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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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CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SMP NEGERI 1 BERASTAGI Steven Karta Ginting and Busmin Gurning
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 5, No 1 (2016): (JAN-MARCH)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v5i1.5299

Abstract

This study was aimed to find out the teacher and students talk percentage, teacher characteristics and the roles of the teacher during classroom interaction classroom interaction at SMPN 1 Berastagi in 2016/2017 academic year. This study used descriptive design. The subjects of this study were 38 students Grade VIII and an English teacher. The data were analyzed by using Flander’s formulates and interaction observation tally sheet. The instrument of collecting data ware observation tally sheet and video recording. The analysis showed that teacher talk percentage was 71,90 % and 28, 09% for students. It was found that teacher was dominant in talking than student. The teacher highest characteristics found were teacher control means dominated by commands or direction and content cross which were dominated by lecturing and questioning. For the roles of teacher, the two highest were teacher as controller and teacher as resource. From the result the writer concludes that the students were passive in the classroom interaction, on the other hand teacher hold almost the whole activities in the classroom.
AN ANALYSIS OF TEACHER PEDAGOGICAL MISCONDUCT IN TEACHING ENGLISH Hardiansah Sinurat; Siti Aisah Ginting; Safrida Lubis
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 3 (2019): English Teaching
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (310.511 KB) | DOI: 10.24114/reg.v8i3.20921

Abstract

This study was aimed to find out the types of teacher pedagogical misconduct and the reasons of teacher pedagogical misconduct. The research was conducted by using descriptive qualitative. The data were the result of questionnaire and interviewing of English teacher at SMP Swasta Josua Medan. The data were analyzed based on types of teacher pedagogical misconduct by Kearney and reason of teacher pedagogical misconduct by Riley and Lewis. The findings showed that there were three types of teacher pedagogical misconduct. They were indolence, incompetence, and offensiveness. Moreover, the dominant category of indolence is changing assignments every time, while failure to treat student properly is in incompetence and involving sarcasm in offensiveness. The teacher conducted pedagogical misconduct due to treat students differently, teaching in sharp sarcasm technique, restricted, releasing anger and hardly braid good relationship.Keywords: teacher pedagogical misconduct, teaching English
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT THROUGH QUESTIONING TECHNIQUE Eva Saskia Rahma and Meisuri
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 2, No 4 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v2i4.682

Abstract

This study concerned with the improvement of students’ achievement in writing descriptive text by applying Questioning technique. The objective of this study was to discover whether questioning technique could significantly improve students’ achievement in writing descriptive text. It was conducted by using classroom action research which was carried out in two cycles in six meetings. The subject of the research was class VIII-1 SMP Negeri 2 Lima Puluh. The number of the students was 30. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, questionnaire sheet as qualitative data. Based on the students’ writing test, the students’ score was improved in every test. In the first test, the mean score was 59.86. In the second test, the mean score was 67.80. In the last test, the mean score of the students was 74.63. In the line with the data, it was showed that questioning technique significantly improved students’ achievement in writing descriptive text.
THE EFFECT OF SENTENCE COMBINING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT Desy Mita Rahmani and Sumarsih
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.v6i1.5368

Abstract

This is an attempt to discover the effect of applying Sentence Combining Technique on Students’ Achievement in Writing Recount Text. It was conducted by using experimental research. The population of this research was the eighth (VIII) grade students of SMP Budi Satrya which consists of five parallel classes with the total number of sampling through lottery technique. The result was class VIII-1 consisted of 30 students became the experimental group and class VIII-3 consisted of 30 students became the control group. The experimental group was taught by using Sentence Combining Technique while the control group was taught by using Picture Word Inductive Model. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed (2.75) is higher than the value of t-table (2.004) ( α = 0.05 ) with the degree of freedom (df) = 58. It means that there is a significant effect of applying Sentence Combining Technique on the students’ achievement in writing Recount texts. So, the alternative hypothesis (Ha) is accepted.
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.
DEVELOPING MACROMEDIA FLASH FOR TEACHING SPEAKING MATERIALS FOR STUDENTS OF BUSINESS MANAGEMENT PROGRAM AT VOCATIONAL SCHOOL Ayu Trisna and I Wayan Dirgayasa
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 6, No 3 (2017): (JUL-SEP)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v6i3.6702

Abstract

The aim of this study is to develop macromedia flash as a learning media for teaching speaking materials for students of business management program at vocational school. Research and Development is used as the research method. Research Procedures are modified into four steps, they are: evaluation and need analysis, media design, validation and revision, and final production. The product has validated by expert validations (material and media). The media expert is an English lecturer of English literature Department, State University of Medan which approved by Faculty of Languages and Arts. The instrument for collecting data is by using questionnaire. The data are analyzed by descriptive technique. The result shows that macromedia flash is advisability to use with the total assessment by expert validations is 91 (Good). With the result that macromedia flash is good and eligible to use for teaching speaking for students of business management program at vocational school.Keywords
TEACHERS’ STRATEGY IN TEACHING WRITING BY ONLINE APPLICATION AT MTS N 2 MEDAN Fauziah Tambak; Indra Hartoyo
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 (380.345 KB) | DOI: 10.24114/reg.v10i4.29988

Abstract

This study discusses the strategies that teachers use when learning through online applications. This investigation raises the main problem, namely "what strategy is used by the teacher". The purpose of this study was investigate what types of strategies used by teachers in learning to write through online applications at MTs N 2 Medan. This research was conducted in class eight and nine grade at MTs N 2 Medan. This study used a qualitative descriptive method and collected data through documentation and interviews. The framework proposed by Hamruni (2011). The Analyze data in four steps: 1). Data Collection, 2) Data Condensation, 3) Data Display, 4) Conclusion and Drawing / Verification. Applications carried out by researchers at school use the Whatsapp application. Based on the findings, there are three strategies used by the two teachers when teaching online at MTs N 2 Medan. Namely, direct teaching strategies, cooperative learning strategies and problem-based strategies. Although not very specific, with theory, it can be said that the two teachers used three of the four theories. Although not very specific, with theory, it can be said that the two teachers used three of the four theories. In addition, the researcher also found that teachers at MTs N 2 Medan taught using descriptive text, where there were 4 types of teaching processes used by teachers through online applications, namely namely, Planning, Drafting, Editing and Final Version for teacher A, and Planning, Compilation, Editing, Final Version.Keywords: Teacher, Strategy, Teaching, Writing, application.
THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGYON STUDENTS’ ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT Irna Junita and Rahmah
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 4, No 1 (2015): Jan-March
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v4i1.2095

Abstract

This study deals with The Effect of Applying Think-Talk-Write Strategy on the Students’ Achievement in Writing Analytical ExpositionText. The method of the research was quasi experimental design. The population of the research was grade XI of SMA Swasta Al-Fattah Medan. There were two classes namely XI IPA 1 and XI IPA 2 and each class consist of 30 students with the total number 60 students. This study uses total sample which these two classes were chosen as sampling.XI IPA 1 as the experimental group and XI IPA 2as the control group. The experimental group was taught by applying Think-Talk-Write Strategy and the control group without applying Think-Talk-Write Strategy. The data were acquired by administrated the pre – test and the post – test. The mean score of the experimental group in pre – test = 57.7, Control Group = 57.53. In the post – test, mean score of the experimental group = 67.53 , while the control group = 63.7
IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THE APPLICATION OF LANGUAGE EXPERIENCE APPROACH Eka Surya Fitriani and Yunita Agnes Sianipar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 1, No 2 (2012)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.444 KB) | DOI: 10.24114/reg.v1i2.397

Abstract

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach
THE EFFECT OF THINK PAIR SHARE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN SPEAKING Dessy Putri Utami and Sumarsih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 4, No 4 (2015): OCT-DEC
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v4i4.5256

Abstract

This study aims to find out whether students’ achievement taught by using ThinkPair Share Technique has significant effect than taught Dictation Technique inSpeaking. The research was conducted by Experimental research using in twogroups. They are experimental used Think Pair Share Technique and Control usedDictation Technique. The subject of this were the students of SMAN 6 Medanclass X-2 and X-3 consisted of 38 students for each class. The data was takenfrom Speaking test. After analyzing the data, it was found that the value of t-obswas 3.982 with degree of freedom (df) 38 at the level of significance p (0.05) =2.024. It means that t-obs is higher than t-table. It was found that studentsachievement in Speaking taught by Think Pair Share Technique has significanteffect than Dictation Technique.

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