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The Effect of Applying Drill Method on In Teaching Students’ Writing Ability 运用操练法在学生写作能力教学中的作用

The Explora Pub Date : 2022-03-04 DOI: 10.51622/explora.v7i1.517

Fitri Ramadhani Harahap

引用次数: 0

The The Effect Of Presentation Practice Production (Ppp) Technique On Student’s English Grammar Competence By Using Computer Assisted Language Learning 基于计算机辅助语言学习的表达实践生产(Ppp)技术对学生英语语法能力的影响

The Explora Pub Date : 2022-03-04 DOI: 10.51622/explora.v7i3.500

Putri Delima Siregar

{"title":"The The Effect Of Presentation Practice Production (Ppp) Technique On Student’s English Grammar Competence By Using Computer Assisted Language Learning","authors":"Putri Delima Siregar","doi":"10.51622/explora.v7i3.500","DOIUrl":"https://doi.org/10.51622/explora.v7i3.500","url":null,"abstract":"This study deals with the effect of presentation practice production on students’ English grammar competence byusing computer assisted language learning. The objective of this thesis is to find out the effect of presentationpractice production on students’ English grammar competence by using computer assisted language learning. Thisstudy is an experimental research. The population of this study is the student class of X of SMK Parulian 1MEDAN. The number of students was 100 students. 40 students are taken as the sample. The first group isexperimental group which is teach by applying presentation practice production technique on computer assistedlanguage learning. While the second group is control group, it is teach without presentation practice productiontechnique on computer assisted language learning. Multiple choice test is used, as the instrument for collecting thedata. These test consisted of two types, namely pre-test and post-test. As the result of the test, t-observed was 3.14and t-table was 1.686 (p:005) the result of the data analysis show that the value of t-table 3.14 1.686(p:0.05). Itmeans that hypothesis alternative (Ha) is accepted while the null hypothesis (Ho) is rejected, therefore it isconcluded that presentation practice production technique on computer assisted language learning significantlyaffects students’ English grammar competence. Based on the explanation above, this research can be chosen as onealternative in teaching learning process.","PeriodicalId":307860,"journal":{"name":"The Explora","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133674192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

SUPERLATIVE FORMS OF ADJECTIVES BY ARTICLE NA + PREFIX UM- IN TOBA BATAK 由冠词na +前缀um -组成的形容词的最高级形式

The Explora Pub Date : 2022-02-03 DOI: 10.51622/explora.v7i3.454

E. Ambarita

{"title":"SUPERLATIVE FORMS OF ADJECTIVES BY ARTICLE NA + PREFIX UM- IN TOBA BATAK","authors":"E. Ambarita","doi":"10.51622/explora.v7i3.454","DOIUrl":"https://doi.org/10.51622/explora.v7i3.454","url":null,"abstract":"The objectives of this study are to investigate the formation of superlative forms of adjectives by article na +prefix [um-] in Toba Batak. The results show that superlative forms of adjectives by article na + prefix [um-] inToba Batak result in various morphological and phonological processes as follows: (1) if article na +prefix [um-]is attached to adjectives preceded by vowels [a], [e], [i], [o], and [u] the last phoneme of prefix [um-] is doubledi.e [um-] is pronounced as [umm-] sound. (2) if the initial phoneme is a bilabial plosive voiced consonant [b],prefix [um-] is pronounced as [ub-]sound as its allomorph. (3) if the initial phoneme is a velar plosive voicedconsonant [g], prefix [um-] is pronounced as [uŋ-] sound. (4) if the initial phoneme is a palato alveolar affricatevoiced consonant [j] prefix [um-] is spelt as [un-] sound but pronounced as [uj-] sound. (5) if the initial phonemeis a bilabial nasal voiced consonant [m] prefix [um-] does not change. (6) if the initial phoneme is an alveolarnasal voiced consonant [n], prefix [um-] is spelt and pronounced as [un-] sound. (7) if the initial phoneme is abilabial plosive voiceless consonant [p], prefix [um-] is spelt as [um-] sound but pronounced as [up-] sound. (8)if the initial phoneme is an alveolar rolled voiced consonant [r], prefix [um-] is spelt and pronounced as [ur-]sound. (9) if the initial phoneme is an alveolar fricative voiceless consonant [s], prefix [um-] is spelt as [un-]sound but pronounced as [us-] sound. (10) if the initial phoneme is an alveolar plosive voiceless consonant [t],prefix [um-] is spelt as [un-] sound but pronounced as [ut-] sound.","PeriodicalId":307860,"journal":{"name":"The Explora","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117110319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The The Effect of SABELS and GRPQ on The Students’ Reading Comprehension at SMA Swasta RK Bintang Timur Pematangsiantar SABELS和GRPQ对SMA学生阅读理解的影响

The Explora Pub Date : 2022-02-03 DOI: 10.51622/explora.v7i3.455

H. Pardede

引用次数: 0

The Role of Students’ Perception and Informatioin Technology in Improving The Production of (Θ) and (Ð) by 1thSemester Students of STIKOM Tunas Bangsa Pematangsiantar 学生认知及资讯科技对提高新加坡理工学院第1学期学生(Θ)及(Ð)产出之作用

The Explora Pub Date : 2018-05-19 DOI: 10.17605/OSF.IO/CW5MH

Jalaluddin Jalaluddin, Fitri Rizki

引用次数: 0