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Safrida Lubis
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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 493 Documents
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REPETITION OF COLLOCATION IN THE TALK OF THE TENTH GRADE TEACHER IN SMA NEGERI 11 MEDAN Sarah Cindy Tobing; Sumarsih Sumarsih; Meisuri Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (157.933 KB) | DOI: 10.24114/reg.v9i2.24654

Abstract

REPETITION OF COLLOCATION IN THE TALK OF THE TENTH GRADE TEACHER IN SMA NEGERI 11 MEDAN *Sarah Cindy Cristin Tobing. **Prof. Dr. Sumarsih, M.Pd. **Dr. Meisuri, M.A. ABSTRACT Tobing, Sarah Cindy Cristin. Repetition of Collocation in The Talk of The Tenth Grade Teacher in SMA Negeri 11 Medan. English Educational Program, Medan State University, 2020. The purpose of this study was to analyze the types of collocations that mostly used during the teaching and learing process, the patterns of repetition, and the function of repetition. This research was conducted by using a descriptive qualitative design. The subject of the study was the English teacher of the tenth grade in SMA Negeri 11 Medan. The data were collected by conducting an observation, voice/video recording, and interview. The result of the study showed that lexical collocation oocured dominantly (68%) and followed by the grammatical collocation (32%). Lexical collocation of verb + adverb was the type that mostly occured in teacher talk (TT). The teacher also tended to use the pattern of self-reptition to repeat the collocation in the class. Aside from assisting the students to catch meanings, another reason as to why the repetition was implemented in the class was because it helped the teacher to control the class, to give commands to the students, and also to encourage the students. Keywords : Collocation, Repetition, Teacher Talk
IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT BY USING INDEX CARD MATCH STRATEGY Septiwi Hadi Lubis and Elia Masa Gintings
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 3, No 1 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v3i1.1041

Abstract

This study deals with improving students’ reading comprehension by using Index Card Match strategy. This study was conducted by using classroom action research. The subject of the research was class VIIa MTs.Lab. IKIP Al- Washliyah Medan which consisted of 36 students. The research was conducted in two cycles and every cycle consists of four meetings and two meetings. The instruments for collecting data were multiple choice tests as the quantitative data and observation sheet, questionnaire sheet and diary notes as the qualitative data. Based on multiple choice test score, students’ score kept improving in every test. In test I, the mean score was 63.05, in test II, the mean score was 67.63, and in test III the mean score was 72.77. The finding of the study indicated that the implementation of Index card Match strategy was successful since the criteria of success were achieved. The result of observation sheet and questionnaire sheet showed that students were active involved in the classroom. Based on the finding before, it’s concluded that Index Card Match strategy could improve students’ reading comprehension.
THE EFFECT OF WATCH THINK TALK STRATEGY ON STUDENTS’ SPEAKING ACHIEVEMENT Irpan Azhari and Masitowarni Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 1 (2017): (JAN-MARCH)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v6i1.5377

Abstract

This study deals with the effect of watch think talk strategy on students’ speaking achievement. The objective of this study is to find out whether the watch think talk strategy significantly affects students achievement in speaking. It was an experimental research. The subject of the study was students of the grade XI of MAN 1 Medan. The sample was divided into two groups. The experimental group was taught by applying Watch Think Talk Strategy, while the control group was taught by applying conventional strategy. The instrument for collecting the data was interview test. The data were analyzed by using t-test formula. The analysis showed that t-observed value 8.5 > t-table value 1.9 at α = 0.05 with dF= 78 the findings indicate that applying watch think talk strategy significantly affected students’ speaking achievement. Therefore, the null hyphothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
TEACHER’S FEEDBACK ON WRITING RECOUNT TEXT ON THE GRADE EIGHT STUDENTS OF MTS TARBIYAH ISLAMIYAH HAJORAN Rizki Indah Sari Hasibuan; Yeni Erlita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.507 KB) | DOI: 10.24114/reg.v10i2.29957

Abstract

The objective of the study were investigate the types of teacher’s feedback on writing which given by the teacher’s and to find out how the teacher’s gave feedback on writing recount text on the grade eight, to elaborate the reasons of the teacher conducting the feedback on students writing of grade eight in MTs Tarbiyah Islamiyah Hajoran. This research used descriptive qualitative method and the data were collected through documentation and interview. The data was analyzed in four steps: 1). Data Collection, 2) Data Condensation, 3) Data Display, 4) Conclusion and Drawing/ verifying. The findings There were two types of feedback found on students’ writing recount text on the grade eight students of MTs Tarbiyah Islamiyah Hajoran. They were : Direct and Indirect. First the teacher gave direct feedback by giving some signs to indicate their error words such as circle,line and crosswise then provide the corect form directly. The teacher also added the letters or words to make the clear sentence. Direct feedback which is provided in the 37 of the total feedback and has perecentage as many as 79%. Second , it was indirect feedback, the indicated the students error exists without gave the correct form. It has many percentages 21% of 10 the total feedback. Based on the analysis interview, the reason why the teacher used those types of feedback on students’ writing was because it could make the students’ have more vocabularies and the students did not think more about what was the correct word. In conclusion, teacher’s feedback are important to make student aware of making mistake on their writing task. The finding suggested that the English teacher should give the written feedback to students’ writing task to enable the improve the writing skill.Keywords: Teachers’ feedback, Students, Recount Text, Writing
IMPROVING STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT THROUGH MIND MAPPING TECHNIQUE Eliye Yuli Yenti and Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 3, No 3 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v3i3.1376

Abstract

This study aims to improve students’ achievement in writing descriptive text through Mind Mapping technique. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMP Negeri 3 Tanjung Beringin which consisted of 30 students. The research was conducted in two cycles and every cycle consisted of three meetings. The instruments of collecting data were quantitative data (writing tests) and qualitative data (diary notes, observation sheet, and interview sheet). In analyzing the data, the students’ mean was 60.46 for the test I, in the test II was 67.5, and 74.06 in test III. Based on the diary notes, observation sheet, and interview sheet, it was found that teaching-learning process ran well, students were active, enthusiastic, and interested in writing. The research showed that the Mind Mapping Technique significantly improved students’ writing achievement in descriptive text.
THE EFFECT OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT IN SPEAKING Rismauli Aritonang and Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 4 (2017): (OCT-DEC)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v6i4.7554

Abstract

This study aimed at finding out the effect of Teaching Methods on students’achievement in speaking. The population of this study was the 2015/2016eleventh grade students of SMK Negeri 1 Berastagi. The sample was divided intotwo groups namely experimental and control groups. The experimental group wastaught by applying Time Token Arend Method while the control group was taughtby using storytelling method. The test used to collect the data was oral test. Theacquired data were analyzed by using t-test. The calculation showed that tobserved(5.625) was higher than t-table (2.024) at the level of significance ( )0.05 with the degree of freedom (df) 38. The score of students taught by applyingTime Token Arend Method was higher than those taught by Storytelling Method.It can be concluded that Time Token Arend Method significantly affected thestudents’ speaking achievement.
DEVELOPING E-SCATTERGORIES GAME IN WRITING DESCRIPTIVE TEXT FOR THE TENTH GRADE IN VOCATIONAL SCHOOL Julita Ennis; Rahmad Husein
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 4 (2021)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.527 KB) | DOI: 10.24114/reg.v10i4.29992

Abstract

The objective of this study is to develop E-Scattergories game as a media to teach writing descriptive text for the tenth grade students in SMK Namira Tech Nusantara Medan. This study was conducted by using Research and Development design through six stages; gathering data and information, need analysis, designing materials and media, validating, revising, get the product. The subject of the study was tenth grade students and the English teacher in SMK Namira Tech Nusantara Medan. The data were gathered by reviewing documents, conducting interview to English teacher and distributing questionnaires to TKJ 1 (Teknik Komputer Jaringan) consisting of 18 students to get the students’ need. The interview and questionnaire results proved that the students to neededdigital game as a media. The developed writing materials were validated by two experts with the average scores of 92.66 of 100. It shows that the E-Scattergories game is valid and suitable to be used for the tenth grade students in SMK Namira Tech Nusantara Medan. The final product can be used from EScattergories developer.egoarchitect.com.Key words: development, E-Scattergories game, digital game, descriptive text.
THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT Rizka Hayati and Tjut Ernidawati
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 4, No 2 (2015): Apr-June
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v4i2.2104

Abstract

This study aims to discover the effect of applying Cognitive Strategy Instruction on students’ achievement in writing report text. It was conducted by using experimental research design. The population of this research was the eleventh (XI) grade students of SMA Negeri 4 Binjai. The samples of the research were two classes which consisted of experimental and control group which were chosen by using purposive technique. Thirty students were taken as the samples in each class. The experimental group was taught by using Cognitive Strategy Instruction, while the control group was taught without using Cognitive Strategy Instruction. After analyzing the data, it was found that the value of tobserved was 3,10 with the degree of freedom (df)=58 at the level of significance p(0,05) = 2,000. It means that tobserved was higher than ttable (3,10>2,000). The result of this study showed that Cognitive Strategy Instruction was significantly affect on students’ achievement in writing report text.
DEVELOPING ENGLISH SPEAKING MATERIALS FOR STUDENTS OF BEAUTY STUDY PROGRAM AT VOCATIONAL SCHOOL Eka Winda Sari and Sortha Silitonga
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 7, No 2 (2018): (APR-JUN)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (401.426 KB) | DOI: 10.24114/reg.v7i2.9198

Abstract

This study aims to develop appropriate English speaking materials for grade X students of  Beauty Study Program at SMK Negeri 1 Beringin. This study was conducted by Research and Development (R & D) design through six phases; gathering information and data, analyzing data, designing new materials, validating new materials by experts, revising, and final product. The subject of this research was grade X students of Beauty study program consisting of 19 students. The instrumentations for collecting data were questionairre and interview. After analyzing the data, the writer got the students’ needs. The data were gathered by administering interview to the teacher and distributing the questionairre to 19 respondents to get the students’ needs. The result of questionairre and interview prove that the students need English speaking materials which appropriate to their major that is Beauty study program. Thus, developing English speaking materials consist of three units, they are welcome to our beauty salon, complimenting and showing care, and congratulations on your achievement. The products have been validated by experts. The average scores are 4.3 from English Lecturer and 4.5 from English Teacher. It means that the developing materials categorized as relevant or appropriate for Grade X Students of Beauty study program.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH PEER RESPONSE TECHNIQUE Adinda Zoraya Alvin and Masitowarni Siregar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v2i1.614

Abstract

This study concerned with the improvement of students’ achievement in writing recounttext by applying Peer Response technique. The objective of this study was to discoverwhether peer response technique could significantly improve students’ achievement inwriting recount text. It was conducted by using classroom action research which wascarried out in two cycles in six meetings. The subject of the research was class X-1SMA Negeri 1 Deli Tua. The number of the students was 32. The instruments forcollecting data were writing tests as the quantitative data and diary notes, observationsheet, interview sheet and questionnaire sheet as qualitative data. Based on the students’writing test, the students’ score was improved in every test. In the first test, the meanscore was 62.93. In the second test, the mean score was 72.21. In the last test, the meanscore of the students was 77.28. In line with the data, it was showed that peer responsetechnique significantly improved student’s achievement in writing recount text.

Page 15 of 50 | Total Record : 493

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