Register Journal
The name of REGISTER JOURNAL was taken from the concept of REGISTER and it has clearly been described by Trudgill (1983:101) as follows:
Linguistic varieties that are linked ... to occupations, professions or topics have been termed registers. The register of law, for example, is different from the register of medicine, which in turn is different from the language of engineering---and so on. Registers are usually characterized solely by vocabulary differences; either by the use of particular words, or by the use of words in a particular sense. Registers are simply a rather special case of a particular kind of language being produced by the social situation.
Halliday, McIntosh and Strevens (1964) devote a long section to "REGISTER" in their 1964 work. They also refer to REGISTER as `distinguished by use.'
Articles
205 Documents
<![CDATA[Teachers’ Strategies to Improve Students’ Self-Confidence in Speaking: A Study at Two Vocational Schools in Central Borneo ]]>
<![CDATA[Listyani, Listyani -]]>;
<![CDATA[Kristie, Lavani Satya]]>
<![CDATA[ Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (458.739 KB)
|
DOI: 10.18326/rgt.v11i2.139-153
<![CDATA[Speaking become one of the important skills among other skills such as listening, reading and writing. However, some students felt not confident to deliver words or sentences in English. The purpose of this study was to find teachers’ strategies to improve students’ self confidence in speaking at SMK 1 and SMK 2 in Tamiang Layang. This study used qualitative study with two instruments which are interview and observation. The participants were four teachers from two different schools which are SMK 1 and SMK 2. Based on the finding, there was found four strategies that the four teachers used in speaking class activity. Those strategies are role-play, small group discussion, storytelling, and songs. These strategies were very helpful to encourage students’ self confidence in speaking, because each strategy giving a chance for students to pratice speaking. Besides that, the advantages that students got from those, help students increase their vocabulary and pronunciation, build an interaction between passive and active students, and make the class more fun and not boring.Keywords: Speaking, self-confidence, teachers’ strategies. ]]>
<![CDATA[Teaching Speaking for Professional Context Using Prezi in the Relation With Students’ Creativity ]]>
<![CDATA[Lina, Marisa Fran]]>
<![CDATA[ Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (15.991 KB)
|
DOI: 10.18326/rgt.v11i2.154-167
<![CDATA[This research aims at finding out whether Prezi is effective to teach speaking and the students having high creativity have better speaking skill than those having low creativity. This research was carried out at IAIN Salatiga in the academic year of 2015/2016. The population was the second semester students of English Education Department. In this research, the researcher used experimental research method. The researcher took one class for experimental class (TBI D). This class was divided into two groups (the students having high and low creativity). The research instruments consist of students’ creativity test and a speaking test. The creativity test and speaking test were readable after they were tried out in class TBI D of English Education Department of IAIN Salatiga. The data were the result of speaking test and it was analyzed by multifactor analysis of variance 2 x 2 (ANOVA). The findings of the research show that: (1) Prezi is effective for teaching speaking; (2) The students who have high creativity have better speaking skill than those having low creativity. Based on the research findings, it can be concluded that: Prezi is an effective teaching media to teach speaking and it is suggested to the English Teacher to apply Prezi in teaching speaking. Prezi is suitable for both students who have high and low creativity because it is designed in a variety of formats that helps students to process information and organize their ideas.Key words: Prezi, Teaching Speaking, Creative Students]]>
<![CDATA[Using Online Short Stories to Improve the Reading Comprehension Ability ]]>
<![CDATA[Syafii, Muhammad Lukman]]>
<![CDATA[ Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (890.58 KB)
|
DOI: 10.18326/rgt.v11i2.168-191
<![CDATA[Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability]]>
<![CDATA[Improving Students’ Listening Skill Through Shadowing ]]>
<![CDATA[Mukminatus Zuhriyah]]>
<![CDATA[ Register Journal Vol 9, No 2 (2016): REGISTER JOURNAL ]]>
Publisher : <![CDATA[IAIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (464.591 KB)
|
DOI: 10.18326/rgt.v9i2.124-136
<![CDATA[Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill. ]]>
<![CDATA[Trick of Political Identity: Analysing Appraisal System on 212 Movement Reunion in Online Media ]]>
<![CDATA[Gunawan, Fahmi]]>;
<![CDATA[Thahara, Yopi]]>;
<![CDATA[Risdianto, Faizal]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (552.963 KB)
|
DOI: 10.18326/rgt.v12i1.62-80
<![CDATA[This study aims to evaluate the appraisal system of the 212 movement reunion in online media. Data were from the news of “trick of political identity” in Tirto online media. Data analysis was conducted using Spradley's theory modified by Santosa. The results indicate that appraisal system pattern of 212 reunion movement utilize attitude (43%), graduation (15%) and engagement system (42%). The attitude system uses a 42% affective subsystem pattern and 58% subsystem judgment. Graduation system uses a 70% force and 30% focus pattern. The engagement system is dominated by the use of heterogloss patterns of 82% rather than 18% monoglos. This percentage shows that the author discusses political identity in the 212 movement reunion. In his writing, the author is objective, neutral, independent and adheres to the principle of professionalism. This is proven by the high percentage of subsystem judgment 58% on the attitude system and 82% heterogloss usage on engagement system. The high percentage of use of focus force patterns shows that the author tries to use language that is easily understood by the wider community Keywords: Media online; Political Identity; 212 Movement Reunion; Appraisal System.]]>
<![CDATA[Exploring the Potential of online English Websites In Teaching English To Non-Linguistic Major Students: BreakingNewsEnglish As Example ]]>
<![CDATA[Boulahnane, Saad]]>;
<![CDATA[Abramova, Viktoriia S.]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (575.474 KB)
|
DOI: 10.18326/rgt.v12i1.1-12
<![CDATA[The Internet has captured the attention of teachers and language instructors from all over the world due to its online teaching materials. The Internet-based material has allowed distance-learning projects. This article explores the potential role of EFL websites as a supplement in classroom instruction. As an example, an English-language based news website, www.breakingnewsenglish.com, has been designed to teach English to non-linguistic major students. The authors of this article offer methodological recommendations on using Internet-based materials, describe stages of work with authentic texts, and note linguistic and communicative skills developed in the course of work. The recommendations have been formed based on teachers and students’ descriptions of the materials provided by the website in question. This descriptive article will hopefully contribute to the literature on online teaching and learning materials, particularly in the field of EFL.Keywords: foreign languages, online educational resource, news website, communicative skills]]>
<![CDATA[The Adjacency Pairs Analysis of Teacher Students Talks in Hearing Impairment Classroom ]]>
<![CDATA[Nafi', Nahar Nurun]]>;
<![CDATA[Rinanda, Desika]]>;
<![CDATA[Sularti, Sularti]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (234.998 KB)
|
DOI: 10.18326/rgt.v12i1.81-99
<![CDATA[ABSTRACT The purpose of this study is to investigate the components of adjacency pairs which appear in a conversation between an English teacher and hearing-impairment students in a special need classroom. Another aim is to find the dominance of English teacher in the special need classroom. Data are collected from a classroom observation, recording and transcribing their conversation during the teaching and learning activities in English classroom. Meanwhile, data analysis is carried out by identifying, analyzing and classifying based on Mc Charty’s theory of adjacency pairs., It is then found that there are 9 kinds of adjacency pairs committed from the interaction between English teachers and the hearing-impairment students as follows: (1) Compliment / Acceptance, (2) Information / Acknowledgement, (3) Greeting / Greeting, (4) Invitation / Acceptance, (5) Offer / Refusal, (6) Question / Answer, (7) Summons / Answer, (8) Accusation / Denial, (9) Offer / Acceptance. This study reveals a fact that various adjacency pairs occur in the special need classroom even though the teacher’s role is also quite powerful in the special need classroom. The finding of this study may become the reference for the teachers and practitioners who need deep understand toward characteristics of the special needs students especially for the impairment students. Keywords: Adjacency Pairs, Teaching and Learning, Hearing-impairment Students]]>
<![CDATA[Factors Contributing to EFL Students’ Speaking Anxiety ]]>
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Ferawati, Ferawati]]>;
<![CDATA[Novita Sari, Ratih]]>;
<![CDATA[Kusuma Ningsih, Sri]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (416.011 KB)
|
DOI: 10.18326/rgt.v12i1.13-27
<![CDATA[This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety ]]>
<![CDATA[Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing ]]>
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Anwar, Choiril]]>;
<![CDATA[Murtiningrum, Afina]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (316.597 KB)
|
DOI: 10.18326/rgt.v12i1.28-48
<![CDATA[This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.]]>
<![CDATA[The Implementation of SQ3R Method to Develop Students’ Reading Skill on Islamic Texts in EFL Class in Indonesia ]]>
<![CDATA[Marzuki, Abdul Gafur]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (565.334 KB)
|
DOI: 10.18326/rgt.v12i1.49-61
<![CDATA[The study aims at analyzing the development of students’ reading skill on Islamic texts in EFL class in Indonesia through SQ3R method. The research was designed as a collaborative classroom action research which was carried out at TBI-4 FTIK IAIN Palu. The subject of the research was the third semester students of TBI-4 FTIK IAIN Palu consisting of 24 students. The research was conducted in one cycle through stages of planning, acting, observing and reflecting. The cycle consists of three meetings. The researcher with his collaborator collected the data by using observation checklists, field notes, camera recording, and test. The result showed that the SQ3R method could develop students’ reading skill. This fact was supported by the result of achievement test. There were 19 students (75%) who got score greater than 80 of 24 students, there were 6 students who could not reach the score. The research was stopped after the third meeting of cycle 1 in which the result of students’ achievement test have met the criteria of success. Based on this finding, the researcher concluded that the implementation of SQ3R method in teaching and learning process can develop students’ reading skill on Islamic texts.Keywords: Implementation, Reading Skill, SQ3R method.]]>
