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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 4 (2019)" : 5 Documents clear
GRAMMATICAL ERRORS IN DESCRIPTIVE TEXT WRITTEN BY DIFFERENT GRADES OF SMP DHARMA PANCASILA MEDAN Grace Seprima Pakpahan; Berlin Sibarani; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.338 KB) | DOI: 10.24114/reg.v8i4.24676

Abstract

GRAMMATICAL ERRORS IN DESCRIPTIVE TEXTWRITTEN BY DIFFERENT GRADES OF SMP DHARMAPANCASILA MEDAN*Grace Seprima Pakpahan**Prof. Dr. Berlin Sibarani, M.Pd** Safrida Lubis, S.Pd, M.HumABSTRACTThe study aims to analyze grammatical errors in descriptive text written bydifferent grades. This study was conducted by using descriptive qualitative design.The sources of this data are students in the eighth grade which consists of 21students and the ninth grade which consists of 20 at SMP Dharma PancasilaMedan. The data of the study were obtained from students’ descriptive text andinterview. The analysis found that the grammatical errors written by eighth gradeare subject verb agreement (46 cases), verb tense (7 cases), verb form (5 cases),singular/plural (2 cases), word form (11 cases) and sentence structure (26 cases),while the grammatical errors written by ninth grade are subject verb agreement(43 cases), verb tense (7 cases), verb form (4 cases), singular/plural (4 cases),word form (12 cases) and sentence structure (18 cases). From the analysis wasfound the factors underlying the grammatical error made by eighth grade areimperfect learning (4), overgeneralization (11) and influence of the nativelanguage (6), while the factors underlying the grammatical error made by ninthgrade are imperfect learning (8), overgeneralization (6) and influence of the nativelanguage (6).Key words : Grammatical errors, Descriptive text, Eighth and Ninth GradeStudents
BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “ BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS Chintia Theresia; Johannes Jefria Gultom; Tiarnita Maria Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (612.446 KB) | DOI: 10.24114/reg.v8i4.24677

Abstract

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS*Chintia Theresia**Johannes Jefria Gultom,S.Pd.,M.Hum.**Tiarnita Maria Sarjani Siregar,S.Pd.,M.Hum.ABSTRACTTheresia,Chintia. Registration Number: 216121006. Bloom’s Taxonomy on Reading Exercises inEnglish Textbook “Bahasa Inggris” for Grade Ten Senior High School. A Thesis, EnglishEducation Study Program, Faculty of Languages and Arts,Universitas Negeri Medan,2020.The purpose of this study was to find the types of reading exercises and the distribution of Bloom’s Taxonomy incognitive domain in the third revision of English Textbook for grade ten Senior High School students published byPusat Perbukuan dan Kurikulum . Based on Revised version of Bloom’s Taxonomy (2001) there are 3 domain inBloom Taxonomy such as the cognitive domain, affective domain and psychomotor domain. This study focused oncognitive domain. There are six level of cognitive domain; remember, understand, apply, analyze, evaluate andcreate. Based on Heaton Theory, there are 5 types of reading exercises. Namely, matching test, true false, multiplechoice, completion item, and open ended. This study used the qualitative method to solve the problems. The data ofthis study were taken from 172 questions from 30 reading exercises. For collecting the data this study used onetechnique, that is documentation. Analysis technique used which were data reduction, data displays and conclusiondrawing/ verification. The finding of this study are there are 43% for remember, 32% for understand, 5% for apply,15% for analyze, 3 % for evaluate, and 2 % for create. There are 3 of 5 types of question used in this textbook.Keywords : Bloom’s Taxonomy, Cognitive Domain, Questions, Reading,
THE USE OF COHERENCE ELEMENTS ON THE STUDENTS’ FORMATIVE TEST IN WRITING ANALYTICAL EXPOSITION TEXT OF ELEVENTH GRADE STUDENTS AT SMA SWASTA HANG KESTURI MEDAN Rebecca Theresia Manullang; Isli Iriani Pane; Marisi Debora
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (495.709 KB) | DOI: 10.24114/reg.v8i4.24678

Abstract

THE USE OF COHERENCE ELEMENTS ON THE STUDENTS’ FORMATIVETEST IN WRITING ANALYTICAL EXPOSITION TEXT OF ELEVENTHGRADE STUDENTS AT SMA SWASTA HANG KESTURI MEDAN*Rebecca Theresia Manullang** Dr.Isli Iriani Indiah Pane,S.Pd, M.Hum.** Marisi Debora, S.Pd, M.HumABSTRACTRebecca. Registration Number: 2153321029. The Use of Coherence Elementson The Students’ Formative Test in Writing Analytical Text of Eleventh GradeStudents at SMA Swasta Hang Kesturi Medan. A Thesis. English EducationStudy Program, Faculty of Languages and Arts, State University of Medan,2020.This research used quantitative research which aimed to evaluate the studentscoherence elements used in writing analytical exposition text. method throughdocumentation and interview.It was conducted in SMA Swasta HangKesturi,especially Eleventh Grade Students.The data consist of the existingEnglish Formative test items which were directly collected from English teacherand analyzed based on triangulation through documentation and interview. Thefindings implied that there were 4 coherencel elements according Oshima andHogue’s theory occurred in students formative test of SMA Swasta Hang KesturiMedan. They were transition signal 53%, Consistent Pronouns 40%, Repetition ofKeyword 2%, and Logical Order 5 %. Transition signal occurred in connecting;organize sentences and explaining the topic. Consistent pronouns occurred inreplacing and minimizing the use of the same word. Repetition of Keywordoccurred in remembering and understanding the topic of the text. Arrange the ideain logical order occurred based on experience and teachers’ outline.Furthermore,the students reason for selecting the elements are categorized to each elements.The students choose the transition signals to connect the sentences, explained thetopic, and organized the sentences. The reason in choosing the consistentpronouns is to replace or reduce the subjects, objects, names of people, things andso on. The reasons in choosing repetition of keywords is to remember about thetopic/issue that they are discussed in the essay. Additionally, the repetition ofkeyword helps the students to maintain the topic/ideas to keep in line withoutchanging anything. Furthermore, they need it to connect the topic in eachparagraph to the whole paragraph (essay).Keywords: Coherence, Writing,Analytical Exposition,Formative Test.
THE USE OF STORY FACE IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT IN SMK SWASTA DWIWARNA MEDAN Maisaroh Sartika Damanik; Rika Rika; Yeni Erlita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.768 KB) | DOI: 10.24114/reg.v8i4.24674

Abstract

THE USE OF STORY FACE IN TEACHING READINGCOMPREHENSION OF NARRATIVE TEXT IN SMK SWASTADWIWARNA MEDAN*Maisaroh sartika Damanik**Rika**Yeni ErlitaABSTRACTThis study was aimed to find out the process of teaching reading comprehensionthrough story face of narrative text and students’ problems in the process oflearning reading comprehension through story face of narrative text. The researchwas conducted by using descriptive qualitative. The data were analyzed byqualitative analysis technique which consists of three procedures, namely: datacondentation, data display and drawing/conclusion. The data were the result ofobserving and interviewing of students at SMK Swasta Dwiwarna Medan. Thedata were analyzed based on teaching reading comprehension through story faceby Randolp (2012). The findings showed that the process of teaching learningreading by using story face could help the students in learning reading butteaching reading comprehension by using story face was still less effective ingrade tenth in SMK Swasta Dwiwarna Medan. The teacher had followed theprocedure well based on the Randolp(2012), but the teacher did not manage thetime well. There were some students’ problems in learning readingcomprehension of narrative text by using story face. The problems were: (a)students lack vocabulary mastery, (b) The students had problem to decode wordsand sentence, (c) Students had problem to get main idea of the text and to figureout the inference of the text, (d) Students had habit of slow reading, (e) Studentshad problem in working memory to remember the text, (f) students were beingpassive during learning process and they did not confidence, they felt afraid tomake a mistake in learning reading.Key words:Reading comprehension, students’ problems in learning reading,Story Face, Teaching reading story face.
TEACHER-STUDENT VERBAL INTERACTION PATTERN IN READING CLASSROOM SMP PARULIAN 2 MEDAN Nurcahaya Sinaga; Siti Aisah Ginting; Farida Hanim Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 4 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.804 KB) | DOI: 10.24114/reg.v8i4.24675

Abstract

TEACHER-STUDENT VERBAL INTERACTION PATTERN INREADING CLASSROOM SMP PARULIAN 2 MEDAN*Nurcahaya Sinaga** Dr. Siti Aisah Ginting M.Pd.** Farida Hanim Saragih, S.Pd., M.HumABSTRACTNurcahaya Sinaga. Registration Number: 2153321022. Teacher-StudentVerbal Interaction Pattern in Reading Classroom at SMP Parulian 2 Medan.A Thesis. English and Literature Department. Faculty of Languages andArts. State University of Medan, 2020.This research was intended to examine the verbal interaction features used by twoteachers in teaching reading comprehension through virtual classroom with zoomapplication. This virtual class was chosen since the offline classroom was changedinto online classroom during the covid 19 pandemic. This research was conductedto answer the research problems; 1. How are the teachers and the students verbalinteraction patterns used in reading classroom of SMP Parulian 2 Medan. 2 Whydo the teachers interact in the way they do? It covers the analysis on thetranscripts of teachers-student verbal interaction and the interview. The analysiscovers the steps of data condensation. In the process of data condensing, allrecorded utterances were selected to focus on the utterances used by the teachersand students during the virtual classroom. Then, the utterances were simplified inorder to be easier to understand. The abstracting process was done to focus on theintention of answering the research problems. The final step was transforming theutterances and interview into transcription. The design of this research is a casequalitative study. The subjects were two English teachers and twenty students ofParulian Junior High School. The data to answer the problems were transcripts ofverbal interaction used by the teachers and students and interview to find thereasons of the teachers to use certain patterns students during the virtualclassroom. The data were collected by using recording tools; smart phonerecording and observational notes. The findings show that the teachers’ verbalclassroom interaction did not cover all types of interactional features by Walsh.The verbal interactions through zoom virtual classroom by the first teacher consistof seven types of interactional features. They are Display questions (0,53%),Seeking clarification (0,21%), Extended wait-time (0,125%), Scaffolding(0,003%), Direct repair (0,003%), Confirmation checks (0,003%), Teacher echo(0,003%). While. The verbal interactions through zoom virtual classroom by thesecond teacher consist of seven types of interactional features. They are Display questions (0,29%), Scaffolding (0,023%), Extended wait-time (0,23%), Seekingclarification(0,12%), Confirmation checks (0,032%), Teacher interruptions(0,032%), Direct repair (0,016%), Content feedback ( 0,016%), Extended learnerturn (0,016%), Teacher echo (0,016 %). The most frequently used of interactionalfeature is display questions. The reason to use display questions is material focus.The teachers wanted the students to focus on the material.Keywords: Classroom Verbal Interaction, Pedagogical goal, ReadingClassroom.

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