Register : Journal of English Language Teaching and Learning of FBS UNIMED
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.
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<![CDATA[TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION PROCEDURE TEXT ]]>
<![CDATA[Candra Tri Aswuri and Johan Sinulingga]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6386
<![CDATA[This study attempts to investigate the phenomenon which occurred in classroom setting dealing with teacher’s strategies in teaching reading. It was designed in descriptive qualitative research. The location of this study was MTs Al-Jam’iyatul Washliyah Tembung and the samples were the English teacher and the students of IX-4 class who were selected by using random sampling technique. The data of this study deals with kinds of teacher’s strategies in teaching reading procedure text. The data were collected from the observation which occurred during the reading procedure text class and the interview with the English teacher. The data were analyzed by three stages : 1) familiarizing and organizing, 2) coding and reducing, and 3) interpreting and representing. From the data analysis and the data verification, it was obtained that the teacher used three strategies in teaching reading comprehension procedure text, namely activating background knowledge strategy, visualizing strategy, and questioning strategy. The strategies not only were beneficial to promote and improve students’ comprehension but also they encouraged the students to be active, enthusiastic, and critical readers.]]>
<![CDATA[Reading Questions in English Textbook Based on Bloom’s Taxonomy ]]>
<![CDATA[Roy Indra Pratama Situmorang and Anggraini T. Saragih]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6391
<![CDATA[This study aimed at analyzing the cognitive domain of Bloom’s Taxonomy already appropriate to fulfil of reading questions in the contextual teaching and learning (fourth edition) textbook for ninth grade or not. It was conducted by using descriptive qualitative design. The data were analyzed by using Table analysis of cognitive domain of Bloom’s Taxonomy. The findings showed that cognitive domain in Bloom’s Taxonomy already appropriate to fulfil reading questions in the textbook. It was proven by the data there were: Remembering obtains 73 of 145 reading questions or 50.3%, Understanding obtains 29 of 145 reading questions or 20%, Applying obtains 10 of 145 reading question or 6.9%, Analyzing obtains 19 of 145 reading questions or 13.1%, Evaluating 6 of 145 reading questions or 4.1% and Creating 8 of 145 reading questions or 5.6%. These results do not achieve the regulation by ministry of education and culture who said for Junior High School itself the proportion is remembering - understanding 20%, applying-analyzing 55%, evaluating 15%, and creating 10%.]]>
<![CDATA[THE TEACHERS’ STRATEGIES ON TEACHING READING COMPREHENSION OF RECOUNT TEXT AT GRADE X OF SMA NEGERI 1 SIMPANG EMPAT ]]>
<![CDATA[Dessyana Nasution and Masitowarni Siregar]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6387
<![CDATA[The aims of this study are to know the Teachers’ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was conducted by using qualitative research method. The subjects of this study are two English teachers at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade X. They chosen as the subject which were observed and interviewed. The writer used two instruments, they were observation and interview. This study found that the teachers at SMA Negeri 1 Simpang Empat used appropriate strategy in teaching reading comprehension of recount text and using the media to make the students be motivated and interested in learning. The teachers guided and managed the students in comprehending the material. The teachers' reason in using strategies is because the students get difficulties in comprehending the material if the teachers were used the traditional teaching strategies. The implementation of the strategy adapted by the teachers with the material, the indicator, the purpose of learning on the syllabus and curriculumn. All of the students were active and motivated in teaching and learning process. They were also brave to share the idea, asked the teacher when they found the problem on learning the material and answer the question that given by the teacher.]]>
<![CDATA[STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION ]]>
<![CDATA[Sinta sasmita and Siti Aisah Ginting]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6392
<![CDATA[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%.]]>
<![CDATA[DEVELOPING KAMISHIBAI MEDIA FOR STORYTELLING NARRATIVE IN MTs AL-JAMI’YATUL WASHLIYAH TEMBUNG ]]>
<![CDATA[Helmi Juliana Siregar and Sumarsih]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6388
<![CDATA[The aim of this study are: 1) To develop Kamishibai as learning media for storytelling narrative, and 2) to know the eligibility product of Kamishibai as learning media for storytelling narrative. Research and development is used as the research method. This research took place at MTs Al-Jami’yatulWashliyahTembung. The product has validated by experts validation. The instrument for collecting data by using questionnaires with Rating scale 1-5. The data was analyzed based on expert validation to revise the product. The results shows that: 1)the display of media with the average 89,09 (Very good), 2)operation media with the average 85 (very good), 3) interaction when using media with the average 88 (very good), 4) story paper card material with the average 89 (very good). The overall rating is 87,77 (very good). The results of students’ validation are nine from nine respondents answer yes for three aspects that is about the attractiveness, the level of difficulty, and the benefit. Therefore, the product of kamishibai media is appropriate to use as learning media in teaching learning English process.]]>
<![CDATA[THE CONFORMITY ASSESSMENT OF READINGMATERIALS IN ENGLISH ALIVE TEXTBOOK BASED ON SYLLABUS INDICATORS OF KTSP FOR THE ELEVENTH GRADE STUDENTS ]]>
<![CDATA[Syarifah Fitriani and Masitowarni Siregar]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6393
<![CDATA[The Objective of this study was to describe clearly about the conformityAssessment of reading materials in English Alive textbook for eleventh gradestudents of Senior High School with the requirements in the school-basedcurriculum (KTSP). The research method was document analysis. The data weregathered from English Alive textbook and the syllabus of English subject for theeleventh grade students of Senior High School. After obtaining the data, theresearcher analyzed the data from the reading material contents in the textbookwith the requirements specified in the KTSP by calculating the score of the datafrom the analysis. The findings of this research state that 85.7% of text types inthe textbook meet the text types specified in the KTSP, 93,7% of the readingindicators meet the indicators specified in the KTSP,100% of generic structuresmeet the requirements specified in the KTSP. The total score for the all of aspectsin reading material are 93,2%. It shows very good as the criteria of conformitylevel. Based on the results,the reading indicators, reading text types, and featuresof reading text types (generic structures) in English Alive textbook are alreadydeveloped in accordance with the requirements specified in the School-BasedCurriculum (KTSP).]]>
<![CDATA[LEXICAL DENSITY AND GRAMMATICAL INTRICACY OF READING MATERIALS IN ENGLISH IN FOCUS TEXTBOOK FOR FIRST GRADE OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Amna Apriany Delima Batubara and Sumarsih]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6384
<![CDATA[This study aims to find out the lexical density and grammatical intricacy of English reading texts in the textbook for the 1st grade of junior hih school to measure the difficulty of the text. The objectives of the study are to find out the lexical density and grammtical intricacy which formed in the reading texts of English in Focus Textbookwhich has the highest both of lexical density and grammatical intricacy. This study was conducted by descriptive method with qualitative research. The data of this research were the English reading texts of English in Focus Textbook for First Junior High School. The data were text analyzed by using Halliday’s theory. The result of this study; 1).Lexical density formed of the texts was high based on Halliday’s theory that the texts had more lexical item than grammatical item, Text 1 was 57.31%, Text 2 was 70.83%, Text 3 was 68.75%, Text 4 was 61.36%, Text 5 was 58.82%, Text 6 was 60.86%, Text 7 was 69.23%, Text 8 was 71.42%. Grammatical Intricacy formed of the texts was high based on Halliday’s theory that the texts had more complex clauses than simple clause, Text 1 was 7, Text 2 was 4, Text 3 was 2.16, Text 4 was 2, Text 5 was 1.08, Text 6 was 1.75, Text 7 was 2, Text 8 was 2. 2).Lexical density influences the difficulty of reading texts if it has higher proportion of lexical items than grammatical items. While grammaticcal intricacy also influences the difficulty of reading texts if it has higher proportion of complex clauses in comparison with simple clauses. 3).The length of the sentence did not influence the grammatical intricacy of the texts but the more complex clauses and content carrying lexical items could make the reader difficult to process the texts.]]>
<![CDATA[AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL ]]>
<![CDATA[Khairani Nur Adha and Rahmad Husein]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6389
<![CDATA[The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.]]>
<![CDATA[The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3” ]]>
<![CDATA[Beny Septian Panjaitan and Rahmad Husein]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6385
<![CDATA[This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.]]>
<![CDATA[STUDENTS’ STRATEGIES IN LEARNING ENGLISH VOCABULARY AT YAYASAN ISLAMIC CENTRE SUMATERA UTARA ]]>
<![CDATA[Putri Mulya Suci Lubis and Rafika Dewi Nasution]]>
<![CDATA[ REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 2 (2017): (APR-JUNE) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/reg.v6i2.6390
<![CDATA[This study deals with the students‟ strategies in learning English vocabulary at Yayasan Islamic Centre Sumatera Utara. The objectives of the study were to investigate strategies of students in learning English vocabulary and elaborate the students‟ reasons for those strategies in learning English vocabulary.This study was conducted by using descriptive qualitative method. The data in this study were students‟ responses that gained through questionnaires and transcript of recorded interview of the students of the eighth grade at Islamic Centre Sumatera Utara.The instruments for collecting data were observation, questionnaire and interview. The data were analyzed based on theory by Cook (2008). The findings indicated that there are six strategies from two categories are used by the subjects in learning English vocabulary. Namely, category 1: Strategies for getting meaning: (1) guessing from situation or context, (2) using a dictionary, (3) make deductions from the word form and category 2: Strategies for acquiring words: (4) repetition and rote learning, (5) organizing words in the mind, (6) linking to existing knowledge. It is also found that using a dictionary is the dominant strategy used by the subjects. It is caused by the subjects‟ limitation in vocabulary. There is one strategy from category 1 which is not used is linking to cognates. The reason of students in having vocabulary learning strategies refers to their limitation in vocabulary. It means that the subjects are learning English as a foreign language. So, they were using those strategies in learning English vocabulary.]]>
