The research was intended to describe the use of Simalungun taboo words across times in Simalungun (1930-2021). The language of Simalungun is spoken by people living outside the district of Simalungun, North of Sumatera and other people. This research was carried out in a multi-case descriptive qualitative design. Descriptual qualitative research design was defined as a social science research approach that emphasised the collection, use of inductive thinking and understanding of descriptive data in natural environments. While multi case is defined as a study which is using two or more subjects, settings, or depositories of data (Bogdan & Biklen, 1982). Documentation, interviews and observations of participants were used to collect data on linguistic taboos. The data sources were collected from 45 informants of different ages (1930-2021) and sexes who reside in Pematangsiantar, Pematangraya and Saribudolok. After having analyzed the collected data, the research finding showed that there were 62 words out of 106 the taboo words of ten categories: sexual organ, sexual activity, cursing, swearing, calling people, action, disease, dwelling ghost and name of God which were used stably across time (from 1930 to 2021) in Simalungun are 62 words, out of 106 words.
Students in general have difficulty in expressing their ideas in writing.This indicates that the teaching of writing is not yet successful. The lack of successis due to, among others, the dominance of theoretical explanation and discussionof how to develop good paragraphs and how to use punctuation correctly in classesof writing. Such teaching behavior may be urged by an underlying belief thatknowledge of writing and mastery of the language used are the main factorsdetermining writing ability. But current research results indicate that writing is acognitive process greatly determined by the thinking or reasoning ability. So theprocess of writing will be hindered when the process of reasoning experiences adead end or cognitive blocking. On the other hand, a reasoning process which runswell produces ideas which then demand expression. The pressure for expressionurges the owner of the ideas to study good language use and how to express ideas inan organized way. Therefore, the teaching of writing had better focus on improvingthinking quality and minimizing cognitive blocking.Keywords: the teaching of writing, cognitive blocking
The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies
The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text
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