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Safrida Lubis
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INDONESIA
Register : Journal of English Language Teaching and Learning of FBS UNIMED
Published by Universitas Negeri Medan
ISSN : -     EISSN : 26559854     DOI : 10.24114
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol 11, No 2 (2022)" : 10 Documents clear
AN ANALYSIS OF COHESION IN DESCRIPTIVE TEXT OF ENGLISH TEXTBOOK USED IN TENTH GRADE OF SMA MUHAMMADIYAH 8 KISARAN Dina Putrika Tanjung; Tiarnita Maria Sarjani br Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35842

Abstract

This study focused on finding out the cohesiveness and finding out the dominant types of cohesion of descriptive in English textbook used in the tenth grade students of SMA Muhammadiyah 8. In this study, the researcher used qualitative research design. In this study, the source of data is the descriptive text found in English textbook entitled “Bahasa Inggris” for grade X Senior High School published by Ministry of Education and Culture of Indonesia, 2017 written by Utamiwidiati, Zuliati Rohmah, and Furaidah.This study was conducted by finding out the coheviness and finding out the dominant types of cohesion of descriptive in English textbook used in the tenth grade students according to Miles &Huberman and Saldana (1994) technique. Miles &Huberman and Saldana elaborate several steps of analyzing data; they are data collection, data reduction, data display, and data verification/conclusion. The technique of collecting data of this study were collected through reading attentively and accurately the Textbook Entitled “Bahasa Inggris” for Grade X published by Ministry of Education and Culture of Indonesia from certain pages that have been chosen by the researcher as the samples. From the data, the researcher discovered 93 cohesions. From the 93 cohesions, the researcher reduced the data which contained only the grammatical and lexical cohesions. In finding out the dominant cohesion, the researcher discovered that the grammatical cohesion dominantly is conjunction. Meanwhile, for the lexical cohesion is collocation dominantly.Keywords: cohesion, descriptive text, English textbook
ENGLISH VOCABULARY ACQUISITION OF SEVEN YEARS OLD CHILDREN AT PRIMARY SCHOOL Fauziah Aquila Br. Purba; Sumarsih Sumarsih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35835

Abstract

This study aimed to describe learning strategies and the factors that influence the mastery of English vocabulary in children aged 7 years in primary school. In conducting this research, the researcher did it at SD Swasta Salsa. The researcher used the descriptive qualitative method to analyze the data. Researchers found several learning strategies used by students in the teaching and learning process of English in the classroom with several methods used by the teacher. The result of this research is that it is easier for students to accept English vocabulary by using cognitive strategies in translating. Because the first language of students and teachers is Bahasa, and English is their second language. So after they repeat the English vocabulary, they also translate it into Bahasa and vice versa. In addition, two factors namely internal factors and external factors are also factors in obtaining English vocabulary for SD Swasta Salsa Students. First, internal factors namely age, learning styles, and intrinsic motivation. Second, external factors namely the classroom climate, curriculum, culture and status, external motivation, instruction, and also the formal situation. Children with a good influence factor of English vocabulary will most likely easily get English vocabulary.Key words : Vocabulary acquisition, Children Language Acquisition, Vocabulary Learning Strategies, Factor Influences
LEXICAL DENSITY OF READING TEXT IN ENGLISH TEXTBOOK FOR GRADE XI SENIOR HIGH SCHOOL Gita Astria Br Keliat; Neni Afrida Sari Harahap
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35843

Abstract

This study deals with the lexical density especially the lexical items of English reading texts in the textbook for senior high school. The objectives of the study are to find out the level difficulties of lexical density used in reading text of English textbook and the reason why is level difficulties of lexical density used the way it is in reading text of English textbook. This study was conducted by descriptive method with qualitative approach. The data of this research were the English reading texts of of Bahasa Inggris textbook for grade XI senior high school published by Kementrian Pendidikan dan Kebudayaan Republik Indonesia. The result of the analysis showed that: (1) The level difficulties of lexical density that used in reading text of English textbook is medium lexical density. (2) The lexical density of narrative text entitled The Enchanted Fish have 401 content words and 581 grammatical function with total percentage of lexical density 40.83%, the lexical density of descriptive text entitled Cheetahs have 162 content words and 137 grammatical function with total percentage of lexical density 54.18%, and the lexical density of explanation text entitled Earthquakes have 307 content words and 226 grammatical function with total percentage of lexical density 57.59%. Keywords: Lexical Density, English Reading Texts
DEVELOPING SPEAKING MEDIA IN TEACHING DESCRIPTIVE TEXT THROUGH SCRATCH PROGRAM FOR SEVENTH GRADE STUDENTS AT SMPN 27 MEDAN Poppy Shania M. Sihombing; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35836

Abstract

This study aims to develop speaking media in teaching descriptive text through Scratch Program for seventh grade students at SMPN 27 Medan. This study was conducted by using Research and Development model (R&D) by Borg and Gall (2003) which is simplified into six stages or procedures by Puslitjaknov (2008). The procedures are gathering data and information, analyzing the data, designing media, validating by expert, revising media and final product. The subject of the study was seventh grade students at SMPN 27 Medan. Meanwhile, the study was conducted in class VII-1 that consist of 32 students. The data were collected through a questionnaire. The purpose of using a questionnaire is to extract data from respondents. The developed speaking media was assessed and judged by two experts. The experts are an English lecturer from Universitas Negeri Medan and an English teacher from SMPN 27 Medan. The result data of experts’ validation of speaking media in teaching descriptive text through Scratch Program, the average score of media validation is 95,19%. From the validation, this media got excellent criteria. The media was appropriate to be used by seventh grade students at SMPN 27 Medan. The media is suitable with their needs to make them more attract in studying descriptive text.Key words: Research and Development (R&D), Speaking Media, Descriptive Text, Scratch Program, Seventh Grade Students.
THE COHESIVE DEVICES OF STUDENTS’ WRITING RECOUNT TEXT Maulidina Bunga Halimatusyahdiah; Siti Aisah Ginting
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35844

Abstract

The aims of the study were to discover the kinds of cohesive devices that were used in students’ writing recount text, to investigate the contribution of cohesive devices in students’ recount text, and to find out the reasons why students used cohesive devices. The study used the frameworks of Halliday&Hasan (1976) and Eggins (2004). The study used descriptive qualitative research. The data was analyzed based on Miles, Huberman, and Saldana’s (2014) framework. The results of the findings revealed that students in Grade X at SMA Negeri 15 Medan used four cohesive devices, namely reference, substitution, ellipsis and conjunction. There was 58,97% contribution of lexical cohesion, which was indicated through the use of vocabulary of nouns and verbs, followed by reference that had 30,69% contribution. It was derived from category of person as well as the scale of proximity. Conjunction, on the other hand, had the percentage as much as 10,34% which was obtained through extension and enhancement type. Furthermore, the findings of the study found 8 out of 12 reasons why students used cohesive devices.Keywords: Cohesive Devices, Students’ Writing, Recount Text
SPEECH FUNCTIONS USED IN CLASSROOM INTERACTION OF THE ELEVENTH GRADE STUDENTS AT MA NURUL IKHWAN KONSESI Tri Ardiansyah; Meisuri Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35839

Abstract

This study aimed at describing the use of speech functions and investigating the reasons of using the most dominant speech functions in classroom interaction at MA Nurul Ikhwan Konsesi. The objectives of this study were to indicate the types of speech function in the teacher-student classroom interaction and to describe the pattern of speech function realized in the teacher-student classroom interaction. The method used in this research was descriptive qualitative research. The data were collected by observing, recording the utterances of teacher and eleventh-grade students at MA Nurul Ikhwan Konsesi. The data were analyzed based on Systemic Functional Linguistics theory. There were 198 utterances produced as the total number consisting of 55 (28.80%) statement, 80 (42.39%) questions, 10 (5.44%) commands, 3 (0.54%) offer, 37 (19.02%) answers, 8 (3,27) disclaimers, and 3 (0.54%) acknowledgement. The teacher produced 150 (77.17%) utterances and students produced 48 (22.83%) utterances. The result showed that the question was the dominant type of speech functions used by the teacher, and the answer was the dominant type of speech function responses used by the students.Keywords: Speech Functions, Classroom Interaction, Mood System.
MORPHOLOGICAL AWARENESS IN TASK COMPLETION AND TEXT PROCESSING Desi Marisi; Berlin Sibarani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35845

Abstract

The objectives of this study were to investigate the way of how morphological awareness tasks completion relates to morphological awareness in text processing and to find out the reason why the relation occurs the way it does. This study was conducted by using descriptive qualitative design. The participants were the students grade 8 of SMP Budi Murni Medan which consists of 25 students. This study revealed that there is different consistency between Text Processing Awareness and Completion Task for derivational morpheme and inflectional morphology. It was concluded that completion task is suitable for inflectional morpheme while for derivational morpheme it does not totally measure awareness, most of them measure ability to produce word. Furthermore, judgment task is the simplest of three tasks that measure the students’ awareness about morphological complex words. Some of the students have less awareness due to lack of vocabulary knowledge and the high frequency of words given.Keywords: morphological awareness, task completion, text processing
THE TEACHER’S STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT AT SENIOR HIGH SCHOOL Fitri Febriyanti Lubis; Willem Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35841

Abstract

This study focuses on the analysis of teacher’s strategies of teaching writing descriptive text. The objectives of this study were (1) to describe the strategies used by the teacher inteaching writing descriptive text; (2) to know the reasons why the strategies used by the teacher in teaching writing descriptive text. This study was qualitatively conducted that involved one English teacher of SMA Swasta An-Nizam Medan. The data were collected by observing the teacher’s activities during teaching writing descriptive text. Then, the researcher interviewed the teacher about his reasons of the teacher's ways in teaching writing descriptive text. The findings of the study showed that the teacher’s strategies are similar with theory of the strategies by Judie Haynes and Debbie Zacarian such as (1) make visual lesson (2) determine key concepts (3) link new information (4) provide comprehensible input (5) modify vocabulary (6) use cooperative learning strategies and (7) modify testing. The reasons why those strategies were used by the teacher in teaching writing descriptive text are: (1) the strategies ease the students to understand the lesson (2) the strategies help the teacher to overcome boring class (3) the strategies help students to be more active. Keywords: Teacher’s Strategies, Writing, Descriptive Text
THE ANALYSIS OF ROLE-PLAY TECHNIQUE IN TEACHING SPEAKING AT GRADE 11th IN SMKN 6 MEDAN Ria Natasha Graycella Simanjuntak; Isli Iriani Indiah Pane
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35846

Abstract

The aim of this study was to discover how the role-play technique is implemented in the teaching learning English at grade 11th of SMKN 6 Medan. The methodology of this study is descriptive qualitative research. The researcher took one class in 11th grade for Marketing major. The researcher used observational tally sheet and video recording as the instruments for collecting the data. The data were analyzed by using Porter-Ladousse’ Role-Play Technique and Diane Freeman’ Review of Technique. The teacher implemented the role-play technique well; it can be seen from all stages procedure conducted by the teacher during teaching learning process. He did almost all stages that asked role-play technique by Porter Ladouse’s theory and teaching technique review by Diane Freeman’s theory. The researcher found that the teacher implemented to role-play technique by the proper technique following Porter Ladousse theory and Diane Freeman theory. Even though this time is currently a pandemic period and there are restrictions on face-to-face learning, the teacher can still apply role-playing techniques well, even though some things are lacking, such as follow-ups fill-in-the-blanks exercises and map drawing at grade XI of SMKN 6 Medan.Keywords: Role-Play, Teaching Technique, Review Technique
MAPPING READING QUESTIONS OF SUMMATIVE TEST FOR ELEVENTH GRADE OF SMK ST. NAHANSON PARAPAT SIPOHO Ivan Fernando Simanjuntak; Marisi Debora
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 2 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i2.35834

Abstract

This study aimed to analyze the distributions of the cognitive process dimensions of Revised Bloom’s Taxonomy and the distribution of indicators on reading questions of summative test. The design of this research was a descriptive qualitative study with a survey method. This research was conducted in SMK St. Nahason Parapat Sipoholon on 2020/2021 academic year. The data of this research was the reading questions of summative tests used by the teacher in the odd semester examination. The source of the data was a summative test for eleventhgrade students in the 2020/2021 academic year. The data were analyzed using Revised Bloom's Taxonomy's operational verb dimension of the cognitive process and grouped according to basic competencies and indicators in the syllabus. The findings revealed that: (1) the distribution of the cognitive process dimensions of Revised Bloom's Taxonomy on the summative reading test are not evenly distributed, and the question is dominated by the dimensions of the level process cognitive remembering (C1) and understanding (C2). The average distribution of dimensions of the cognitive process of Revised Bloom's Taxonomy on reading test was the cognitive process dimensions level C1 of 12 questions out of 18 in total (56%), C2 consist of 4 questions (22 %), C3 was not included (0 %), C4 covered 4 questions (22 %), C5 by 0 %, and C6 by 0 %. (2) The distribution of indicators on the odd semester exam questions of reading test was not evenly divided. There are 26 indicators arranged by the English teacher for odd semester, only 2 indicators are included in the reading test items for total 9 questions out of 18 in total. Some indicators are not included in the questions, and there are 9 questions (50%) out of 18 in total were not related to the indicator.Keywords: Reading Questions of Summative Test, Cognitive Process Dimension of Revised Bloom’s Taxonomy, Indicator

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