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Contact Name
Safrida Lubis
Contact Email
safridalubis900@gmail.com
Phone
+6282163856906
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register@unimed.ac.id
Editorial Address
Jurusan Bahasa dan Sastra Inggris Fakultas Bahasa dan Seni Universitas Negeri Medan Jl. Willem Iskandar Pasar V Medan Estate Medan 20221
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Kota medan,
Sumatera utara
INDONESIA
Register : Journal of English Language Teaching and Learning of FBS UNIMED
ISSN : -     EISSN : 26559854     DOI : 10.24114
REGISTER Journal is a quarterly publication presenting articles on English Language Teaching. The contents include analysis, studies, application of theories, research reports, materials development and reviews.
Articles 329 Documents
A DISCOURSE ANALYSIS OF COLLOCATION IN ENGLISH TEXTBOOK FOR GRADE X IN THE SENIOR HIGH SCHOOL Zainuddin, Chairunnisa Lubis and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 5, No 3 (2016): (JUL-SEP)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v5i3.5352

Abstract

This study aims to analyze the use of collocation in English Textbook forGrade X in The Senior High School. The objective of this study was to identify thetypes of collocation which used in the textbook and how it was used in the Englishtextbook. The source of the data was English Textbook for Grade X in The SeniorHigh School from Book of Matters Centre of Ministry of Education. The data werecollected after read whole textbook. The data took from ll genre in reading text. In thetextbook, there were 5 genre of reading text. They were Narrative, Recount,Descriptive, Procedure and News Item. The results of this study were 6 types ofcollocation which used in the etxtbook. They were Adjective and Nouns, Verbs andNouns, Noun + noun, Verbs and expression of preposition, Verbs and adverbs,Adverbs and adjectives. The most dominant type of collocation was Verb and Nounscollocation.
IMPROVING THE STUDENTS’ VOCABULARY ACHIEVEMENT BY APPLYING TIC-TAC-TOE GAME Zainuddin, Rini Susanti and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 2, No 3 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v2i3.668

Abstract

This study deals with improving the students’ vocabulary achievement byapplying Tic-tac-toe Game. The subject of this study was grade VIII1 2012/2013students of SMP Negeri 1 Payung, desa Batukarang. The total number of the classis 36 students. This study applied classroom action research which consisted oftwo cycles. Three meetings were for first cycle and two meeting for second cycle.The data were collected qualitatively and quantitatively. The data werequalitatively collected from questionnaires sheet and observation sheet, whilequantitatively from the scores of vocabulary tests; orientation test, test I, and testII. After analyzing the data, it was found that there was an improvement ofstudents’ vocabulary achievement. It was proven by the increasing of the meanscore of the students’ vocabulary scores in each test where mean score of the firsttest was 56.94, the second test (test I) was 69.30 and the third test (test II) was80.14.
STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION Siti Aisah Ginting, Sinta sasmita and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v6i2.6392

Abstract

This study is about student’s learning styles in learning reading comprehension. The design of this research was descriptive research. The data were collected by using questionnaires and observation sheet. The subject of the study are the XI AP 2 of SMK Swasta Harapan Stabat and the object of the study are the students learning styles in learning reading comprehension. The data were analyzed by using Fleming theory. The purpose of conducting this research was find out whether the most dominant learning style in reading comprehension and to find out what are the types of student’s learning styles which has higher achievement in reading comprehension of XI grade in SMK Swasta Harapan Stabat in academic 2016/2017. There were 32 students as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMK Swasta Harapan Stabat, the percentage was 71,87%, it means 23 from 32 students prefer to hear than read and move. The second was kinesthetic learning style, the score, 21,88%, means that only 7 students prefer to move. Then, visual learning style, score 6,25%, means that 2 from 32 students prefer to read. For the fastest student’s in reading comprehension came from auditory students or auditory learners. They get score 69,56% followed kinesthetic 21,74%, and visual 8,70%.
THE EFFECT OF USING VIDEO ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT Rahmad Husein, Liliana Dewinta Br. Tarigan and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 5, No 3 (2016): (JUL-SEP)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v5i3.5354

Abstract

This research deals with the effect of using video on students’ achievement in writing descriptive text. The population of this research was the students of VIII SMP of SMP Negeri 4 Stabat in Academic Year 2016 / 2017. This research was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using video and the control group was taught without using video. The researcher collected the data by giving essay test in the written test form. In order to know the reliability of the test, the researcher used inter-rater formula. The result of the reliability was 0.73. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 58 with tobserved value 8.871 > ttable value 2.000. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The finding indicated that video significantly affected the students’ achievement in writing descriptive text.
THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT Sipahutar, Esterina; Siregar, Masitowarni; Pulungan, Anni Holila
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v9i4.24663

Abstract

THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT *Esterina Sipahutar **Masitowarni Siregar **Anni Holila Pulungan Universitas Negeri Medan ABSTRACT Sipahutar, Esterina. Registration Number: 214332101. The Use of Translation in Teaching Writing Narrative Text. A Thesis. English Educational Program, State University of Medan, 2020. This study aimed at describing the use of translation and investigating the reasons of using translation in teaching writing narrative text grade ten at SMK Broadcasting Bina Creative Medan. This study was qualitatively conducted that taken 2 English teachers of SMK Broadcasting Bina Creative Medan. The data were collected by using an interview and observing the whole process of the online teaching writing narrative text. The findings of this study showed that there were 73 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching writing narrative text were facilitating communication, teacher-student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching writing skill. Keywords: translation, teaching and narrative text.
TEACHER QUESTIONS IN ENGLISH CLASSROOM Sri Minda Murni, Angelina. N. F. Limbong and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 7, No 1 (2018): (JAN-MARCH)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.134 KB) | DOI: 10.24114/reg.v7i1.9178

Abstract

The objective of this study was to find out the levels of questions used by teacher in English classroom and revealing the underlying reasons why teacher ask questions to the students in the classroom. This study was conducted by using descriptive qualitative research design. The subjects of this study is one of English teacher who teach in eighth grade students in one of school SMP in Pakpak Bharat that is SMP N 1 Kerajaan in academic year 2016/2017. The data were collected by video recording and interviewing the English teacher. The data were analyzed by using Miles and Huberman data analysis technique. The findings of the study were shown there were four levels of questions used by the teacher in English classroom from six levels of questions based on Bloom Taxonomy in Anderson and Krathwohl, with the total of questions were 117 in two meetings. Teacher spent remembering level 56% (66 questions), understanding level 31% (36 questions), applying level were 4% (5 questions), analyzing level were 9% (10 questions), evaluating level 0% and creating level 0%. From those levels, the dominance is discovered to be at the level of remembering, known as Lower Cognitive Questions (LCQ). This study also found that the underlying reasons of teacher ask questions in the classroom is to stimulate students’ interest, to encourage students focus to think when students learn, to know students understanding, and to give participation when they learn. It can be concluded that the teacher’s questions are as the technique of teaching.
THE APPLICATION OF RECIPROCAL TEACHING METHOD IN IMPROVING STUDENTS’ COMPREHENSION ACHIEVEMENT IN READING RECOUNT TEXT Lidiman S.M. Sinaga, Diny Rizki Harahap and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v2i1.634

Abstract

The objective of this study is to investigate whether the application of ReciprocalTeaching Method significantly improves the students’ achievement on readingcomprehension recount text. This study was conducted by using classroom actionresearch. The subject of this research was the second grade of SMP Istiqlal Deli Tuawhich consisted of 36 students. The research was conducted in two cycles. The firstcycle consisted of three meetings and second cycle consisted of three meetings. Theinstruments for collecting the quantitative data were multiple choice and essay test forreading and the instruments for collecting the qualitative data were observation sheet,interview sheet, questionnaire sheet, and diary notes. Based on the analysis, students’achievement was improved in every test. In test I, the mean score was 67.11. In test II incycle I, the mean score was 74.67, and in the test III in cycle II, the mean score was82.78. Based on the observation sheet, interview sheet, questionnaire sheet, and diarynotes, it was found that the teaching learning process ran well. The students were moreactive and enthusiastic in working in group. It was concluded that Reciprocal TeachingMethod can improve the students’ achievement in reading recount text.
REPETITION OF COLLOCATION IN THE TALK OF THE TENTH GRADE TEACHER IN SMA NEGERI 11 MEDAN Tobing, Sarah Cindy; Sumarsih, Sumarsih; Meisuri, Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (157.933 KB) | DOI: 10.24114/reg.v9i2.24654

Abstract

REPETITION OF COLLOCATION IN THE TALK OF THE TENTH GRADE TEACHER IN SMA NEGERI 11 MEDAN *Sarah Cindy Cristin Tobing. **Prof. Dr. Sumarsih, M.Pd. **Dr. Meisuri, M.A. ABSTRACT Tobing, Sarah Cindy Cristin. Repetition of Collocation in The Talk of The Tenth Grade Teacher in SMA Negeri 11 Medan. English Educational Program, Medan State University, 2020. The purpose of this study was to analyze the types of collocations that mostly used during the teaching and learing process, the patterns of repetition, and the function of repetition. This research was conducted by using a descriptive qualitative design. The subject of the study was the English teacher of the tenth grade in SMA Negeri 11 Medan. The data were collected by conducting an observation, voice/video recording, and interview. The result of the study showed that lexical collocation oocured dominantly (68%) and followed by the grammatical collocation (32%). Lexical collocation of verb + adverb was the type that mostly occured in teacher talk (TT). The teacher also tended to use the pattern of self-reptition to repeat the collocation in the class. Aside from assisting the students to catch meanings, another reason as to why the repetition was implemented in the class was because it helped the teacher to control the class, to give commands to the students, and also to encourage the students. Keywords : Collocation, Repetition, Teacher Talk
THE EFFECT OF WATCH THINK TALK STRATEGY ON STUDENTS’ SPEAKING ACHIEVEMENT Masitowarni Siregar, Irpan Azhari and
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 1 (2017): (JAN-MARCH)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v6i1.5377

Abstract

This study deals with the effect of watch think talk strategy on students’ speaking achievement. The objective of this study is to find out whether the watch think talk strategy significantly affects students achievement in speaking. It was an experimental research. The subject of the study was students of the grade XI of MAN 1 Medan. The sample was divided into two groups. The experimental group was taught by applying Watch Think Talk Strategy, while the control group was taught by applying conventional strategy. The instrument for collecting the data was interview test. The data were analyzed by using t-test formula. The analysis showed that t-observed value 8.5 > t-table value 1.9 at α = 0.05 with dF= 78 the findings indicate that applying watch think talk strategy significantly affected students’ speaking achievement. Therefore, the null hyphothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
TEACHER’S FEEDBACK ON WRITING RECOUNT TEXT ON THE GRADE EIGHT STUDENTS OF MTS TARBIYAH ISLAMIYAH HAJORAN Sari Hasibuan, Rizki Indah; Erlita, Yeni
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.507 KB) | DOI: 10.24114/reg.v10i2.29957

Abstract

The objective of the study were investigate the types of teacher’s feedback on writing which given by the teacher’s and to find out how the teacher’s gave feedback on writing recount text on the grade eight, to elaborate the reasons of the teacher conducting the feedback on students writing of grade eight in MTs Tarbiyah Islamiyah Hajoran. This research used descriptive qualitative method and the data were collected through documentation and interview. The data was analyzed in four steps: 1). Data Collection, 2) Data Condensation, 3) Data Display, 4) Conclusion and Drawing/ verifying. The findings There were two types of feedback found on students’ writing recount text on the grade eight students of MTs Tarbiyah Islamiyah Hajoran. They were : Direct and Indirect. First the teacher gave direct feedback by giving some signs to indicate their error words such as circle,line and crosswise then provide the corect form directly. The teacher also added the letters or words to make the clear sentence. Direct feedback which is provided in the 37 of the total feedback and has perecentage as many as 79%. Second , it was indirect feedback, the indicated the students error exists without gave the correct form. It has many percentages 21% of 10 the total feedback. Based on the analysis interview, the reason why the teacher used those types of feedback on students’ writing was because it could make the students’ have more vocabularies and the students did not think more about what was the correct word. In conclusion, teacher’s feedback are important to make student aware of making mistake on their writing task. The finding suggested that the English teacher should give the written feedback to students’ writing task to enable the improve the writing skill.Keywords: Teachers’ feedback, Students, Recount Text, Writing

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