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All Journal Journal of English Language Teaching Voices of English Language Education Society
Trisno, Edi
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Languange, Linguistic, Communication & Media

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The Correlation between Vocabulary Mastery and Self-Confidence in Speaking English Safitri, Merry Dian; Trisno, Edi
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.130312

Abstract

This research aims to determine the correlation between vocabulary mastery and self-confidence in speaking English. This research was a correlational design. The population of this research was ten classes of second-year students enrolled in the Public Speaking course in the English Language Education Study Program at Universitas Negeri Padang from K1 2022-K10 2022. By using cluster random sampling, two classes were chosen; K6 2022 and K7 2022 as the sample of this study. The instruments of this research were a speaking test, vocabulary test, and self-confidence questionnaire. This research used quantitative research methods and the data was analyzed using SPSS 26 for Windows. The data were analyzed using the Pearson Product Moment and Multiple Linear Regression analysis techniques. It was found that the Sig. 0.212 which is more than 0.05 (> 0.05). Therefore, based on the result above, the null hypothesis was accepted and the alternative hypothesis was rejected. Thus, it can be concluded that there is no simultaneous correlation between vocabulary mastery and self-confidence in speaking English in the Public Speaking class.
The Correlation Between Students' Listening Comprehension and Their Perception of Listening Teaching Materials Alifah, Zakia Putri; Trisno, Edi
Journal of English Language Teaching Vol 13, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i2.128796

Abstract

The most significant problems with students' listening include difficulties comprehending accents, speaking speed, and limited vocabulary. Teaching materials that are relevant to student's interests might help them comprehend listening more effectively, as seen by their perceptions. This research aims to find out the correlation between students' listening comprehension and their perceptions of listening teaching materials. The sample consisted of 52 students from the Department of English Education at Padang State University in 2022 who had completed advanced listening courses and were chosen using cluster random sampling. The study instrument comprises the final exam score and questionnaire findings, which were analyzed using SPSS 25 for Windows and Pearson Product Moments. The findings reveal a sign (2-tailed) of 0.18 < 0.05, showing a significant correlation between the variables. As a result, these findings show a positive relationship between students' listening comprehension and their perception of listening teaching materials. This research highlights the need for a multifaceted approach in designing listening teaching materials and the importance of considering factors such as students' motivation, interest, and the overall quality of teaching to maximize listening comprehension and general teaching effectiveness. The implications of these findings reinforce the urgency to develop holistic learning approaches to improve the effectiveness of language teaching.
Boosting Caption Craft: Instagram and WH-Questions to Elevate Student Writing Ariza, Rosehana; Trisno, Edi
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26057

Abstract

The ability to communicate clearly and effectively through written text is a fundamental skill that students need to master for better English acquisition. In particular, digital communication has become increasingly prevalent, with social media platforms like Instagram that students might be involved in various writing activities such as descriptive captions, storytelling, persuasive writing, informational posts, and reflective writing. As such, there is a pressing need to develop innovative teaching strategies that not only improve students' writing abilities but also make the learning process relevant and engaging in the context of their digital lives. This study aimed to analyze the improvement of high school students' ability to write structured paragraphs for captions through Instagram utilizing the WH Question Technique. The research engaged 28 twelfth-grade students from SMAN 2 Batang Anai in West Sumatra, Indonesai. The classroom action research framework, conducted over two cycles, each consisting of three sessions. Data collection methods included assessments of student achievements, interviews, and classroom observations, analyzed using qualitative and quantitative descriptive methods. The findings demonstrated a notable improvement in students' writing skills; the average score increased from 67.08 in the first cycle to 71.76 in the second. Improvements were particularly significant in the students' ability to generate ideas and adapt their writing for social media, specifically Instagram. The study concludes that the integration of Instagram discussions with WH Question Technique enhance paragraph writing skills in an engaging and practical digital format, proving beneficial for high school students' engagement and skill development in writing.
Co-Authors Alifah, Zakia Putri Ariza, Rosehana Safitri, Merry Dian