily conversation at campus. Four goups of students’ conversation wereanalyzed in this research. In order to understand the student’ lexical variation, sociolinguisticsfactors were investigated. Finally, the findings show the dominant sociolinguistics factors thatinfluence the students’ lexical variation is the language function which is used by the studentsnamely informal language function.Keywords: Lexical Variation, Sociolinguistics

I. INTRODUCTION

This research is the study on the lexical variation in campus daily communication among friends on the first year students of English Department FKIP HKBP Nommensen University Pematangsiantar. The Purpose of the current paper is to find out the lexical variation in campus daily communication among friends on the first year students of English Department FKIP HKBP Nommensen University Pematangsiantar and the factors influence it.

The students came from many places around Pematangsiantar Town and Simalungun Regency even out of North Sumatera Province. They are chosen by the writer because the students can be the representative of students of English department of Teachers Training Faculty problem in case of anxiety in speaking English.

There are some reasons why this research is necessary to be done. First is the need of documentation for English department of Teachers Training Faculty HKBP Nommensen University Pematangsiantar. This documentation can be necessary for the needs practical and scientific uses in the next time. The second is to investigate the the lexical variation in campus daily communication among friends on the first year students of English Department FKIP HKBP Nommensen University Pematangsiantar and the factors influence it.

The findings of preliminary research for the sake of this study shows that lexical variation that are mostly used by the students in their daily campus communication among friends


Lexical Variation on Students‘ Daily Conversation at Campus by First Year Students of English Department FKIP HKBP Nommensen University

influenced by the factors as proposed by Wardhaugh (1972:188) namely: age, sex and occupation, function and regional variation.

At the end, based on the core theory of language variation, this article also proposed some strategies to solve the problem as Wardhaugh (1972) proposed in his previous findings.

To analyze the lexical variation in campus daily communication among friends on the first year students of English Department FKIP HKBP Nommensen University Pematangsiantar, the writer would like formulate the research problems by the following questions:1. What are the lexical variation which are used by the first year students of English Department FKIP HKBP Nommensen University Pematangsiantar in their campus daily communication among friends?2. What factors do influence the lexical variation of the students?

To answer the problem above, the writer tries to learn some literature related to the lexical variation and the factors influence it.


2.1 SociolinguisticsSociolinguistics is a branch of linguistic which studies language variation and it‘s relation

with social variable. As a branch of sociolinguistics, its connect with varied linguistics relations of socio cultural meaning which in a sense are both familiar and unfamiliar, the currency of everyday social interaction which are nevertheless relative to particular cultures such as societies, social groups, speech communication, language, dialect varieties, and style.

2.1.1 Language VariationLinguistics has tended to disregard such variation in favor of linguistic models that stress

unvarying systems and regularity. For example, some have concerned themselves with describing the speech of only one speaker, concentrating on his speech, or idiolect, and disregarding certain stylistic variation that occur even in such a sample. Others, particularly Tagger and Smith, have attempted to describe an overall system for a language from which individuals select a system.

An overall system does allow for variation in language, but only within a super system. Even in historical work, the comparative method of reconstruction and the family-tree model of genetic relationship work best when we disregard most kind of variation (Wardhaugh, 1972:188).

Although we have tended to ignore linguistic variation because of the need to develop models to account for what is general and universal in language rather than for what is individual and idiosyncratic, a commonsense view of ―facts‖ tells us that considerable variation does occur within language. Speaker of a language speak is differently. There are good speaker of language such as English. There are intelligible see in many different ways.

According to Hymes (1974:206), competence as a personal ability not just grammatical knowledge, systematic potential of grammar, super organic property of society, or indeed, irrelevant to persons any other way. It is we have been more vitally concerned with trying to clarify the nature of language itself than making what could easily become unsystematic observation about surrounding phenomena. Linguistic have not completely ignored variation



however and it is the purpose of this chapter to indicate some way in linguistic variation has been examined in a spirit motivated by the kind of scientific inquiry described in this chapter.

According to Wardhaugh (1972), there are 3 types of variation, they are: Phonological Variation, Lexical Variation, and Morphonological and syntactical Variation.

2.1.1.1 Phonological VariationIn phonology, linguistic have investigated such matter as the inventory of vowels and

consonant of a particular region and the phonetic contrast the exits. In examining regional dialect, we try to determine the phonetic values of the vowel in such words as house, tide, noise, that is, those vowels that usually pronounced as diphthongs in must variation of English but which may have very different phonetic realization of the diphthongs. In some dialect to these words such as beat, bait, and boat also show interesting variation from dialect to dialect. Certain contrast may be present or lacking, particularly in combination with certain phonemes for example: /r/ or nasal phoneme.

2.1.1.2 Lexical VariationAll language change over time and vary according to place and social setting. The lexical

variation in speaking influenced by some factor, such as: age, level of the education, and also linguistic competence. Lexical variation in speaking can be categorized into two main concepts. They are: formal and informal. The relations between concepts and the words which conventionally refer to those concepts is arbitrary and so either can vary or change fairly free though time and across space. According to Wardaugh (1972:192) different word may through time, evolve so as to be associated with different concepts. Honorific forms are also the marker of lexical variation. Particles are also the markers in lexical variation. Older speaker tend to communicated with the sense of politeness. When speakers speak impolitely, it is assumed that he/she is fewer components toward language and culture. Style can also show the lexical variation. If the situation is formal, the language that is used will be informal as well. It can be seen as Megawati as the ex president of Indonesia, when she delivered a formal speech in the front of Her party people, she always use ‗Wong cilik‘ as his style to say masyarakat kecil/miskin (poor man/family) And if the situation is not formal, the language that is used will be informal for instance in daily conversation (informal situation) youth style to say ‗sayang‘ a man/woman calls his/her couple by saying ‗honey‘. The use of ‗perhaps‘ or ‗maybe‘ is a lexical variation differences in vocabulary. It certain locates the speaker somewhere in an area centre on pennies. The popular image of dialect speech tends to focus almost exclusively on dialect vocabulary and although there was at one time greater regional variation in vocabulary, there remains a great deal of lexical diversity.

Old speaker always practice the sense of formality. Young speakers always practice the sense of formality. On the other hand, styles are also a part of lexical variation. Sound and lexical variation were approached from sociolinguistic perspective; where by values of variables are correlated with specific social factors.

2.1.1.3 Morphological and Syntactical variationSyntactic different are apparently less tolerated than phonological differences among

educated speakers of a language, therefore, such as speakers tend to eliminate them. These stigmatizes differences are regarded as non standard by linguistic nonstandard being no pejorative equivalent of the more usual designation, substandard (Wardaugh, 1972:194). The



example of consonant cluster reduction given earlier also concerns morphological variation because the final consonant deleted is often a past-tense morpheme. Morphological and syntactic variation in ASL has not yet been extensively explored.

2.2 Some Varieties of LanguageAccording to Wardhaugh (1972:188), there are many variation of language used by a

group of people like age, sex and occupation, function and regional variation.

2.2.1 By AgeOf course other kinds of variation of dialect variation occur, and linguistic have shown an

interest in some of these varieties. For example: language varieties according to the age of the person using it. It varies in this way because language must be learned and there appear to be stages through which individual progress of language acquisition. However, six year old children some have gone through most of these tags.

We all recognize that old people speak differently from young people and that linguistic generation gaps exits likewise, accepted patterns exits for communicating between and within the generations: old people to young, young to old, fathers to young children, young children to fathers, adolescents to their peers, and soon. Consequently, variation by age is one kind of linguistic phenomenon we can study and about which we can ask a variety of linguistic, psychological, and sociolinguistic questions (Wardhaugh, 1972:189)

2.2.2 By Sex and OccupationLanguage also varies according to sex and occupation. The language of men differences

substantly from that of women. Men do not usually use expressions such as darling, and women tend no to use profanity as extensively as men. Likewise, the one a today! And expression reserved complementing women. The occupation of person causes his language to vary, particularly in the use he of the he makes of technical terms, that is, in the use he makes of the jargon of his vocation, soldiers, dentists, mechanics, yachtsmen and skiers all have their particular special vocabulary is not shared by all. Although we can relate certain kinds of jargon to levels of education and professional training, we must also note that all occupations employ some jargon, even those criminals underworld. There may well be a more highly developed use of jargon in occupation the rewire considerable educations, in which world, and the concepts they express, are manipulated rather than objects. For the example: in the legal and teaching profession and in the world of finance (Warldhaugh, 1972:189).

2.2.3 By FunctionStill other kinds of variation related to the function. There are both formal and informal

styles of speaking and writing. Writing also tends to be more formal than speaking in the sense in more conscious manipulations of vocabulary and syntax takes a place. The most informal styles of speaking are often unjustly condemned, for very few word used to describe slang are anything other than pejorative. Slang, with is clipped and shortened forms, its novel uses and communications of words, and its exotic quicksilver display of language. It is a universal linguistic phenomenon. Slang is easiest to study than citizens, because it is very transience does not leave behind in the language the kind of evidence linguist prefer to study. Discussion of slang tend to bring out expressions of dismay and condemnation from those who misunderstand its natural function as the exuberant wordplay of a group often used to achieve some kind of



group identity. Slang in particular and linguistic usage in general had been studied terms of cultural associations and functional uses. Yet the educated public has shown little acceptance of the few objective statements that can be made about the varieties of usage that occur in a language like English (Wardhaugh, 1972:190).

2.2.4 Regional VariationThe kind of variation that has most interested linguistic is dialect variation such as,

interest result in part from connection between modern linguistics and older philological studies in which language were seen as continually fragmenting through dialect variation. The processed to evaluation of new languages. Consequently, linguistic have study dialects in relation to their geographic distribution, since they recognize that people in one location often speak a language differently again. In recent years a new dimension has been added to dialect studies party as a result of growth of sociology and the development of refined techniques for sampling large population in social dialects. The concerns of the rest of this chapter than is with these two aspects of language variation regional dialect and social dialect (Wardhaugh, 1972:190).

2.2.5 Cultural AspectCulture guides the behavior of people in a community and is incubated in family live in

governs our behavior in groups, make us sensitive to matter of status, and helps us know what other expect of us and what will happen if we do not like their expectations. Culture helps us know how far we can go us individuals and what our responsibility is to the group. Different cultures are the underlying structure which makes round community round and community square.

Culture also might be defined as the ideas, custom, skill, art, and tools which characterize a given group of people in a given period of time. But culture is mare than the sum of its parts. It is the system of integrated patterns. Most of which govern human behavior just as surely as the manipulated strings of a puppet control its motion.

Nevertheless, such as pattern of living have in the view of some anthropologist universal.Characteristic of cultural pattern of behavior:1. They originate in the human mind2. They facilitate human and environmental interaction3. They satisfy basic human needs4. They are cumulative and just to change internal5. They tend to form a consistent structured6. They are learned and shared by all the member of a society7. They are transmitted to new generations.

On the other hand, culture is a series of habits shared by member of a group living and geographic area, learned but biologically conditional, such as means of communication (language being the basic of them all), social relations at different levels, the variation activities of daily life, the product of that group and how they are utilized the peculiar manifestations of both individual and national personalities, and their ideas concerning of their existence and their follow people (Tampubolon, 2005: 89).



III. RESEARCH METHODOLOGY

This research used qualitative research method. The writer uses descriptive linguistic approach. It has aim to find out the lexical variation in the speaking which is used by the students in their daily campus communication. Patton (2002:4) stated that Qualitative research is characterized by its aims, which relate to understanding some aspect of social life, and its methods which (in general) generate words, rather than numbers, as data for analysis. Furthermore, Arikunto (2006:234) in Hatta (2007:5) stated that in presenting the data, descriptive analysis method is not generally directed toward hypothesis testing, but only to describe the existing phenomena and current condition without being influenced by the investigator.

To analyze language variation, the approach focuses on ethnographic language and discourse analysis in term of ethnographic language the data is analyzed in contextual communication. Discourse analysis demands the speaker negotiates with other speakers or listener. Sociolinguistic analysis studies about the aspect of language social situation especially the variation that discovered in language that interlace to social factor. So, in descriptive linguistic methodology, the language problem will be a resource to indicate the data. This study tries to look for system of language variation and the aspect of it.

3.1 Subject of the ResearchThe subject of research is the First Year students of English Department of Teacher

Training and Education Faculty HKBP Nommensen University. The writer concentrated most on the students‘ performance in lexical variation in speaking among friends in their daily campus communication.

3.2 Object of the ResearchThe object the research is language variation in the difference of lexical form which is

used by the First Year Students of English Department of Teacher Training and Education Faculty HKBP Nommensen University in speaking among friends in their daily campus communication.

3.3 Instrument of the ResearchBecause this research is intended to analyze the student‘s language variety in speaking

among friends in their daily campus communication, the writer will use a mobile phone recorder as the instrument to record collecting the data.

3.4 Technique of Collecting DataThe writer use the technique in collecting data by observation and recording and the

writer ask a student to put the mobile phone recorder on his/her pockets and record the natural conversation of his friends (The speakers do not realize that they are recorded). Observation will be by hearing, recording, such as: topic, the situation, place, manner, and person to when the students talking. This technique is done directly so that data will be collected accurately and directly. The writer will do some observation which is done by some steps as follows:1. Recording students‘ speaking2. Transcript the recorded conversation3. Translate the transcription of the conversation into English language.



3.5 Technique of Analyzing DataIn analyzing the data, the writer analyze the lexical variation it selves. The data will be

analyzed on the theory of Hymes (1974:55).In this research, the writer analyzes the data by using steps as follows:

1. Translates the transcription of students‘ utterances (responses) into English language.2. Identify the lexical variety in the students‘ conversation.3. Classify the lexical variations4. Interpret the factors influence language variation

IV. DATA ANALYSIS, FINDINGS AND DISCUSSION

4.1 Data Analysis

Data 1:Paian and Hendry are talking about manythigs, they are asking and giving information about canteen, class and food. They are close friend in the same level of first semester in the diffrent group of English department FKIP UHN Pematangsiantar. The conversation was done at 10.00-10.20 am on Saturday 06 February 2016 under the leafy trees

Paian :Dimana kantin di kampus ini ? (where is the canteen of this campus?)Hendry :Disana , dibelakang menza . ada dibelakang menza , ada dibelakang ? (there,

behind the menza. Behind the menza, there in the back side...?)Paian :Dimana? (where?)Hendry :Itu yang ruangan besar (there, the big room?

22

Paian :Aula? (hall?)Hendry :Oh iya , terus dibelakang sma. (oh ya, go a head to the back of the the senior

high school building)Paian :Enak gak makanan disitu ? (How is the food there, diligious?)Hendry :Yang dimana? (which one?)Paian :Kantin belakang menza itu (the canteen behind the menza)Hendry :Enak tapi mahal , nasinya aja 6 ribu atau 8 ribu (tasty, but expensive, only rice

six thousand or eight thousand?Paian :Pakek teh manis berarti 10? (With sweet tea it would be ten thousand?)Hendry :Gak tau lagilah berapa . Ikannya lagi ,sayurnya lagi ( I don‘t know how much

the price will be anymore, increasing the fish, the vegetables)Paian :Besok kau masih masuk ? (do you still have a class tomorrow?)Hendry :Besok masuk (yes i do, i have a class tomorrow)Paian :Masukya? (so, you have class?)Hendry :Iyalah anak rajin ha ha (ya, diligent student ha..ha...)Paian :Sok rajin kau di kampus ini , dengan sir apa kau besok masuk? (How diligent

you are in this campus, who is your lecturer tomorrow?)Hendry :Sir Partohap Sihombing (Sir PartohapSihombing)Paian :Partohap Sihombing ? samalah berarti iya , tapi menurutmu kayak manalah

bapak itu ?(Partohap sihombing? We are the same, but according to you, whatdo you think about him ?)



Hendry :Bapak itu gimanaya ? enaknya itu dewasa lagi (how is the lecturer? He is goodand adult)

Paian :Enaklah yaa palagi pembicaraannya mantap . Anak muda ,aku kalau belajarsama bapak itu gak ngantuk aku .kalau sudah ngantuk mantap kali dia bikinpembicaraan anak muda. (Nice, he is a nice lecture, especially his adultspeaking. Young man. If he teaches us, i will never to be sleepy, and if he feelsthat the students geting boring or sleepy, he directly speak about adult material)

Hendry :Apalagi kalau sudah dibawa setiap hari pembicaraan anak muda. (Moreover ifhe talk about youngster conversation every meeting)

Paian :Tapikan kemaren waktu kami ngantar buku ketempat dia , kau bayangi kandiajak kita manggang – manggang. (but, yesterday when we delivered the bookto his place, we are invited roasting by him.)

Hendry :Aku kalau gak diajak gak mau aku. (if I was not invited, I will not want.)Paian :Diajaknya kita 1 grup , kan dibilangnya dia paling suka grup kita kemaren

apalagi katanya komisarisnya itu kan hahaha. (He persuade our group, he saidthat he like our group most yesterday, moreover the chairperson right..ha..ha..ha..)

Hendry :Aku kalau diajak tapi kalau bayar gak samaku itu, harus gratisnya. (if he inviteme and i must pay, i will not joit it. For me, it should be free)

Paian :Ya memang gratis kita, dana dari bapak itu nanti. (Yes indeed, its free for us,the funds from the him later)

Hendry :Baik bapak itu ya (he is kind, right)Paian :Baik kali pun , hari sabtu sir Rudiarman masuk sama kalian? (really kind, Do

you have class of sir Rudiarman on Saturday?)Hendry :Sabtu gak , jumatnya kami masuk. ( not Saturday , but Friday.)Paian :Jumat kalian? Kayak mana udaku itu ?aku kan purba dia purba, kayak mana

uda ku itu enaknya ngajarnya?(you‘re Friday? How is my father‘s brother? I‘mpurba, how is my father‘s brother, does he teach enjoyable?)

Hendry :Kayak manalah sama-sama purba biasanya itu , purba ini kan pura-pura baiknya ini (nothing to say, they are the same Purba, that‘s usual, actually purba isostensibly kind)

Paian :Bukan kayak gitu, kalian salah. Sudah diubah kepanjangan purba itu, purba itumenjadi kalau untuk yang cowok purba itu putra bangsa kalok yang putri ituputri bangsa .jadi kami itu purba itu sebenarnya kamilah calon-calon pembangunbangsa ini. Jadi kau salahdisitu. (Not like that, you are wrong. It‘s alreadychanged becomes if he is son, Purba will be price of the nation andfor thewoman will be the princess of the nation, so actually we are Purba, the candidateof this nation builder.)

Hendry :Oh...ha...ha... Ya udalah ya pai pulang lah dulu aku ya.(Oh haha. Well I wantgo home)

Paian :Eh cepat kali , mau kemana kau, gak jadi kekantin kita ?(Eh, why in hurry,where are you going? Don‘t we go to canteen?

Hendry :Mau ngerjai depot aku. ( I want to do depot‘s home assignment.)Paian :Depot ? kan jam 3 nya. ( Depot? It‘s not at three?)Hendry :Udah jam berapa sekarang? (What time is it now?)Paian :Okelah , dahhh. (It‘s ok , bye.)



Analysis Data 1:In the conversation above, we can find 15 Lexical variations they are: gak, tapi, aja,

pakek, gak tau, kayak, palagi, kali, bikin, bayangi, gak samaku, udahlah, dulu, and udah.There are fifteen lexical variation used by the students in communication among friends

in data 1 and clasified into formal and informal lexical variation, they are:

No Informal Formal1 - Gak - Tidak2 - Tapi - Tetapi3 - Aja - Saja4 - Pakek - Pakai5 - Gak tau - Tidak tahu6 - Sir - Bapak7 - Kayak - Seperti8 - Palagi - Apalagi9 - Kali - Sangat10 - Bikin - Membuat11 - Bayangi - Bayangkan12 - Gak samaku - Tidak sama aku13 - Udahlah - Sudahlah14 - Dulu - Terlebih dahulu15 - Udah - Sudah

The factors that influence the lexical variation in the conversation are Function (Informal language) like when the students to say tidak (no) they just say gak or nggak (the informal youth language to say no).

Data 2:A conversation among studenst about examination, they are Arfandi, Ferry, Chandra, Dodi, and Edoward talking after examination and clarify about misunderstanding in helping their friend to answer the examination question. They talked in the front of the classroom at 10.00-10.15 am on Wednesday 3 February 2016. They are classmate who has just finish doing a final test of their subject.

Arfandi : Orang ini payah kali, minta dulu jawabanmu, payah kali ngasih. Coba di ajakke parapat, langsung mau. ( You are so thingi, just give me you answer, you areso hard to give, if i ask you go to Parapat, you directly say yes. )

Ferry : Hahaha.. Jangan tanyakan itu kepada mereka. Kalau tentang liburan, merekapasti langsung mau. ( Hahaha.. don‘t ask about it to them, talk about holiday,they want it directly. )

Chandra : Hahaha nengok situasi juga lah mau ngasih jawaban. Kau tengok lahpengawasnya tadi. ( Ha..ha..ha.. you have to see the situation if you want to givethe answer. You had seen the supervisor just now. )

Dodi : Kau pun udah ku kasih, tapi gak mau kau tengok. ( you are also wrong, when igive you the answer but you didn‘t looked at me )



Arfandi : Datang lagi abang ini, awak nanya, malah yang lain dijawab dia. ( and youbrother, I ask to you something, but you answer another, not me. )

Edoward : Asal ujian lah, tambah musuh awak. ( every examination moment, enemy getincrease. )

Chandra : Pinjam dulu motormu, mau kedepan kami. ( Can I borrow your motorcycle ?We want to the front. )

Arfandi : Ini bisa kau pinjam, jawabanmu gak bisa kuminta. ( you can borrow mymotorcycle, but you can not give me your answer. )

Edoward : Coba liat soalnya sini, oh gampang nya ini, Cuma mencocokkan aja nya ini. (Can I see the questions ? Ohh it‘s not hard. Only matching pair)

All : Hahaha.. Semua gampang nya sama mu. ( Hahaha all for you are so easyfriend. )

Arfandi : Besok ujian apa kita ? (what is our examination subject tomorrow ?)All : Agama. ( Religion )Arfandi : Tengok kalian lah besok ya, gak abang kasih kalian. ( You will see tomorrow, I

will not give you the answer. )All : Hahaha baiklah baiklah ( Hahaha.. allright...allright )

Analysis data 2:In the conversation above, we can find 14 Lexical variations they are payah, kali, dulu,

ngasih, nengok, nengok, udah, kukasih, gak, awak, nanya, motormu, aja, and samamu.The fourteen lexical variation used by the students in communication among friends in

data 2 and clasified into formal and informal lexical variation, they are:

No Informal Formal1 - Payah - Sulit2 - Kali - Sangat3 - Dulu - Terlebih dahulu4 - Ngasih - Memberi5 - Nengok - Lihat6 - Tengok - Lihat7 - Udah - Sudah8 - Kukasih - Aku Berikan9 - Gak - Tidak10 - Awak - Saya11 - Nanya - Tanya12 - Motormu - Sepeda Motor13 - Aja - Saja14 - Samamu - Bagimu

The factors that influence the lexical variation in the conversation are Function (Informal language) like when the students to say sulit (difficult) they just say payah (the informal youth language to say sulit)



Data 3:This record was taken place under the leafy trees in the front of the campus. There are five persons who was talking in this situation. They are Anggih, Ediman, Ihsan, Fery, and Dody in the same level of semester in the diffrent group of English department FKIP UHN Pematangsiantar. The conversation was done at 16.00-16.20 pm on Saturday 06 February 2016.

Anggih : Gampangnya speaking. ( The speaking was easy ).Ediman : Dan jangan terlambat. ( And don’t be late ).Anggih : Kerapian. ( Tidiness ). Mudah panas itu kan Lae? ( Is that easy to get warm,

dude? ). Itu…udah intel itu Lae? ( It’s…Has it been intel, dude? ) Asus nyaitu? ( Is that Asus? ).

Ihsan : Bukan. Advan ini. ( No, it’s not. This is Advan ).Udah siap kalian speaking? ( Have you finished speaking ).

Fery : Inilah dia. Video ini. ( This is it. This video ).Ihsan : Ujian semester nya?, Udah? ( The semester test?, Have you? ).

Menjelaskan per bab kah? ( Explaining each chapter, isn’t it? ).Fery : Ujian speaking kami, buat video. ( Our speaking test was, making a video ).

Tapi, videonya gagal. ( But, the video was failed ).Karena suaranya pelan kali. ( Because, the sound was too low ).Jadi, kami buat lagi lah. ( So, we made it again ).

Dodi : Jadi, kalau videonya gagal lagi? ( So, if the video’s failed again? ).Kayak mana lah itu? ( How about that? ).

Fery : Yaudahlah! ( So be it! ).Ediman : Mati aja lah! ( You’re doom! ).Anggih : Bilanglah, inilah usaha kami, Pak! ( We have to say this is all our efforts, Sir! )Ediman : Mati aja lah! ( Darn you! )Anggih : Tolonglah hargai usaha kami, Pak! (Please, respect our efforts, Sir! )Ediman : ( Sambil tertawa ) Ya kan Lae,..Mati aja lah! ( (laughing) Right, dude,..Darn

you! (Pigi aja lah ke laut! ( Darn you to the ocean! )Ihsan : Siapa dosen speaking kalian? ( Who is your speaking lecturer? ) Pak David? (

Sir David? ).Fery : Mam Yanti. ( Mrs.Yanti ).Ihsan : Grup apa? ( What group? ).Fery : Grup I. ( Group I ).Ediman : Ibu itu yang ngawas kita ujian kemaren, kurasa… ( She’s who has watched us

closely yesterday, I think… ).itu nya Mam Yanti? ( Is that Mrs.Yanti? ).Ihsan : Sir Rudi lah enak. ( Sir Rudi is good ).Ediman : Yang ngawas ujian PP kan. (Who has watched us closely in PP’s test).Ihsan : Sir itu terbuka untuk nilai. ( He’s open to us about the marks ).Ediman : Mam Yanti yang ngawas kita ujian PP nya kan? ( Is Mrs.Yanti the one who has

watched us closely in PP’s test? ).Ihsan : Yang tinggi itu? ( The tall woman ).Ediman : Mam Yanti tinggi nya, woy? ( Is Mrs.Yanti tall, guys? ). Yang satu lagi Mam

Reina ya kan. ( The another one was Mrs.Reina, isn’t it? ).Ihsan : Mam Reina ngajar grammar IV tu. Grammar III – IV. ( Mrs.Reina teaches

grammar IV. Grammar III – IV ).



Ediman : Hari itu, keluar Mam itu pas ujian belum siap. ( At that day, she went out whenthe test isn’t over yet. ).

Anggih : Itu si Daniel! ( Memanggilnya ) Daniel..! Dan..! ( That’s Daniel! ( Shouting forhim ) Daniel..! Dan..! ).

Ediman : Oi..! Oi..! Oi..! ( Oi..! Oi...! Oi..! ) Datang dia, datang dia.., ( Here he comes,here he comes.., ). Kita adakan rapat pleno tentang klub kita ini. ( We’ll hold aplenary meeting about the club ).

Ihsan : Ada urusan dia mungkin. ( Perhaps, he has got a business ).Udah gabung jadi anggota dia? Belum? ( Has he joined the club as a memberyet? Not Yet? ).

Ediman : Si Winton nya! ( Winton is! ).Ihsan : Klub itu harus jelas itu nya… ( The club must be clear about the… ).Ediman : Ini klub baik - baik nya ini, gak ada balap - balap liar. ( This is a good club,

there’s no any illegal-wild racings ).Fery : Pertama kali, pas si Hillson pembinanya, aku..aku gak, aku.. ( In the first time,

when Hillson is the builder, I’m..I’m not, I’m… ).Ediman : Si Winton nya! ( Winton is! ).

( calling for Winton ) Halo, Bang! ( Calling Winton ) Hello, Brother! ).Datanglah kemari dulu, cepat ya! ( Come here, please. Quick! ).Dah siap orang itu! ( They have already finished! ). Disini, di DPR! ( Here, onthe *ULT! ).

Ihsan : Dimana kos nya? ( Where is his kost? ).Ediman : Di ‗SS‘. Siantar square, Lae. ( In ‘SS’. Siantar square, dude. ).Ihsan : ‗SS‘? Jalan Pane? ( ‘SS’? The Pane street? ).Ediman : Mungkinlah! ( Maybe! ).

Katanya sih kalau dia mau ke Siantar square, dia jalan aja. ( He said that if hewanted to go to the Siantar square, he just walked to it. ).

Ihsan : Maunya dia ambil kos yang depan kampus aja gitu. ( He should have taken thekost which is in front of the campus. ).

Ediman : Eh, dah siap video speaking mu? ( Eh, have you finished your speaking video?).Ihsan : Udah. Tapi, katanya Kamis! Buang-buang waktu pun! ( I have. But, he said

Thursday! It’s been wasting my time. ).Ediman : Mau datang kemari dia. ( He wants to come here. ).

Lagi dijalan dia sekarang. ( He’s on his way now. ).Daripada si Hillson itu! ( Instead of the Hillson! ).Heh, mau kemana kau? ( Hey, Where do you going? ).

Anggih : Bentar! Kesana nya, Lae! ( Just a minute! Over there, Buddy! ).

Analysis data 3:In the conversation above, we can find 20 Lexical variations they are: udah, siap, kali,

kayak, yaudalah, bilangla, aja, lae, pigi, mam, sir, pas, gak, bang, dah, DPR, SS, gitu, siap, and bentar.

The twenty lexical variations used by the students in communication among friends in data 3 clasified into formal and informal lexical variation, they are:



No Informal Formal1 - Udah - Sudah2 - Siap - Selesai3 - Kali - Sangat4 - Kayak - Seperti5 - Yaudahlah - Ya sudahlah6 - Bilanglah - Katakan saja7 - Aja - Saja8 - Lae - Saudara Ipar9 - Pigi - Pergi10 - Mam - Ibu11 - Sir - Bapak12 - Pas - Pada saat13 - Gak - Tidak14 - Bang - Abang15 - Dah - Sudah16 - DPR - Dibawah pohon rindang17 - SS - Siantar Square18 - Gitu - Begitu19 - Siap - Selesai20 - Bentar - Sebentar

The factors that influence the lexical variation in the conversation are Function (Informal language) the students use their style like when the students to say dibawah pohon rindang (under the leavy trees) they just say DPR as the word abbreviation of Dibawah Pohon Rindang (under the leavy trees).

Data 4:Meri and Siti were talking in the classroom. They are classmate of semester one of English department FKIP UHN Pematangsiantar. The conversation was done at 14.00-14.20 pm on Thursday 04 February 2016.

Meri : (Kau ngapain ? ) What are you doing ?Siti : (duduk-duduk aja) Just sit on chair …Meri : (kenapa ?)Why ?Siti : (gak papa ) NothingMeri : (kalian ada ikut kegiatan ?) Did both of you join an activity or something ?Siti : (enggak. Kegiatan apa ? ) No.... What kind of activity ?Meri : (iya entah apa gitu) AnythingSiti : .(gak ada, inilah tengok) No. We choose nothing, Look at this ( give a brochures )Meri : (apa itu ?)What‘s that ?Siti : (Himpunan Mahasiswa Islam ) HMIMeri : (sudah,kau?) Yes, I have . How about you ?Siti : (males) i‘m lazy/Not yet.



Meri : (kenapa kau gak ikut) Why don‘t you join it ?Siti : (males) Too lazy to do it.Meri : (apa alasanmu) What‘s your reason ?Siti : ,,,,(aku males kalau yang nginap‖) I‘m so lazy to spend the night for it .. aaaaaaMeri : (bilanglah) Just say it .Siti : .(tadi ada yang baca,katanya nginap)

Someone has just read it . he said it‘s spend the nightMeri : (apa alasanmu gak datang) What‘s your reason to not to came ?Siti : .(lihat ini! Dari tgl 7-13 pebruari) Look at this ! From 7th -13th on FebruaryMeri : (jadi)So ?Siti : (kau nginap) Do you spend the night ?Meri : (oh sorry lah ya…….bagusan aku dirumah makan tidur) Oh! I‘m sorry. Its better for me

to stay on may house for eating or sleepingMeri : (menurut mu kayak mana itu) What is your opinion about that ?Siti : (dan gak di pungut biaya ya.gratis) It wiil not collect any expence, that‘s freeMeri : (gratisnya! kenapa gak ikut) Its free ! Why don‘t you join ?Siti : (aaaaaaa….mau makan apa awak,mau makan batu) Aaaa…aaaaa… What should we

eat? would we eat stone ?Meri : (tapi kayaknya ada yang membiayai) But they said someone will pay it .Siti : (siapa?siapa yang bayar) Who ? Who will pay ?Meri : (HMI itu kayak mana) What is HMI exactly ?Siti : ( shows the HMI brochures )Meri : (kau dapat dari mana ini) where do you get it from ?Siti : (gak tau) I don‘t knowMeri : (bagaimana ujian agama tadi) How about religion exam ?Siti : (Alhamdulillah.bisalah) Alhamdulillah . Not badMeri : (ada yang payah tadi) Is there something difficult with it ?Siti : (aliran itu kan) About ideology, right ?Meri : (kau bisa tadi) Did you get it ?Siti : (ntah apalah yang kubuat situ) I don‘t now what things I white.Meri : (aliran apa aja tadi kau buat) What ideology , did you write ?Siti : ?(kau udah ditanya,aliran itu apa?aliran mutazila itu aliran apa,aliran alhassunah

waljamaah itu apa) Its totally asked , what is ideology , Mutazila ideology , what isthat, what is alhussanah wal jamaah

Meri : (mendingan soal tahun ini apa tahun lalu?) Which one is easier ? this years questions orlast years questions ?

Siti : (tahun lalu) Last yearMeri : (gampang) Is it easy ?Siti : (gampang) EasyMeri : (tahun ini) How this year ?Siti : (gampang‖ susah gitulah) Its not bad.

Analysis data 4:In the conversation above, we can find 14 Lexical variations they are: ngapain, aja,

nggak, entah, gitu, tengok, males, sori, kayak, awak, payah, ntah, udah, and gampang.



The fifteen lexical variation used by the students in communication among friends in data 4 clasified into formal and informal lexical variation, they are:

No Informal Formal1 - Ngapain - Sedang Melakukan apa2 - Aja - Saja3 - Gak - Tidak4 - Enggak - Tidak5 - Entah - Tidak tahu6 - Gitu - Begitu7 - Tengok - Lihat8 - Males - Malas9 - Sorry - Maaf10 - Kayak - Seperti11 - Awak - Saya12 - Payah - Sulit13 - Ntah - Tidak tahu14 - Udah - Sudah15 - Gampang - Mudah

The factors that influence the lexical variation in the conversation are Function (Informal language) like when the students to say sedang melakukan apa (what are you doing) they just say ngapain (the informal youth language or style to say what are you doing).

4.2 Research FindingsThe data which have been analyzed in lexical variation as found in the communication

among friends have been collected and counted and included with the factors that influence the lexical variation. The lexical variations are found by the writer after analyzing the data, such as:1. The first year students of English Department FKIP Universitas HKBP Nommensen Pematangsiantar used many lexical variation in their daily conversation at campus2. The factor do influance the students‘ lexical variation is the language function of the students namely informal lexical variation.3. The informal lexical variation can be happen because of the style of speaking that used by the students.

4.3 DiscussionThis research aims to find out the lexical variation in communication among friend on the

first year students of English Department FKIP Universitas HKBP Nommensen Pematangsiantar. The writer analyzes what lexical variations are commonly used by the students and what the factor influences it. To answer the questions, the theories used are (Wardhaugh, 1972:194) stated about the factor do influence the lexical variation based on (Wardaugh,1972:189). According to Wardaugh (Wardaugh, 1972:194), Lexical variation is the difference in sound and structure of a particular language across setting.

The factor do influence the lexical variation (Wardhaugh, 1972:189), they are: By age, is one kind of linguistic phoneme we can study and about which we can ask a variety of linguistic,



psycholinguistic, and social linguistic. By sex or Occupation, here are meant as the kinds of jobs which people own; occupation will influence the way of people to speak whereas sex the way of the man and women in conversation. Social status, will also speak differently because social status includes economic, education, and ethnic. By function, there are both formal and informal styles of speaking and writing. Regional variation, May influences people way to communicate.

Based on those definitions and factors influence, the data prove that there are many lexical variations used by the first year students of English Department FKIP Universitas HKBP Nommensen Pematangsiantar. There are seventy four lexical variation using informal language function that is spoken by the students in their daily campus conversation. The lexical variation was influenced by function, there are both formal and informal styles of speaking.

V. CONCLUSION AND SUGGESTIONS

5.1 ConclusionBased on all disscussion, the researcher concludes that in daily communication at

campus, first year students of English Department FKIP Universitas HKBP Nommensen Pematangsiantar usually used informal language function, it can be seen from the way of the students when they want to say something to their friends often use word abbreviation like to say ―ya sudahlah (formal version) become ya udalah (informal version by word abbreviation) and slang language style.

5.2 SuggestionsSuggestion is the phychological process by which one personguides the thought, feeling

or behavior of another. In daily conversation at campus, the students usually use informal lexical variation as the fact showed above. The writer believe that the habist of using informal lexiacal variation will give negative effect when they are on formal speaking situation. So, to avoid it, the writer give some suggestion, such as:,1. The lecturer should teach the students by using formal language that would stimulate and habits the students to respon by using formal language and it will become a habits and even a culture for the students to speak.2. The lecturer should encourage the students to take more activities that can enrich the students vocabularies, can used formal language when their communication, and also encourage the students to write their diary, so they can develop their vocabularies and used formal language.3. In daily teaching learning process, the students must have high motivation to improve their vocabulary in formal fuction.4. In daily campus conversation, the students habit them selves to speak formally. It can train them to be usual with formal language

REFERENCES

[1] Anttila, A. (2000). Variation and phonological theory. Boston University/National University of Singapore.[2] Arikunto, S. (2006) Procedure Penelitian Suatu Pendekatan Praktik, Jakarta: Rineke Cipta.



[3] Bayle, R. (2001). Sociolinguistic variation in American sign language, Washington D.C: Gallaudet University Press.[4] Brown, H. D. (1994). Teaching by principles: An interactive approuch to language

pedagogy. San Fransisco: San Fransisco University Press.[5] Fishman, J. A. (1971). Language at the social, Massachhusett, New House Publisher.[6] Fishman, J. A. (1972). Bilingual sequence at the social level, Massachhusett,New House Publisher.[7] Hornby, AS. (1975). Oxford advanced learner’s dictionory of current English, Oxford: Oxford University Press.[8] Hudson, R.A. (1985). Sociolinguistics, London and New York: Cimbridge University Press.[9] Hymes, D. (1974). Foundations of sociolinguistics: An ethnographic approach.

Philadelphia: University of Pennsylvania Press.[10] Katomihardjo, S. (1988). Bahasa cermin kehidupan masyarakat.[11] Lado, R. (1964). Language teaching: A scientific approach, New York: McGraw Hill, Inc.[12] Nababan, P. W. (1986). Sociolinguistic suatu pengantar, Jakarta: Gramedia Pustaka Umum.[13] Radford, A. (2009). Linguistics-An introduction, New York: Cambridge University Press.[14] Sapir, E. (1971). Language (An introduction to the study of speech). Harcourt Brace. Javanovich. Inc.[15] Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory

procedures and techniques. Newbury Park, CA: Sage Publications, Inc.[16] Wardaugh, R. (1972). An introduction to sociolinguistic, London: Page BROOS.



The Effect of Teaching Methods on Students’ Achievements in Narrative and Report Text in SMA Negeri 1 Dolok Pardamean

Asima Rohana SinagaFaculty of English Education, University of HKBP Nommensen Pematangsiantar

Abstract: The objectives of this experimental research were to investigate whether: (1) Is there any effect taught by using Jigsaw method on students’ achievement in reading comprehension, Is there any effect taught by using Cooperative Reading Integrated and Composition (CIRC) method on students’ achievement in Reading Comprehension, and is the effect of Cooperative Reading Integrated and Composition (CIRC) method more significant than the effect of Jigsaw Method. The population of this study was the Second year students of state senior high school in Pematangsiantar, SMAN 1 Dolok Pardamean in academic year 2012/2013. It is located on Jl. Sipintuangin Kab. Simalungun. Each class consists of 40 students. The total numbers of the students are 120 students. So, hopefully this research will also be useful for them not only in understanding further about what class is more suitable based on their learning style but also in knowing the appropriate way of comprehending text whether by CIRC or Jigsaw. So the writer will take 25%, they were from students of second grade exatcly Class II IPA 1. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group I was treated by using Jigsaw and experimental group II was treated by using CIRC. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals that (1) There is the effect of Experimental group by using jigsaw method on students’ achievement in reading comprehension. It shows from the score of the students’ achievement taught by using jigsaw that the mean is : 73 and varians is (S2

2 ) = 9,28 (2) There is significance effect in Experimental group by using Jigsaw method on students achievements taught by using Cooperative Reading Integrated and Composition ( CIRC ). It shows from the score of the students achievement in CIRC method that the mean is X3 = 78 and Variance =(S3

2) = 8,67 . (3) The students’ achievement in class control is = mean = X1 = 70 and variance is (S1

2 ) = 12,10. The significance effect on students’ achievement in reading comprehension between Jigsaw teaching method and Cooperative Reading Integrated and Composition ( CIRC ) method is CIRC because from the data analysis above we can conclude that students’ achievement taught by using CIRC method higher than jigsaw method. It shows from the score of Mean in CIRC = 78 and The mean in Jigsaw method = 73..Keywords: CIRC, Jigsaw, Narrative Text, Report Text, Teaching Technique

I. INTRODUCTION

Reading is an essential skill for an students all levels and it has a large portion in teaching and learning. It is supported by Brown (2000: 185) stating that reading is arguably the most essential skill for success in all education contexts and remains a skill of paramount importance as one creates assessment of language ability. The purpose of reading is to connect ideas in the page to what you already know. By reading the students are able to gain information and to


The Effect of Teaching Methods on Students‘ Achievements in Narrative and Report Text in SMA Negeri 1 Dolok Pardamean

improve their knowledge. Nunan (1999: 68) stated that reading is a fluent process of readers combining information from a text and their own background knowledge to built meaning. The fact shows that the result of teaching learning English is still low. For example, the students who have graduated from junior high school, they still find difficulty in reading. (Balitbang Depdiknas, 2002). An other fact, reading is not as a people think. It is difficult to have an ability to draw meaning from the passage and interpret the information appropriately.

Nowadays, the ability to read and understand written materials in a foreign language is very important. It indicates that reading ability is one of the requirements to succeed not only in academic life but also in occupation, since most information and references are written in English. This condition is turns out to be one of the major concern in developing English teaching in Indonesia. Finally reading is a productive skill. Although one may read fictions for pleasure, one often reads nonfictions with eyes to perform the pleasure reading therefore serves to integrate a variety of language activities and purposes. Scientific and technological information written in English are available in large number nowadays. To access such as information, the students need to be able to read and understand written source. One of the requirements of understanding the text is having linguistics competence. Linguistic competence is the system of rules that governs an individual‘s tacit understanding of what is acceptable and what is not in the language they use.

The fact that must be realized is that to be able to access the world‘s scientific and technological information, English teaching in Indonesia has been started by giving much more attention to the implementation of developing reading comprehension. And we know, the significance of reading comprehension is really realized by government so that in the national examination (UN), the government inserts some questions which are based on reading comprehension activities from text. Event, the reading comprehension takes dominant point among the other kinds of questions starting from number sixteen until forty.

However, one of the greatest problems is that reading comprehension of senior high school students in SMA N.1 Dolok Pardamean Kab. Simalungun are still poor. The reality is there are so many students who are able to read aloud some texts in the class with the appropriate pronunciation but they do not know what they are reading about. They just spent their time to earn the meaning word by word, then consult the unknown vocabularies, continue with the meaning of each sentences. The fact the writer found the data from 2012/2013 , many students of SMA N.1 Dolok Pardamean Kab. Simalungun get low score in the English final Examination. It is shown by the highest scores that they got only 60,5 from 100 and the average score is about 59,5. Other data found that 70 % of the topics taught to the students were about reading comprehension and most of the texts were contain of specific words. It is not easy to solve this problem by the teacher and the students, but there are some books which explain about reading methods and effective reading to help learners in reading comprehension and also there are some books about the methods in teaching reading to help teacher to teach reading comprehension.

Table 1. English semester data in academic year of 2011/2012 and 2012/2013

Semester Means of students’ achievement in language learningReading Writing Listening Speaking

I 60,5 72,1 69,7 68,6II 58,5 70,6 70,2 66,3



Semester Means of students’ achievement in language learningReading Writing Listening Speaking

III 5757 71,5 67,8 65,8Mean 58,5 71,4 69,2 66,9

Based on the score of students list above, it was found out that teaching English hasn‘t been satisfied especially in reading skill. It is because the students get bored directly when the text is given for them. As the result, they are less interested with further activities related with the reading text. Consider the fact happened shows that methods which are challenging the students is needed so that they are more curious in reading class. However, not all teaching methods are applicable for reading comprehension. To get effective classrooms, teachers are responsible for helping students develop better metacognitive skills by incorporating active reflection throughout the learning process (Shannon, 2008). The teaching methods needed are those able to connect the students‘ prior knowledge with the new information in given text.

By having some facts related to reading comprehension, students need methods in order to overcome their lack desire of reading comprehension. By having those methods, students are expected to achieve good comprehension in reading. There are many methods can be used to increase students‘ reading comprehension. Here are two simple methods which are selected in this study. They are Cooperative Integrated Reading and Composition (CIRC) and Jigsaw.

Cooperative Integrated Reading and Composition (CIRC) is a comprehensive approach to instruction in reading and composition/language arts for grades twelve in senior high school. In CIRC students are taught in reading groups and then return to mixed ability teams to work on a series of cognitively engaging activities, including partner reading, making predictions, identification of characters, settings, problem and problem solutions, summarization, vocabulary, reading comprehension exercises, and story-related writing. Meanwhile, Jigsaw is a cooperative teaching strategy with a three decade track record of successfully reducing racial conflict and increasing positive educational outcomes. The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group member must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team.

These two methods actually are not new anymore. They apply students centered approach where the students are in active learning while the teacher is just a facilitator. These two methods will be treated in teaching-learning proccess in reading.

Besides those methods the researcher will carry the reading comprehension focus to Narrative text and Report text. Based on Senior High School Syllabus developed by government, Narrative text and Report text are taught in the grade eleven grade of Senior High School. There some problems to be overcome as these following: Is there any effect taught by using Jigsaw method on students‘ achievement in reading comprehension, Is there any effect taught by using Cooperative Reading Integrated and Composition ( CIRC ) method on students‘ achievement in Reading Comprehension, and is the effect of Cooperative Reading Integrated and Composition ( CIRC ) method more significant than the effect of Jigsaw Method. This research is to know the effect of teaching methods on students‘ reading comprehension. Cooperative Integrated Reading and Composition (CIRC) and Jigsaw are applied to be the teaching methods in the classroom. All



of the methods will be applied to investigate students‘ reading comprehension. The text of Narrative text and Report text were used as the reading materials for senior high school.


2.1 Reading ComprehensionComprehension means that a hierarchical relationship which is requiring some skills be

taught before other and it is also a complex process in which a reader applies various skills and knowledge almost simultaneously. In addition, Bond, at all (1984:265) bravely stated that comprehension depends on the background the reader brings to the reading, his vocabulary, development, and his ability to interpret the author‘s word into concepts through constant attention to words and the meaning built from vocabularies. It is because the words, phrases, and the sentence structure will be useful for the students in getting the clues implied in the text.

Grabe and Stoller (2002:9) state ―Reading is the ability to draw meaning from the printed page and interpret this information appropriately.‖ However this defenition is inadequate to explain the defenition of true nature of reading, there are number of ways to engage. A reader has several possible purpose for reading, and each purpose emphasize a somewhat different combination of skills and methods. That defenition is inadequate also because it doesn‘t emphasize the criteria that define the nature of fluent reading abilities; and it doesn‘t reveal many skills to create the overall reading comprehension ability that we commonly think as reading.

To understand reading comprehension one should by analyzing what comprehension involves and how it relates to the entire reading process. The word ‗comprehension‘ itself can be said as a social kind of thinking process. The reader comprehends by actively construction, the acting internally from interacting with the material that is read.

Mc Neil (1992:16) states that comprehension is making sense out of text from interaction perspective, reading comprehension is acquiring information from the context and combining disparate elements into a new whole. It is the process of using one‘s existing knowledge (schemata) to interpret text in order to construct meaning. Although writers structure texts for their own construction of what the text means. Comprehension includes understanding the information in the text as well as changing the knowledge one used to understand the text in the first place.

Reading comprehension involves taking meaning to a text in order to obtain meaning from the text. When read a text, a reader is not merely saying the words in the text in the conventional way of sounds, but morover able to derive meaning from the words combination in the text in a consecutive fashion of process at reasonable speed without necessary vocalizing it. Reading must be a meaning from interaction internally with the material that is read.

Critical comprehension refers to the ability to make judgement about ideas and information a writer offers. Competent reader will measure them against what they already know accepting or rejecting them in whole or part or with holding judgement until confirmation is reached.

At this level, students can be tested on the following way.a) The ability to differentiate between facts and opinion.b) The ability to recognize persuasive statement.c) The ability to judge the accuracy of the information given to the text.



Burns, Roe, and Ross (1984:177) states that is possible to understand materials on the number of different levels. To take in ideas that are directly stated is literal comprehension; to read between the line is interpretive comprehension; to read for evaluation is critical reading. Perhaps because literal comprehension is easiest to attain, teacher have given it a disproportioned amount of attentionin the classroom: but students need to achieve higher levels of reading comprehension to become informed and effective citizens.

2.1.1 Purposes of ReadingThe purpose of reading is to connect ideas in the page to what you already know. By

reading the students are able to gain information and to improve their knowledge. It is suported by Grabe and Stoller (2002:13) classifying the reading purposes as the following:(1) Reading to search for simple information and reading to skim.

Reading to search for simple information is a common reading ability, taught some researchers see it as a relatively independent cognitive process. It is used so aften in reading tasks that is probably best seen as a type of reading ability. In reading to search, we typically scan the task for a specific piece of information or specific word. Similarly, reading to skim is a common part of many reading tasks and useful skill in its own right. It involves, in essence, a combination of strategies for guessing where important information might be in the text.

(2) Reading to learn from textsReading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. It requires abilities to

a) Remember main ideas as well as a number of details that elaborate the main and supporting ideas in text, andb) Link the text to the reader‘s knowledge base.(3) Reading to integrate information, write and critique texts

Reading to integrate information requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information to accommodate information from multiple sources. In this respect, both reading to write and reading to critique texts may be task variants of reading to integrate information. Both require abilities to compose, select and critic information from a text.

(4) Reading for general comprehensionReading for general information is the most basic purpose for reading, underlying and supporting most other purposes for reading. General reading comprehension is actually more complex than commonly assumed. Reading for general comprehension, when accomplished by a skilled fluent reader, requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of many process under very limited time constrain.

Nunan (1999:251) suggests that there are seven main purposes for reading, they are(1) To obtain information for some purposes or because we are curious about some topics,(2) To obtain instruction on how to perform some task for our work or daily life,(3) To act in play, play a game, do a puzzle,(4) To keep in touch with friends by correspondence or to understand business letters,(5) To know when or where something will take place or what is available,(6) To know what is happening or has happened (as reported in newspaper, magazine, reports),



(7) For enjoyment or excitement.In teaching learning process, the purpose of reading is appropriate with the level of the students so that the objectives of the study can be achieved.

2.1.2 The Assesment of Reading ComprehensionThe assessment of reading comprehension is a test containing some questions related

with the information in the text. It is used to measure students‘ ability in getting general information, finding specific information, finding explicit meaning of main idea, finding detail information, getting implicit information, and interpreting meaning of words, phrase and sentences based on the context. In fact, comprehension is something that cannot be examined directly (Coldwell, 2008:34) because it is a process happened in students‘ mind. Automatically, the assessor cannot actually see what is occurring in students‘ head as they comprehension. To measure students reading comprehension, Weir (1990) suggests seven methods: 1) multiple-choice questions, 2) short answer questions, 3) cloze, 4) selective deletion gap filling, 5) c-test,6) cloze elide and 7) information transfer. A multiple-choice test is chosen as the test to measure reading comprehension. Multiple –choice is the most frequent to be used because it is kind of objective test which is able to show the students‘ comprehension objectively by their choice in the test. That is why this research also uses this test as the assessment of reading comprehension.

2.2 Narrative TextNarrative text is a story with complication or problematic events and it tries to find the

resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration. The purpose of Narrative text is to amuse or to entertain the reader with a story.

The generic structures of narrative text:1) Orientation

Sets the scene, where and when the story happened and introduces the participants of the story, who and and what is involved in the story.

2) ComplicationTells the beginning of the problems which leads to the crisis (climax) of the main participants.

3) ResolutionThe problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending.

4) Re-orientation/CodaThis is a closing remark to the story and it is optional. It consists of a moral lesson advice or teaching from the writer.

2.3 Report TextReport text is to describe the way things are, with reference to range of natural, man

mode and social phenomenon in our environment. A report is a text containing two components. The first is the general classification of the object being described. The technique which is commonly used is a definition. This way commonly introduces the class of the object. It can also be about specific or the origin or the type, or the function, the age or the size, or the color of the object. The second component is the description of the object. The common techniques used to describe the object accords with the orientation given in general classification.



2.3.1 Generic Structurea. General Classification; tells what the phenomenon under discussion isb. Description ; tells what the phenomenon under discussion is like in terms ofa. Parts ( and their function )b. Qualitiesc. Habits or behaviors, if living; uses, if non natural

2.3.2 Significant Lexicogrammatical Featurea. Focus on Generic participants.b. Use of relational process to state what is and that which it isc. Use simple Present Tense

2.4 Teaching MethodsSlavin (1995: 2) uttered that cooperative learning refers to a variety of teaching methods

in which students work in small groups to help one another learn academic content. In cooperative classroom, students are expected to help each other, to discuss and argue with each other, to assess each other current knowledge and fill in gaps in each other understanding. Cooperative work rarely replaces teacher instruction, but rather replaces individual seatwork, individual study, and individual drill. When properly organized, students in cooperative group work with each other to make certain that every one in the group has mastered the concepts being taught. Their success as a group depends on their ability to ensure that everyone has grasped the key ideas. In this case, there are two Cooperative Learning methods applied, namely Cooperated Integrated Reading and Composition (CIRC) and Jigsaw.

2.4.1 Cooperative LearningKagan (1989) defines Cooperative learning as a successful teaching method in which

small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. Teams earn certificates or rewards if they achieve above a designated criterion. Individual accountability means that team‘s success depends on the individual learning of all team members. This focuses the activity of the team members on explaining concepts to one another and making sure that everyone on the team is ready for the test or assessment that they will take without teammate help. Equal opportunities for success mean that students contribute to their teams by improving their own best performance.

2.4.1.1 Cooperative Integrated Reading and Composition (CIRC)Cooperative Integrated Reading and composition (CIRC) is a comprehensive method for

teaching reading and writing and language art in the upper elementary grades. CIRC consists of three principal elements: story related activities, direct instruction in reading comprehension, and integrated language arts and writing. In all these activities, students work in heterogeneous learning teams. All activities follow a regular cycle that involves teacher presentation, team practice, independent practice, assessment and testing.



The mayor components of CIRC based on Slavin (1995) are three folds as special below1) Reading Groups : Students are devided into two reading groups according to their level, as determined by their teachers. The level is based on the score they get in the pre-test. Teacher should explain that students have different abilities in reading, tell students that they are

devided into groups by what they are good and not so good at in reading. Ensure students that it doesn‘t matter which reading group they are in as long as they do their best.

2) Teams : Students are devided into several teams from different reading groups. A team consists of two pairs of students. For example a team consists of two students from the low reading group. Teams that meet an average criterion of 90 percent on all activities are designated super teams and receive attractive certificates, those meet an average criterion of 80 percent are designated great teams and receive smaller certificates. By giving rewards to teams is expected to encourage students to do their best in team in order to form best score to their teams.

3) Story-related Activities : Story is introduced and discussed in teacher led reading groups that meet an approximately twenty minutes each day. In these groups, a teacher set a purpose for reading, introduces a new vocabulary, review old vocabulary, discuss the story after student have read it, and so on. Story discussion is structured to emphasize such skill as making and sporting prediction and identifying the problem in narrative. After the story is introduced, then the students will do a series of activities for them to do in their team. The sequence of activities is as following.4) Partner Reading : Students read the story aloud with their partner, alternating each paragraph. The listener corrects any errors the reader may make. The teacher assesses student‘s performance by circulating and listening in as students read to each other. For example, the reading text consists of six paragraphs. Than in pairs, each student read three paragraphs. Students who act as listener may correct any error his partner (student who act as reader) may make. The teacher assesses student‘s performance by circulating and listening in

as students read to each other. If the teacher hears the error of student in reading the text, she can directly correct the error. After the students finish their partner reading then the teacher reads the text again for the students.

5) Story Grammar and Story related Writing : Students are given question related to story that emphasize the story grammar- the structure that underlies all procedure. They are instructed to identify the goal, the Material/ingredients, and steps. The instruction is given by the teacher, teacher explains about the features that underlie the narrative (character, setting, problem, and solution) by giving an example of a short story. After given instruction of Narrative features in a story, teacher than give a student an explanation about the grammar features in a short story. For example, the use of simple past tense in the story, the use of regular and irregular verbs in the past form.

2.4.1.2 JigsawThe jigsaw classroom is cooperative teaching strategy with a three-decade track record of

successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece-each student‘s part is essential for the completion and full understanding of the final product. If each student‘s part is essential, then each student is essential; and that is precisely what makes this activity so effective (Aronson: 2008).The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to



accomplish a common goal; each person depends on all the others. No students can succeed completely unless everyone works well together as a team. This ―cooperation by design‖ facilitates interaction among all students in the class, leading them to value each other as contributors to their common task (Aronson: 2008).The jigsaw classroom is very simple to use. Teacher just follows these steps: 1) divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability, 2) appoint one student from each group as the leader. Initially, this person should be the most mature student in the group, 3) divide the day‘s lesson in to 5-6 segments. 4) assign each student to learn one segment, making sure students have direct access only to their own segment, 5) give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it, 6) from temporary ―expert groups‖ by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group, 7) bring the students back into their jigsaw group, 8) ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification, 9) float from group to group, observing the process. If any group is having trouble (e.g. a member is dominating or disruptive), make an appropriate intervention. Eventually, it‘s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader get the hang of it, 10) at the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count (Aronson: 2008).

2.4.1.3 The difference between Cooperative Integrated Reading and Composition (CIRC) and Jigsaw

The differences can be seen in the following table in the next page:

CIRC Jigsaw1. Teacher is encouraging students to interact with fellow friends in group.2. Students have opportunities to develop successful learning and communication.3. The students are devided into groups by combining their abilities, ages and races.4. Students are given the same material and discuss with their friends in a group.5. Having discuss, the students share the information each other in a group.6. The students are assessed by test.

1. The students actively dominate the classroom activities.2. The teacher only monitors the students and assists them in working with the material.3. The students are divided into some groups, namely base group and expert one.4. The students are given the different material and required to meet in the expert group to do the same segment.5. Having discussed, the students must go back to the base group and share the information they get from the expert group.6. The work of group as a whole is also assessed.



III. RESEARCH METHODOLOGY

3.1 Research DesignThe design of this research is experimental research with quantitative research. A

quantitative research is s a kind of research that gives a pressure in systematic analysis, using statistic analysis toward the the quantitative data that includes correlation study , experiment. Experimental research is one of the most powerful research methodologies because it is the best way to establish cause and effect relationship between variables. Factorial design is a further development of the experimental technique, which alows for two or more different charesteristics, treatments, or evens to be indepently varied within a single study. This research used experimental method with factorial design because this research is to compare the two teaching methods such as Cooperative Integrated reading and Composition and Jigsaw in Senior High school.

Group Method PRE-TEST TEACHING POST-TEST1 2 3 4

Experimental Jigsaw X1 V V V V Y1

CIRC X2Control X3 _ _ Y3

Where :X1 : Pre-test by using JigsawX2 : Pre-tes by using CIRCX3 : Pre Test of Group controlY1 : Post-test of group by using Jigsaw methoodY2 : Post test of group by using CRICY3 : Post test of group Control

3.2 Population and Sample3.2.1 Population

The population of this study was the Second year students of state senior high school in Pematangsiantar, SMAN 1 Dolok Pardamean in academic year 2012/2013. It is located on Jl. Sipintuangin Kab. Simalungun. Each class consists of 40 students. The total numbers of the students are 120 students. So, hopefully this research will also be useful for them not only in understanding further about what class is more suitable based on their learning style but also in knowing the appropriate way of comprehending text whether by CIRC or Jigsaw.

3.2.2 SampleThe researcher stated that the sample of research of thiss study are the students of second

grade in SMA N. 1 Dolok Pardamean exactly in Class II IPA 1. Based on Arkunto (1999:144), if the subject of population less than 100, it is better for the researcher to take all, but if number of



the population is more than 100, the researcher can take minimally 10% - 15% or 20% - 25%‘‘.So the writer will take 25%, they were from students of second grade exatcly Class II IPA 1.

3.3 The Instruments of Data CollectionAn instrument is very useful in research because the instrument is used as facilitation in

the research by the researcher. Reading Comprehension Test is the instruments in this study. In this study the instrument used multiple choices. The multiple choice technique is chosen for assessing students‘ comprehension in this research because the multiple-choice questions are a common device for testing students‘ text comprehension. Furthermore, some choices given in those questions will acts as a trick in order to evaluate students‘ reading comprehension. The questions for the test are related to the students‘ need and the curriculum in Senior High School. The test is teacher made test. It consists of 40 questions in multiple choices with 5 options answers in each item. The multiple choice technique is chosen for assessing students‘ reading comprehension in this research because the multiple choice questions are a common device for testing students‘ text comprehension. The required time for the test is about 60 minutes. Correct/possible score is chosen to be the measurement of the test score. The correct answer for the test will get 2,5 as the score which means if the students can answer all questions, they will get 100 for score.

3.4 Validity of the testValidity refers to the concept of whether the text is measuring what is designed to

measure. A test is valid if the test is capable of measuring what it intends to measure. According to Ary, Jacobs, Sorensen & Razavieh (2010) there are three kinds of validity, namely: content, construct, and criterion-related validity. In establishing the validity of the instrument , content validity was applied. Content validity was choosen because content validity refers to the extent to which the instrument represents the content of interest. Content validity includes taxonomy reading comprehension and content curriculum appropriateness in comprehension level and content.

To get the validity of learning style, it was used the Pearson Product Moment formula. It will be presented as follows:

rXY

Notes:nΣXΣYΣXYrXY

= The number of sample= Total score of each items test

= Total score= Total product score for each items= Pearson Correlation

3.5 Reliability of Reading Comprehension TestReliability refers to the notion that an instrument trustworthy enough to be used as a data

collection tool because the instrument is good. A test said to be reliable if the measurement results remain if done repeatedly. A test is said to be trusted if: if it is used to generate the data



that is correct, do not deviate or differ from reality. Used to test the reliability and the Kuder Richardson formula 20 (K-R 20) as follows:

n S2 pq

r 211

S

n 1 Where : r11 = reliability of all test

n = Samplep = The answer of students who answer correctlyq = The answer of students who answer correctly (q = 1 – p)S2 = The standard deviasi of test∑pq = Number of p and q

= S2

N y 2 y2

; N = SampleN N 1

rtabel = 0,01, rhitung > rtabel

3.6 The Technique of Analyzing dataGenerally, the research method is done two groups: first experimental group and second

is control group. After the research have finished done and then here the steps to be taken in analyzing the data are below :1. To Determine the everage of each group2. To calculate the standard deviation of each group3. To see the normality of test in each group4. Statistical Hyphothesis

3.6.1 MeanData yang diperoleh ditabulasikan dalam tabel sebaran frekuensi, lalu dihitung rataannya

dengan rumus: fi xi

k

X =i 1

(Ary, 2009: 22)N

dimana: X = mean (rata-rata)fi = frecuency groupxi = mediank = The number of class

3.6.2 Standart deviation of each sampleTo determine the Standart deviasi by using this formula :

k 2 k 2Nf

i x

i fi x

i

S =i 1 i 1

N(N 1)This formula used to calculate the varians.


k 2 k 2

Nfi x

i fi xi

S2 =i 1 i 1

(Simbolon, 2009: 31)N(N 1)

Dimana : N = samplexi = medianfi =freuency of groupS2 = variansS =standart deviasi

3.6.3 Statistical HyphothesisThis formula is used in testing Hyphotesis of research by using formula selisih dua rataan :

thitung = X 1 X 2

S 1 1 n1 n2

S2 = varians gabungan =

(n 1)S 2 (n2

1)1 1

n1 n2 2

Where S12 , S 2 2 = The first sampel varians and second sample.

: t hit t 1 or t hit t 1

1 ;n n

2

2 1 ;n n

2

2

2

1

2

1

Ho: 1 2 ( The mean of students’ taught by using Jigsaw and Coopertive Integrated Reading and Composition Methoods )

Ha: 1 ≠ 2 ( The mean of students’ taught by using jigsaw methood diefferent with the mean of students taught by usung Cooperative Integratated Reading and Composition ).

If : Ho rejected if thit < -ttab and Ho aceepted

IV. FINDINGS AND DISCUSSION

4.1 FindingsAfter analysis the data, the problem statement mentioned in the previous chapter were

successfully testified. The finding of research are:1. There is the effect of Experimental group by using jigsaw method on students‘ achievement in reading comprehension. It shows from the score of the students‘ achievement taught by using jigsaw that the mean is : 73 and varians is (S2

2 ) = 9,282. There is significance effect in Experimental group by using Jigsaw method on students achievements taught by using Cooperative Reading Integrated and Composition ( CIRC ).

It shows from the score of the students achievement in CIRC method that the mean is X3 = 78 and Variens = (S3

2) = 8,67 .3. The students‘ achievement in class control is = mean = X1 = 70 and variens is (S1

2 ) = 12,10.4. The significance effect on students‘ achievement in reading comprehension between

Jigsaw teaching method and Cooperative Reading Integrated and Composition ( CIRC )


method is CIRC because from the data analysis above we can conclude that students‘ achievement taught by using CIRC method higher than jigsaw method. It shows from the score of Mean in CIRC = 78 and The mean in Jigsaw method = 73.

4.1.1 The Data DescriptionsThe data of students‘ achievement in reading comprehension test from every reading

methods which obtain the highest and lowest scores, mean, median, mode, standard deviation and varience.

The research hypotheses were tested by using t – test. The data description below.

thit

X 1 X 2

S1

1

N1 N 2

S2

(N1

1)S 2 (N2

1)S 2

=1 2

N1 N 2 2From data above we can be conclude:

The mean of Class Control = 70X1

The mean of Experiment Class ( Jigsaw ) X 2 = 73

The mean of Class Experiment ( CIRC ) X 3 =78Variance of Class Control (S1

2 ) = 12,10(S2

2 ) = 9,28Variance of Class Experiment ( Jigsaw )Variance of Class Experiment ( CIRC ) (S3

2) = 8,67N1 = N 2 = N3 = 40 students

1. H 1 : Experiment class Jigsaw and Control class

S2 =(40 1) 9,28 (40 1) 12,10

10,6940 40 2

S 2S = = 10,69 = 3,270

thitung =

73 70

3,2701

1

40 40

thitung =3

3

4,095(3,270)(0,224) 0,73248

2. H 2 : Class Experiment CIRC and Class Control(40 1) 8,67 (40 1) 12,10 10,385

S2 =40 40 2

S 2S = = 10,385 = 3,223



thitung =

78 70

3,2231

1

40 408 8

thitung = 11,081(3,223)(0,224) 0,721952

3. H 3 : Jigsaw method CIRC methood

S2 =(40 1) 9,28 (40 1) 8,67

8,97540 40 2

S 2 =S = 8,975 = 2,996

thitung =

78 73

2,9961

1

40 405 5

thitung = 7,450(2,996)(0,224) 0,671104

ttabel = = 0,05; dk = (n1 + n2 – 2) = 78;ttabel = t(1-1/2);dk = t(0,975);dk = t0,975;78 = 1,9911,991 < 4,095; 1,991 < 11,081; dan 1,991 < 7,450 Ho rejected and Ha accepted.

The writer concluded some hyphothesis below,1. Ho: 1 2

Ha: 1 ≠ 2

Mean of CIRC methood is 78Mean of Jigsaw method is 73So, Ha can be accepted and Ho is refused.

2. Ho: 1 2

Ha: 1 ≠ 2

Mean of CIRC method is 78Mean of jigsaw method is 73They are different so Ha is accepted.

3. From the data the writer found that CIRC method < is more influence on students achievent in reading comprehension than Jigsaw method.

4.2 DiscussionThe use of various teaching method is very important for students. It also occurs in

teaching reading. Teachers should have an effort to implement many methods in teaching in



order to see the ability and the comprehension of the students. Reading comprehension resulted when the reader knows which skills and methods are appropriate for the type of the text, and understand how to apply them to accomplish the reading purpose. Thus, equal change for achievement, group support for achievement, and the performance, all basic components of cooperative learning ensure realization of personal responsibility (Senemeglu, 1997). CIRC and Jigsaw are two of methods in reading and teaching reading. From the data result it concluded that CIRC is higher than jigsaw.

Theoretically, Slavin (1995) stated that CIRC is a comprehensive method for teaching, writing, and language arts. CIRC consist of three principal elements: story related activities, direct instruction in reading comprehension, and integrated language arts and writing. In all of these activities, the students work in heterogeneous learning-teams. All activities follow a regular cycle that involves teacher presentation, team practice, independent practice, assessment and testing. The independent practice is the indicator which is appropriate with the indicators in reading comprehension.

In additional, Fitzgeral and Spiegal (1983) stated A major objective of CIRC is to use cooperative teams to help students learn broadly applicable reading comprehension skills. Several components of CIRC are directed toward this end. During follow-up, students work in pairs to identify five critical features of each narrative story: characters, setting, problems, attempted solutions, final solution. Instruction in story structure has been found to increase reading comprehension of low-achieving students.

This method is student centered so they engage a higher level of thinking. Because it is student centered, it promotes meaningful learning. It can be beneficial to students that work well in cooperative setting, and can be used to promote leadership, team work, and problem solving skills. Another researcher who have ever conduct in this method is Durukan, E. (2010) on Effects of Cooperative Integrated Reading and Composition (CIRC) technique on reading writing skill, and the conclusion of this research is CIRC method used in the experimental group is more effective for achievement and retention level than the traditional method. This method is most beneficial to students that work well in a cooperative environment rather than a competitive one. This method also has advantages. Students are able to determine the main idea, chronological sequence and grasp/guess the meaning of certain vocabularies from context and the students are able to find detail information. Meanwhile, concerning on the improvement of students participated actively in the learning process and their motivation and interest improved well when joining the reading class. In conclusion, CIRC is an alternative teaching method that benefits both for the students‘ achievement and for the teaching and learning process.

In other side, the using of Jigsaw is also important as the method of reading and teaching. Jigsaw is a cooperative teaching strategy with a three decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece-each student‘s part is essential for the completion and full understanding of the final product. If each student‘s part is essential, then each student is essential and that is precisely what makes this activity so effective.

What is the benefit of the jigsaw classroom? First and foremost, it is a remarkably efficient way to learn the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone



works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

The jigsaw structure is complex and is probably more appropriate for experienced students or instructors. It may be best suited for the end of the semester when the students are comfortable with group work. There are high expectations and responsibilities placed on the students. Teaching the students in the original group can be a demanding experience for students. This can be mitigated if the jigsaw structure is altered so two group members share the same section and then join with another pair of students, if the sections are more open-ended so there is no single right answer, or if students are encouraged to take notes during the focus groups to provide a support when the original groups re-assembles (Clarke, 1994).

On the other hand, disadvantages of the jigsaw approach are present as well. Some disadvantages include misunderstanding the content and a lack of participation. It is possible a group of students researching could get distracted and be led down a path not intended by the teacher. This could lead to the whole group not learning the correct information and, in turn, be behind the rest of the class. Another problem in any group situation is when a student does not hold his/her weight in the responsibilities. A lack of participation by one or more student in a group would lead to either, 1) the other students in the group have to cover his/her material and have more work or, 2) the group being without that student‘s responsibility. Both of these would hinder the group‘s productivity rather than help them learn in a different way. However, by using CIRC students know that ones performance is generally caused by oneself and one member of a team. This method gives much time to students to be active in the English teaching and learning process Beside that, they can develop critical thinking and learn to solve the problem. They feel proud and jointly celebrate when a group member is recognized for achievement. In fact, that is the reason why the first hypothesis formulated students taught by using CIRC methods have higher achievement than students taught by using jigsaw method is proven in this research. Based on the fact, it is concluded that CIRC method is more effective in improving students‘ achievement in reading comprehension.

V. CONCLUSION

Based on the data analysis and research findings at the previous chapter, it is concluded that: Students‘ achievement in reading comprehension text by using Jigsaw method is higher than that taught by using jigsaw method. There is the effect of Experimental group by using jigsaw method on students‘ achievement in reading comprehension. It shows from the score ofthe students‘ achievement taught by using jigsaw that the mean is: 73 and variance is (S2

2 ) =9,28. There is more significance effect in Experimental group by using Cooperative Reading Integrated and Composition (CIRC) method on students achievements in Reading Comprehension than taught by using Jigsaw method. It shows from the score of the studentsachievement in CIRC method that the mean is X3 = 78 and Variance = (S32) = 8,67 . While thescore of mean by using Jigsaw = 73 and variance (S22 ) = 9,28.

It‘s known that the students‘ achievement in reading comprehension taught by usingCIRC method is higher than taught by using jigsaw method. It emphasis that actually whatever the method chosen by teachers is good if it is based on the students‘ need, style and background so that it is highly matching. It is because every method has its own strengths and weaknesses. However, it does not mean the jigsaw method is not as good as CIRC method. It is proven by the students‘ achievement taught by jigsaw method can also achieve satisfactory score. In



connection to the conclusions, there are some suggestions staged as the following: 1) English teachers are recommended using Cooperative Integrated Reading and Composition (CRIC ) method and Jigsaw method in teaching reading comprehension since these two methods can be improve students‘ achievement in reading comprehension. 2) It is highly recommended for teachers to use CIRC method for class dominated by students especially In Senior High School.3) Other researchers may take a further research in the area CIRC and jigsaw method that will improve student‘s achievement in reading comprehension. While still many weakness of this research, for the other research who want to conduct this method, it is suggested to learn more about the symbols in CIRC method and the application of the jigsaw‘s principles in the application.

REFERENCES

[1] Arikunto, S. (2009). Penelitian tindakan kelas. Jakarta: Bumi Aksara[2] Ary, D. (2010). Introduction to research in education. New York: Holt, Rineheart and Winston[3] Grabe, W and Stoller, F.L. (2002). Teaching and researching reading. British: Pearson Education.[4] Kagan S. (1990). Cooperative learning: Recources for teachers. San Juan Capistrano, CA: Resource teachers.[5] Mcneil, J. D. (1992). Reading comprehension: New direction for classroom practice.

New Tork: Harper Collin Publisher.[6] Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publisher.[7] Quandt, I. J. (1977). Teaching reading: A human process. Rand McNally College Publishing Co.[8] Rose C & Nicholle J. M. (2003). Accelerated learning for the 21st century. Cara belajar cepat abad XX. Penerjemah: Dedi Ahimsah. Jakarta. Nuansa.[9] Senemeglu N. (1997). Development learning and teaching: Implementary theory. Ankara Spot Publication.[10] Slavin, R. E. (1995). Cooperative learning (2nd Edition). United States of America: A Simon & Schuter.[11] Weir C. J. (1990). Communicative language testing. Prentice Hall International UK).



WORDS ACQUISITION OF TWO YEAR OLD TWIN CHILDREN

Fenty Debora Napitupulu

Faculty of Teacher Training and Education, Universitas HKBP

Abstract

This research deals with the words acquisition of the two year old twin children in producing the words. The objectives of this research attempt to find out simplification in production uttered by the two year old twin in their word acquisition, and the environment influence to the words acquisition of the two-year-old twin. The research design is a descriptive qualitative research by applying a case study approach. Descriptive analysis is used as a problem solving procedure on the served things by describing the research objects when the research is done based on the facts found. To get the data accurately, they are collected by recording the subjects using audio-visual when they were speaking in their native language and in English. Some data collections are used to answer the questions of the research. After collecting the data, the writer used the technical steps of analyzing the data as follows: 1) jot down the speaking recorded involved the twin as the subjects, 2) transcribe the utterances, 3) write the intended meaning in English, 4) identify the simplification in production of language acquisition. In analyzing the data, the writer applies the theory of Clark on the first language acquisition. After analyzing the data, the writer finds that the words which are produced by the 2;6 year old twins have simplification in production. Their word acquisition contains simplification in production such as substitutions, assimilations, and ommissions and their utterances are mostly influenced by the environment that surrounds them.

Keywords: word acquisition, twins, simplification

I. INTRODUCTION

One of the most interesting and highly interested to be learnt is language, particularly because language becomes the tools of communicating their ideas, thoughts and wishes. In a communication, there are participants, people who speak and there is also a language used. They have to speak the same language in order to be able to understand each other. Thus, it is required to be able to understand and to use the language well.

Children have a remarkable ability to communicate. Children babble and coo and cry and vocally and non-vocally send messages and receive messages. At the end of first year children start to imitate words and speech sounds and about this time use their first words. At the age of 18 months, their vocabulary in terms of words has increased and are beginning to use 2-word 3-word utterances (known as ―telegraphic utterances‖). At 3 years, children can comprehend an incredible quantity of linguistic input, they chatter nonstop. At school age, children start to internalize increasingly complex structures, expand their vocabulary and sharpen their communication skills and they also learn the social functions of their language.


Words Acquisition Of Two Year Old Twin Children

The acquisition of native language phonology begins in the womb and is not completely adult-like until the teenage years. Perceptual abilities (such as being able to segment ―this is a cup‖ into four individual word units) usually precede production and thus aid the development of speech production. (Phonological development, 2011). Until the children master the articulatory, they often fall short of adult pronunciation in their own production .

Language acquisition cannot normally occur after the critical period because the brain becomes "hardwired" to the first language. The development of children in acquiring the language is very remarkable. But here the writers have some interests in defining the language acquisition of two year old twins. Thus they found out some interesting facts and studies along the way. The parents who relate well to their twin children may help their ability in acquiring better than others. This means that environment has a prominent factor in the language acquisition process that can determine how the twin children acquire their utterances. The focus of this research concerns with phonological development on simplification in production produced by twin in their word acquisition, and the environment influencing to the word aqcuisition of the two year old twin children. When the children or twin produce their own words they encounter some problems. here is considerable consistency in the problems children encounter in production, so their own forms can often be described in terms of characteristic substitutions, assimilations, and omissions, by comparison with the adult targets they are attempting, (Clark, 2009).

The language acquisition of twin seems different with children. Findings reveal that twins were lower than singletons on all measures of language development and that their language learning environments were significantly different, (Michael, 1986). the Communicative competence of twins and establishes that twins' acquisition of language is delayed relative to that of singleton children, (Michael, 1989). In general, the language acquisition of children begins on the age of 8 – 10 months. On the age of 2 years they have got vocabularies around 300 words but this phenomenon is not common for twins. They are lower in language acquisition. On the age of 25 months, they start speaking. Researchers show that twins have some problems in acquiring their own language. They have problems in articulating the utterances clearly (phonology) concerning the substitution, assimilation, and omission.

Another interesting phenomenon is idioglossia or twin language. Many people believe that twin develop their own language which is not understandable by others. When they speak, what we can hear is something like a meaningless foreign language. The language problem for twin also concerns with the difficulties in reading as the wrong organization of words and grammar. This is due to the twin‘s imitation which isn‘t completely adult-like.

There are three different approaches to language acquisitions; 1) Behavioristic approach,2) Nativist approach, and 3) Interactionist approach. The behaviorist theory believes that ―infants learn oral language from other human role models through a process involving imitation, rewards, and practice. Human role models in an infant‘s environment provide the stimuli and rewards,‖ (Cooter & Reutzel, 2004). According to nativist view language is innate. ‗Language learning is not really something that the child does; it is something that happens to the child placed in an appropriate environment, much as the child‘s body grows and matures in a predetermined way when provided with appropriate nutrition and environmental stimulation‘(Chomsky 1993, p. 519). Chomsky believes that children are born with an inherited ability to learn any human language. Chomsky believes that every child has a ‗language acquisition device‘ or LAD which encodes the major principles of a language and its grammatical structures



into the child‘s brain. The last approach, the social interaction, ―assumes that language acquisition is influenced by the interaction of a number of factors – physical, linguistic, cognitive, and social,‖ (Cooter & Reutzel, 2004). This theory shares many of the same explanations as the other three theories. Of the three approaches, behaviorist and mentalist theory are mainly applicable to the acquisition of native languages while the rest can account for foreign language acquisition.

II. METHODOLOGY RESEARCH

This is a descriptive qualitative research applying a case study of twin language acquisition. Descriptive analysis is used as a problem solving procedure on the served things by describing the research objects when the research was done based on the facts found. It is used to examine the condition of the natural object where the researcher is the key instrument. The reasons for choosing the method are: (1) The data on the phenomenon are recorded through observation, (2) the writer is participant observer in collecting the data, (3) the analysis of the data is based on the inductive ways of analysis. Inductive analysis aims to systematically generate theory grounded in specific instances of empirical observation. The type of this research is the observational case study since the focus of the study is to identify the phonology development (simplification in production).

The subjects of this research are two year old twin children namely Florence Nathania Ginting and Fiorelle Sunshine Ginting. The writer observed them by recording and making herself as the instrument to invite and encourage them to speak and produce some phrases as the data. The twin children observed mainly used Indonesian and sometimes English in daily speaking. They grew together in the environment where their surrounding mostly used Indonesian language. The twin‘ s mother sometimes used English with them to communicate. The twin also spent much of their time with the caretaker who is not able to use English around the house. There was time the data recorded when the grandmother of the twins was staying in the writer‘s house. Their grandmother also used Indonesian language in her daily speaking. The data were taken when they were two years and six months old.

Script 1

Mom : Dedek Fio bermain apa?What are you playing Fio?

Fio : Gak bica mam (taking out the part of the lego)Can not mom

Mom : Nggak bisa sayang?Can not dear?

Fio : Oh, ini aja (taking another part of lego)Oh, this one

Mom : Coba lagi.. (pause) berhasil!Try again.. (pause) successful!

Fio : Lagi.. lagi..More.. more

Fio : Ini aja... (pause) Ini.. (pointing to one lego)This



Mom

Flo

Mom

Flo

Mom

Flo

Mom

Flo

Fio

: Iya, bolehYes, you can

: Bikin lumah dek, bikinMake house sis, make house

: Bikin rumahMake house

: Halo, hajejohajovo (berbicara tidak jelas seolah-olah menelepon )Hello, hejohajovo (mumuring something and acting like talking on the phone)

: Kalau untuk bicara bukan rumah tapi teleponIf you want to talk then you should make phone.

: Fio, ajooooooajoouu jaaaa ( still acting like talking on the phone using the lego): Okay Florence, terimakasihOkay Florence, thank you

: Fio, ajojajajalaka yooooFio, ajojajalaka yoooo

: NoNo (Both are still busy with their legos.)

The data in script 1 shows that the simplification in production occurs in some utterances. The word gak’ ‗no‘ is the simplification in production which is called omission. The word gak comes from the word enggak. The twin omits first syllable (eng-). Then, substitution occurs in the word ‗bica‘. The word bica is referred to bisa ‗can‘. This is called substitution. Voiceless consonant /s/ is substituted with sound consonant /c/ and voiced consonant / r / changes to be voiced consonant / l /. The two year old child could not produce the sound /s/ in the middle and changed it into the sound /c/, sound / r / in the initials becomes sound / l /. This statement actually is a simple sentence but there is no subject in it. Saya tidak bisa mam becomes gak bica mam. The child is able to make Indonesia negation ‗ngak‘ meaning not.

Fio : Oh, ini aja (taking another part of lego)

The word ini is a demonstrative word that the subject state to point something. The twin made omission in the word aja , instead of saja. There is a simplification in production as well. The child omits sound / s / in the initial.

FioFio

: Lagi.. lagi..: Ini aja... (pause) Ini.. (pointing to one lego)

The subject is already capable in using the word lagi. There is a pause between the words. Clark (2003:124) stated that children produce single words with seperate intonations, with longish pauses between each one and equal stress on each word. There is a pause between the word said by the subject. The subject made another pause in the next statement: Ini aja... (pause) ini....

Flo : Bikin lumah dek, bikin lumah



The two year old child is able to make statement: bikin lumah.. bikin lumah.. Here the subject wanted to say rumah but she said lumah instead, means there is a assimilation (Clark, 2003). In addition, the repetition occurs.

Flo : Fio, ajooooooajoouu jaaaa( still acting like talking on the phone using the lego)

Flo is saying something unclear, words that are called as idioglossia or twin talk. About forty percent of twins, generally monozygotic or identical twins , develop some forms of autonomous language. Flo is repeating the twin talk or the idioglossia for three times which has no responses from her twin sister Fio.

The respons given by the child are not directly answered by stating what kind of game or toy she is playing with, but she said that she can not build the lego as she is playing with the lego. That is why she said: Ngga bica mam or the intended meaning as I cannot build the lego mom. In script 1, it is found simple sentence which has the assimilation in speech production and in the form of negative sentence.

Script 2

Daddy : This is lionFio : lionDaddy : What is this?Fio : This oneDaddy : this is ...Fio : this is rucaDaddy : rusa.. deerFio : this tigerDaddy : deerFio : ini ruca, tiger..

(this is deer, tiger)Daddy : What is this?Fio : what is this.. itu pish

(that is fish)Daddy : This is fishDaddy : And this one?Fio : and this one? Itu.. aning bird

(and this one? That is.. hummingbird)Daddy : it is a birdFio : it is bird, yeaaa!!Daddy : and this one?Fio : a thi thi one..one... it is parkDaddy : park? no, WolfFio : wolf ... kirikantee kukublay..Daddy : What is this? What is this?Fio : Thi is a spider



Daddy : This is spider. Can you sing It si Bitsy SpiderFio : itsy bitsy spiderDaddy : itsy bitsy spiderFio : (sing along) itsi bitsy spider came out come the rain, oohhDaddy : sing again.

The child repeats the utterance of the adult spoke many times. There is also a repetition of this, but this time the child added the word one without any example from her parent (adult). The word ruca is referred to rusa (deer). This is called substitution. The two year old child cannot produce the sound /s/ and changes it into the sound /c/. Instead of saying ‗This is tiger‘, the child said this tiger. There is assimilation found in that statement. The child did not imitate the word ‗deer‘ given by her father. She even combined the word ruca and tiger. The child made a repetition of what her father said ‗What is this?‘ and her answer contained two languages mixing ‗ itu fish‘ just like ruca and tiger before.

The child intended to say this but she just said thi – it is called omission. The child only picked a word when answering her father, saying one of the animal in the book as park. The word is not familiar for her father and the picture actually does not represent park since it is the book about animal so her father just corrected her by saying the name of the animal wolf. After that, the child produced the twin talk or usually called as idioglossia.

Daddy : What is this? What is this?Fio : Thi is a spider

There is an ommision because the child said thi again for the word this and repetition as she only repeated her father saying this is a spider and itsy bitsy spider. Repetition appears to serve several functions, sometimes simultaneously. They help the speaker and addressee establish common ground; they allow the current speaker to ratify what the previous speaker proposed; and they mark uptake of information about words (or relations among words) offered by the previous speaker (Clark, 2003: 320). The two year old twin child made a repetition, assimilation, ommission, substitutions and twin talk or idioglossia in her early words

Script 3Sarah : Dek, ini siapa dek?

Sis, what is this?Flo : Ini.. ini.. Sheep

This.. this... SheepSarah : Ya, ini sheep.. shu sheep-nya warna apa dek?

Yes, this is sheep. What color is the shu sheepFlo : warna putih

white colorSarah : Sheep-nya matanya warna apa?

What color is the sheep‘s eyes?Fio : Warna hitam

black colorSarah : kakinya warna apa?

What color are the legs?



Flo : warna hitamblack color

Sarah : Coba hitung kakinya, one, two, three, fourLet us count the leg, one, two, three, four

Flo&Fio: (repeating) one, two, three, fourSarah : Ada berapa kakinya dek?

How many legs are there sis?Flo : Four four four

Four four four (exclaiming excitedly)Sarah : Yes, Dek...Adek sudah makan?

Yes, sis... Sistes, have you eaten dinnner?Flo : Sudah

AlreadySarah : Baju Flo warna apa?

What color is Flo shirt?Flo : Warna biru

Blue colorSarah : Ini baju Florence warna apa?

This shirt of Florence, what color is it?Flo : Warna biru

Blue colorSarah : Yes, ini baju biru

Yes, this is blue shirtSarah : Ini warna apa dek?

What color is this sis?Fio : Pink

pinkSarah : Yea pintar, baju pink... Ini gambar apa dek?

Yeah, smart, pink shirt... What picture is this sis?Flo : gambar bear

bear picture.Sarah : Ye... ini apa dek, ayo ini apa dek?

Ya... what is this sis, come on, what is it?Flo : nenananee nanenena (murmuring)Sarah : Dek rambut kita warna apa?

Sista, what color is our hair?Flo : warna hitam

black color

In utterance ini.. ini.. sheep, the child said ini then pause said ini again and mentioned sheep, she used two languages mixed and the words that she has heard before.

Flo : warna putihwhite color



Children‘s first word combinations reflect their efforts to express what is salient, to link their contributions to what has already been given, and to add something new. (Clark: 2003, 177). One of the twins, namely Flo answered using word combination. When the sister asked her again, the child was able to answer her older sister‘s question using word combination warna putih. These words combinations came up several times in their conversation.

There is also one unclear saying uttered by one of the twins, called idioglossia:

Sarah

Flo

: Ye... ini apa dek, ayo ini apa dek?Ya... what is this sis, come on, what is it?

: nenananee nanenena

The twin uttered some combined words such as: warna putih, warna hitam, warna biru, baju pink dan gambar bear. The two year old twin children could produce some words in their utterances especially in explaining the things which were around themselves by the help of her environment stimulation given by the older sister. The twins are able to produce the compound word based on the environment. They related the idea and the word to something that they were already familiar with.

III. RESEARCH FINDINGS AND DISCUSSION

The two year old twin children make the pronunciations in their own production. The words production uttered by the two year old children in their words acquisition contain simplification. The types of simplifications in their words production are the substitutions, assimilations and ommissions. Until the children master the full range of articulatory programs necessary for the variety of legal word shapes in their language, children often fall short of adult pronunciations in their own production. There is considerable consistency in the problems children encounter in production, so their own forms can often be described in terms of characteristic substitutions, assimilations, and omissions, by comparison with the adult targets they are attempting, (Clark, 2009). The simplification in production found in the twins production describes three types of language acquisition behavior characteristics, namely substitutions, assimilations, and omissions.1. Substitution

The exchange of a segment with another segment. Lust (2006) declares that there are several kinds of substitution in child language progress such as gliding, fronting, stopping, word-initial voicing, and word-final devoicing. The twin frequently fronts Indonesian consonant sound /r/ by substituting sound /l/, consonant sound / s / with consonant sound / c /, such as rumah becomes lumah ‗house‘, bisa becomes bica ‗can‘. Fronting usually disappears by the age of three. (Child Speech Development, 2011)2. Assimilation

Assimilation is the tendency of assimilating a segment to another segment in a syllable. Assimilation refers to the effect of sounds on those preceding or following. The commonest assimilation in young children‘s productions is probably reduplication, where children simply repeat the syllable they are articulating, as in [baba] for bottle, [kiki] for kitchen, or [dada] for daddy, (Ingram 1974). They may also use partial reduplication, either keeping the vowel the



same across syllables (vowel harmony), as in [lidi] for little, or keeping the consonant the same (consonant harmony), as in [babi] for blanket. A third type of assimilation is to add nasality to non-nasal consonants, as in the production of [nam] for lamb, where the initial l- is produced as n-. (Clark, 2009). According to Lust (2006) there are three types of assimilation as follow: regressive assimilation, e.g., ‗duck‘→gʌ k, progressive assimilation, e.g., ‗kiss‘ → gik, and reduplication, e.g., ‗daddy‘ → dada. The twin make regressive assimilation, e.g ‗pish‘ → fish3. Omission

The twin ommits some sounds and substitute some sounds for others. They often omit thefirst consonant and first syllable in their early words, such as aja for saja ‗only‘, gak for enggak ‗no‘, and final consonant /s/ in English, such as thi for this. Children often omit the final consonant in English or even final syllable if it is unstressed, in their early words. Examples like the following are very common: [ba] for ball, [ti] for kick, or [bu] for boot. Leopold also noted forms like [bu] for German Blumen and [pi] for Pipe. They may continue to do this as late as age two-and-a-half or three (Leopold 1939–1949: vol. I). Children may continue to do this as late as age two-and-a-half or three (Leopold 1939–1949: vol. I) in Fletcher and Garman (1999). By age three, however, children make fewer than 10% such omissions in word-final position (Winitz & Irwin 1958).

Furthermore, two year old twin children tend to make imitation and repetition in their words acquisition. Their utterances are influenced by the environment that surrounds them. By repeating, the children accept the terms they have been offered. Since their vocabulary often lacks the needed words, they often accepting the term for the reference. They are influenced by the utterances of the adults around them. Since the parents and the family members sometimes use English in their daily conversation, the two year old twin children sometimes produce English vocabulary in their word acquisition from their environment (from their parents). The child was perceived as being very creative, and capable of discovering the structure of language from its environment (Ingram: 1989, 9).

There are also some unknown utterances produced by the twin so called as the twin talk or idioglossia or secret language. These utterances do not have particular meaning yet, it comes up several times from both of the twin children.

IV. CONCLUSION

Based on the result of data analysis with special reference to phonology factors and the discussion of twin data on the age of 2;6, specifically to Florence Nathania Ginting and Fiorelle Sunshine Ginting, it is concluded that they have simplification in production of words when interacting with their father, mother, and sister. The types of simplifications in their words production are the substitutions, assimilations, and ommissions. It means that the problems encountered by twins in their articulation when producing the sounds on the age of 2;6 is not far different with singletons. They have simplification in the forms of substitution, assimilation, and omission as well.

Word acquisition of the two year old twin children are definitely influenced by their environment. Their utterances often are the imitation and repetition of the utterances from adults around them. In this research since the parents and the family members of the subjects sometimes use English in their daily conversation, the two year old twin children can produce English vocabulary in their word acquisition by repetition or imitation. The English word utterances by the 2;6 twins are obviously because of the environment influence that surround their life in daily basis.



REFERENCES

[ 1 ] Chomsky. N. 1959. Review of Skinner‘s Verbal Behaviour, Language, Vol. 35, pp.26-58.

[ 2 ] Clark, V, Eve. 2003. First Language Acquistion. Cambridge University Press.

[ 3 ] Clark, V.Eve. 2009. First Language Acquistion. Secomd Edition. New York: Cambridge University Press.

[ 4 ] Fletcher, Paul and Garman, Michael.1999. Language Acquisition Studies in First Language Development. New York: Cambridge University Press.

[ 5 ] Ingram, David. 1979. ―Phonological Patterns in The Speech of Young Children‖ Dalam Paul Fletcher dan M.Garman. Language Acquisition : Studies in First Language Development. Cambridge : Cambridge Unversity Press.

[ 6 ] …………….D. 1989. The First Language Acquisition Method, Desription and Explanation.London : Edward Arnold.

[ 7 ] Lust, B. C. 2006. Child Language Acquisition and Growth. New York: Cambridge University Press.

[ 8 ] Michael, Tomasello, et.al. 1986. Developmental Psychology, Vol 22 (2), 169-176.

[ 9 ] Winitz, Harris and Irwin Orvis C. 1958. Journal of Speech, Language, and Hearing Research, September 1958, Vol. 1, 250-256. doi:10.1044/jshr.0103.250.


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