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Safrida Lubis
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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 5 Documents
 1 
Search results for , issue "Vol 8, No 2 (2019)" : 5 Documents clear
AN ANALYSIS OF CHARACTER EDUCATION VALUES IN THE 2013 CURRICULUM ENGLISH TEXTBOOK OF THE TENTH GRADE STUDENTS Mutiara Zein; Sumarsih Sumarsih; Indra Hartoyo
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.253 KB) | DOI: 10.24114/reg.v8i2.19647

Abstract

This study was descriptive-qualitative approach using content analysis. The data used in this study were in the forms of texts in the textbook. Some steps were undertaken during the data collection: reading the texts carefully, understanding specific parts related to the research focus intensively, marking certain parts related to the research focus, making a description of the data and inserting the data into the table. The subjects were 10 texts in English textbook entitled Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X. The objects were the 18 characters described by Kemendiknas. The results showed that there were two points of findings discussed in this research. First, related to the occurrence of characters, Hard work character was the most dominant character found in the texts with 8 data or 19.04%. It implied that the author wanted wants to raise the students’ effort of students to other human..Second, related to the techniques of integrating characters, there were two techniques found in the texts, namely explicit and implicit technique. The implicit technique was more dominant in the texts with 24 data or 57.15%. This result showed that the author seemed to pay attention to the cognitive and affective aspects of the students in which at their age, they have been able to think critically and to understand the implied meaning.Keywords: characters, techniques of integrating characters, texts
TEACHING WRITING FOR STUDENTS OF SMK WIRAHUSADA MEDAN Elovani Mulinta Sinuraya; Berlin Sibarani; Morada Tetty
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (635.026 KB) | DOI: 10.24114/reg.v8i2.19648

Abstract

This study aims at describing how the teacher teaches the students to write texts to the eleven grade students of SMK Wirahusada Medan and the underlying reasons of why  the teacher did the way she did. Qualitative research design was used by the researcher to conduct this study. The subject of this study was English teacher who taught the eleven grade students of SMK Wirahusada Medan in academic year 2018/2019. The data were collected by observing, video or audio recording, and interview. The data were analysed by using Miles and Huberman data analysis techique. The findings of the study showed that most of the ways of teaching were focusing on telling the students the genre knowledge of text than focusing on teaching writing. The underlying reasons of the teacher’s ways in teaching writing were due to (1) Teacher believed that by reminding the definition of the text made the students be able to differentiate the text. (2) the teacher believed that by knowing the purpose of material, the students are able to differ a text with other text, (3) the teacher believed that the the generic structure and language feature helped the students to know the steps of writing text, (4) teacher believed that by giving the task from the easiest types, the students will slowly were able to write their other texts later.Keywords:Teaching, Teaching writing, Qualitative research
THE USE OF REAP (READING, ENCODE, ANNOTATE AND PONDER) TECHNIQUE IN TEA CHING READING ANALYTICALEXPOSITION FOR THE ELEVENTH GRADE STUDENTS IN SMAN 17 MEDAN Sarah Azryani Hasibuan; Masitowarni Siregar; Rafika Dewi Nasution
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.08 KB) | DOI: 10.24114/reg.v8i2.19636

Abstract

This study aimed at describing the use of REAP technique and investigating the reasons of using REAP technique in teaching reading analytical exposition text grade eleven at SMAN 17 Medan in the academic year of 2019/2020. This study was descriptive qualitative conducted that taken one English teacher of SMAN 17 Medan. The data were collected by using an interview and observing the whole process of teaching reading analytical exposition text. The findings of this study showed that the teacher implemented four steps of REAP technique in teaching reading analytical exposition text. The teacher did every step with a good performance. The reasons of using REAP technique in teaching reading analytical exposition text were a fresh way to think to understand a text easily, encouraged students to think critically on the issues discussed, developed reading and writing skill, and also vocabulary. It also found a reason that students were easily invited to explore their ideas on the issues discussed. The findings of this study revealed that REAP technique contributed to the study of foreign language teaching especially teaching reading skill.Keywords: REAP technique, reading, analytical exposition text.
THE USE OF PORPE (PREDICT, ORGANIZE, REHEARSE, PRACTICE, EVALUATE) STRATEGY IN TEACHING READING DESCRIPTIVE TEXT FOR THE TENTH GRADESTUDENTS OF SMAN 1 PERCUT SEI TUAN Sakinah Rahma Hasibuan; Masitowarni Siregar; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.09 KB) | DOI: 10.24114/reg.v8i2.19640

Abstract

This study aims to find out the use of PORPE strategy in teaching reading descriptive text for the tenth grade students of SMAN 1 PercutSei Tuan in the academic year of 2019/2020. This study was conducted by using descriptive qualitative research. The data of this study were collected by using observation and interview to the process of PORPE strategy in teaching reading descriptive text and students’ self-predicted essay questions and answers as supported data. The result of observation, interview, and students’ self-predicted essay questions and answers prove that the use of PORPE strategy in teaching reading descriptive text for the tenth grade students of SMAN 1 PercutSei Tuan was 87%. Based on the result, the use of PORPE strategy which was done by the teacher were well-structured. Thus, the reason why PORPE considered to be applied because PORPE is appropriate in teaching reading descriptive text. The strategy made students more critical towards the questions because in every step they had to think critically and remember all the key points in the passage. The data were analyzed by using Sugiyono (2008) theory. It was supported that the percentage of each steps of PORPE strategy were predict (89%), organize (83%), rehearse (67%), practice (100%), and evaluate (100%). This showed that the students were interested in PORPE strategy and the average of students’ score of self-predicted essay questions and answers was 91. This number is categorized as good according to Nurgiyantoro’s Criterion Referenced Evaluation. Thus, PORPE strategy is effective and appropriate to be used in reading text, particularly descriptive text.Keywords: PORPE strategy, reading, descriptive text.
TEACHER ACT IN CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL Intan Permata Bunda; Siti Aisah Ginting; Isli Iriani Indiah Pane
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 2 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.808 KB) | DOI: 10.24114/reg.v8i2.19645

Abstract

This study focused on teacher act in classroom interaction based on Sinclair and Coulthard Model. The aims of this study are (a) to find out the types of act in classroom interaction that the teacher used based on Sinclair and Coulthard Model, (b) to describe how the types of acts are realized in classroom interaction that the teacher used based on Sinclair and Coulthard Model. This research used qualitative research. To answer the problems of the study, the data were collected in two ways by observing, and recording. The data were analyzed based on Sinclair and Coulthard model. The results of this research were the following: (a) there were 16 types of acts in teacher utterances, namely:  Marker, Starter, Clue, Reply, Accept, Elicitation, Evaluate, Informative, Directive, React, Check, Conclusion, Comment, Cue, Bid, and Nomination. Meanwhile Prompt, Acknowledge, Metastatement, Loop, Silent stress, and Aside were not found during the teaching and learning process. (b) The realization of types of act Marker of act was realized by a closed class of item “Ok’’. Starter of act was realized by a command. Clue of act was realized by a statement. Reply act was realized by question. Accept of act was realized by a close of item “good’. Elicitation of act was realized by question. Evaluate of act was realized by statement and question tag. Informative of act was realized by a statement. Directive of act was realized by a command. React of act was realized by a non linguistic. Check of act was realized by statement. Conclusion of act was realized by a statement “so”. Comment of act was realized by a statement. Nomination of act was realized by a closed class consisting of the names of the pupil “please you”. Cue of act was realized by a close class of which “raise your hand”. Bid of act was realized by a close class of verbal items “Miss”.Keywords: Teacher Act, Classroom interaction, Act Sinclair and Coulthard.

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