What’s behind a name?

a Toponymic analysis of Train Station in North Sumatera

Kode/Nama Rumpun Ilmu : 742/Pendidikan Bahasa
(dan Sastra) Inggris

Problems of study?
USULAN
a. What is the meaning of every station in North Sumatera?
PENELITIAN DOSEN PEMULA

Listen to Every Details:

Intensive Listening Model in Teaching English to Young Learners

Dr. Purnama Rika Perdana, S.Pd., M. Hum NIDN 0110029001 (Ketua)

Rakhmat Wahyudin Sagala, S. Pd., M. Hum NIDN 0108028604 (Anggota)

UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA

DESEMBER 2019
BAB 1 PENDAHULUAN
i
 IDENTITAS DAN URAIAN UMUM
1. Judul Penelitian Dosen Pemula : Listen to Every Details: Intensive Listening Model in Teaching
English to Young Learners
2. Tim Pelaksana
No Nama Jabatan Bidang Keahlian Instansi Waktu
Asal (jam/minggu)
1. Dr. Purnama Rika Ketua Linguistics
Perdana Pengusul UMSU 8.00
Rakhmat Wahyudin Anggota Academic
2. Sagala, S. Pd., M. Pengusul 1 Writing, UMSU 8.00
Hum Sociolinguistics,
3. Objek (khalayak sasaran) Penelitian Dosen Pemula:
Intensive Listening sebagai model pembelajaran bahasa Inggris untuk anak usia dini
4. Masa Pelaksanaan
Mulai : bulan Februari tahun 2020
Berakhir : bulan Oktober tahun 2020
5. Usulan biaya UMSU: Rp. 15.000.000
6. Lokasi Penelitian Dosen Pemula:
SD Negeri 116874 Bakaran Batu – Jalan Pendidikan Rantauprapat
7. Mitra yang terlibat (uraikan apa kontribusinya)
-
8. Permasalahan yang ditemukan dan solusi yang ditawarkan:
Intensive Listening dalam pengajaran bahasa Inggris untuk anak usia dini
9. Kontribusi mendasar pada khalayak sasaran (uraikan tidak lebih dari 50 kata, tekankan pada
manfaat yang diperoleh)
Memperkuat teori dan meningkatkan pengetahuan serta pemahaman tentang intensive
Listening dalam pengajaran bahasa Inggris serta gagasan fundamental yang mendukung
pengembangan IPTEKS
10. Rencana luaran berupa jasa, system, produk/barang, paten, atau luaran lainnya yang
ditargetkan
a. Pemakalah dalam temu ilmiah Nasional dan lokal, tahun ke-1 Target: Terdaftar
b. Publikasi Ilmiah Jurnal Nasional terindeks di Google Shoolar: accepted
c. Keikutsertaan dalam Seminar Internasional, tahun ke-1 Target: terdaftar

ii
 DAFTAR ISI

COVER
HALAMAN PENGESAHAN…………..……………….…………………………... i
IDENTITAS DAN URAIAN UMUM ………………………………..…………….. ii
DAFTAR ISI ……………………………………………………………………..….. iii
ABSTRACT ……...………………………………………………………………….. iv
BAB 1 PENDAHULUAN ……………………………………………………...…… 1
1.1 Background of the Study ……………………………………………………….. 1
1.2 Problems of the Study ………………………………………………………….. 3
1.3 Objectives of the Study ………………………………………………………… 3
1.4 Significance of the Study ………………………………………………………. 4
1.5 Research Planning …………………….……………………………………….. 4
BAB 2 THEORETICAL FRAMEWORK ……………………………………..… 5
2.1 Listening Skill ………………………………………………………………….. 5
2.2 Types of Listening Activities …………………………………………………... 6
2.3 Teaching Listening through Audio-based Media………………………………. 7
BAB 3 RESEARCH METHODOLOGY …………………………………………... 9
3.1 Research Design ……………………………………..………………………… 9
3.2. Subject of Research …………………………………………………………… 9
3.3 Data and Source the Data ………………………………………………………. 11
3.4 Technique of Data Collection ………………………………………………….. 10
3.5 Validity of Research Data ……………………………………………………… 13
3.6 Data Analysis …………………………………………………………………... 13
BAB 4 COST AND RESEARCH SCHEDULE …………………………..…….. 14
4.1 Cost and Budgeting …………………………………………………………….. 14
4.2 Research Schedule ……………………………………………………………... 14
REFERENCES ……………………………………………………………………… 15
APPENDICES ………………………………………………………………………. 17

iii
 ABSTRACT

Listening is one of four language skills in teaching English. The skill of listening is an
essential part of communication as the basic to language learning. In intensive listening, students
use a certain kind of taped or recorded material. Teachers are allowed to make their own listening
material and put them on a CDs or compact disks, or cassette, or in latest sound format such as
mp3 or mp4. If the students are pushed to get the maximum benefit of listening, then the teacher
may replay the recorded or tape two or more times (Harmer. 2004: 230). The goal of intensive
listening is to get a better perception of the listening components such as phonemes, words,
intonation, etc. In this research, the process of intensive listening will be applied to a group of
English young learners. This study investigates: 1) factor that involved in Intensive Listening; 2)
strategy in Intensive Listening to improve children’s listening skill, and 3) the way Intensive
Listening affect children’s listening skill. This research will apply a qualitative research while the
data will be taken from observation, interview, and documentation. Within the next few years, this
study is expected to: 1) improve students listening achievement; 2) improve reference of intensive
listening; 3) be published in National Journal.

Keywords: English young learners, intensive listening, listening skill.

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Bab 1 Pendahuluan

1.1 Background of the Study

Listening is the basic skills that should be mastered by children in early learning
process, especially in learning English. Listening is also the first activity in
acquiring a language, as people acquire the language by listening to the words or
sentences. Goh (2009: 2) states that the term language acquisition refers to the
initial cognitive and social processes in language learning. A child who has acquired
his or her first language is one who has achieved sufficient command of the
language form and its rules of use to engage in meaningful interactions with others.
A child then learns a foreign language, such as English, by imitating the words or
sentences from what they hear.

Brown (2004: 249) says that listening provides the input that serves as the
basis for language acquisition and enables learners to interact in spoken
communication. Since English is generally learnt from the basic until a higher level
of education, the teaching of listening skill has also been part of every school in
Indonesia. Indonesian curriculum in English teaching expects that students are able
to use English both in oral and written communication as the basic knowledge for
their further study. In order to achieve the goal of that curricular objective, teachers
have to provide a variety of purposeful listening activities throughout the entire
course. The goal of mastering listening should encourage the acquisition of
communication skill and to foster real communication in and out of the children
life. Because of the reason, the teacher should be able to present activities which
are meaningful to students and which will motivate them to learn. One of the
activities is intensive listening which allows children to listen to every single
information.

Based on what McGraw (2004: 94) explored, listening for the detail
involves what we call intensive listening, means that someone should try to
understand the listening passage entirely. Larry Vandergriff (1997) says that an
emphasis on listening comprehension, as well as the application of listening

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strategies, will help children to capitalize on the language input they receive, and to
achieve greater success in language learning. This is one of effective strategies to
achieve listening goal. The process of developing listening strategies is best
achieved when teachers provide students with abundant opportunities for listening
practice outside the evaluation.

This research will be conducted based on a small observation done in

Kecamatan Rantau Selatan - Kabupaten Labuhanbatu. Writers found that there are
many young learners that unable to listen well to English lesson. Most of the
children have difficulties in achieving listening material from their teacher at school
because they are not trained enough to listen. They are not used to listen to English
words or sentences. It makes listening class become so strange then lower their
ability in understanding English words. We hope this study will give high
contribution to the teaching of English, especially in teaching English to young
learners.

1.2 Problems of the Study

Based on the background above, there are some research problems which can be
formulated as follow:
- What factor that involved in Intensive Listening?
- Does Intensive Listening strategy improve children’s listening skill?
- How does Intensive Listening affect children’s listening skill?

1.3 Objectives of the Study

Based on research problem above, the objectives of this study are:
- to identify factors that involved in Intensive Listening.
- to analyze how Intensive Listening strategy improve children’s listening
skill.
- to investigate how Intensive Listening affect children’s listening skill.

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1.4 The Significance of the Study

This research are expected to be useful for:
a. English teachers who want to improve students’ listening achievement.
b. The readers who want to enlarge their knowledge in conducting the
same research.

1.5 Research Planning

The expectation of researchers in the target of research achievement is able to
analyze the effect of Intensive Listening in learning English. The annual
achievement criteria can be described as follows:

Tabel 1.1 Rencana Target Capaian Tahunan

No Jenis Luaran Indikator
Capaian
1 Publikasi ilmiah di jurnal nasional terindeks di Accepted
Google Scholar1)
2 Pemakalah dalam temu Nasional Terdaftar
ilmiah2) Lokal Terdaftar
3 Bahan Ajar CD

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Bab 2 Theoretical Framework

2.1 Listening Skill

Listening is one of four language skills in teaching English. The skill of
listening is an essential part of communication as the basic to language learning.
The objective of teaching English, particularly listening, is to enable the students to
understand the natural flow of the native speech. In listening comprehension, the
students are given a chance to pay close attention to identify, analyze, and
understand the speaker’s idea. (Harmer. 2004: 219)
Listening is an active process where the listeners have to listen to every
detail of information in order to get the correct meaning of the language itself
(Perdana, 2011). When the students listen to certain information, they must get the
message of what the information is about. Paying attention only on words does not
give the goal of listening. However, students have to listen to every detail of
information in order to get the correct meaning of the language. Hence, listening is
not as simple as it looks - just hearing the information from the speaker. As we
listen, we interpret and make inferences about what we hear.
McDonough (1994: 133-134) says that in order to get the efficiency in
listening, there are some factors that influence wheter the listening is difficult or not
to the student. The listener has to recognize words (vocabulary), sentence and clause
boundaries in speech, accent, stress, speech rhythm, pitch, and also the speed of
delivery.
In mastering listening comprehension, Field (2000: 29-30) says that
comprehension is certainly the end product of listening, and achieved by an expert
listener with minimal apparent effort. The emphasis on comprehension has had an
unfortunate effect in that it has led many commentators to focus their attention on
how listeners construct wider meaning.
McDonough and Shaw (1994: 137) state that listening comprehension is not
only a function of the interplay between language on the one hand and what the
brain does with it on the other: it requires the activation of contextual information
and previous knowledge. The role of comprehension was given prominence as

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learners were given great quantities of language to listen to before they were
encouraged to respond orally.
Those statements can be connected with psycholinguistic study that widely
explores the correlation between language and mind. There are several elements
have to be fulfill in a context of comprehension. In this case, there is a process,
namely construction process, where the listener should pass three phases of
comprehending; recognition, identification, and comprehend. When a listener tries
to comprehend a speaker’s words, he is involved in a mental process. It means that
firstly, the listener will recognize sounds then identify the words, and finally build
the meaning (Clark & Clark. 1977: 143).
Based on the explanation above, it can be said that comprehension will be
achieved when the level of understanding meaning is reached. Also in teaching
listening, comprehension will be reached if the listener can build a meaning from a
speakers’ words. But if the students cannot fulfill the process, it can be sure that the
information is received ineffectively.
To overcome listening difficulties, teachers must decide a proper material
that will be taught to the students. The material should be interesting and
appropriate for the class level, especially in choosing the topic, speed and
vocabulary.

2.2 Types of Listening Activities

There are two types of listening according to Harmer (2004: 228-230):
a. Extensive listening.
Extensive listening is listening activities that aimed to develop a top-down,
global understanding of spoken language. In extensive listening, teacher
encourages students to choose the material that they want to listen. They do
listening activities for pleasure and to gain a general language improvement.
This extensive listening will usually take place outside the classroom, in the
students’ home, car, or on their mobile phone or gadgets as they travel from
one place to another.

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b. Intensive listening.
In intensive listening, students use a certain kind of taped or recorded
material. Teachers are allowed to make their own listening material and put them
on a CDs or compact disks, or cassette, or in latest sound format such as mp3 or
mp4. If the students are pushed to get the maximum benefit of listening, then the
teacher may replay the recorded or tape two or more times (Harmer. 2004: 230).
The goal is to get a better perception of the listening components such as phonemes,
words, intonation, etc. McGraw (2004: 94) also explores that listening for the detail
involves what we call intensive listening or trying to understand the listening
passage in its entirely.
In this research, the process of intensive listening will be applied to a group
of English young learners. The goal is to improve the listening skill of young
learners. As listening is the very basic skill in learning language that people can all
benefit from improving, the material given in listening session is also important.
However, improving listening skill begins with fostering student motivation and
effective teaching. Improving is to raise a more desirable or more excellent quality
or condition; make better.
Brown (1983: 206) states that listening skill can be improved with effort and
practice. Knowing how to listen effectively permits students to extend the range of
their contacts with the world and to increase their capabilities to experience, to
learn, to apply, and to enjoy. Obviously, listening skills cannot be improved unless
listeners are capable of hearing what they are expected to hear. Four things
especially may stand in their way: (1) impaired hearing, (2) a poor listening
environment, (3) poor or improperly adjusted equipment, (4) defective sound
sources.
Based on that problem, improving listening skills of the students may be
difficult, but the added benefit is to build a confidence and to motivate children to
become an active listener. Improving listening skill takes a lot of classroom
listening practice and skill. Sometimes it is necessary to think beyond the box,
adding creative elements wherever possible depending of course, on the skills of
your students and how open they are to creative thinking.

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2.3. Teaching Listening through Audio-based Media

One of the greatest challanges to teaching a diverse group of learners is that
everyone comes to class with different experiences and expectation. When teacher
prepares students to listen to a certain passage, s/he needs to do so in such a way
that will reach all students attention. The input in teaching listening is absolutely
crucial in considering the role of listening in language learning (Brown. 2001: 248).
In general, “media” refers to various means of communication. Books, tape
recorder, radio, television, pictures, and computer are different types of media.
Media have been dealt with in the context of education. Now we can find that these
days, it is rare for a publisher to produce a major coursebook without a media
component added in. The use of media has been a common feature in language
teaching for many years.
Gerlach and Ely (1971) in Arsyad (2009: 3) states that media in general is
the human, the material, or events that built certain condition where the students
can get knowledge. Specifically, media in teaching and learning process is defined
as all tools of photography or electronic catching, processing and arranging audio
or visual in verbal communication.
The use of media in teaching language has several advantages. According
to Sadiman (2005: 17) media is generally useful to:
1. Make the process of teaching language simpler and make it perfect.
2. Decrease the use of mother tongue.
3. Increase the students’ motivation.
4. Give a brief explanation about a new concept.
5. To create the same perception, especially when the new concept has more
than one meaning.
6. Increase the learning quality.
7. Make the teaching and learning process interesting.
Arsyad (2009: 30) put media into three parts; audio, visual, and audiovisual.
However, this research will focus on how to improve children’s listening skill by
using audio material from cassettes, tape recorders, CDs, DVDs, Mp3s or Mp4s.

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Bab 3 Research Methodology

3.1 Research Design

This research will be done by followed action research design which will be
conducted in two cycles; cycle I and cycle II. This research will be done in six
meetings. Therefore, there will be three meetings in each cycle (including
administrating the test). In this research, each cycle will be conducted in a four
steps, namely planning, action, observation, and reflection. Cycle II is the
improvement of cycle I.

OBSERVATION ACTION RFLECTION OBSERVATION

REVISED
REFLECTION PLANNING ACTION
PLANNING

CYCLE I CYCLE II ...............

Figure 3.1. Kemmis Model Cycle

3.2. Subject of Research

The subject in this research is the 6th grade students of SDN 116874 Bakaran Batu

Kecamatan Rantau Selatan Kabupaten Labuhanbatu Sumatera Utara. There are 2

parallel classes. Therefore, one class, 6-A class, will be taken as subject of this

research. This research will be divided into two cycles; cycle I and cycle II in which

planning, action, observation, and reflection are applied in each cycle. Each cycle

will be carried out in three meetings. The steps in conducting this research are

following:

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Cycle I
1. Planning
a. Preparing the lesson plan.
b. Preparing all the material that will be used in this cycle.
c. Preparing the media, things, and tools needed in teaching learning
process. Choose the right story to be played by using the media.
d. Preparing observation sheet.
e. Preparing the test.
f. Giving a test to the students to know their ability.
2. Action
a. Practicing what has been planned.
b. Preparing all tools needed for the class activity.
c. Telling the students the goal of the activity.
d. Playing the audio material to the children.
e. Children answer the questions which are related to the audio material
they hear.
f. Children are given a chance to evaluate their experience in listening by
listening to the audio material once again, let them check their own
answer.

3. Observation
Observation will be used to analyze the process during teaching and learning
process. The observer observes the process of listening activities done by
the writer in order to give the comprehension and improve the result based
on the material given. The observation will be done in the whole teaching
and learning process.

4. Reflection
Reflection means the process which is done to know the students’
development after they finish listening activity in every cycle. In this phase,
the writer will reflect on everything and makes conclusion. The conclusion
concerns with the process and the result. Whatever the weakness or the

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strength found will be listed so that the writer will be able to decide the next
action if it’s still needed to move to the next cycle.
Cycle II
Cycle II will be done if the score at the first cycle is not satisfying. This
cycle will be needed if the result do not fulfill the minimum completeness criteria
or KKM. This cycle consists of the same four phases like in previous cycle such as
planning, action, observation, and reflection. However, there will be a little
different here. All action in second cycle are based on the weakness found in
previous one. In other words, the weakness found in cycle I will be solved in cycle
II in order to get the better result.

3.3 Data and Source of Data

This research will apply written test in form of multiple choice test to assess
students’ listening achievement. All the answers will be kept as the data in order to
make the scoring easier. Beside the test, the writer will also use questionnaire and
interview as the instrument in collecting qualitative data. These will be used when
the researcher want to identify what is happening in the classroom.
Questionnaire is widely used in qualitative research. It is a useful instrument
for collecting information, providing structured, often numerical data being able to
be administrated without the presence of the researcher (Cohen. 2001: 246). There
are several kinds of question and response models in questionnaires such as
dichotomous questions, multiple-choice questions, rating scales, and open-ended
questions. However in this research, the writer will use rating scale as the models
of questionnaires while grouping the scale into four rank based on Liker Scale:
always (3), sometimes (2), seldom (1), and never (0).
Interview will be conducted to investigate the improvement of teaching and
learning process for both teacher and students. There are several type of interview;
informal conversational interview, interview guide approach, standardized open-
ended interviews, and closed quantititative interviews. In this research, informal
conversational interview will be used in order to assess or evaluate teaching and
learning process.

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3.4 Technique of Data Collection

This research applied qualitative and quantitative data. The qualitative data will be
taken from the interview and observation sheet. It will be used to describe the
situation during teaching and learning process. Quantitative data will be taken from
the students’ written test score. It will be used to analyze the improvement of the
students’ listening achievement in each cycle.
To find out the class mean score in every meeting, the following formula
will be applied.

x= 𝑥

Where: X = class mean score

∑ 𝑥 = total score
N = the total number of student

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To categorize the number of master student, the following formula will be applied.

P X 100%

Where: P = percentage of student getting score 75

R = number of student getting score 75
T = the total number of student taking the best
*75 = the minimum completeness criteria (KKM)

3.5 Validity of Data

Wilmar (1983) says that validity refers to the extent to which the results of an evaluation
procedure serve the particular uses for which they are intended. The validity of the test is the
extent to which the test measures what is intended to measure. There are some types of validity:
(1) content validity, (2) criterion – related validities, and (3) construct validity. In this study,
content validity will be used in making the test.

3.6 Data Analysis

Green (1994) points out that scoring refers to the process of taking the tests to determine the
number of correct and incorrect responses and assigning numerical scores. These scores are
generally called raw scores, and they indicate the number of items that students have answered
correctly. In addition, there are also derived scores such as percentiles and standard scores
which are statistically calculated from the raw scores. But not all type of tests is scored in the
same manner. The objective test is scored by counting the number of correct answers. The test
will be made in form of analyzing test where the writer will provide some questions based on
the text organization of narrative (orientation, evaluation, complication, resolution, and
reorientation). The questions will be created in a way based on the material which measures
the understanding of generic structure of the text. All questions will be made in form of multiple
choice test.

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Bab 4 Cost and Research Schedule

4.1 Cost and Budgeting

Tabel 4.1 Rencana Anggaran Biaya

No Jenis Pengeluaran Biaya yang
Diusulkan
1 Honorarium (Maks. 30%) Rp 4.500.000
2 Bahan habis pakai dan peralatan Rp 5.000.000
3 Perjalanan Rp 3.500.000
4 Sewa peralatan Rp 2.000.000
Jumlah Rp 15.000.000

4.2 Research Schedule

The subject in this research is the 6th grade students of SDN 116874 Bakaran Batu
Kecamatan Rantau Selatan Kabupaten Labuhanbatu Sumatera Utara.

Tabel 4.2 Jadwal Pelaksanaan Kegiatan

Waktu (Bulan)
Keterangan
1 2 3 4 5 6 7 8 9 10 11 12
1 FGD persiapan dengan Tim Peneliti
2 Koordinasi Dengan Pihak Terkait
3 FGD Persiapan Instrumen
4 FGD Observasi penelitian
5 Proses wawancara
6 FGD Pengkoleksian data
7 FGD Eksplorasi hasil wawancara dan proses
triangulasi data penelitian
8 Submit jurnal dan pendaftaran seminar
9 Penyusunan laporan
10 Publikasi jurnal dan pelaporan penelitian

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REFERENCES

Arsyad, A. 2000. Media Pengajaran. Jakarta: Grafindo Persada.

Bachman, L. F. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford

University Press.

Brown, G and G. Yule. 2004. Teaching Spoken Language. Cambridge: Cambridge University

Press.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. Pearson Education. San Francisco State University.

Gerlach, V and Ely, D.P. 1980. Teaching Media: An Approach. New Jersey: Prentice Hall.

Green, John. 1994. Teacher-Made Tests. Harper & Row: New York, Evanston: London

Harmer, Jeremy. 2004. The Practice of English Language Teaching: 3rd Edition. England:

Longman.

Heaton. 1999. The Advantages of Using Audio lingual Aids. London and Basingstoke:

Macmillan.

Jafapur, dan P. Birjandi. 1994. Testing Language Skills: From Theory To Practice. Teheran:

Samt Publication.

Knaap, Peter and Megan Watkings. 2005. Genre, Text, Grammar. Australia: University Of

New South Wales.

Krashen, Stephen. 1985. Teaching Listening Comprehension. London: Longman.

Mcdonough, J and Christopher Shaw. 1994. Blackwell Published: Oxford University Press.

Mukalel. 1998. Audio lingual Method. Milton Keynes: The Open University.

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 15

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. Hemel

Hempstead: Prentice-Hall International.

Omaggio. 1986. A Guide of Using Media in Teaching And Learning Process. London:

Heinemann.

Pardiyono. 2009. Teaching Genre Based Speaking And Listening. Yogyakarta: Andi.

Romiszowky, 1981. Media to Teach English. London: Hutchinson.

Rost, M. 2002. Listening in Language Learning. London and New York: Longman.

Suyanto, Kasihani. K. E. 2007. English for Young Learners. Jakarta: Bumi Aksara.

Http://Dictionary.Reference.Com/Browse/Achievement, Accessed February 21st 2019, 03.00

P.M.

Http://Www.Englishcompanion.Com/Room82/Readnarrative.Html, Accessed January 11th

2019, 10.11 A.M.

Http://Www.Ccsenet.Org/Journal, Accessed February 21st t 2019, 03.07 P.M.

Http://Www.Etni.Org.Il/Teachers/Jimmy/Chapter2.Htm, Accessed March 2nd 2019, 9.30 A.M.

2019, 10.00 A.M.

Http://Iteslj.Org/Lessons/Blake-Supersize.Html, Accessed March 2nd 2019, 10.10 A.M

Http://Www.Mindtools.Com/Commskll/Activelistening.Htm, Accessed February 25th 2019,

10.11 A.M.

Http://Www.Livestrong.Com/Article/73665-Listening-Skills, Accessed March 2nd 2019, 10.23

A.M.

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Lampiran 1. Susunan Organisasi Tim Penyusun dan Pembagian Tugas

No. Nama/ NIDN Instansi Bidang Alokasi Uraian Tugas

asal ilmu waktu
1 Dr. Purnama Rika UMSU Linguistik 1 Tahun Ketua
Perdana - Membuat proposal
- Membuat instrumen
- Melaksanakan
penelitian
- Melakukan seminar
hasil
- Membuat laporan
hasil penelitian
- Menghasilkan
keluaran (pemakalah
dalam seminar dan
jurnal)
2 Rakhmat UMSU Linguistik 1 Tahun Anggota
Wahyudin Sagala, Terapan Membantu penyusunan
S. Pd., M. Hum Bahasa proposal, instrumen dan
Inggris laporan serta
pelaksanaan penelitian
 17

Lampiran 2. Biodata Ketua Dan Anggota

A. Identitas Diri
1 Nama Lengkap Dr. Purnama Rika Perdana, S.Pd., M.Hum.,
2 Jenis kelamin Perempuan
3 Jabatan Fungsional -
4 NIK -
5 NIDN 0110029001
6 Tempat dan tanggal lahir Rantauprapat, 10 Februari 1990
7 E-mail purnamarikaperdana@umsu.ac.id
8 Nomor HP 085262868176
9 Alamat Perumahan Azalea No. 1, Jalan Kapten
M.Jamil Lubis, Medan Tembung - Medan
10 Mata kuliah yang diampu 1. Introduction to Linguistis
2. English for Debate
3. Pengembangan Media Pembelajaran
Bahasa Inggris
4. Bahasa Inggris (MKU)

B. Riwayat Pendidikan
S-1 S-2 S3
Nama Perguruan UNIMED UNIMED UNIVERSITAS
Tinggi INDONESIA
Bidang Ilmu Pendidikan Bahasa Linguistik Terapan Ilmu Linguistik
Inggris Bahasa Inggris
Tahun Masuk – 2007-2011 2012-2014 2014-2019
Lulus
Judul Improving listening Grammatical Dinamika Nama
achievement in Metaphor in English Marga Etnik
narrative text by Simalungun
using tape
Nama Pembimbing Prof. Dr. Sri Minda Prof. Amrin Saragih, Prof. Dr.
Murni PhD. Multamia RMT
Prof. Dr. Sumarsih, Lauder.
M.Pd. Prof. Dr.
Setiawati
Darmojuwono

C. Pengalaman Penelitian Dalam 5 Tahun Terakhir

No Tahun Judul Penelitian Penyandang Dana

1 2019 Dinamika Nama Marga Etnik Simalungun Pribadi

D. Publikasi Artikel Ilmiah Dalam Jurnal Dalam 5 Tahun Terakhir

No Jurnal Artikel Ilmiah Nama Jurnal Volume/Nomor/Tahun

1 Onoma Onoma 51 – Asian Volume 51/2016
Onomastics
 18

E. Pemakalah Seminar Ilmiah (Oral Presentation) dalam 5 Tahun Terakhir

NO JUDUL TAHUN TEMPAT

1 Pola Antroponimi Marga Purba Simalungun dalam 2016 Universitas
International Seminar on Transdisciplinary Linguistics Indonesia
(hlm 251)
2 Marga as Clan Identity: Anthroponymy Analysis dalam 2016 Universitas
International Conference on Nusantara Studies Indonesia
3 Toponimi Kabupaten Simalungun dalam Seminar 2017 Universitas
Nasional Toponimi Indonesia
4 Budaya dan Toponimi Simalungun dalam Seminar 2017 Universitas
Internasional Leksikologi dan Leksikografi Indonesia

5 Batak Simalungun Clan Name dalam 3th International 2017 Universitas

Seminar on Linguistics Andalas

Semua data yang saya isikan dan tercantum dalam biodata ini adalah benar dan dapat
dipertanggungjawabkan secara hukum. Apabila di kemudian hari ternyata dijumpai tidak-sesuaian
dengan kenyataan, saya sanggup menerima sanksi. Demikian biodata ini saya buat dengan sebenarnya
untuk memenuhi salah satu persyaratan dalam pengajuan Penugasan Penelitian Dosen Pemula.

Medan, 12 Desember 2019

 19

Lampiran 2 a. Biodata Tim Pengusul

A. Identitas Diri
1 Nama Lengkap Rakhmat Wahyudin Sagala, S. Pd., M. Hum
2 Jenis kelamin Pria
3 Jabatan Fungsional Asisten Ahli
4 NIK -
5 NIDN 0108028604
6 Tempat dan tanggal lahir Medan, 8 Februari 1986
7 E-mail rakhmatwahyudin@umsu.ac.id
8 Nomor HP 0822 7438 9997
9 Alamat kantor Jalan Muchtar Basri No. 3 Medan Sumatera
Utara 20238
10 Nomor Telepon 061- 6619056
11 Lulusan yang telah dihasilkan 0
12 Mata kuliah yang diampu 1. Academic Writing
2. English for Journalism
3. Introduction to Linguistics
4. Discourse Analysis
5. TEFL
6. Reading for General Purpose

B. Riwayat Pendidikan
S-1 S-2 S-3
Nama Perguruan Tinggi UNIMED UNIMED UNIMED
Bidang Ilmu Pendidikan Bahasa Linguistik Terapan Linguistik Terapan
Inggris Bahasa Inggris Bahasa Inggris
Tahun Masuk – Lulus 2004-2010 2010-2013 Tahap Penelitian
Judul Improving Code Switching in Code Switching in
Students’ Speaking the Toba Batak the Context of
Achievement Wedding Ceremony Disruptive
Through Rassias Innovations
Method Resulted From
Industrial
Revolution 4.0
Nama Pembimbing Dra. Masitowarni Prof. Dr. Lince Prof. Dr. Hj.
Siregar, M. Ed Sihombing. M. Pd Sumarsih, M. Pd
Dr. Anni Holila Dr. Anni Holila
Pulungan, M.Pd Pulungan, M.Pd

C. Pengalaman Penelitian Dalam 5 Tahun Terakhir

Pendanaan
No. Tahun Judul Penelitian
Sumber* Jml (Juta Rp)
1. 2018 Analisis Code Switching DRPM Rp 12.800.000
Dalam Seminar Proposal
Program Studi Pendidikan
 20

Bahasa Inggris STKIP

Budidaya Binjai
2. 2019 Semantics Analysis of DRPM Rp 20.000.000
Slang (SAOS) in Social
Media of Millennial
Generation
3. 2019 Grammatical Code UMSU Rp 7.000.000
Switching With Reference
to Gender in Bilingual
Classroom
4. 2019 Language Acquisition pada DRPM Rp 17.500.000
Anak Periode Linguistik

D. Publikasi Artikel Ilmiah Dalam Jurnal dalam 5 Tahun Terakhir

No Jurnal Artikel Ilmiah Nama Jurnal Volume/ Nomor/ Tahun
Jurnal Serunai Ilmu Pendidikan Jurnal Serunai Bahasa Volume 10, No. 2 Agustus
Inggris 2018 ISSN 2621-010X
1 Ta’dib Jurnal Pemikiran Pendidikan Jurnal Ilmiah: Jurusan Volume VII No. 2
Tarbiyah STAIN Gajah September 2017 ISSN
Putih Takengon Aceh 2089-4422
Tengah, Aceh
2 Jurnal Artikula Jurnal Artikula Program Volume 2. No. 2
Studi Diksa Trasiada September 2019 ISSN
Fakultas Keguruan dan 2615-1901
Ilmu Pendidikan
Universitas Mathla’ul
Anwar Banten
3 KREDO Jurnal Ilmiah bahasa dan KREDO Jurnal Ilmiah Volume 3. No. 1 2019
Sastra bahasa dan Sastra ISSN 2599-316x

E. Pemakalah Seminar Ilmiah (Oral Presentation) dalam 5 Tahun Terakhir

No Nama Temu Ilmiah/ Seminar
1 Seminar Nasional Dies Natalis STKIP
Budidaya Binjai
2 Seminar Nasional Linguistik II
Univesitas Gadjah Mada, Yogyakarta
3 3rd Annual International Seminar on
Transformative Education and
Educational Leadership
Judul Artikel Ilmiah Waktu dan Tempat
Faktor-faktor Kesulitan 25 Desember 2017 STKIP
Belajar Bahasa Inggris Budidaya Binjai
Mahasiswa Program Studi
Bimbingan Konseling
Analisis Code Switching 8 – 9 Mei 2018 Fakultas
dalam Seminar Proposal Ilmu Budaya Universitas
Program Studi Pendidikan Gadjah Mada
Bahasa Inggris
Grammatical and 3-4 Oktober 2018 Emerald
Contextual Code Garden Hotel, Medan
Switching in the English
Department Proposal
Seminar
 21

Semua data yang saya isikan dan tercantum dalam biodata ini adalah benar dan dapat
dipertanggungjawabkan secara hukum. Apabila di kemudian hari ternyata dijumpai
tidak-sesuaian dengan kenyataan, saya sanggup menerima sanksi. Demikian biodata
ini saya buat dengan sebenarnya untuk memenuhi salah satu persyaratan dalam
pengajuan Penugasan Penelitian Dosen Pemula.

Medan, 12 Desember 2019,

Rakhmat Wahyudin Sagala, S. Pd., M.Hum

Lampiran 3. Surat Pernyataan Ketua Pengusul
Lampiran 1 Justifikasi Anggaran

1. Honor
No Honor Honor/jam (Rp) Waktu Minggu Honor per
(jam/minggu) tahun (Rp)
Tahun
sekarang
1 Ketua 35.000 6 12 2.520.000
2 Anggota 35.000 6 8 1.680.000
3 Fasilitator 300.000 1 1 300.000
Sub Total (Rp) 4.500.000
2. Bahan Habis Pakai/Perlengkapan
No Material Justifikasi pembelian Kuantitas Harga satuan Harga
(Rp) peralatan
penunjang
(Rp)
1 Kertas A4 80gram Penyusunan proposal, 4 Rim 45.000 180.000
persiapan penelitian,
proses penelitian,
proses pelaporan, FGD
Tim, FGD Ahli
2 Kertas foto Dokumentasi 4 lusin 40.000 160.000
3 KIT FGD FGD Tim Selama 4 set 75.000 300.000
(Ballpoint + buku Penelitian
agenda + map
plastic + booklet
agenda FGD)
4 Memory SD Card Dokumentasi 1 unit 520.000 520.000
32 GB untuk
kamera digital
5 Cartridge printer Keperluan pencetakan 3 set 280.000 840.000
warna berkas selama kegiatan
penelitian
6 Folder Pengarsipan 4 38.000 152.000
7 Proposal Penggandaan proposal 6 eks 40.000 240.000
8 Laporan kemajuan Penggandaan proposal 6 eks 40.000 240.000
9 Laporan keuangan Penggandaan proposal 6 eks 40.000 240.000
10 Laporan penelitian Penggandaan proposal 6 eks 40.000 240.000
11 Materai Keperluan surat 2 lembar 220.000 440.000
menyurat
12 Pulsa dan paket Komunikasi dan 5 100.000 500.000
internet informasi
13 Snack Snack tim peneliti dan 12 minggu 13.000 156.000
partisipan selama
penelitian
14 Konsumsi Konsumsi tim peneliti 12 minggu 23.000 276.000
dan partisipan selama
penelitian
15 ATK Tim ATK Tim Pelaksana 2 set 258.000 516.000
Pelaksana selama penelitian
Sub Total (Rp) 5.000.000
3. Perjalanan dan Akomodasi
No Material Justifikasi pemakaian Kuantitas Harga satuan Biaya per
tahun (Rp)
Tahun 1
1 Pendaftaran seminar Nasional terakreditasi 1 1.500.000 1.500.000
nasional
2 Pendaftaran jurnal Publikasi terindeks 1 2.000.000 2.000.000
nasional
Sub Total 3.500.000
4. Sewa
No Material Justifikasi pemakaian Kuantitas Harga satuan Biaya per
tahun (Rp)
Tahun 1
1 Proyektor Keperluan FGD Tim 4 x FGDs 250.000 1.000.000
bersama partisipan
2 Alat Pengeras Suara Penyewaan Alat untuk 4 x FGD 250.000 1.000.000
FGD tim bersama
partisipan
Sub Total (Rp) 2.000.000
Total Anggaran Yang Diperlukan Setiap Tahun (Rp) 15.000.000
Usulan Dana 15.000.000