REGISTER: Journal of English Language Teaching of FBS-Unimed
Journal title REGISTER: Journal of English Language Teaching of FBS-Unimed Initials REG Frequency 4 issues per year pISSN 2301-5233 eISSN 2655-9854 Publisher Universitas Negeri Medan Citation | <a style="color: #000000;" href="https://scholar.google.com/citations?hl=en&user=Q-hDKUEAAAAJ&view_op=list_works&citft=1&email_for_op=dhean.rey%40gmail.com&gmla=AL3_zigMBdlJ-cmowQlPGvW03q9b022tFVjZZ-NYdu9-5JdzTrgKUcMZIJESxna8YntOobTz2-eaBY6M_acaiR8xGpWXA1C6P_Oo9D0Jupts-8i8Q9EYTkS0MgAeNtx-Uu2SLibqNZJy35uZty4RM1BxPOLfYO-4lWYgRw-yrASD1W6XU9KfUJ4Gb8WI94i4DGRTeHsi6crkOuIdndC5WQ_-86oOQGvcwG1l1T6PvGfwWA" target="_blank" rel="noopener">Google Scholar | REGISTER Journal is an open access, peer-reviewed journal published by Universitas Negeri Medan. The primary aim of this journal is to disseminate current and original articles from academics, researchers, and practitioners in the field of English Language Teaching (ELT). Topics covered include language teaching methods, theoretical and practical applications, empirical research studies, material development, and technology integration in language learning. This journal is published quarterly in March, June, September, and December by the Faculty of Languages and Arts, Universitas Negeri Medan. Before submission, Make sure your paper is prepared using the REG Template, carefully checked, and follows the author guidelines. Read the guidelines carefully. All manuscripts submitted to the journal's editorial office must comply with the writing standards. If a manuscript does not follow the guidelines or uses a different format, it will be rejected before the review process. Only manuscripts that match the journal's format will proceed to the next stage.
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The Effect Of English Central On Students’ Speaking Ability
This study investigated the effect of the EnglishCentral platform on students' speaking ability, focusing on vocabulary accuracy and pronunciation accuracy among eighth-grade learners at SMP Negeri 17 Medan. A quantitative pre-experimental design was employed, with a pre-test and post-test control group design. Two groups were selected via cluster random sampling: a control group comprising 26 learners and an experimental group comprising 30 learners. Participants were instructed to deliver spoken responses lasting two to three minutes on opinion-based topics. In the experimental class, the EnglishCentral platform served as the primary instructional medium, providing authentic video-based content, native-speaker pronunciation models, and instant automated speech recognition feedback. Descriptive statistics, normality tests (Shapiro-Wilk), homogeneity tests (Levene), and paired-sample t-tests were conducted to analyze the data. The findings revealed that the experimental .group's mean vocabulary score rose from 66.77 (pre-test) to 73.77 (post-test), while pronunciation scores increased from 65.87 to 73.93. The paired samples t-test yielded a two-tailed significance value below 0.001 with a mean difference of - 6.18, confirming a statistically significant improvement. The control group's improvement, by contrast, was minimal (mean difference of 2.21). These outcomes confirm that integrating EnglishCentral into instruction produces measurable gains in vocabulary and pronunciation accuracy, particularly in the context of expressing and exchanging opinions
Copyright (c) 2026 Stevany Panjaitan, Safrida Lubis https://creativecommons.org/licenses/by-nc-sa/4.0
Transitivity Processes And Genre Conformity In SMA IT Unggul Al Munadi Medan Recount Texts
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.
Copyright (c) 2026 Naufal Nasution https://creativecommons.org/licenses/by-nc-sa/4.0
EFL University Students’ Difficulties and Strategies in Taking the EnglishScore Test
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.
Copyright (c) 2026 Ayu Lestari, Ameera Fadhillah, Priska Oktaviani Br Ginting, Lia Lisyati https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher's Difficulties in Teaching Reading Skills in Exposition Text at SMAN 1 Percut Sei Tuan
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.
Copyright (c) 2026 Yohana Simanjuntak, Yohana Simanjuntak, Ameera Fadhillah, Annisa Salsabila https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher Questioning Strategies in English Classroom Interaction at SMA Negeri 1 Percut Sei Tuan
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.
Copyright (c) 2026 Sefrina Simbolon, Muthia Fitriani, Ayu Lestari, Aqsha Dinanti https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Communicative Online Language Skills through ICT-Based English Learning Platforms
This study explores the role of Information and Communication Technology (ICT)-based English learning platforms in enhancing Communicative Online Language Skills (COLS). The research investigates how the integration of technology contributes to improving learners’ communicative competence in virtual learning environments. Through a qualitative analysis of previous studies and empirical findings, the study identifies that ICT tools foster interaction, learner engagement, and authentic language use. Platforms such as Moodle, Zoom, and Google Classroom are shown to provide flexible and collaborative spaces where learners can develop confidence and fluency in English communication. Furthermore, the findings highlight that ICT integration encourages learner autonomy and supports a shift from teacher-centered to learner- centered pedagogy. Despite challenges such as limited access and varying digital literacy levels, the overall results emphasize that ICT plays a transformative role in promoting meaningful communication and language proficiency in online settings. The study concludes that well-designed ICT-based learning approaches can effectively prepare learners for global communication in the digital era.
Copyright (c) 2026 zeni nurhalizah, yeni erlita https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating ChatGPT in English Culture Courses: Opportunities, Challenges, and Pedagogical Implications
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.
Copyright (c) 2025 Dheandra https://creativecommons.org/licenses/by-nc-sa/4.0
An Analysis of the Four Language Skills Tests Based on Language Assessment and Evaluation Principle at SMP Negeri 1 Pematangsiantar
This research analyze the implementation of English language assessments for listening, speaking, reading, and writing based on the principles of validity, reliability, practicality, authenticity, and washback.The assessment is administered into 27 students of seventh grade at SMP Negeri 1 Pematangsiantar. The research aims to evaluate how the designed assessments align with effective assessment principles while addressing classroom realities.The quality of the test is analyzed by using mixed-method approach, quantitative analysis utilized the Pearson Product-Moment and Split-Half methods to measure validity and reliability, while qualitative analysis examined practicality, authenticity, and washback through observation and student feedback. The findings indicate that while several test items fulfilled validity and reliability criteria, many required revision to enhance alignment with learning objectives and improve consistency. Practicality was evident as the assessments could be conducted within time and resource limitations, although challenges appeared in scoring and analysis processes. Authenticity was reflected in the use of materials and tasks closely related to students' daily contexts, promoting meaningful language use. Additionally, the assessments generated positive washback, motivating students to engage actively in learning while providing teachers with insights for instructional improvement. These results highlight the significance of designing assessments that are not only aligned with curriculum goals but also promote comprehensive language skill development. The research contributes to enriching assessment literacy among pre-service teachers and emphasizes the continuous need for reflection and refinement in language assessment practices to foster effective English learning environments in EFL contexts.
Copyright (c) 2025 Yena Jorena sembiring, Devi Triana, Mutiara Angelica Sinaga, Monika Natalina Silaban, Dumaris E. Silalahi https://creativecommons.org/licenses/by-nc-sa/4.0
The Implementation of Role Play Method for Improving Speaking Skills in Grade 11 at SMAN 1 Kisaran
This research explores how role play activities can transform English speaking skills among Grade 11 students at SMAN 1 Kisaran. The study was conducted using a quasi-experimental design with 60 students divided into experimental and control groups over 8 weeks. The experimental group participated in structured role play sessions three times per week, engaging in scenarios like restaurant conversations, job interviews, and shopping dialogues. Data was collected through pre-tests, post-tests, classroom observations, and confidence surveys. The findings show remarkable improvements: students in the role play group increased their speaking fluency by 38%, accuracy by 35%, pronunciation by 29%, and confidence by 42% compared to the control group. The research demonstrates that role play creates an engaging, low-pressure environment where students naturally develop their speaking skills by "becoming" different characters, which reduces anxiety and encourages experimentation with the language. The study concludes that role play should be integrated as a core teaching strategy in Indonesian high schools to address students' fear of speaking English, making language learning more effective and enjoyable.
Copyright (c) 2025 Ruth Panjaitan, Sri Rahayu https://creativecommons.org/licenses/by-nc-sa/4.0
The Use of RAFT Strategy in Teaching Writing Personal Letters at SMAN 3 Kisaran
This study aims to describe the use of the RAFT (Role, Audience, Format, Topic) strategy in teaching personal letters to eleventh-grade students at SMA N 3 Kisaran. Many students often face difficulties in starting their writing, expressing ideas, and organizing content in a personal letter. The RAFT strategy is used to help students write from a specific perspective, focus on the intended audience, and follow the correct format. This descriptive qualitative research was conducted through observation, student writing analysis, and interviews. The results showed that RAFT helped students generate ideas more easily, improved the structure and relevance of their letters, and increased their engagement during writing activities. Students also reported that the strategy made the task more meaningful and enjoyable. Therefore, the RAFT strategy can be considered an effective alternative to support students' writing skills in personal letter texts.
Copyright (c) 2025 Ihdini Sabila Harahap, Lis Supiatman, Dalila Haini https://creativecommons.org/licenses/by-nc-sa/4.0
A Pragmatic Study on Politeness in Classroom Discussion Among University Students
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
Copyright (c) 2025 Desry Nurliana, Khairun Nisa, Sahfitri Ahwani, Nadila Adelia Putri, Deasy Yunita Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Pragmatics in Improving English Listening and Speaking Skills
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
Copyright (c) 2025 Dea Saharani, Huda Hizkia Ahmad Siregar, Syafira Hasan Hasibuan, Alya Fadhillah Dalimunthe, Deasy Yunita Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
The Rise of Translanguaging in EFL Contexts: A Bibliometric Study Using Scopus Database (2013–2025)
This study aims to examine publication trends, citation patterns, leading authors and institutions, geographic distribution, and emerging thematic clusters in research on translanguaging pedagogy in English as a Foreign Language (EFL). Using a bibliometric approach, data were retrieved from the Scopus database from 2013 to 2025. A total of 143 peer-reviewed articles that met the inclusion criteria were analyzed quantitatively. The findings reveal a significant increase in publication volume, particularly since 2018, reaching its peak in 2024. The most highly cited articles explored multilingual identity, teacher strategies in EFL classrooms, and technology, particularly Google Translate, in translingual contexts. Asian countries, especially Indonesia, China, and Thailand, accounted for the most publications, while notable contributions came from institutions in Southeast Asia, Europe, and North America. Topic visualization using VOSviewer identified seven major thematic clusters: classroom interaction, student perceptions, teacher identity, multimodality, bilingual education, and academic writing in EFL. These results indicate that translanguaging has evolved beyond a linguistic strategy into a comprehensive and context-sensitive pedagogical approach. The study highlights the need for further longitudinal research and calls for deeper investigation into integrating translanguaging in curriculum development and teacher training across various educational levels.
Copyright (c) 2025 Fadila Amalia Datunsolang, Alvons Habibie, Andiani Rezkita Nabu https://creativecommons.org/licenses/by-nc-sa/4.0
The Application of PBL Assisted by Wordwall on Learners' Interest at SMP Negeri 7 Kisaran
This research explores the application of PBL integrated into a game-based digital platform namely Wordwall to enhance learners’ interest in learning English. Initial findings from class VIII-6 at SMP Negeri 7 Kisaran showed that learners demonstrated very poor interest, with a pre-cycle score of only 18.75%. Learners expressed the need for more interactive and engaging learning experiences, particularly through games. The study employed Classroom Action Research (CAR) over two cycles, each consisting of planning, action, observation, and reflection. The data in this study were collected by using questionnaires. Four indicators were used to assess interest: attention, interest, excitement, and involvement. The result of this study revealed a consistent increase in learners’ interest across both cycles. In Cycle 1, scores rose from 44.53% in the first meeting to 52.34% in the second meeting. In Cycle 2, interest further increased to 71.87% and 87.5%, reaching the “very high” category. The highest improvements were seen in attention and involvement, indicating that learners became more focused and active during lessons. This study concludes that integrating PBL into Wordwall significantly boosts learners’ interest and engagement in English. It supports the idea that digital, game-based tools can enhance classroom participation and help address low interest among learners.
Copyright (c) 2025 Tri Purnama Nasution, Harry Sambayu, Rini Noviyanti https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing Culturally Responsive Teaching to Improve Students Engagement and Comprehension in Learning Recount Texts
This classroom action research aimed to investigate the effectiveness of implementing Culturally Responsive Teaching (CRT) to improve student engagement and comprehension in learning recount texts. The study was conducted with 36 tenth-grade students at SMA Negeri 3 Kisaran during the 2024/2025 academic year. Using the Kemmis and McTaggart (1988) model, the research was carried out in two cycles comprising planning, action, observation, and reflection phases. Data were collected through student engagement questionnaires, comprehension tests, observation sheets, and documentation. The results showed significant improvements: student engagement increased from 52.5% in the pre-cycle to 91% in Cycle II, and the percentage of students achieving the minimum passing score rose from 30% to 92%. Observations and documentation confirmed increased participation, motivation, and writing quality. The findings indicate that CRT is an effective pedagogical approach for enhancing engagement and academic achievement by making learning more culturally relevant and inclusive.
Copyright (c) 2025 Agnes Rosalyn Siahaan, Lis Supiatman, Nazla Rakhmi Lubis https://creativecommons.org/licenses/by-nc-sa/4.0
Training through Tasks: Voices of Medical Professionals on English Learning at RS Haji Medan
This study explores the implementation of a Task-Based Language Teaching (TBLT) English training program for medical staff at RS Haji Medan, a government-owned hospital in North Sumatra, Indonesia, aiming for Joint Commission International (JCI) accreditation. Despite having strong infrastructure, the hospital faces challenges in English communication among staff, which is critical for serving international patients. The training program involved 15 doctors, nurses, and administrative staff, focusing on practical communication in clinical settings through simulations, problem-solving, and medical dialogues. At the end of the program, a 5-point Likert scale questionnaire was administered to obtain students’ views on the task-based instruction. The survey data revealed positive responses regarding material relevance, teaching methods, instructor performance, and the usefulness of learning resources. Most participants reported improved English skills and greater confidence in medical communication. The findings highlight TBLT's effectiveness in meeting specific workplace needs and support its broader use in healthcare language training. This study contributes to the growing English for Specific Purposes (ESP) field in Indonesian medical contexts.
Copyright (c) 2025 Ariatna, Anggraini Thesisia Saragih, Rika, Yuni Khairina, Fitri Ayu https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Formative Assessment on Procedure Text through Socrative for Tenth Grade Students at MAN 2 Model Medan
This research aimed to develop a formative assessment on procedure text through Socrative for tenth grade students at MAN 2 Model Medan. This research was conducted because it was found that the student still use the traditional formative assessment. The research followed the Research and Development (R&D) method, consisting of six stages: gathering information and data, analyzing the data, designing the media, validating by experts, revising, and producing the final product. The subjects of the study included 36 students from class X-N and one of the English teacher. The data were collected by interviewing the English teacher and administering a questionnaire to the students to assess their needs. The results indicated that the students need a developing of formative assessment through Socrative. The product was validated by two experts: an English lecturer and an English teacher. The validation process included evaluating linguistic aspects, the assessment process, the product and content, and the layout of the media. The product received an overall validation score of 93.95%, indicating that the formative assessment developed through Socrative is suitable for use in the classroom. Based on this validation, the formative assessment is considered effective and appropriate for improving the learning experience of tenth grade students at MAN 2 Model Medan, particularly in enhancing their understanding of reading procedure texts.
Copyright (c) 2025 Yumna Azzahra, Safrida Lubis https://creativecommons.org/licenses/by-nc-sa/4.0
Grammar Error Patterns in The English Translation of The Maluku Folktale Batu Penyu.
In this article, the author examines the grammatical errors from the perspective of semantics, wrong meaning substitution, phrases, idioms, and other parts of the English translation of the Moluccan (Maluku) folktale Batu Penyu in terms of pedagogical translation structure and cultural heritage preservation. This study describes the systematic errors found in the translation from Indonesian and local languages of folktales into English that can reduce clarity and diminish comprehension value in the context of translation as an educational text for young learners. The study is set up as a descriptive qualitative analysis with AI, helps by ChatGPT-4Turbo and Gemini Advanced, spotting mistakes in a language system changed by Hawkins and Norton (2020) using a comparing method marked by G1 through G10 in the form of neat tables. There were 20 grammar mistakes; 5 syntax errors were the most major type followed by 4 lexical difficulty issues and 3 semantic mismatch cases. Findings from this study further illuminate the presence of cross-cultural language adaptation issues concerning idiomatic expressions and references. This study greatly contributes to the ongoing academic conversation regarding how appropriate translation can foster English as a Second Language acquisition and intercultural communication.
Copyright (c) 2025 Rahma Ibtida Saumi, Rahmania Ananda, Miftahul Jannah, Abdul Syahid https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing Listening Skills Through Student Interest on Narrative Text Based ISL Collective Video Quizzes at Course
Listening comprehension is often overshadowed by reading- and writing-centered instruction in junior high English classes, limiting opportunities for learners to develop real-world communication skills. Addressing this gap, the present qualitative study explores how narrative text–based internet second-language collective video quizzes shape student interest and, in turn, enhance listening assessment. Guided by Krapp’s Person-Object Theory of Interest, the research examined 20 Indonesian junior teenagers enrolled in an extracurricular conversation course. Data were gathered through a structured questionnaire and follow-up semi-structured interviews with five focal students. Questionnaire items were mapped onto the emotional, value-related, and cognitive dimensions of interest, while interview transcripts provided nuanced insight into learners’ experiences. Findings reveal robust engagement across all three dimensions: 85 % of students reported positive emotions such as enjoyment and excitement, 80 % perceived the activity as personally valuable for real-life English use, and 90 % demonstrated heightened cognitive involvement, including curiosity, prediction, and vocabulary acquisition. Interview data corroborated these patterns, highlighting the motivational power of storylines, visual cues, and immediate feedback embedded in the quizzes. Collectively, the results indicate that narrative video quizzes are not merely attractive add-ons but effective, interest-driven tools for assessing and fostering listening skills in adolescent EFL contexts. The study recommends integrating similar multimedia, story-rich assessments to create learner-centered, low-anxiety listening environments. Keywords: listening assessment student interest narrative text ISL Collective Video Quizzes
Copyright (c) 2025 Riska Ayunda, Meisuri https://creativecommons.org/licenses/by-nc-sa/4.0
Student Vocabulary Learning through Content in Non-English Classrooms: A Systematic Review
Students frequently encounter challenges when trying to learn specific vocabulary, especially in non-English classrooms. In addition, when students struggle to acquire specific vocabulary, they often spend more time interpreting words than understanding the concepts, which ultimately decreases learning efficiency. To tackle this issue, there are several methods used, such as Content-Based Instruction (CBI) and Content Language Integrated Learning (CLIL). This method promotes a comprehensive learning process that integrates multiple subject areas, supporting students' physical, psychosocial, and cognitive development through more engaging and meaningful learning experiences. Therefore, this study examines recent research on vocabulary learning strategies employed in non-English classrooms by using a systematic literature review of articles published from 2016 to 2025 from SCOPUS to identify shared objectives and outcomes using the PRISMA framework. We analyzed 340 papers, and through data screening, we found 12 papers that match our research aim. The analysis reveals three primary identified manners of how teachers teach vocabulary in EMI settings, including Student-Centered Learning (SCL), which highlights active engagement, autonomy, and peer interaction, promoting a deeper retention of vocabulary. Integration of Information and Communication Technology (ICT) promotes student independence, motivation, and practical language application. Integrating vocabulary lessons with writing, reading, and speaking skills boosts student engagement and retention, leading to more meaningful learning experiences. This research emphasizes the need for educators to develop vocabulary lessons that go beyond mere memorization. Moreover, the review underscores the importance of teacher training and curriculum design that aligns with these strategies to improve language learning outcomes in EMI settings.
Copyright (c) 2025 Efa Nur Hariyati, Niswa https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Family Support on Students' Motivation and Achievement in English Language Learning
This study investigates the influence of family support on students' motivation and academic achievement in learning English. Using a quantitative correlational approach, data were collected from 27 seventh-grade students at SMPN 14 Medan through questionnaires measuring family support, learning motivation, and students' English scores. The results indicate a strong positive correlation (r = 0.697) between family support and students' English proficiency, highlighting emotional support as the most influential factor in fostering motivation. Instrumental and financial support also contributes to academic success, while excessive parental pressure may lead to stress and reduced engagement. These findings suggest that balanced family involvement is crucial in enhancing students' language learning experiences. Schools and policymakers should encourage parental engagement while also providing alternative support systems for students with limited family assistance to create a more inclusive and effective learning environment.
Copyright (c) 2025 Moch Dheandra Al Reyva, Felix Yosafat Sitanggang, Khairun Nisa, Yunlis Y Banjarnahor, Sayra Nabila https://creativecommons.org/licenses/by-nc-sa/4.0
New-Enrolled English Students’ Effort in Improving Their Speaking Skills
This study aims to identify effective strategies used by first-year students to enhance their speaking skills. Additionally, it seeks to explore how these students develop their speaking abilities and the factors that support their learning process. A qualitative approach was employed, with data collected through direct interviews. The study involved 10 first-year students majoring in English Education at Muhammadiyah University of Makassar. The findings reveal that students utilize a combination of speaking practice, watching movies, listening to music, interacting with native speakers, and leveraging technology or language-learning applications to improve their speaking proficiency. These findings emphasize the importance of varied learning strategies and external support in language acquisition, offering valuable insights for educators and language learners aiming to develop effective oral communication skills.
Copyright (c) 2025 Nur magfirah, Aisyah At-Thahirah Rukh Umaera, Ardiana https://creativecommons.org/licenses/by-nc-sa/4.0
Student Perception Toward The Function of Grammar in Speaking
Grammar plays a crucial role in enhancing speaking ability by providing a structural framework that ensures clear, logical, and organized communication. Mastery of grammar helps speakers construct grammatically correct sentences, thereby reducing ambiguity and improving overall fluency. This study aims to explore students' perspectives on the function of grammar in English-speaking proficiency, particularly among students in the English Language Education study program. A qualitative research method was employed, with data collected through structured interviews. The sample consisted of 20 students enrolled in the program. The findings indicate that the majority of students perceive grammar as essential in speaking, as it helps them avoid misunderstandings, build credibility as speakers, and boost their confidence. Overall, the study highlights the importance of grammar in effective communication, suggesting that a balanced approach to grammar instruction is necessary for developing both accuracy and fluency. Keywords; Students’ Perspective, Grammar, Speaking.
Copyright (c) 2025 Tiara Sasmita, Ardiana https://creativecommons.org/licenses/by-nc-sa/4.0
PRAGMATICS STRATEGIES IN MEMES: A STUDY OF HUMOR AND SOCIAL COMMENTARY IN ONLINE CULTURE
This research investigates the role of memes as a communication tool in Indonesia, particularly focusing on their ability to convey social and political criticism through humor. Memes have emerged as a significant medium for expressing public opinion and fostering discourse on national issues. Utilizing a qualitative approach, the study analyzes 15 memes collected from social media platforms such as Instagram, TikTok, and Twitter. The analysis employs two pragmatic theories: Implicature Theory and Speech Act Theory, to explore the underlying meanings and social implications of these memes. Findings reveal that memes not only entertain but also engage audiences in critical discussions about societal challenges, reflecting a growing trend of using humor as a means of social commentary. This study contributes to the understanding of meme dynamics in non-Western cultures and highlights their potential in shaping public discourse.
Copyright (c) 2025 Rana May Zuhra, Puspita Maharani, Rahayu Wulandari, Hawa Alfina Salsabila, Deasy Yunita Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
Indonesian Law Students' Experiences in Mastering Legal Vocabulary through a Legal English Words Application
This study analyses the legal vocabulary acquisition experiences of law students in Indonesia using a Legal English application with focus on its use as an educational tool in digital environment. A qualitative case study approach was adopted whereby data were gathered from 5 th semester law students in one of the State Islamic Institute in Central Kalimantan Indonesia who implemented the application for a week. Results show that although students perceived the app as easy to use and helpful for improving their legal vocabulary, several issues were revealed as necessitating urgent attention, especially the app’s ability to monitor progress. Learners appreciated several of the lessons which the instructors felt were fun and linked to law practice. However, such assessments of the app were constrained by app limitations and short usage duration. The app and its accompanying programs contributed to some degree, to the development of vocabulary suggesting that more varied interactions and adequate tracking features should accompany such programs.
Copyright (c) 2025 Rahma Ibtida Saumi, Widya Wulandari, Abdul Syahid https://creativecommons.org/licenses/by-nc-sa/4.0
Analyzing Teacher’s Teaching Style in Teaching Descriptive Texts for Seventh Grade Students at SMP Negeri 37 Medan
This study aimed to analyze teachers' teaching styles, the realization of teachers' teaching styles in teaching descriptive text, and the reason teacher uses teaching styles in teaching descriptive text at SMP Negeri 37 Medan. This research was conducted using descriptive qualitative design to find out the teaching styles used by the teacher through observation checklist, video-recording, and interviewing the teacher. The result of this study is that the teacher dominantly used the facilitator teaching style, and the teacher realizes the teaching style by using all types but is more dominant in the facilitator style as there is more interaction between the teacher and students during the descriptive text lesson and the reason why the teacher used teaching style in teaching description text is that many students still lack of vocabulary and to know each student well enough as a guide to teaching effectively. Keywords: Teaching Style, Delegator, Descriptive Texts
Copyright (c) 2025 Syafitri Sari R. Lubis, Ariatna https://creativecommons.org/licenses/by-nc-sa/4.0
College Students' Ability in Using Prepositions "in, on, at" at Politeknik Kesehatan YRSU Dr.Rusdi Medan in 2022
This research deals with the college students’ ability in using preposition “in, on, at”. It attempts to find out how far the college students understand about these prepositions. The population of this research was 2022/2023 of semester I Physiotherapy students of Politeknik Kesehatan YRSU Dr. Rusdi Medan. The total number of populations were 50 Physiotherapy college students. To obtain the data, a set of multiple choice was administered to the total sample. After analyzing the data, it was found that the Physiotherapy college students were able to use prepositions “in, on, at”. There were 36 Physiotherapy college students or 75% of the sample who were able to do the test and 14 Physiotherapy college students or 25% of the sample who were unable. Finally, the semester I Physiotherapy college students of Politeknik Kesehatan YRSU Dr.Rusdi Medan were able in using preposition “in, on, at”.
Copyright (c) 2025 Sri Handayani Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
Speech Acts and Pragmatic in Multilingual and Multicultural Settings
This study investigates speech acts and pragmatics in Indonesia’s multilingual and multicultural settings, focusing on how linguistic diversity and cultural norms influence communication strategies. Using a qualitative approach, data were collected through interviews, ethnographic observations, and discourse analysis involving participants from various cultural backgrounds, including Bataknese and Sundanese communities. The study examines requests, apologies, and refusals, exploring how these speech acts reflect cultural values and adapt to different social hierarchies and contexts. The findings highlight that Bataknese speakers often use direct language, emphasizing clarity, while Sundanese speakers prefer indirectness and elaborate politeness to maintain harmony. Code-switching emerged as a significant strategy, allowing participants to navigate linguistic and cultural boundaries effectively, often shifting between Indonesian, local languages, and English depending on the audience and context. Additionally, in digital communication, pragmatic strategies evolved with the use of emojis, formal expressions, and explanations to ensure clarity and respect. These results underscore the dynamic and adaptable nature of pragmatic competence in multilingual and multicultural contexts, offering insights into the interplay of language and culture. This research contributes to the broader understanding of communication in diverse settings, providing valuable implications for intercultural interactions in education, business, and social integration Keywords: Speech act, Pragmatic, Multilingualism, Cultural Norms
Copyright (c) 2024 Rosa Anjani, Rizki Tiara Ayunda, Widya Maharani, Dela Wahyuni, Deasy Yunita https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Context in Understanding Pragmatic Meaning
This paper investigates the importance of context in understanding pragmatic meanings. Adopting a literature review approach with an interpretive framework, the study collects data by examining the works of scholars to uncover various perspectives on context. The analysis process involves identifying key theories, organizing the findings, interpreting the outcomes, and composing the journal article. The research identifies 11 key aspects of context that influence the interpretation of pragmatic meanings. The findings highlight the fundamental difference between semantic and pragmatic meaning, emphasizing that pragmatic meaning is always shaped by context. Therefore, it concludes that pragmatic meaning is heavily dependent on extra-lingual factors. Keywords: context, interpretive approach, extra-lingual factors, pragmatic meaning.
Copyright (c) 2024 Rhaudhotul Fadhilah, Miftahul Jannah, Dwita Lestari, Dinda Sundana, Deasy Yunita https://creativecommons.org/licenses/by-nc-sa/4.0
Cyberpragmatics Analysis of Emoji Language in TikTok
This study aims to uncover the different meanings embedded in the various emojis used on TikTok, with a particular focus on their pragmatic implications. This article uses a qualitative descriptive methodology to investigate the cyberpragmatic aspects of emoji within TikTok’s linguistic landscape and provides a comprehensive understanding of how emoji contribute to the broader pragmatic context within TikTok’s unique language ecosystem. The investigation involved examining various TikTok interactions to determine the intricacies of communications conveyed through emojis. It is hoped that these findings can explain how complex the function of emoji is as a pragmatic tool in expressing meaning in the TikTok language community. Keywords: Emoji, Cyberpragmatics, Language, Tiktok
Copyright (c) 2024 Natasya Miranda Gihar, Afia Nur Meiza, Najla Regar, Kahirunnisa, Deasy Yunita Siregar https://creativecommons.org/licenses/by-nc-sa/4.0