Articles
<![CDATA[An Analysis of Language Learning Strategies Used by EFL Student Teachers at English Language Education Program Universitas Negeri Padang ]]>
<![CDATA[Trinanda Mahdiyah Lestari]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.108314
<![CDATA[The current study was carried out with the intention of investigating the EFL student teachers’ Language Learning Strategies (LLS) in learning English. This study also aims for exploring the level of using LLS and identifying the most and least preferred strategy employed by EFL student teachers at English Language Education Program, Universitas Negeri Padang. This research used a descriptive quantitative method. The total sampling technique is used to all participants of EFL student teachers grouped at International classes enrolled in 2017-2019. The data were gathered through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 developed by Oxford and administered to all 82 international EFL student teachers. SILL consists of 50 statements which have six categories as well as Memory, Cognitive, Compensation, Metacognitive, Affective, and Social. The data were analyzed through M.Excel and SPSS version 25. The result indicated all international EFL student teachers employed all strategies categorized as the High level with the average Mean score (M=3.80). The most frequently used is Metacognitive strategy (M=4.01) and the least frequently used is Affective strategy (M=3.53). It can be concluded that language learning strategies are important in raising the learners’ learning awareness and improve educators’ teaching preference.]]>
<![CDATA[An Analysis of English Language and Literature Department Students’ Ability in Constructing Adjective Clause in Essay Writing ]]>
<![CDATA[Efrina Haryani]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107881
<![CDATA[Grammar is an essential language component that should be concerned to create a good writing, no exception to the use of adjective clause. However, there are still some problems identified in the adjective clause construction. The purpose of the research is to figure out students’ ability in constructing adjective clause. The design used in this research is descriptive research with second year students of English Language Education Program of UNP as the research population. There were 31 students taken as the research sample selected by using stratified sampling technique out of 162 students. The data were collected through document analysis and Hortatory Exposition essays were chosen as the source of the data. The essays were analyzed by two raters and the score was classified based on score classification. Then, the problems were identified from the students’ adjective clause construction in the essays. The result of the study showed that the students’ ability in constructing adjective clause is categorized into excellent with the average percentage 87. 94%. The common problem found in the students’ adjective clause construction is in sentence element which has total 37.04% problems identified. Students tend to disregard the element of the sentence, such as subject and verb.]]>
<![CDATA[Teaching Writing Procedure Textby Using "JOT Thoughts" Technique to Junior High School Students ]]>
<![CDATA[Istiqamah Rahmadani]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i1.103488
<![CDATA[Berdasarkan kurikulum 2013 yang digunakan di Indonesia, siswa diwajibkan untuk bisa menulis. Namun, mengajarkan siswa menulis bukanlah hal yang mudah, dan mengajarkan mereka menulis dengan menggunakan teknik biasa dan konvensional kadang terasa kurang efektif. Oleh karena itu, guru harus memiliki inisiatif untuk menggunakan teknik mengajar khusus yang diharapkan bisa membuat siswa menulis. Guru dalam hal ini perlu memilih teknik mengajar yang menyenangkan dan tidak membosankan. Salah satu teknik mengajar yang cocok untuk digunakan adalah Jot Thoughts. Teknik ini bisa digunakan untuk semua jenis text, khusus nya procedure text. Dalam penerapannya, guru harus membagi siswa menjadi beberapa kelompok kecil. Setiap anggota dalam satu kelompok harus membantu anggota yang lainnya karena tujuan harus lah dicapai secara berkelompok. Dengan kata lain, Jot Thoughts adalah kegiatan kelas yang dilakukan secara berkelompok. Awalnya, siswa diberikan beberapa pertanyaan dan waktu berpikir untuk menjawab pertanyaan-pertanyaan tersebut. Setiap siswa harus terlibat dengan menuliskan jawaban dari setiap pertanyaan di kertas kecil. Setelah semua pertanyaan terjawab, siswa secara berkelompok mengumpulkan jawaban dan berdiskusi. Mereka memilah dan memilih mana jawaban yang bisa digunakan dan mana yang pantas untuk dibuang. Jawaban-jawaban tersebut kemudian disusun menjadi sebuah text yang padu. Teknik ini bagus untuk digunakan dan sangat disarankan. Banyak manfaat yang bisa diambil dari kegiatan ini. Namun, dari itu semua yang paling penting adalah, siswa setelah melalui kegiatan tersebut akan beranggapan bahwa menulis adalah kegiatan yang menyenangkan.]]>
<![CDATA[English Teachers’ Perceptions on the Use of Technology-Based Media in Teaching English during Covid-19 Pandemic: A Descriptive Study at SMA N 9 Padang ]]>
<![CDATA[Olaff Yoki Ardena]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i2.112480
<![CDATA[Digital media is a blend of technology and content, and building digital media products requires teams of professionals with diverse skills, including technical skills, artistic skills, analytical and production of coordination skills. All of these skills need to be balanced on a team, with all team members focused on creating the best user experience. This study is limited to focusing on teachers in the use of digital-based technology media in English learning in Senior High School. The instruments of this research were a questionnaire test and a teacher’s perception questionnaire. The test consisted of 50 questions and the questionnaire consisted of four indicators of the benefits of the teachers. The population of this research is the teachers of SMAN 9 Padang. The result shows that technology media more effective for English teachers. The mean score on the questionnaire was 1.02.]]>
<![CDATA[TEACHING SPEAKING USING INSIDE-OUTSIDE CIRCLE METHOD FOR SENIOR HIGHSCHOOL STUDENTS ]]>
<![CDATA[Evan Evan]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.101098
<![CDATA[Speaking is an interactive process of constructing meaning that can involveproducing and receiving and processing information. it is very important productive skillin our daily life as a connector for each other. The purpose of this article is to explain how the implementation steps of this method in speaking lesson to senior high school student.IOC is a strategy to increase students' activeness in learning,it is suitable with the curriculum 2013, in that curriculum students must be active in the learning process. So, the writer chooses this method because IOC is a cooperative learning which students can learn together and more active in the class.]]>
<![CDATA[The Use of Cohesive Devices in Academic Writing Written by English Language and Literature Department Students ]]>
<![CDATA[Elvia Wilfitri]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.109340
<![CDATA[This research was aimed to find out and analyse the type of Cohesive Devices used, and errors made by English Department Students at Universitas Negeri Padang in academic writing. This research was classified as descriptive qualitative research. The instruments used in this research were students’ writing task documents and tables. The documents were the students’ final academic writing products in the forms of mini theses focusing on the background of the problem. The data was taken by simple random sampling which resulting 25 academic writing product of English Department Student at Universitas Ngeri Padang of academic year 2017. The results in this research showed that the students use all types of the cohesive devices, but they only use a small amount of examples from each the types. Next, there are 102 transitions signals are used appropriately and 36 were used inappropriately. Then, 368 repetitions of key words or nouns are used appropriately and 25 are used inappropriately. The last 447 consistent pronouns are appropriately used and 115 are appropriately used.]]>
<![CDATA[THE USE OF PRO WRITING AID WEB IN EDITING STUDENTS WRITING ]]>
<![CDATA[Aisyah Nasution]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i2.9802
<![CDATA[Writing is an important skill in English. If the students are good in writing, they will be good in having interactions with other people. There are some problems faced by SHS students in learning writing. The problems are related to the teachers who are not creative in teaching writing. Pro Writing Aid is expected to solve the problems. Using pro writing aid in teaching writing could make the learning process become more interesting. The Web is easy to use, and it will help teachers in explaining the materials to the students. Through pro writing aid, teachers can teach students about writing effectively, and the students can learn by themselves to gain the information.]]>
<![CDATA[UNP Chemistry Students’ Perception of Using References Written in English ]]>
<![CDATA[Diah Fauzanah]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i3.105495
<![CDATA[Chemical Department has used references including some textbooks written in English as the medium of instruction in teaching and learning process. Some students find difficulties to understand textbooks written in English because of some reasons which brings out different perceptions about the use of references in English to the student. This research aims to find out Chemistry students’ perception of using refernces written in English. This research is a quantitative research which used descriptive method. There were 56 Chemistry students as the sample of this research which choosen by using cluster sampling technique. The istrument used in this research is the questionnaire about students’ perception which based on three perception indicator; absorption, understanding and evaluation. The findings shows that the students have positive perception toward the use of refernces written in English viewed from absorption and evaluation indicator, and negative perception viewed from understanding indicator.]]>
<![CDATA[An Analysis of Speaking Anxiety Experienced by Tourism And Hospitality Department Students of SMKN 6 Padang ]]>
<![CDATA[Laksmi Riadi Ningsih]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.108174
<![CDATA[Speaking is one of the ways to communicate that is mostly used by people to interact with others. However, some people feel anxious to speak in English. This research was conducted to find out the factor and the level of speaking anxiety experienced by Tourism and Hospitality students of SMKN 6 Padang. The subject of this research was 59 students from grade 12th of tourism and hospitality department. The data was collected by using quantitative descriptive method. The research instruments were questionnaire and interview. There were two questionnaires used such as FLCAS and FLSAS questionnaire. Each questionnaire consists of 33 statements. Based on the data analysis, it was found the dominant factors of students’ speaking anxiety was fear of speaking test. On the other hand, the level of students’ speaking anxiety from two questionnaires were in medium level with percentage from FLCAS was 75%, and from FLSAS questionnaire was 71%. It can be concluded that students felt anxious because of some causes such as mispronunciation, afraid of making mistakes, lack of vocabulary, and think that friend is better than themselves.]]>
<![CDATA[TEACHING WRITING NARRATIVE TEXT BY USING WEBTOON DIGITAL COMIC TO SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Raulan Raulan]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i4.101305
<![CDATA[Writing narrative text might be an unattractive activity for high school students. It is considered be a hard work, students find difficulty in arranging the sentences because lack of literacy and ideas. Here, author suggests the use of Webtoon digital comic to help teacher in teaching writing narrative text in order help students to organize and develop ideas. In process of writing narrative text, author uses five phases: pre-writing, drafting, revising, editing, and publishing, where the activity in one of the phases is read Webtoon digital comic as an activity to enhance students in generating ideas. This activity does not include any papers at all since the activity is done by using Smartphone and laptop connected with internet. By integrating the use of ICT in this learning activity, it is hoped teacher and students might increase the awareness of ICT implementation to facilitate the learning activity.]]>
