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Journal : Register : Journal of English Language Teaching and Learning of FBS UNIMED

Assessing Listening Skills Through Student Interest on Narrative Text Based ISL Collective Video Quizzes at Course Riska Ayunda; Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.65807

Abstract

Listening comprehension is often overshadowed by reading- and writing-centered instruction in junior high English classes, limiting opportunities for learners to develop real-world communication skills. Addressing this gap, the present qualitative study explores how narrative text–based internet second-language collective video quizzes shape student interest and, in turn, enhance listening assessment. Guided by Krapp’s Person-Object Theory of Interest, the research examined 20 Indonesian junior teenagers enrolled in an extracurricular conversation course. Data were gathered through a structured questionnaire and follow-up semi-structured interviews with five focal students. Questionnaire items were mapped onto the emotional, value-related, and cognitive dimensions of interest, while interview transcripts provided nuanced insight into learners’ experiences. Findings reveal robust engagement across all three dimensions: 85 % of students reported positive emotions such as enjoyment and excitement, 80 % perceived the activity as personally valuable for real-life English use, and 90 % demonstrated heightened cognitive involvement, including curiosity, prediction, and vocabulary acquisition. Interview data corroborated these patterns, highlighting the motivational power of storylines, visual cues, and immediate feedback embedded in the quizzes. Collectively, the results indicate that narrative video quizzes are not merely attractive add-ons but effective, interest-driven tools for assessing and fostering listening skills in adolescent EFL contexts. The study recommends integrating similar multimedia, story-rich assessments to create learner-centered, low-anxiety listening environments. Keywords: listening assessment student interest narrative text ISL Collective Video Quizzes
The Perspective of FBS Students on 21st Century Skills in Universitas Negeri Medan Nailah, Nailah; Manullang, Jessica Paskah Elizabeth; Pelawi, Faujiah Br S; Fiarnanda, Dara Siti Zahirah; Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i1.64353

Abstract

The 21st century is characterized by rapid technological advancements and globalization, demanding new skills for individuals to thrive in an ever-changing world. This study explores the perspectives of students at the Faculty of Languages and Arts (FBS) at Universitas Negeri Medan regarding their preparedness and familiarity with 21st century skills, which include critical thinking, collaboration, digital literacy, and adaptability. A descriptive qualitative research methodology was employed, using a structured questionnaire to gather students' insights on their readiness to apply these skills. Results indicate that the majority of students understand the importance of these skills and feel confident in their ability to apply them, particularly in critical thinking, problem-solving, and collaborative work. The findings also highlight the students' adeptness in using technology for learning, communication, and research, demonstrating strong digital literacy. However, challenges remain in evaluating the credibility of online information. Overall, the study shows that FBS students are prepared to navigate the demands of the 21st century, utilizing critical thinking, collaboration, and digital literacy to adapt to the evolving technological landscape. This study underscores the importance of integrating 21st century skills into education to ensure students are equipped for future challenges.
TPACK Implementation for Teaching Reading Skills in ELT at SMKN 1 Percut Sei Tuan Lubis, Winny Meilita; Manullang , Hari Mukti; Maulidea Karimah; Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i1.64354

Abstract

This study aims to examine the implementation of the TPACK (Technological Pedagogical Content Knowledge) framework in teaching reading skills within an English Language Teaching (ELT) context at SMKN 1 Percut Sei Tuan. The research explores how the teacher facilitates the reading learning activity in ELT using technology. A qualitative approach was employed, using classroom observations, teacher interviews, and video recordings to gather data. The findings reveal that the teacher utilized e-books, online dictionaries, and group chats effectively to support learning. These tools provided accessible materials and encouraged collaboration, improving students’ engagement and comprehension. Pedagogical strategies, such as guiding students through analytical exposition texts and employing 5W+1H questioning, helped develop critical reading skills. The teacher connected reading activities to real-world issues, making lessons relevant and engaging. Despite these strengths, the study identified areas for improvement. Limited use of multimedia and the lack of vocationally specific content reduced the alignment of lessons with students’ professional interests. Additionally, low motivation among students and challenges with digital literacy hindered the optimal use of technology. The study concludes that while TPACK supports teaching reading skills, incorporating advanced technologies and vocationally relevant materials is essential for improving engagement and learning outcomes in vocational education.
Metaphorical Euphemisms in Anies Baswedan’s Instagram Comments Riska Ayunda; Putri Rizky Syafrayani; Merry Luz Molina; Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i1.64368

Abstract

This study investigates the use of metaphorical euphemisms in Instagram comments related to Anies Baswedan, a prominent figure in Indonesian politics. The aim is to analyze how netizens use euphemisms to navigate sensitive political discourse in a digital context. Metaphorical euphemisms, defined as expressions that soften or reframe controversial or harsh topics, play a significant role in managing political expression. The research uses a qualitative content analysis approach to examine 15 Instagram comments, categorizing euphemisms into three types: analogy, distortion, and borrowing (Allan & Burridge, 2020). The findings reveal that distortion euphemisms were most common (46.67%), followed by analogy euphemisms (40%) and borrowing euphemisms (13.33%). Distortion euphemisms often reframed negative political situations in a more acceptable or humorous light, while analogy euphemisms employed vivid comparisons to communicate complex ideas in a relatable manner. Borrowing euphemisms utilized terms from other contexts to soften their meaning. The study emphasizes the importance of these linguistic strategies in fostering constructive dialogue while mitigating conflict in politically polarized environments. The findings contribute to understanding how euphemisms function in digital political communication, revealing the creativity of netizens in expressing their views. This research offers insights into the role of language in shaping public opinion and engagement in the digital age.