cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Faizal Risdianto
Contact Email
register@uinsalatiga.ac.id
Phone
+6282138192095
Journal Mail Official
register@uinsalatiga.ac.id
Editorial Address
Jl. Lingkar Salatiga Km. 02, Pulutan, Sidorejo, Salatiga 50716 Central Java, Indonesia Phone (0298) 323706, 323433, Fax (0298) 323433
Location
Kota salatiga,
Jawa tengah
INDONESIA
REGISTER JOURNAL
Published by Universitas Islam Negeri Salatiga
ISSN : 19798903     EISSN : 2503040X     DOI : https://doi.org/10.18326/register.v17i2.250-278
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Register Journal is the Journal of English for Islamic Educational Institutions and Moslem Communities
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 186 Documents
 11   12   13   14   15 
Factors Contributing to EFL Students’ Speaking Anxiety Herri Mulyono; Ferawati Ferawati; Ratih Novita Sari; Sri Kusuma Ningsih
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i1.13-27

Abstract

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety 
The Scavenger Hunt: A Technique for Enhancing Culture Learning and Intercultural Communication Practice Martha Nandari Santoso
Register Journal Vol 13, No 1 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v13i1.99-122

Abstract

In this changing era, which is characterized by the interconnected world, and the increasing mobility of people, the need to be able to communicate inter-culturally is evident. To be successful in intercultural communication, one does not only need to be linguistically competent but also culturally knowledgeable and sensitive. Bearing in mind these cultural needs, this paper details the scavenger hunt technique as a tool for enhancing culture learning and intercultural communication practice. Although this technique applies to students of any major, this study was specifically implemented to a group of English as a Foreign Language (EFL) students in Indonesia. Participants of this study were nine (9) male and twenty (20) female students of The English Language Education Program at a private university in Central Java, Indonesia. The students did the scavenger hunt in a group of four or five during their three-day trip to a multicultural setting in Indonesia: Bali island, and documented the activities in vlogs. The students’ vlogs which were data of this study were analyzed by using a qualitative content analysis approach. The findings showed that the scavenger hunt task resulted in the students' learning on cultural knowledge, intercultural communication, intercultural adaptation, information technology, and soft skills. During the three-day program, the students could also use English in a meaningful way. The study presented the strengths, weaknesses, and recommendations of this study, as well as some ideas for further research.Keywords: culture learning, intercultural communication, EFL,scavenger hunt. 
Hedges and Boosters in Indonesian Scientific Articles Hanung Triyoko; I Dewa Putu Wijana; I Praptomo Baryadi
Register Journal Vol 14, No 1 (2021): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v14i1.65-82

Abstract

Hedging and boosting or ‘pembentengan’ (Indonesian) is the act of scientific writers in maintaining smooth scientific communication. This paper answers two problem formulations, i.e., what are the linguistic manifestations of hedges and boosters in Indonesian scientific articles, and how their meaning reveals the writer's level of confidence in the information conveyed. This study aims to enrich the description of scientific writing practices in Indonesia to support the development of scientific writing skills in general. This research uses descriptive qualitative methods. This research data is in the form of sentences containing hedges and boosters from various scientific journals published in Indonesia through the note-taking technique. The main theory to analyze the data is the theory on hedges and boosters. The data were analyzed semantically, syntactically, and pragmatically. The results show that hedges and boosters in the form of adverbs are the most commonly used in Indonesian Scientific writing. The meaning of hedges and boosters cannot always be determined by their lexical meaning because each hedge and booster has to be seen in its use in the sentence. The Indonesian scientific community has its own agreement in the social interaction of scientific articles.Keywords: scientific writing; hedges and boosters; confidence; doubt; function; interaction
Minimalist Perspective on Legal Communication: A Case Study of English to Urdu Translation of Punjab Laws Naumana Kanwal; Muhammad Javed Iqbal; Mariam Mushtaq
Register Journal Vol 15, No 1 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i1.64-90

Abstract

Syntactic choices and complexity reduction make translation communicative for the readers. This paper underscores the syntactic choices as well as complexity reduction in Urdu translation of Punjab laws in English. The study focuses on legal communication in a minimalistic perspective. It draws upon the theory of minimalism proposed by Chomsky (1993), along with the three-stage model by Nida and Taber (1969). Data is analyzed by employing Burton’s (2021) clausal analysis. The legal data used for the research comprises Punjab laws in English and their Urdu translation. The findings reveal minimalism as a useful strategy in the translation process for reducing structure complexity and making the translation understandable to laypeople. The study is beneficial to English-Urdu translators since it instructs them on how to make their translations communicative, especially when dealing with legal texts. It is also useful for academics in the field of Translation Studies who are working on minimalist views.Keywords: minimalism, complexity reduction, legal translation, syntactic choices, communication 
Teaching Speaking for Professional Context Using Prezi in the Relation With Students’ Creativity Marisa Fran Lina
Register Journal Vol 11, No 2 (2018): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v11i2.154-167

Abstract

This research aims at finding out whether Prezi is effective to teach speaking and the students having high creativity have better speaking skill than those having low creativity. This research was carried out at IAIN Salatiga in the academic year of 2015/2016. The population was the second semester students of English Education Department. In this research, the researcher used experimental research method. The researcher took one class for experimental class (TBI D). This class was divided into two groups (the students having high and low creativity). The research instruments consist of students’ creativity test and a speaking test. The creativity test and speaking test were readable after they were tried out in class TBI D of English Education Department of IAIN Salatiga. The data were the result of speaking test and it was analyzed by multifactor analysis of variance 2 x 2 (ANOVA). The findings of the research show that: (1) Prezi is effective for teaching speaking; (2) The students who have high creativity have better speaking skill than those having low creativity. Based on the research findings, it can be concluded that: Prezi is an effective teaching media to teach speaking and it is suggested to the English Teacher to apply Prezi in teaching speaking. Prezi is suitable for both students who have high and low creativity because it is designed in a variety of formats that helps students to process information and organize their ideas.Key words: Prezi, Teaching Speaking, Creative Students
The Global local planes of English needs in Indonesian contexts Christine Manara
Register Journal Vol 12, No 2 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i2.262-293

Abstract

ABSTRACTThis article reports one part of a larger study, exploring the global and local English needs in nine secondary level schools in several Indonesian contexts (i.e. Sumatera, Sulawesi, and East Nusa Tenggara). The study investigates: 1) teachers and students perceived understanding of the existence of English in their local contexts; 2) opinions of their current local and global needs of English in today’s globalized era; and 3) their opinion on the teaching and learning of English. Data were collected from questionnaires and interviews. The results show that students in different contexts have slightly different views and perceptions of English use and how it needs to be learned and taught for their current and future needs of English. Although slightly different in their perceptions of needs, there seems to be a coordinated understanding of English needs between the students and teachers. The findings also indicate that there is a growing awareness of the need to teach the communicative aspects of English in relation to students’ activities online. Therefore, the teaching of English needs to be conducted by providing more English exposure, integrating blended learning, adopting English for Specific Purposes approach, and teaching pragmatics knowledge and intercultural skills.
Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives Annisa Astrid; Amalia Hasanah; Syafryadin Syafryadin
Register Journal Vol 13, No 2 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v13i2.351-370

Abstract

The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.
Textbook Evaluation: A Case Study of Punjab, Pakistan Muhammad Imtiaz Shahid; Hafiz Muhammad Qasim; Muhammad Javed Iqbal
Register Journal Vol 14, No 2 (2021): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v14i2.283-300

Abstract

The textbook is one of the most substantial elements of classroom learning. As a result, it is critical to conduct a textbook evaluation to improve the quality of the teaching and learning environment in the classroom. Keeping in mind the very importance of the textbook evaluation, the current study evaluated a 10th-grade English textbook published by Punjab Curriculum and Textbook Board Lahore, Pakistan. The present study aimed to evaluate the book’s overall pedagogical worth according to teachers’ and students’ needs and demands. For this purpose, 10 teachers and 60 students were selected from different public and private schools. Two different questionnaires were prepared by Litz (2001) with slight variations. The teachers’ questionnaire version had 20 items, while the students’ version had 15 items. The statistical analysis was carried out using SPSS after the data had been collected. The study’s findings revealed that the textbook as a whole is well-designed and offers an array of useful extra materials. The book is also visually pleasing, well-organized, consistent, and orderly. Overall, the positive characteristics outnumbered the negative ones by a wide margin. Despite a few flaws in the book, such as the lack of a glossary and grammar, the results showed that the textbook was adequate for language learners. Overall, it was considered that, despite some flaws, the textbook fulfilled the needs of students and might be a practical book in the hands of competent teachers.Keywords: textbook; evaluation; English language
Fluency Matters! Chinese Netizens’ Attitudes towards China English Qi Sun; Ying Qi Wu
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.284-310

Abstract

This research examined Chinese netizens’ attitudes towards China English (CE), a growing English variety in China, as well as the underlying reasons for their attitudinal responses. The corpus consisted of 905 tokens of Danmus (a form of video synchronous commentary used by netizens on the Internet video) that were collected from an online interview video. Instead of adopting the frequently employed questionnaire survey, these unique Danmus were utilized as the data resource and were analyzed via a paradigmatic approach to investigate Chinese netizens’ acceptance of some potential features of CE. Four netizens were invited to an interview to investigate the reasons for their Danmu delivery on language attitudes. The results revealed that Chinese netizens showed overwhelmingly positive attitudes towards CE, which differed significantly from earlier findings. The participants' positive evaluations of CE were based on three key parameters: the fluency and confidence in using CE as a communicative tool, the possibility of CE to mark speakers' Chinese identity, and the ease of using CE in communication. The findings of the study may shed light on the increasing awareness of China English and English globalization among Chinese netizens in the web-mediated context where local varieties of English are emerging. This research also hopes to provide some methodological implications in terms of research subjects and data-collection approaches for current investigations of language attitudes. This study offers some pedagogical implications of introducing English varieties, especially China English, to the English language programs in China.Keywords: China English, Danmus, Chinese netizens, language attitudes, English language teaching
An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers Amir Ghajarieh; Nastaran Jalali; Mohammad Amin Mozaheb
Register Journal Vol 12, No 2 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i2.100-125

Abstract

This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education   

Page 13 of 19 | Total Record : 186

 11   12   13   14   15 

Filter by Year

2008 2025


Reset
Filter By Issues
All Issue Vol. 18 No. 2 (2025): REGISTER JOURNAL Vol. 18 No. 1 (2025): REGISTER JOURNAL Vol. 17 No. 2 (2024): REGISTER JOURNAL Vol. 17 No. 1 (2024): REGISTER JOURNAL Vol. 16 No. 2 (2023): REGISTER JOURNAL Vol. 16 No. 1 (2023): REGISTER JOURNAL Vol 15, No 2 (2022): REGISTER JOURNAL Vol 15, No 1 (2022): REGISTER JOURNAL Vol 14, No 2 (2021): REGISTER JOURNAL Vol 14, No 1 (2021): REGISTER JOURNAL Vol 13, No 2 (2020): REGISTER JOURNAL Vol 13, No 1 (2020): REGISTER JOURNAL Vol 12, No 2 (2019): REGISTER JOURNAL Vol 12, No 1 (2019): REGISTER JOURNAL Vol 11, No 2 (2018): REGISTER JOURNAL Vol 11, No 1 (2018): REGISTER JOURNAL Vol 10, No 2 (2017): REGISTER JOURNAL Vol 10, No 1 (2017): REGISTER JOURNAL Vol 9, No 2 (2016): REGISTER JOURNAL Vol 9, No 1 (2016): REGISTER JOURNAL Vol 8, No 2 (2015): REGISTER JOURNAL Vol 8, No 1 (2015): REGISTER Vol 7, No 2 (2014): REGISTER Vol 7, No 1 (2014): REGISTER Vol 6, No 2 (2013): REGISTER Vol 6, No 1 (2013): REGISTER Vol 5, No 2 (2012): REGISTER Vol 5, No 1 (2012): REGISTER Vol 4, No 2 (2011): REGISTER Vol 4, No 1 (2011): REGISTER Vol 3, No 2 (2010): REGISTER Vol 3, No 1 (2010): REGISTER Vol 2, No 2 (2009): REGISTER Vol 2, No 1 (2009): REGISTER Vol 1, No 2 (2008): REGISTER Vol 1, No 1 (2008): REGISTER More Issue