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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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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
AN ERROR ANALYSIS OF GRAMMATICAL FEATURES IN REPORT TEXT BY THE ELEVENTH GRADE STUDENTS OF ACCOUNTING MAJOR AT SMK N 1 JORLANG HATARAN Nomita Herlina Manurung and Willem Saragih
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.v6i3.6699

Abstract

This study is purposed to describe the errors in grammatical features of report text. In addition, this study is also aimed to describe the possible causes of those errors. This study applied the descriptive qualitative approach in which the data was obtained from the report texts that were written by the eleventh grade students of accounting major in SMK N 1 Jorlang Hataran. The data were collected by using students’ report texts and questionnaires. The data then were analyzed by identifying the errors first, then describing the errors, and the last explaining the errors. The errors that occurred in students’ texts are errors in verbs, sentences, prepositions, articles, agreements, pronouns, modifiers, and tenses. The result of the study indicates that the students made 541 grammatical errors which were classified into: 37,15% errors in verbs, 18,85% errors in noun, 15,15% errors in sentence, 11,27% errors in preposition, 7,76% errors in article, 4,06% errors in pronoun, 3,51% errors in modifier, and 2,21% errors in tenses. The students’ errors were caused by 31,23% ignorance of grammatical rules, 28,09% incomplete application of rules, 15,89% false concept hypothesized, 13,86% interference of interlingual transfer, 9,05% wrong communication strategy, 1,84% over-generalization.
READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK BASED ON BLOOM’S TAXONOMY FOR GRADE XII Prasiska Oktaviani Gultom; Johannes Jefria Gultom
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 10, No 3 (2021)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.064 KB) | DOI: 10.24114/reg.v10i3.29973

Abstract

This study aimed at identifying and analyzing the types and levels of questions available in the third grade of senior high school. The purpose of the analysis was to determine the distribution of the questions over the six levels of the new version of Bloom's Taxonomy of the cognitive domain. The sample of the study consisted of the English textbooks where the researcher analyzed (144) questions. The results revealed the following: for remembering - understanding (20%), analyzing - applying (55%) evaluating (15%) and creating (10%). The proportion of regulation by the ministry of education and culture shows remembering – understanding level is 20%, whereas in the distribution of cognitive domain in data analysis shows remembering – understanding is 70.7%, applying – analyzing is 55%, whereas in the distribution of cognitive domain in data analysis shows applying – analyzing is 21.4%, evaluating is 15%, whereas in the distribution of cognitive domain in data analysis shows evaluating is 2.4%, and creating 10%, whereas in the distribution of cognitive domain in data analysis shows creating is 5.5%. Based on the data above it clearly shows the significant differences between proportion of regulation by ministry of education and culture with the result of the data analysis in English textbook for third grade of senior high school is inappropriate with the regulation by ministry of education and culture.Keywords : English Textbook, Bloom’s Taxonomy, Reading Comprehension Question
Improving Students’ Vocabulary Achievement Through Word Webbing Technique Irma Agustini and Yunita Agnes Sianipar
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.v4i1.2093

Abstract

This study attempts to Improving Students’ Vocabulary achievement Trough Word Webbing Technique. The objective of the study is to discover whether the use of word webbing technique could significantly improving students’ vocabulary. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SMPN 4 Takengon, Aceh Tengah which consisted of 40 students. The quantitative data were collected by using observation sheet, questionnaire sheet and diary field. Based on the vocabulary test score, students’ score kept improving in every test. The mean of students’ score cycle (80) was higher than the fist cycle (67,75) and orientation test (55.25). based on observation sheet, questionnaire sheet and diary field, it was found that teaching learning process ran well. The students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. The result of the research showed that is use of word webbing technique significantly improving students’ vocabulary.
The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension Benny Jefri Wijaya Hutabarat and Tina Mariany Arifin
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 1, No 1 (2012)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (158.638 KB) | DOI: 10.24114/reg.v1i1.395

Abstract

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.
THE EFFECT OF THINK PAIR SHARE STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT Khairuni Syafitri and Rafika Dewi Nasution
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.v4i4.5254

Abstract

This study was conducted as an attempt to find out the effect of Think Pair Share Strategy on students’ reading comprehension achievement. This research used the experimental design. The population of this research was the students of SMP Budisatrya. The Sample of this research was the 2014/2015 seventh grade students of SMP Budisatrya with the total number 40 of students as sample taken by using random sampling technique. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was multiple choice tests of pre-test and post-test. To obtain the result of the reliability of the test, the Kuder Richardson formula (KR21) was used. The result of the calculation showed that the reliability of the test was significant. The data were analyzed by using t-test formula. The result of the analysis showed that t- value was higher than t- table (2.46>2, 021) at the level of significance 0,05 with the degree of freedom (df) 38. Therefore, null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means that there is a significant effect of using Think Pair Share Strategy on students’ reading comprehension achievement.
DEVELOPING ENGLISH SPEAKING MATERIALS OF DESCRIPTIVE TEXT FOR GRADE X STUDENTS OF CULINARY STUDY PROGRAM AT SMK NEGERI 10 MEDAN Novita Sari Hasibuan; Rahmad Husein; Maya Oktora
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 8, No 1 (2019): jAN-MARCH
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.341 KB) | DOI: 10.24114/reg.v8i1.12741

Abstract

This research has aims to develop English speaking materials for grade X culinary study program at SMKN 10 Medan, first this research was conducted by Research and Development through has Six stages, they are: gathering information and data, analyzing data, designing new materials, validating by the experts, revising and the last was Final product. The subject in this research was students grade X boga 3 at SMKN 10 Medan where the students consisting of 36 students, the instrumentations for data collection  were giving a questionnaire and interview, questionnaire was administrate and it answer by the students to get the students need, and the interview was administrate to the English teacher, the result of the questionnaire and interview prove that the student need some appropriate speaking material in descriptive text that has relation with their program study, that is culinary. Thus, developing English speaking materials consist of three units: lets’ talk about chef Juna (describing People), how the smell, taste and texture of your favorite food? (Describing things) and the last units was talk about famous restaurant (Describing Place). The product has been validated by two experts, and the average score are 4, 75 are coming from English Lecture’s, the second average score 4, 89 are coming from English teacher. From the score above, it means that the product categorized as relevant for grade X students of culinary study program.Key words: R&D, English for Specific Purposes, English speaking materials, culinary study program.
IMPROVING STUDENTS’ ACHIEVEMENT IN READING DESCRIPTIVE TEXT THROUGH ACCELERATED LEARNING Nur Asiah Manik and Bachtiar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 2, No 3 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v2i3.840

Abstract

This research concerns on improving students’ achievement in reading descriptive text through accelerated learning.  The objective was to find out the improvement of students’ achievement in reading descriptive text. This research was conducted by using action research method. The subject of the research was VIII-2 students of SMP Taman Harapan Medan. The numbers of students were thirty students. They were taught reading descriptive text through accelerated learning. The instruments used were reading descriptive text test, diary notes, interview sheets, and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 49,67, for the second competency test was 68,67 and for the third competency test was 82,6 and the total percentage of improvement from the first competency test to the third competency test was 66,6%. The conclusion is that through accelerated learning can improve the students’ reading achievement in descriptive text. It is suggested that teachers should apply accelerated learning as one of strategy to improve students’ reading achievement in descriptive text.
ERROR ANALYSIS OF DERIVATIONAL AFFIXES ON ELEVENTH GRADE STUDENTS IN WRITING NARRATIVE AND ANALYTICAL EXPOSITION TEXT Nurul Fadhilah Lubis and Busmin Gurning
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 5, No 3 (2016): (JUL-SEP)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v5i3.5357

Abstract

This research deals with the derivational affixes errors in writing narrative andanalytical exposition text by eleventh grade students. This research uses aqualitative design in which the data are taken from the sentences of texts. Dulay’stheory is applied to analyze students’ error in writing and divided each error intotypes. The researcher applies random technique to get a representative sample.The source of data in this study is Eleventh Grade (XI) students of SMA SwastaMa’had Muhammad Saman, 30 students are choosen as the sample. The data ofthis study is taken from the students’ writing narrative and analytical expositiontext. The analysis found that there are four classification of errors occured instudents’ writing; they are omision 10 cases, addition 4 cases, misformation 11cases and misorder 13 cases. Besides, the class changing is the most derivationalerrors that contributes 33 cases (86.8%) then followed by class maintainingderivational that contributes 5 cases (13,2%). In this study also found that thecauses of errors are intralingual and interlingual transfer. It is hoped that the resultof this research is useful for everyone who wants to study or make a similarresaerch about affixation errors.
METAPHOR OF MODALITY IN CLASSROOM INTERACTION Raissa Sati; Siti Aisah Ginting; Indra Hartoyo
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 4 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.205 KB) | DOI: 10.24114/reg.v9i4.24666

Abstract

METAPHOR OF MODALITY IN CLASSROOM INTERACTION *Raissa Sati ** Dr. Siti Aisah Ginting, M.Pd **Indra Hartoyo, S.Pd, M. Hum ABSTRACT This study aims at analyzing the types and realization of metaphor of modality in classroom interaction of grade eleven Global Prima National Plus Medan. Qualitative research design was used by the researcher to conduct this study. The subjects of this study were the teacher and the students in grade eleven Global Prima National Plus Medan in academic 2018/2019. The data were collected by observed and recorded to find the types of metaphor of modality being used and also to find out how the metaphor of modality is realized in classroom interaction. The data were analyzed by using Miles and Huberman data analysis technique. The findings of the study show that teacher and students used all the types of metaphor of modality in classroom interaction, such as modalization (probability 86,79% with 46 occurances, usuality 1,88% with 1 occurance) and modulation (obligation 3,77% with 2 occurances, inclination 7,54% with 4 occurances) . Metaphor of modality in classroom interaction was realized by the category probability (think, believe, possible), usuality (ussually), obligation (be obligied to) dan inclination (be allowed, recommend, permission). Key words: Teaching, English, Culinary.

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