cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Safrida Lubis
Contact Email
safridalubis900@gmail.com
Phone
+6282163856906
Journal Mail Official
register@unimed.ac.id
Editorial Address
Jurusan Bahasa dan Sastra Inggris Fakultas Bahasa dan Seni Universitas Negeri Medan Jl. Willem Iskandar Pasar V Medan Estate Medan 20221
Location
Kota medan,
Sumatera utara
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. 13 No. 4 (2024)" : 10 Documents clear
Developing Pop-Up Book Digital as Learning Media of Procedure Text: Student’s Learning Style Sahara, Siti; Nailah; Saragih, Anggraini Thesisia; Pelawi, Fauziah Br. S
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64346

Abstract

The research aim to obtain the learning style of seven grade students at SMP Pahlwan Medan. The result gained from this study are used to develop Pop-Up Book Digital as learning media which appropriate based on student’s need. This research method used the Research and Development (R&D) method with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). But researchers limit this study only to the analysis stage where to analyzed student’s learning style as the first stage. The data collection technique is in the form of a questionnaire and have been given to 27 students. The result of this study shows that the majority of students, namely 32.8%, have a visual learning style, then 32.6% have an auditory learning style, and 21.5% have a kinesthetic learning style. Keywords: Pop up book digital, Learning style, Procedure Text      
A Literature Review: The Effectiveness of Using Kahoot! to Enhance Student’s Vocabulary Rahayu, Tantiana Dewi; Ailia, Nia; Junita, Fera; Ifana, Nur
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64347

Abstract

This study aimed to analyze the effectiveness of using Kahoot! to enhance student’s vocabulary. This article used qualitative research which presents the results of a literature review on the effect of using Kahoot! for learning specifically to enhance student’s vocabulary includes 15 studies. The findings showed that the use of Kahoot! as a digital tool is effective in improving the English vocabulary. The students had positive attitudes towards Kahoot! being used in the classroom because it was fun and led them to enjoy the lessons. In addition, student experienced a significant vocabulary enhancement with the use of the Kahoot! Application. Teachers must be trained to apply and incorporate technology. Keywoords: Student’s vocabulary, Kahoot!, Media learning, ICT
Classroom Interaction Analysis: Teacher Talk and Students’ Responses In Hospitality and Tourism Department of Grade x at SMK N 1 Solok Selatan Hanny Dhea Fransisca; Yendra; Siska
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64348

Abstract

This study aims to identify the types of Teacher Talk used by the teacher and the corresponding student responses in the Hospitality and Tourism Department of grade X at SMK N 1 Solok Selatan. By understanding the types of Teacher Talk and student responses, this research is expected to provide useful insights to improve the effectiveness of the teaching and learning process in the classroom. This research is a Qualitative Descriptive study. The writer investigated two teachers and their students from class X Hospitality 1 and class X Hospitality 2, selected using total sampling techniques. An observation sheet was used as the research instrument. The results showed that English teacher (A) used indirect teacher talk, including accepting learner feelings, praising or encouraging learners, accepting or using learner ideas, and asking questions, as well as direct teacher talk, including lecturing, giving directions, and criticizing or justifying authorities. Meanwhile, English teacher (B) also used indirect teacher talk, including accepting or using learner ideas and asking questions, as well as direct teacher talk, including lecturing, giving directions, and criticizing or justifying authorities. Additionally, students responded with student talk responses and student talk initiation, and silence.Keywords: Teacher talk, Direct teacher talk, Indirect Teacher talk, Student responses
Exploring Secondary English Teacher’s Belief Towards Vocabulary Learning For Young Learners: An Interview Study Sihombing, Bela Ardianti; Putri Kamalia Hakim; Iwan Ridwan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64349

Abstract

This study looks into one secondary English teacher's beliefs about vocabulary learning for young learners and the contextual factors affecting it, aiming to understand how those both influence her teaching practices. The research uses qualitative methods, specifically interview study, to gather detailed insights into teacher’s views, strategies, and the factors that affect her approach to teaching vocabulary. The findings are that the teacher emphasized the role of handwriting in vocabulary retention, believed in the effectiveness of contextual learning for vocabulary acquisition, and considered textbooks essential tools in vocabulary teaching. Additionally, the study identifies key contextual factors, including the teacher's perceptions of vocabulary learning, teacher’s education, collaboration with colleagues, and the challenges faced in the classroom. The study concludes that a teacher's beliefs and contextual factors significantly shape her vocabulary teaching practices for young learners.   Keywords: Teacher beliefs, Vocabulary learning, Contextual Factors
Analysis of The Semiotics of Roland Barthes: In The "Ari Irham" Version of The Palm Sugar Coffee Advertisement Hia, Yuniarti; Azis, Abdul
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64358

Abstract

This study aims to examine the meaning contained in Ari Irham's version of the "Gula Palm" coffee advertisement using the semiotics theory of Roland Barthes. The approach used is qualitative descriptive with a semiotic perspective. The data analyzed includes visual, text, and sound elements in the ad. The findings of the study show that the "Gula Aren" coffee advertisement contains denotative, connotative, and mythical meanings related to the themes of love, happiness, and health. In addition, these ads use persuasive strategies to attract consumers' attention, by taking advantage of the popularity of young celebrities as endorsers.
Pragmatic Constraints on Syntactic Structures: A Study of Contextual Meaning in English Language Use Adinda Dea Nazhira; Nabila Zuhairya; Laila Anum; Gadis Anggun Fitrah; Siregar, Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64409

Abstract

This study investigates the interplay between pragmatic constraints and syntactic structures in the English language, emphasizing how context influences language use. Through a qualitative literature review, the research highlights the significant role of pragmatic considerations in shaping syntactic choices. Key findings reveal that speakers modify their syntactic structures to fulfill communicative goals, manage politeness, and emphasize information based on contextual cues. Furthermore, the analysis examines cross-linguistic perspectives, demonstrating the variability of these influences across different languages. The implications of these findings extend to language education, second language acquisition, and computational linguistics. The study concludes with suggestions for future research into the evolving dynamics of syntax and pragmatics in digital communication.   Keywords:Pragmatics, Syntax, English Language, Contextual Meaning, Language Use, Politeness, Cross-linguistic Perspectives, Language Education.
Cyberpragmatics Analysis of Emoji Language in TikTok Natasya Miranda Gihar; Afia Nur Meiza; Najla Regar; Khairunnisa; Siregar, Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64410

Abstract

This study aims to uncover the different meanings embedded in the various emojis used on TikTok, with a particular focus on their pragmatic implications. This article uses a qualitative descriptive methodology to investigate the cyberpragmatic aspects of emoji within TikTok’s linguistic landscape and provides a comprehensive understanding of how emoji contribute to the broader pragmatic context within TikTok’s unique language ecosystem. The investigation involved examining various TikTok interactions to determine the intricacies of communications conveyed through emojis. It is hoped that these findings can explain how complex the function of emoji is as a pragmatic tool in expressing meaning in the TikTok language community. Keywords: Emoji, Cyberpragmatics, Language, Tiktok
The Role of Context in Understanding Pragmatic Meaning Rhaudhotul Fadhilah; Miftahul Jannah; Dwita Lestari; Dinda Sundana; Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64411

Abstract

This paper investigates the importance of context in understanding pragmatic meanings. Adopting a literature review approach with an interpretive framework, the study collects data by examining the works of scholars to uncover various perspectives on context. The analysis process involves identifying key theories, organizing the findings, interpreting the outcomes, and composing the journal article. The research identifies 11 key aspects of context that influence the interpretation of pragmatic meanings. The findings highlight the fundamental difference between semantic and pragmatic meaning, emphasizing that pragmatic meaning is always shaped by context. Therefore, it concludes that pragmatic meaning is heavily dependent on extra-lingual factors.    Keywords: context, interpretive approach, extra-lingual factors, pragmatic meaning.
Speech Acts and Pragmatic in Multilingual and Multicultural Settings Rosa Anjani; Rizki Tiara Ayunda; Widya Maharani; Dela Wahyuni; Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64412

Abstract

This study investigates speech acts and pragmatics in Indonesia’s multilingual and multicultural settings, focusing on how linguistic diversity and cultural norms influence communication strategies. Using a qualitative approach, data were collected through interviews, ethnographic observations, and discourse analysis involving participants from various cultural backgrounds, including Bataknese and Sundanese communities. The study examines requests, apologies, and refusals, exploring how these speech acts reflect cultural values and adapt to different social hierarchies and contexts. The findings highlight that Bataknese speakers often use direct language, emphasizing clarity, while Sundanese speakers prefer indirectness and elaborate politeness to maintain harmony. Code-switching emerged as a significant strategy, allowing participants to navigate linguistic and cultural boundaries effectively, often shifting between Indonesian, local languages, and English depending on the audience and context. Additionally, in digital communication, pragmatic strategies evolved with the use of emojis, formal expressions, and explanations to ensure clarity and respect. These results underscore the dynamic and adaptable nature of pragmatic competence in multilingual and multicultural contexts, offering insights into the interplay of language and culture. This research contributes to the broader understanding of communication in diverse settings, providing valuable implications for intercultural interactions in education, business, and social integration Keywords: Speech act, Pragmatic, Multilingualism, Cultural Norms
Analyzing Teacher’s Teaching Style in Teaching Descriptive Texts for Seventh Grade Students at SMP Negeri 37 Medan Lubis, Syafitri Sari R.; Ariatna
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64470

Abstract

This study aimed to analyze teachers' teaching styles, the realization of teachers' teachingstyles in teaching descriptive text, and the reason teacher uses teaching styles in teachingdescriptive text at SMP Negeri 37 Medan. This research was conducted using descriptivequalitative design to find out the teaching styles used by the teacher through observationchecklist, video-recording, and interviewing the teacher. The result of this study is that theteacher dominantly used the facilitator teaching style, and the teacher realizes the teachingstyle by using all types but is more dominant in the facilitator style as there is moreinteraction between the teacher and students during the descriptive text lesson and thereason why the teacher used teaching style in teaching description text is that manystudents still lack of vocabulary and to know each student well enough as a guide toteaching effectively.Keywords: Teaching Style, Delegator, Descriptive Texts

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025) Vol. 14 No. 2 (2025) Vol. 14 No. 1 (2025) Vol. 13 No. 4 (2024) Vol 13, No 3 (2024) Vol. 13 No. 3 (2024) Vol. 13 No. 2 (2024) Vol 13, No 2 (2024) Vol 13, No 1 (2024) Vol. 13 No. 1 (2024) Vol 12, No 4 (2023) Vol. 12 No. 4 (2023) Vol 12, No 3 (2023) Vol 12, No 2 (2023) Vol 12, No 1 (2023) Vol 11, No 4 (2022) Vol 11, No 3 (2022) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 4 (2021) Vol 10, No 3 (2021) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 4 (2020) Vol 9, No 3 (2020) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 4 (2019) Vol 8, No 3 (2019): English Teaching Vol 8, No 2 (2019) Vol 8, No 1 (2019): jAN-MARCH Vol 7, No 4 (2018): (OCT-DEC) Vol 7, No 3 (2018): (JUL-SEP) Vol 7, No 2 (2018): (APR-JUN) Vol 7, No 1 (2018): (JAN-MARCH) Vol 6, No 4 (2017): (OCT-DEC) Vol 6, No 3 (2017): (JUL-SEP) Vol 6, No 2 (2017): (APR-JUNE) Vol 6, No 1 (2017): (JAN-MARCH) Vol 5, No 4 (2016): (OCT-DEC) Vol 5, No 3 (2016): (JUL-SEP) Vol 5, No 2 (2016): (APR-JUN) Vol 5, No 1 (2016): (JAN-MARCH) Vol 4, No 4 (2015): OCT-DEC Vol 4, No 3 (2015): JUL-SEP Vol 4, No 2 (2015): Apr-June Vol 4, No 1 (2015): Jan-March Vol 3, No 4 (2014) Vol 3, No 3 (2014) Vol 3, No 2 (2014) Vol 3, No 1 (2014) Vol 2, No 4 (2013) Vol 2, No 3 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2013) Vol 1, No 2 (2012) Vol 1, No 1 (2012) More Issue