cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Safrida Lubis
Contact Email
safridalubis900@gmail.com
Phone
+6282163856906
Journal Mail Official
register@unimed.ac.id
Editorial Address
Jurusan Bahasa dan Sastra Inggris Fakultas Bahasa dan Seni Universitas Negeri Medan Jl. Willem Iskandar Pasar V Medan Estate Medan 20221
Location
Kota medan,
Sumatera utara
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
 7   8   9   10   11 
The Effect of Guessing Word Game in Students’ Reading Comprehension Achievement Aprillyani Ginting and Sri Minda Murni
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.v2i4.675

Abstract

This study deals with The Effect of Using Guessing Word GameTechnique on Students’ Achievement in Reading Comprehension. Theobjective of the study is to find out whether Guessing Word GameTechnique significantly affects students’ achievement in readingcomprehension. The population of the study is the second year students of2011/2012 of SMPN 28 Medan, where there are seven parallel classes withtotally 280 students and the sample which is chosen randomly are twoclasses (40 studends). The sample is divided into two groups, experimentalgroup taught by using Guessing Word Game Technique and control grouptaught by using conventional technique. The data were obtained by usingmultiple choice and analyzed by using t-test formula. The result of theresearch shows that t-observed (1.77) is higher than t-table (1.667) on df 78and the level of significance 0.05. It means that there is a significant effectof using Guessing Word Game Technique in students’ readingcomprehension achievement or in another words the hypothesis is accepted.
DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS AT SMK PANCA BUDI 2 MEDAN Sri Lestari Setiawan and Busmin Gurning
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 5, No 4 (2016): (OCT-DEC)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v5i4.5367

Abstract

This study aims to design English reading materials needed for students atSMK Panca Budi 2 Medan and develop English reading materials for students atSMK Panca Budi 2 Medan. The research was conducted by Research andDevelopment (R & D) design through six phases; gathering information and data,analyzing data, designing new materials, validating by experts, revising, and finalproduct. It was conducted at SMK Panca Budi 2 Medan, especially grade XII. Thedata were gathered by administering interview to English teacher and distributingquestionnaire to 30 students to get the students’ needs. The interview andquestionnaire results prove that the students need English reading materials whichcontain the appropriate knowledge or topic with the BSNP (Badan Standar NasionalPendidikan), syllabus, and students’ level. Thus, developing materials are proceduretext. The procedure texts expose the texts about clerical duties which are adjacentwith students’ life. There are 3 text provided, they are: Arranging a Business Trip,How to Document Petty Cash Slips and Arranging a Formal Meeting. The productshave been validated by experts. The average scores are 4,25 from English teacher and4,25 English lecturer. It means the developing materials categorized as relevant orappropriate for students at SMK Panca Budi 2 Medan grade XII.
BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “ BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS Chintia Theresia; Johannes Jefria Gultom; Tiarnita Maria Siregar
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 (612.446 KB) | DOI: 10.24114/reg.v8i4.24677

Abstract

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS*Chintia Theresia**Johannes Jefria Gultom,S.Pd.,M.Hum.**Tiarnita Maria Sarjani Siregar,S.Pd.,M.Hum.ABSTRACTTheresia,Chintia. Registration Number: 216121006. Bloom’s Taxonomy on Reading Exercises inEnglish Textbook “Bahasa Inggris” for Grade Ten Senior High School. A Thesis, EnglishEducation Study Program, Faculty of Languages and Arts,Universitas Negeri Medan,2020.The purpose of this study was to find the types of reading exercises and the distribution of Bloom’s Taxonomy incognitive domain in the third revision of English Textbook for grade ten Senior High School students published byPusat Perbukuan dan Kurikulum . Based on Revised version of Bloom’s Taxonomy (2001) there are 3 domain inBloom Taxonomy such as the cognitive domain, affective domain and psychomotor domain. This study focused oncognitive domain. There are six level of cognitive domain; remember, understand, apply, analyze, evaluate andcreate. Based on Heaton Theory, there are 5 types of reading exercises. Namely, matching test, true false, multiplechoice, completion item, and open ended. This study used the qualitative method to solve the problems. The data ofthis study were taken from 172 questions from 30 reading exercises. For collecting the data this study used onetechnique, that is documentation. Analysis technique used which were data reduction, data displays and conclusiondrawing/ verification. The finding of this study are there are 43% for remember, 32% for understand, 5% for apply,15% for analyze, 3 % for evaluate, and 2 % for create. There are 3 of 5 types of question used in this textbook.Keywords : Bloom’s Taxonomy, Cognitive Domain, Questions, Reading,
TEACHER QUESTIONS IN ENGLISH CLASSROOM INTERACTION IN GRADE TWELVE SENIOR HIGH SCHOOL Devi Novita Sari and Rita Suswati
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.v6i3.6700

Abstract

This study aims to find out the types of questions used by teachers and describe the use ofteacher‟s questions in the teaching-learning process. This study was conducted by usingdescriptive qualitative research design. The data source of research was the English teacher ofSMA Swasta RK Serdang Murni Lubuk Pakam. The data was the utterances of teacher thatdelivered questions. Techniques of collecting data were observation, recording and interviewing(the teacher). The result of this study showed that there were four types of questions used by theteacher during teaching-learning process with the total of questions were 130. Teacher spentfactual questions totally 55,4% (72 questions), empirical questions were totally 21,5% (28questions), productive questions were 3,1% (4 questions), and evaluative questions were 20%(26 questions). From those types, factual questions were dominantly used by the teacher. Thisstudy also found that the relation between teacher‟s questions and teaching-learning process isteacher‟s questions brought the process of classroom interaction from begin at last. Teacher‟squestions built interaction between teacher and students from pre-activity, main-activity, andpost-activity. The use of questions by the teacher was in order to get attract the students to bemore active and to see how far the students had mastered the lesson given. It can be concludedthat the teacher‟s questions are as the technique of teaching.
THE APPLICATION OF SCIENTIFIC APPROACH IN TEACHING READING COMPREHENSION FOR THE TENTH GRADE STUDENTS OF SMA PABA BINJAI Sonia Nurul Fadhilah; Siti Aisah Ginting
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 (329.331 KB) | DOI: 10.24114/reg.v10i3.29974

Abstract

This study was aimed to analyzing how the teacher apply the scientific approach in teaching reading comprehension for the tenth grade students of SMA PABA Binjai and to find out the difficulties faced by the English teacher in teaching learning process using scientific approach in 2013 curriculum. This study was conducted by using descriptive qualitative research design. The data sources of the research were the English teacher of SMA PABA Binjai. The techniques of collecting data were observation and interview. The findings showed that there was only one step of Scientific Approaches used in teaching process. Afterward, that was three difficulties faced by the teacher related to the application of 2013 Curriculum; (a) teacher faced difficulties in student’s readiness. Students were not actively participated in the classroom; (b) teacher faced difficulties in the assessment, (c) teacher faced difficulties in the steps of Scientific Approach could not apply in one meeting. The teacher was not able to manage the time when using the scientific approach. All teachers must be prepared by the government by giving them some teaching practice and training related to the application of 2013 Curriculum.Keywords: Scientific Approach, Teaching Reading Comprehension, 2013 Curriculum.
An Analysis of Conversational Implicature in Smart Fm’s Radio Talk Shows Irma B. Pakpahan and Sumarsih
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.v4i1.2094

Abstract

The objectives of this research were to find out the two types of conversational implicature, namely: generalized conversational implicature and particularized conversational implicature and the dominant one used in Smart FM’s Radio talk shows. This research was conducted by using qualitative descriptive design. It took fifty eight conversations taken from Smart FM’s Radio talk shows which were on air from April 3rd until 24th 2012. The result of analyzing found two types of conversational implicature were used in the talk shows in Smart FM, they were: generalized conversational implicature and particularized conversational implicature. The findings of data analysis showed that the total numbers of conversational implicature from the two types were: 25 (62,5%) generalized conversational implicature and 15 (37,5%) particularized conversational implicature. It means that generalized conversational implicature is the most dominant type of conversational implicature used in Smart FM’s Radio talk shows. It is 62,5%. Generalized conversational implicature is dominant because it indicates that when the interviewees answer the question, they usually used the clear answer to make their partner and listeners understand what he/she talked about. It can be concluded that the dominant conversational implicature that occured in the four editions of Smart FM’s Radio Talk Shows was Generalized Conversational Implicature. It shows that the interviewee gave a strong and clear implicit meaning.
IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT THROUGH EXPERIENCE- TEXT- RELATIONSHIP (ETR) METHOD Dessy Natalia Samosir and Meisuri
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 (151.455 KB) | DOI: 10.24114/reg.v1i2.396

Abstract

This study focuses on the improvement of students’ reading comprehension achievement in narrative text through Experience-Text-Relationship (ETR) Method. This study deals with   classroom action research which was done in 6 meetings. The subject of this study was the second grade of SMP N 41 Medan, class VIII5. One class is totally taken as the subject of this study. The number of the sample is 34 students. The data of this study were obtained from the reading test, observation sheet, and diary notes. Based on the analysis data, it was found that the students’ achievement improved from the orientation test, test cycle I, and test cycle II. The findings of this study indicated that Experience- Text- Relationship (ETR) Method improved the students’ reading comprehension achievement. The students’ mean scores showed significant improvement, the mean of Cycle I = 64, 38 and the mean of Cycle II = 77, 20. Keywords: Reading Comprehension, Narrative Text, Experience-Text-Relationship (ETR) Method
THE EFFECT OF TEAM GAMES TOURNAMENT ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT Phupuh Citra Dewi and Sri Minda Murni
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.v4i4.5255

Abstract

This study attempts to discover the effect of using Team Games Tournament Technique on students’ achievement in reading report text. It was conducted by using experimental research design. The population of this research was the eleventh (XI) grade students of SMA Hang Tuah Belawan which consists of 4 parallel classes with the total number of students is 120. The samples of this research were taken by random sampling through lottery technique. The result was class XI1 consisted of 30 students became the experimental group and class XI3 consisted of 30 students became the control group. The experimental group was taught by Team Games Tournament Technique while the control group was taught by using lecture technique. The instrument was used to collect the data was reading report text. After the data were analyzed, it was found that the value of t-test was 5,50 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-test was higher than t-table (5,50 > 2,000. Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
AN ERROR ANALYSIS OF SIMPLE PAST TENSE IN WRITING RECOUNT TEXT BY THE TENTH GRADE STUDENTS OF SMA NEGERI 2 DOLOKSANGGUL Putri Simbolon; 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 (473.459 KB) | DOI: 10.24114/reg.v8i1.12742

Abstract

The purpose of this study is to describe the errors in simple past tense of recount text. In addition, this study is also aimed to describe the causes of those errors. This study apllied the descriptive qualitative approach of which the data were obtained from the recount texts that were written by the tenth grade students of SMA Negeri 2 Doloksanggul. The data were collected by using students’ recount texts and interview. 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’ recount text are error of omission, error of mis-formation, error of addition and error of mis-ordering. The result of the study indicates that the students made 893 of simple past tense errors which were 0,45% errors of misordering, 3,58% errors of addition, 30,12% errors of omission, and 65,85% errors of mis-formation. The dominant type of errors made by the student is errors of mis-formation. The students’ errors were caused by 36,17% intralingual interference, 58,23% interlingual interference, and 5,6% communication strategies.
IMPROVING GRADE VIII STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN RECOUNT TEXT BY USING TWO STAY – TWO STRAY STRATEGY Elvi Rodiana Dalimunthe and Meisuri
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.v2i3.659

Abstract

This study deals with improving students’ reading comprehension through Two Stay – Two Stray Strategy. This study was conducted by using classroom action research. The subject of the research was class VIIIC MTs. Lab. IKIP Al- Wasliyah Medan which consisted of 34 students. The research was conducted in two cycles and every cycle consisted of four meetings and two meetings. The instruments for collecting data were quantitative data (multiple choice test) and qualitative data (diary notes, observation sheet, and interview). In test I, the mean score was 63.28. in test II, the mean score was 67.96. and in test III the mean score was 72.96. It can be concluded that Two Stay – Two Stray Strategy could improve students’ reading comprehension.

Page 9 of 50 | Total Record : 493

 7   8   9   10   11 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025) Vol. 14 No. 2 (2025) Vol. 14 No. 1 (2025) Vol. 13 No. 4 (2024) Vol 13, No 3 (2024) Vol. 13 No. 3 (2024) Vol. 13 No. 2 (2024) Vol 13, No 2 (2024) Vol 13, No 1 (2024) Vol. 13 No. 1 (2024) Vol 12, No 4 (2023) Vol. 12 No. 4 (2023) Vol 12, No 3 (2023) Vol 12, No 2 (2023) Vol 12, No 1 (2023) Vol 11, No 4 (2022) Vol 11, No 3 (2022) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 4 (2021) Vol 10, No 3 (2021) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 4 (2020) Vol 9, No 3 (2020) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 4 (2019) Vol 8, No 3 (2019): English Teaching Vol 8, No 2 (2019) Vol 8, No 1 (2019): jAN-MARCH Vol 7, No 4 (2018): (OCT-DEC) Vol 7, No 3 (2018): (JUL-SEP) Vol 7, No 2 (2018): (APR-JUN) Vol 7, No 1 (2018): (JAN-MARCH) Vol 6, No 4 (2017): (OCT-DEC) Vol 6, No 3 (2017): (JUL-SEP) Vol 6, No 2 (2017): (APR-JUNE) Vol 6, No 1 (2017): (JAN-MARCH) Vol 5, No 4 (2016): (OCT-DEC) Vol 5, No 3 (2016): (JUL-SEP) Vol 5, No 2 (2016): (APR-JUN) Vol 5, No 1 (2016): (JAN-MARCH) Vol 4, No 4 (2015): OCT-DEC Vol 4, No 3 (2015): JUL-SEP Vol 4, No 2 (2015): Apr-June Vol 4, No 1 (2015): Jan-March Vol 3, No 4 (2014) Vol 3, No 3 (2014) Vol 3, No 2 (2014) Vol 3, No 1 (2014) Vol 2, No 4 (2013) Vol 2, No 3 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2013) Vol 1, No 2 (2012) Vol 1, No 1 (2012) More Issue