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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Lingua Cultura Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Script Journal: Journal of Linguistic and English Teaching Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI International Journal of Language and Literature English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang Jambura Journal of English Teaching and Literature Jurnal Pendidikan dan Konseling REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies El Banar: Jurnal Pendidikan dan Pengajaran FOSTER: Journal of English Language Teaching ELLTER Journal ELP (Journal of English Language Pedagogy) Continuous Education : Journal of Science and Research Journal of English Language and Education Education Achievement: Journal of Science and Research Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Edu Research : Jurnal Penelitian Pendidikan Jurnal Educative: Journal of Educational Studies Jurnal Dedikasia : Jurnal Pengabdian Masyarakat ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Literacy : International Scientific Journals of Social, Education, Humanities Populer: Jurnal Penelitian Mahasiswa Innovative: Journal Of Social Science Research JURNAL PENDIDIKAN DAN KEGURUAN Education: Jurnal Sosial Humaniora dan Pendidikan Journal of Educational Management and Strategy Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Journal of Language Intelligence and Culture Journal of Innovative and Creativity English Education Journal International Journal of Education, Culture, and Society J-CEKI PESHUM Jurnal Pendidikan dan Sastra Inggris
Veni Roza
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class Roza, Veni
Lingua Cultura Vol 13, No 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5214

Abstract

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization  strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.
THE DEVIATIONS OF MORPHOSYNTAX OF GRAMMATICAL CATEGORIES IN THE ESSAYS OF THE ENGLISH GRADUATE STUDENTS OF STATE UNIVERSITY OF PADANG Roza, Veni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 3, No 1 (2009)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.277 KB) | DOI: 10.24036/ld.v3i1.7370

Abstract

This research dealt with deviations or errors of morphosyntax of grammatical categories which consist of structural properties and distributional properties of nouns, verbs, adjectives and adverbs made by the first semester English graduate students of State University of Padang (UNP) in writing their essays. It aimed at explaining what errors of morphosyntax of grammatical categories committed by those students in writing their essays. The subjects of this research were the first semester English graduate students of 2008/ 2009 academic year of UNP. There were 15 randomly selected students who took the course of Academic Writing as the subjects of the research. The instrument used was through a test with one administration where the lecturer asked the students to construct essays based on the topics given. The analysis of data was based on theories proposed by Payne (1997) describing morphosyntax, error analysis method by James (1998) and Scovel (2001). It was found out that deviations of morphosyntax of grammatical categories mostly occurred. First, in the mis-formation of verbs (54.45%) as a structural property that exhibits subject agreement and in the omission of verbs which serves as predicates of clauses as a distributional property. Second, in the misformation of nouns (32.07%) exhibiting number as structural property and in the omission of nouns as a distributional property which serves as heads of noun phrases. Third, in the misformation of adjective (8.33%) which exhibits predicative function; and fourth in the errors of omission suffix –ly in adverbs (5.05%) modifying verbs. The findings reveal that the use of correct morphosyntax of grammatical categories of the first semester English graduate students of 2008/ 2009 academic year of UNP in writing essays is low implication?
THE STUDENTS’ PERCEPTION ON THE ADVANTAGES OF GROUP DISCUSSION TECHNIQUE IN TEACHING SPEAKING AT THE ELEVENTH GRADE IN SMAN 1 VII KOTO SUNGAI SARIK Fikrina, Aulia; Arifmiboy, Arifmiboy; Reflinda, Reflinda; Roza, Veni
International Journal of Language and Literature Vol 5, No 3 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i3.45767

Abstract

This research was due to some problems that were found at 11th grade of SMAN 1 VII Koto. First, some students said that they think the group discussion was good for them to improve their speaking skill. However, there were still some students who do not like group discussion since it makes the classroom become noisy and lost their focus in learning. Then, tends to focus on the students who can ask and answer questions in English correctly. Meanwhile, the students who are shy and cannot speak English fluently do not get enough attention in the class. Second, the researcher found that some students do not really cooperate in the group discussion. The reseacher used descriptive quantitative reseach to describe the phenomena of students’ perception on the advantages of group discussion technique in teaching speaking. The population of this research was all the students at eleventh grade in SMAN I VII KOTO SUNGAI SARIK. The sample of this research was 38 students that was chosen randomly. Then, 20 items questionnaire was used as the instrument of the research. This research used closed questionnaire in which the respondent has to choose/check one or more responses of the presented variants ofanswering. Based on the results of the study, students' perceptions on the advantages of group discussion techniques in teaching speaking in eleventh grade at SMAN 1 VII Koto Sungai Sarik found that 32.28% of respondents strongly agreed that the benefits of discussion could improve understanding, critical thinking, personal growth, communication skills, self-direction in learning. While 59.76% of respondents agreed, 6.73% of respondents were neutral, 1.13% of respondents did not agree, and 0% of respondents strongly disagreed.
Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class Veni Roza
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5214

Abstract

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization  strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.
English Lecturers’ Digital Literacy and Their Scientific Publication: Seeking the Correlation Veni Roza
Lingua Cultura Vol. 15 No. 2 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i2.7627

Abstract

The research aimed at seeking the correlation between English lecturers’ digital literacy and their productivity in publishing their research articles. It applied a quantitative research by correlating the variables between the online questionnaire result of English lecturers’ digital literacy and lecturers’ scientific publication data from their Google Scholar accounts and Science and Technology Index Portal or SINTA Portal of the Republic of Indonesia. The research population was all permanent English lecturers at State Islamic Higher Education in West Sumatera. There were 65 respondents in three institutions, but only 85% of participants gave feedback on the online questionnaire. The questionnaire was about the digital literacy of English lecturers in using and finding digital information and technology. The research also accounted online journal publication of each English lecturer in his/her account. To analyze the data, the research used the Pearson correlation formula. The finding reveals a positive correlation between English lecturers’ digital literacy and their research publication, as shown by the Pearson correlational coefficient, 0,48. The score lies between 0,40-0,59, which is under sufficient category. The result implies that English lecturers’ digital literacy has something to do with publication. The more digitally literate they are, the more productive they will be, even though there are other factors that influence someone to carry out the publication.
The Effect of Using Card Sort Toward Students’ Vocabulary Mastery at Eight Grade of SMPN 7 Bukittinggi in the Academic Year 2017/2018 Khabib Muafi; Veni Roza
English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH
Publisher : English Language Teaching and Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.66 KB)

Abstract

This research was done because most of student still encounter problems in mastering English especially vocabulary mastery. Most of the students were difficult to memorize the new word eventhough they have studied English before. Then, the atmosphere of the classroom was not conductive and the students tend to be sleepy and bored in the classroom. Based on these facts,  the researcher need to seek the problems and the solution of these. One of them is using card sort in vocabulary mastery. It belong to applying by using card sort activity. The instrument used in this research was multiple choice. The activity must be validated to the experts by using multiple choice sheet. After analyzing the data, it was found that the students’ vocabulary mastery by using card sort was better than the students who are not taught by using card sort activity. It means that by using card sort in teaching English gives significant effect toward students’ vocabulary mastery.Key words :Card Sort, Vocabulary, Effect, and Vocabulary Mastery
THE EFFECT OF USING RECONSTRUCTION CLOZE TASKTOWARD STUDENTS’ GRAMMAR MASTERY AT IAIN BUKITTINGGI Veni Roza; Rika Fitriani; Jondra Nikmat
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (610.577 KB)

Abstract

The research was due to some problems related to grammar teaching carried out by lecturers. The method used in teaching grammar was still deductive method, the students were lack of grammar practice in context, the average of students’ grammar test result was still unsatisfying and they were also less active in learning. The aim of the research is to find out the effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. The type of this research is a quasi-experimental research. To choose samples, the researcher usedPurposive Sampling Technique with the consideration of the same level ability that is IIA and IIB. To analyze the data, the researcher used the independent t-test by using SPSSS software. The finding reveals that there is significant effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. Based on students’ gain scores at pretest and post-test scores in the both experimental and control classes, the researcher found the score of ½ Sig. for two-tailed test for homogenous variances is .00 which is smaller than alpha (0.05). Since the score of ½ Sig. of independent sample test does not exceed alpha 0.05, alternative hypothesis (Ha) is being accepted. In conclusion, the use of Reconstruction Cloze Task in teaching grammar effectively improves students’ grammar mastery. Key words: Reconstruction Cloze Task, Grammar Mastery, Past Perfect Tense
REUNDERSTANDING HOW TO TEACH ENGLISH GRAMMAR FOCUSING ON THE PROCEDURAL KNOWLEDGE Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.1 KB)

Abstract

The fact is among teachers, grammar and learners. The teacher gives a grammatical rule followed by a set of exercise designed to clarify the grammatical point and help the learners master the point. That is called by deductive method. Or teachers present the learners with samples of language and through a process of guided discovery, get them to solve the rule for themselves. The last is inductive procedures. These ways in the classroom do not make them able to communicate in the target language. They can give or know explanation of the grammatical rule but violate the rule when using language communicatively. For example a learner can tell me the formula of passive, when making statement in passive and why it is in passive he isn’t able. Now, how we as English teachers reunderstand that the focus of teaching grammar is on the development of procedural rather than declarative knowledge. Our task is to give learners a proper context for the grammar point. It means that we teach grammar in order not only to know language rules but also to be able to use the knowledge for communication. 
THE EFFECTIVENESS OF USING GRAMMATICAL CONSCIOUSNESS-RAISING TASK (GCRT) TOWARD STUDENTS’ GRAMMAR COMPREHENSION AT THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT IAIN BUKITTINGGI Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.402 KB)

Abstract

Grammar as a micro skill is often deemed as a difficult and boring subject in learning a language inasmuch as it is a study of number of patterns or rules. This judgment unconsciously causes the difficulty for learners to learn in spite of it has been learned in several levels. To cope with this problem, Grammar Consciousness Raising Task (GCRT) strategy was used to help English Education Department students in order to master grammar. The procedure in GCRT includes discovery, consolidation, and use.  In this research paper, the researcher explained that the GCRT strategy was effective to be used in grammar class, seen from the students’ test results which was 78,9% and it is categorized into effective based on the effectiveness scale. 
DESIGNING GRAMMAR INSTRUCTION BASED ON INTEGRATED CONSCIOUSNESS-RAISING ACTIVITIES Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.146 KB)

Abstract

The paper is a theoretical framerwork on presents how to design grammar instruction by applying integrated consciousness raising activities. There are mountains of evidence that many learners, of whatever age or tendency in learning style, are unable to transfer good formal knowledge of grammar to effective use. Such discrepancy between knowledge and putting it to use had led us to look for alternative ways of helping teachers to manage the practice of grammar in a more efficient way. One possible way to do this is by using consciousness-raising activities integrated to the English skills; such as reading and writing. These activities provide students with the opportunity to interactively solve grammar tasks in a communicative way. It is hoped the model will be effective in increasing students' knowledge and in providing authentic opportunities for communication.
Co-Authors ., Zulhirawati Absharini Kardena Achmad Noerkhaerin Putra Ahsanul Husna Aini, Hanifah Aldila Fani Prasetia Alfina, Alfina Amalia Ulfa Andhika, Dimas Anisa Maizera Annisa Latifa Annisa Silvia Annisah Annisah Annisah, Annisah Arifmiboy Arifmiboy, Arifmiboy Aulia Sri Wulandari Azhara, Vivi Chairani Annisa Desrida Desrida Dewi, Merry Prima Dila Azhani Dita Fitria Amanda Driane, Luthfi Azhaar Eliza Eliza Eliza Eliza Eliza Eliza Eliza Eliza Febriana Febriana, Febriana Febyola, Febyola Fikri, Abdul Fikrina, Aulia Firdaus, Fatimah Fransiska Gustiana Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Handayani, Hesti Hatta Ira, Jamilah Hilma Pami Putri Humaira, Zahra Humairoh, Suci Irwandi Irwandi Irwandi Isra Hayati Jondra Nikmat Julian, Intan Julianti, Uci Juwana, Gemila Khabib Muafi Leli Lismay M. Yogi Riyantama Isjoni Maizera, Anisa Maryaty, Sri Melani , Melyann Melani, Melyann Melanie, Melyan Meldia, Putri Melyan Melani Melyan Melani Melyann Melani Melyann Melani Melyann Melani Melyann Melani Memi Cahya Ningsih Merisa Fauziah Merisa Fauziah Merry Prima Dewi Meylanmelani Meylann Melani Miftahul Jannah Muhammad Riko Yohansyah Zulfahmi Mulyo, Precelia Gita Nabila Nur Fajriah Nabila Nur Fajriah Natalia, Melisa Normalasari Nur Hidayah Nuri Ainah Octaviani, Feby Oktavia Elya Zahra Pratama, Jeffry Lathief Precelia Gita Mulyo Prima Dewi, Merry Putri Indriani Putri, Deva Monika Putri, Fabiola Amanda Putri, Hilma Pami Putri, Rezkia Sarah Putri, Sintia Melenia Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda, Reflinda Reflinda, Reflinda reflindareflinda Rezki, Mutiara Rika Fitriani Ritonga, Elma Vira Dahliani Sari, Cindy Fatika Supriadi Supriadi Syafitri, Poppy Fauziah Syafitri, Widya Syahrul Syahrul Syahrul Titin Nurpasari Vitriani, Winda Wahyuningsih Wahyuningsih Wahyuningsih Wahyuningsih Widya Safitri Widya Syafitri Wita, Nera Yelfi Dewi S Yesa Fitri Yovi, Febri Yonanda Yulianti, Delfita Yulianti, Nia Yunita, Andini Yusvendy, Sherly Dwi Zahratul Jannah Zohra, Meilanie Zulfahmi, Muhammad Riko Yohansyah