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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 497 Documents
 46   47   48   49   50 
The Role of Pragmatics in Improving English Listening and Speaking Skills Dea Saharani; Siregar, Huda Hizkia Ahmad; Hasibuan, Syafira Hasan; Dalimunthe, Alya Fadhillah; Siregar, Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i2.67303

Abstract

Pragmatics is the study of how we make sense of what others say when we talk. Meaning links our words with our body language. It can change depending on the circumstance, the relationship between the individuals, and other social variables. Its quick growth has made English a worldwide language that brings people together. English is a language that many people from different places and cultures can speak. In everyday life, people use English in many different situations and talk in many different ways. Speakers need to know about different aspects of pragmatics to avoid misunderstandings when they talk and listen. Using English in fun and interesting ways can help everyone, especially those learning it as a second language, get better at talking and writing. Thomas describes "down to soil competence" as the ability to think carefully about what words mean.. It seems like you just shared a number (524) without any extra information or instructions. Please show me the text you want me to make easier to understand. Being good at business means you can talk clearly and choose the right words for different people and situations. The main goal for anyone teaching English to people who don’t speak it as their first language is to help them get better at it, which can be difficult. Keywords: Pragmatics Listening and speaking English
A Pragmatic Study on Politeness in Classroom Discussion Among University Students Desry Nurliana; Khairun Nisa; Sahfitri Ahwani; Nadila Adelia Putri; Siregar, Deasy Yunita
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i2.67305

Abstract

A study on politeness strategies in classroom discussions highlights their role in fostering respectful and effective communication among university students. Using qualitative methods, the research observes a class of 30 students, focusing on verbal and non-verbal interactions during discussions. Four main politeness strategies are identified based on Brown and Levinson’s (1987) framework: positive politeness, negative politeness, off-record strategies, and bald on-record strategies. Positive politeness dominates in collaborative contexts, encouraging rapport and active participation, while negative politeness helps manage disagreements and maintain respect in hierarchical settings. Contextual factors such as cultural background, discussion topics, and classroom dynamics significantly influence the choice of strategies. Keywords: Politeness Strategy Classroom Discussion Pragmatic Communication Skills
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.
Teacher Questioning Strategies in English Classroom Interaction at SMA Negeri 1 Percut Sei Tuan Sefrina Simbolon; Muthia Fitriani; Ayu Lestari; Aqsha Dinanti
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bwzmw547

Abstract

This study aimed to analyze the implementation of teacher questioning strategies in English classroom interaction at SMA Negeri 1 Percut Sei Tuan. This study applied a qualitative descriptive research design. The data were collected through classroom observation using video and audio recordings during the teaching and learning process. The data were analyzed based on the questioning strategies proposed by Wu (1993), namely rephrasing, simplification, repetition, decomposition, and probing. The findings showed that the teacher implemented all five questioning strategies during classroom interaction. Among the five strategies, decomposition became the most dominant strategy with 24 occurrences (28.2%), followed by probing with 20 occurrences (23.6%), rephrasing with 15 occurrences (17.6%), simplification with 14 occurrences (16.5%), and repetition with 12 occurrences (14.1%). The implementation of questioning strategies helped students understand the lesson more easily, encouraged students’ participation, and maintained classroom interaction during the teaching and learning process.
Teacher's Difficulties in Teaching Reading Skills in Exposition Text at SMAN 1 Percut Sei Tuan Yohana Simanjuntak; Yohana Simanjuntak; Ameera Fadhillah; Annisa Salsabila
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/mqy1sy33

Abstract

This study explores the teacher's difficulties in teaching reading skills in exposition texts at SMAN 1 Percut Sei Tuan. The research focuses on identifying the challenges faced by the teacher in teaching students' reading skills. Through a qualitative analysis, the studies identifies that the teacher encountered several difficulties is related to the students' limited vocabulary, lack of students' reading comprehension, pronunciation, students' reading interest, and provide the variety of reading materials. The students' ability to read aloud the text clearly is still low. Mispronunciation words and their interest in reading exposition text were reflected in their unenthusiastic participation during classroom reading activities and their lack of initiative in answering the teacher's question while reading the text. Furthermore, the findings highlight that these difficulties affected to the teaching and learning process into stiff and less enjoyable classroom atmosphere. It make the teacher often repeatedly explain the text and guide the students just to read it properly. Despite of that difficulties, the overall result emphasize that the importance ability of the teacher to manage on how the exposition text is understandable and suitable for the students' english level is important to adapt for the effective teaching reading skills. The study concludes that the difficulties are interconnected and influenced by students' ability, motivation and classroom engagement. 
EFL University Students’ Difficulties and Strategies in Taking the EnglishScore Test Ayu Lestari; Ameera Fadhillah; Priska Oktaviani Br Ginting; Lia Lisyati
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/nhbdcp98

Abstract

This study aimed to identify the difficulties experienced by EFL English Language and Literature students in taking the EnglishScore test and to explore the strategies they used to overcome those difficulties. This study employed a descriptive qualitative research design involving 45 students from the English Language and Literature Department who had previously taken the EnglishScore test. The data were collected through an open-ended questionnaire distributed online. The collected data were analyzed using thematic analysis by categorizing students’ difficulties based on Chapelle and Douglas’ theory of digital language assessment and students’ strategies based on Oxford’s Language Learning Strategies theory. The findings revealed that listening comprehension difficulties became the most dominant difficulty with a frequency of 29 responses, particularly related to fast speech and unfamiliar accents. Meanwhile, cognitive strategies became the most frequently used strategies with 26 responses, especially practicing listening exercises and identifying keywords. Overall, the findings showed that students relied on various learning strategies to complete the EnglishScore test more effectively.
Transitivity Processes And Genre Conformity In SMA IT Unggul Al Munadi Medan Recount Texts Naufal Nasution
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ya06wt46

Abstract

This study investigates transitivity processes in personal recount texts written by tenth-grade EFL students at SMA IT Unggul Al Munadi Medan and examines how those processes align with the linguistic features of the recount genre as defined within Systemic Functional Linguistics (SFL). There have been many studies about transitivity in the writing of Indonesian students learning English as a foreign language. But no study has looked at all three parts of the transitivity system (the types of processes, the roles of the participants, and the circumstances) together. It also has not looked at the findings through the language features based on the types of writing that Martin (1992) and Gerot and Wignell (1994) established. A qualitative descriptive design was adopted by this study, and Halliday and Matthiessen's (2014) Transitivity framework was applied to a corpus of 18 student-produced recount texts, giving rise to 329 annotated clauses. The data were analyzed using Miles, Huberman, and Saldaña's (2014) dynamic model. Findings show that Material processes dominate at 43.2%, followed by Relational (23.7%) and Mental (23.1%) processes, while secondary process types collectively account for 10%. Most texts fit into three categories based on how they use language. These categories are material process dominance, first-person participant configuration with a variety of roles, and temporal circumstantial groundedness. Though most texts generally fit into these categories, there are some exceptions. These exceptions include texts where mental processes replace material sequences, where participant diversity is limited to the self-referential "I," and where temporal grounding relies solely on vague sequential links. These findings suggest that students' writing difficulties are fundamentally ideational rather than grammatical, and that Genre-Based Approach instruction targeting experiential meaning choices would benefit EFL recount text writing in the Indonesian secondary school context.

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