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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 10 Documents
 1 
Search results for , issue "Vol. 14 No. 3 (2025)" : 10 Documents clear
Student Vocabulary Learning through Content in Non-English Classrooms: A Systematic Review Hariyati, Efa Nur; Aghisty, Niswa
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.65688

Abstract

Students frequently encounter challenges when trying to learn specific vocabulary, especially in non-English classrooms. In addition, when students struggle to acquire specific vocabulary, they often spend more time interpreting words than understanding the concepts, which ultimately decreases learning efficiency. To tackle this issue, there are several methods used, such as Content-Based Instruction (CBI) and Content Language Integrated Learning (CLIL). This method promotes a comprehensive learning process that integrates multiple subject areas, supporting students' physical, psychosocial, and cognitive development through more engaging and meaningful learning experiences. Therefore, this study examines recent research on vocabulary learning strategies employed in non-English classrooms by using a systematic literature review of articles published from 2016 to 2025 from SCOPUS to identify shared objectives and outcomes using the PRISMA framework. We analyzed 340 papers, and through data screening, we found 12 papers that match our research aim. The analysis reveals three primary identified manners of how teachers teach vocabulary in EMI settings, including Student-Centered Learning (SCL), which highlights active engagement, autonomy, and peer interaction, promoting a deeper retention of vocabulary. Integration of Information and Communication Technology (ICT) promotes student independence, motivation, and practical language application. Integrating vocabulary lessons with writing, reading, and speaking skills boosts student engagement and retention, leading to more meaningful learning experiences. This research emphasizes the need for educators to develop vocabulary lessons that go beyond mere memorization. Moreover, the review underscores the importance of teacher training and curriculum design that aligns with these strategies to improve language learning outcomes in EMI settings.
Assessing Listening Skills Through Student Interest on Narrative Text Based ISL Collective Video Quizzes at Course Riska Ayunda; Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.65807

Abstract

Listening comprehension is often overshadowed by reading- and writing-centered instruction in junior high English classes, limiting opportunities for learners to develop real-world communication skills. Addressing this gap, the present qualitative study explores how narrative text–based internet second-language collective video quizzes shape student interest and, in turn, enhance listening assessment. Guided by Krapp’s Person-Object Theory of Interest, the research examined 20 Indonesian junior teenagers enrolled in an extracurricular conversation course. Data were gathered through a structured questionnaire and follow-up semi-structured interviews with five focal students. Questionnaire items were mapped onto the emotional, value-related, and cognitive dimensions of interest, while interview transcripts provided nuanced insight into learners’ experiences. Findings reveal robust engagement across all three dimensions: 85 % of students reported positive emotions such as enjoyment and excitement, 80 % perceived the activity as personally valuable for real-life English use, and 90 % demonstrated heightened cognitive involvement, including curiosity, prediction, and vocabulary acquisition. Interview data corroborated these patterns, highlighting the motivational power of storylines, visual cues, and immediate feedback embedded in the quizzes. Collectively, the results indicate that narrative video quizzes are not merely attractive add-ons but effective, interest-driven tools for assessing and fostering listening skills in adolescent EFL contexts. The study recommends integrating similar multimedia, story-rich assessments to create learner-centered, low-anxiety listening environments. Keywords: listening assessment student interest narrative text ISL Collective Video Quizzes
Implementing Culturally Responsive Teaching to Improve Students Engagement and Comprehension in Learning Recount Texts Siahaan, Agnes Rosalyn; Lis Supiatman; Nazla Rakhmi Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.66627

Abstract

This classroom action research aimed to investigate the effectiveness of implementing Culturally Responsive Teaching (CRT) to improve student engagement and comprehension in learning recount texts. The study was conducted with 36 tenth-grade students at SMA Negeri 3 Kisaran during the 2024/2025 academic year. Using the Kemmis and McTaggart (1988) model, the research was carried out in two cycles comprising planning, action, observation, and reflection phases. Data were collected through student engagement questionnaires, comprehension tests, observation sheets, and documentation. The results showed significant improvements: student engagement increased from 52.5% in the pre-cycle to 91% in Cycle II, and the percentage of students achieving the minimum passing score rose from 30% to 92%. Observations and documentation confirmed increased participation, motivation, and writing quality. The findings indicate that CRT is an effective pedagogical approach for enhancing engagement and academic achievement by making learning more culturally relevant and inclusive.
The Application of PBL Assisted by Wordwall on Learners' Interest at SMP Negeri 7 Kisaran Nasution, Tri Purnama; Sambayu, Harry; Noviyanti , Rini
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.66938

Abstract

This research explores the application of PBL integrated into a game-based digital platform namely Wordwall to enhance learners’ interest in learning English. Initial findings from class VIII-6 at SMP Negeri 7 Kisaran showed that learners demonstrated very poor interest, with a pre-cycle score of only 18.75%. Learners expressed the need for more interactive and engaging learning experiences, particularly through games. The study employed Classroom Action Research (CAR) over two cycles, each consisting of planning, action, observation, and reflection. The data in this study were collected by using questionnaires. Four indicators were used to assess interest: attention, interest, excitement, and involvement. The result of this study revealed a consistent increase in learners’ interest across both cycles. In Cycle 1, scores rose from 44.53% in the first meeting to 52.34% in the second meeting. In Cycle 2, interest further increased to 71.87% and 87.5%, reaching the “very high” category. The highest improvements were seen in attention and involvement, indicating that learners became more focused and active during lessons. This study concludes that integrating PBL into Wordwall significantly boosts learners’ interest and engagement in English. It supports the idea that digital, game-based tools can enhance classroom participation and help address low interest among learners.
The Rise of Translanguaging in EFL Contexts: A Bibliometric Study Using Scopus Database (2013–2025) Habibie, Alvons; Datunsolang, Fadila Amalia; Jhems Richard Hasan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.67297

Abstract

This study aims to examine publication trends, citation patterns, leading authors and institutions, geographic distribution, and emerging thematic clusters in research on translanguaging pedagogy in English as a Foreign Language (EFL). Using a bibliometric approach, data were retrieved from the Scopus database from 2013 to 2025. A total of 143 peer-reviewed articles that met the inclusion criteria were analyzed quantitatively. The findings reveal a significant increase in publication volume, particularly since 2018, reaching its peak in 2024. The most highly cited articles explored multilingual identity, teacher strategies in EFL classrooms, and technology, particularly Google Translate, in translingual contexts. Asian countries, especially Indonesia, China, and Thailand, accounted for the most publications, while notable contributions came from institutions in Southeast Asia, Europe, and North America. Topic visualization using VOSviewer identified seven major thematic clusters: classroom interaction, student perceptions, teacher identity, multimodality, bilingual education, and academic writing in EFL. These results indicate that translanguaging has evolved beyond a linguistic strategy into a comprehensive and context-sensitive pedagogical approach. The study highlights the need for further longitudinal research and calls for deeper investigation into integrating translanguaging in curriculum development and teacher training across various educational levels.
The Use of RAFT Strategy in Teaching Writing Personal Letters at SMAN 3 Kisaran Harahap, Ihdini Sabila; Lis Supiatman; Dalila Haini
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.67484

Abstract

This study aims to describe the use of the RAFT (Role, Audience, Format, Topic) strategy in teaching personal letters to eleventh-grade students at SMA N 3 Kisaran. Many students often face difficulties in starting their writing, expressing ideas, and organizing content in a personal letter. The RAFT strategy is used to help students write from a specific perspective, focus on the intended audience, and follow the correct format. This descriptive qualitative research was conducted through observation, student writing analysis, and interviews. The results showed that RAFT helped students generate ideas more easily, improved the structure and relevance of their letters, and increased their engagement during writing activities. Students also reported that the strategy made the task more meaningful and enjoyable. Therefore, the RAFT strategy can be considered an effective alternative to support students' writing skills in personal letter texts.
The Implementation of Role Play Method for Improving Speaking Skills in Grade 11 at SMAN 1 Kisaran Panjaitan, Ruth; Sri Rahayu
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.67802

Abstract

This research explores how role play activities can transform English speaking skills among Grade 11 students at SMAN 1 Kisaran. The study was conducted using a quasi-experimental design with 60 students divided into experimental and control groups over 8 weeks. The experimental group participated in structured role play sessions three times per week, engaging in scenarios like restaurant conversations, job interviews, and shopping dialogues. Data was collected through pre-tests, post-tests, classroom observations, and confidence surveys. The findings show remarkable improvements: students in the role play group increased their speaking fluency by 38%, accuracy by 35%, pronunciation by 29%, and confidence by 42% compared to the control group. The research demonstrates that role play creates an engaging, low-pressure environment where students naturally develop their speaking skills by "becoming" different characters, which reduces anxiety and encourages experimentation with the language. The study concludes that role play should be integrated as a core teaching strategy in Indonesian high schools to address students' fear of speaking English, making language learning more effective and enjoyable.
An Analysis of the Four Language Skills Tests Based on Language Assessment and Evaluation Principle at SMP Negeri 1 Pematangsiantar sembiring, Yena Jorena; Devi Triana; Sinaga, Mutiara Angelica; Silaban, Monika Natalina; Silalahi, Dumaris E.
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.67994

Abstract

This research analyze the implementation of English language assessments for listening, speaking, reading, and writing based on the principles of validity, reliability, practicality, authenticity, and washback.The assessment is administered into 27 students of seventh grade at SMP Negeri 1 Pematangsiantar. The research aims to evaluate how the designed assessments align with effective assessment principles while addressing classroom realities.The quality of the test is analyzed by using mixed-method approach, quantitative analysis utilized the Pearson Product-Moment and Split-Half methods to measure validity and reliability, while qualitative analysis examined practicality, authenticity, and washback through observation and student feedback. The findings indicate that while several test items fulfilled validity and reliability criteria, many required revision to enhance alignment with learning objectives and improve consistency. Practicality was evident as the assessments could be conducted within time and resource limitations, although challenges appeared in scoring and analysis processes. Authenticity was reflected in the use of materials and tasks closely related to students' daily contexts, promoting meaningful language use. Additionally, the assessments generated positive washback, motivating students to engage actively in learning while providing teachers with insights for instructional improvement. These results highlight the significance of designing assessments that are not only aligned with curriculum goals but also promote comprehensive language skill development. The research contributes to enriching assessment literacy among pre-service teachers and emphasizes the continuous need for reflection and refinement in language assessment practices to foster effective English learning environments in EFL contexts.
Indonesian Law Students' Experiences in Mastering Legal Vocabulary through a Legal English Words Application Saumi, Rahma Ibtida; Widya Wulandari; Abdul Syahid
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.64476

Abstract

This study analyses the legal vocabulary acquisition experiences of law students in Indonesia using a Legal English application with focus on its use as an educational tool in digital environment. A qualitative case study approach was adopted whereby data were gathered from 5 th semester law students in one of the State Islamic Institute in Central Kalimantan Indonesia who implemented the application for a week. Results show that although students perceived the app as easy to use and helpful for improving their legal vocabulary, several issues were revealed as necessitating urgent attention, especially the app’s ability to monitor progress. Learners appreciated several of the lessons which the instructors felt were fun and linked to law practice. However, such assessments of the app were constrained by app limitations and short usage duration. The app and its accompanying programs contributed to some degree, to the development of vocabulary suggesting that more varied interactions and adequate tracking features should accompany such programs.
Integrating ChatGPT in English Culture Courses: Opportunities, Challenges, and Pedagogical Implications Moch Dheandra Al Reyva
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.70185

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed various sectors, including education. One of the most promising AI tools is ChatGPT, which provides interactive, contextual, and adaptive learning experiences for students. This study aims to analyze the influence of ChatGPT as a learning medium in the English Culture in ELT course at Universitas Negeri Medan. Using a mixed-methods approach, data were collected from 50 English education students through observation, interviews, and questionnaires. The questionnaire results revealed that 78% of respondents agreed and 16% strongly agreed that ChatGPT assists them in completing academic tasks effectively. Furthermore, the average mean score across all items was 2.85, indicating a generally positive perception toward ChatGPT use. Most students reported that ChatGPT enhanced their understanding of English culture and provided innovative ideas for lesson planning. However, some respondents noted limitations such as dependence on AI and insufficient critical thinking stimulation. Overall, the findings demonstrate that ChatGPT positively contributes to learning engagement, comprehension, and creativity. It can serve as an effective supplementary tool for independent and culturally contextual English learning, provided that its use is accompanied by proper pedagogical guidance and digital literacy awareness.

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