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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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THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT Indah Pratiwi and Lince Sihombing
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.v4i1.2092

Abstract

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT THROUGH THINK PAIR SHARE Adly Syahputra and Elia Masa Ginting
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 (190.468 KB) | DOI: 10.24114/reg.v1i1.394

Abstract

Students’ achievement in writing descriptive text is very low, in this study Think Pair Share (TPS) was applied to solve the problem. Action research in conducted for the result and the technique to collect the data, qualitative and quantitative are applied in this research. The subject of this research is grade VIII in Junior High School (SMP Bilang Huluh) Rantau Parapat. In the first evaluation (66,4375) increased to the mean of second evaluation (78,125) and the mean of third evaluation (87,5625). Observation result showed that the students gave their good attitudes and responses during teaching and learning process by applying the application of TPS (Think Pair Share) method. Questionnaire and interview report showed that students agree that the application of TPS (Think Pair Share) method had helped them in writing descriptive text. It can be conclude that the students’ achievement is improved when thay are tought through TPS Method. Key Words: Achievement, Writing, Descriptive Text and Think Pair Share
THE EFFECT OF REALIA ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH Karmila 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.v4i4.5253

Abstract

This study was an attempt to discover the effect of using Realia on students’ achievement in writing descriptive paragraph. It was conducted by using experimental research design. The population of this research was the eight grade students of MTS S GUPPI Tanjung Harapan, Rantauprapat which consists of three parallel classes with the total number of students are 90. The sample of this research was taken by random sampling. The result was class VIII-A consisting 30 students became the experimental group and VIII-B consisting of 30 students became the control group. The experimental group was taught by using Realia meanwhile the control group was taught by using Picture. The instrument for collecting the data was writing test. In the calculation of Ttest, the mean of students’ score in experimental group was 21.8 and the mean of students’ score in control group was 14.6. Standard deviation of experimental group was 1630.2, standard deviation of control group was 1568.8, and the total number of samples was 58, Tobserved is higher than Ttable. 3.977 > 2.004 at the level significance 0.05 for two tailed. The finding is if hypothesis stated that there is significant effect of using Realia as media learning on students’ achievement in writing descriptive paragraph is accepted.
DEVELOPING ENGLISH WRITING MATERIALS OF PROCEDURE TEXT FOR STUDENTS GRADE 11 OF CULINARY PROGRAM AT SMK NEGERI 10 MEDAN Hafiza Namira; Masitowarni Siregar; Anni Holila Pulungan
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 (600.398 KB) | DOI: 10.24114/reg.v8i1.12740

Abstract

Students’ worksheet, as one of learning tools that is used to involve the students to work actively during teaching and learning process, should be developed based on the students’ need. Students’ worksheet with scientific approach in listening skill has not applied. A good student’s worksheet must be satisfied criteria of valid, practical and effective. This research is a developmental research using Research and Development (RnD). It has been conducted on 35 students of SMK Negeri 10 Medan grade X for Multimedia Program. In this study, data obtained from Curriculum syllabus analysis, students’ need analysis and results of validation. Students’ need analysis was done to analyze the students’ perception about the previous learning materials and to know what kind of learning material they need. All of student answer the questionnaire in students’ worksheet in listening skill. From their answers are summarized into questions and answers for students’ worksheet, especially in the listening activity.  Keywords: Students’ worksheet, scientific approach, listening skill.
IMPROVING STUDENT’S ACHIEVEMENT IN WRITING REPORT BY USING CONTEXTUAL TEACHING AND LEARNING (CTL) STRATEGY Jelita Panggabean and Johan Sinulingga
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.v2i3.657

Abstract

This study deals with the improvement of the students’ achievement in report writing by using Contextual Teaching and Learning (CTL) strategy. This study tries to find out to what extent using CTL could improve students’ report writing. Subject of the study this research was the 2012/2013 second year – students of SMA Santo Thomas 4 Binjai, Medan. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was writing test while the qualitative data were diary notes, observation sheet, and questionnaire sheet. The qualitative data showed that the students were interested in the Contextual Teaching and learning (CTL) strategy. Based on the data analysis, the mean of the students score for the orientation test was 53.28, for the first cycle was 71.42 and second cycle was 84.28. The conclusion is that the Contextual Teaching and Learning (CTL) strategy can improve the student’s report writing Achievement.
LEXICAL DENSITY AND GRAMMATICAL INTRICACY IN THE STUDENTS’ ENGLISH TEXTBOOK OF GRADE XI VOCATIONAL SCHOOL Nanda Aulia Putri and Siti Aisah Ginting
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.v5i3.5356

Abstract

The study analyzes about lexical density and grammatical intricacy which aim to construe the lexical density index and the grammatical intricacy index of the texts of English textbooks for eleventh grade of vocational school, to find out the highest level of lexical density and grammatical intricacy which formed in the reading texts and then both are classified based on the categories which is conducted in this study. This study was conducted by using descriptive qualitative method. The data of this study were English reading texts in Get Along with English textbook for grade eleventh vocational school published by Erlangga.The results are: there are eleven reading texts which are classified into five genres of texts; they are report text, recount text, procedure text, descriptive text and discussion text. There are seven reading texts which are classified into medium level of frequency. In addition, there are four reading texts are classified into low level of lexical density after having counted by conducting Halliday’s theory, whereas to classify grammatical intricacy index, the results are all of reading texts are included into low level of frequency by using scale zero to ten. The results imply that the reading texts may be quite comprehended by eleventh grade of vocational school students because most of reading texts are classified into medium level category with the highest indices are: (1) the LD is 4.65; (2) the GI is 4.66. It is suggested that further textbook writers to concern with the lexical density of the reading texts, and for the teachers also have to adjust the teaching materials with the genre of texts which being taught so that the students can achieve the goal of the study.
TEACHER’S STRATEGIES IN TEACHING LISTENING COMRPEHENSION AT SMK BINA BERSAUDARA MEDAN Nadiatul Hasanah; Rika Rika
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 9, No 3 (2020)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (406.92 KB) | DOI: 10.24114/reg.v9i3.24665

Abstract

TEACHER’S STRATEGIES IN TEACHING LISTENING COMRPEHENSION AT SMK BINA BERSAUDARA MEDAN *Nadiatul Hasanah **Rika ABSTRACT Hasanah, Nadiatul. Registration Number: 2163321031. Teacher’s Teaching Strategies In Teaching Listening Comprehension At SMK Bina Bersaudara Medan. English Educational Program, Universitas Negeri Medan, 2020 This study aims to find out the teaching strategies implemented by teacher in teaching listening comprehension at SMK Bina Bersaudara Medan. The research was conducted by descriptive qualitative research through two phases: observing and interviewing. It was conducted in SMK Bina Bersaudara Medan at the XI grade class. The instruments of the research were: field notes and interview transcripts. The results of this research were first, there were only two strategies that applied by the teacher in teaching listening comprehension those are Metacognitive Strategies and Cognitive Strategies. The second was the underlying factor of using those kinds of strategies in teaching listening comprehension namely the effectiveness of teachers in teaching, basically a teacher should be a good communicator, should teach the students effectively and many more which makes a teacher become professional and the most important part is the instruction strategies which she chooses to deliver the materials which helps students in learning more effective. Key words :Teacher’s Strategies, Listening Comprehension, Teaching Listening
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD Linda and Lince Sihombing
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v3i2.1123

Abstract

This study concerns with improving grade VIII students’ achievement in writingprocedural Paragraph through demonstration method. This research wasconducted by using classroom action research. The subject of the study was gradeVIII students of SMP N 2 Babalan which consisted of 35 students. Theinstruments for collecting data were primary data (writing test) and secondarydata (interview sheet, observation sheet and questionnaire sheet). Based onwriting scores, students’ score kept improving in every evaluation. In the test I themean was 64,91, in the test II the mean was 74,57 . Based on interview, observation,and questionnaire sheet, it was found that teaching-learning process ran well.Students were active, creative to give their idea, enthusiastic, and interested inwriting. The finding of the research showed that applying demonstration methodsignificantly improved students’ writing achievement.
THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH Muhammad Yusuf and Amrin Saragih
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 3, No 4 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v3i4.1388

Abstract

This study attempts to investigate the effect of applying clustering technique on the students’ achievement in writing descriptive paragraph. The research design of this study was an experimental one. The population of this study was grade VII of MTSs Al Abraar totaling to 60 students of two parallel classes. The data were obtained from random sampling technique through lottery. The class VII-A became the experimental group and was given the treatment by using clustering technique while class VII-B became control group and was given treatment without using clustering technique. The instrument of collecting data was writing test and inter-rater was used to obtain the reliability of the test. The data were analyzed by using t-test formula. It was also obtained that tobserved is higher than ttable (1.760 > 1.673) at the level of significance (α = 0.05) and degree of freedom (df) = 58. It means that null hypothesis was successfully rejected and alternative hypothesis was accepted. As the conclusion, there is a significant effect of applying clustering technique on the students’ achievement in writing descriptive paragraph.
THE REALIZATION OF SPEECH FUNCTION IN ENGLISH CLASSROOM INTERACTION BASED ON SYSTEMIC FUNCTIONAL LINGUISTICS THEORY Arini Supika and Fahri Haswani
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 7, No 1 (2018): (JAN-MARCH)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.105 KB) | DOI: 10.24114/reg.v7i1.9180

Abstract

This study deals with speech functions used by teacher and students during reading comprehension session in English vocational classroom interaction. The objectives of this study were to find out the types of speech function which were dominantly used by teacher and students and the reasons for the existences of that dominant one. A descriptive qualitative design was used in this study. The data were collected by observing, recording the utterances of teacher and the tenth grade students at SMK Jambi Medan, and by interviewing the subjects. The data were analyzed based on Systemic Functional Linguistics theory. There were 552 clauses produced as the total number where teacher produced 411 clauses and students produced 141 clauses. The results showed that question was the dominant type of speech function used by teacher followed by statement, acknowledgement, command, contradiction and offer. Meanwhile, the dominant type of speech function used by students was answer, followed by compliance, statement, acknowledgement, and disclaimer. The existences of initiating question on the teacher’s performance were affected by the presage category (teacher’s belief) and context category (the class in which the teaching process takes place), while, the existences of answer on the students’ performance were affected by the students’ thought processes category (students’ perception and understanding) and the context category. In conclusion, the teacher used the speech function which focused on using initiation of question, while students dominantly used answer speech function in English classroom interaction.

Page 28 of 50 | Total Record : 493

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