Articles
<![CDATA[Teachers’ Perceptions of the Effective EFL Teachers at Junior and Senior High Schools in Padang ]]>
<![CDATA[Putri Rahima Sari]]>;
<![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.v9i3.109341
<![CDATA[The importance of being an effective EFL teacher becomes a crucial issue because in Indonesian educational curriculum, English is taught as a subject matter at junior and senior high schools. English teachers, hold significant roles inside of the classroom in order to meet the objectives of curriculum. This study aimed to investigate the teachers’ perception toward the characteristics of effective EFL teachers at junior and senior high school in Padang, from the aspects of pedagogical competency, English language pedagogical competency, personal competency, social competency, and professional competency. The data were collected by using two-section questionnaire which consisted of close and open-ended questions distributed to 26 English teachers of junior and senior high schools in Padang. The results showed that the stakeholders emphasized on pedagogical competency, such as preparing English lesson well (M=4.88) and managing class time well (M=4.81) as the most important characteristics of an effective EFL teacher. As a whole, teachers perception are at good category.]]>
<![CDATA[An Analysis of Bahasa Inggris Textbook for Grade 10 Students Published by the Indonesian Ministry of Education and Culture ]]>
<![CDATA[Yuni Citra Wulandari]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i3.113561
<![CDATA[The Indonesian Ministry of Education and Culture, has released a textbook entitled Bahasa Inggris Textbook for Grade 10 Students. This research aimed to determine to what extent the feasibility of the content and presentation of the textbook are. This research is an evaluative research. The data of this research were taken from Bahasa Inggris Textbook for Grade 10 Students Published by the Indonesian Ministry of Education and Culture and were analyzed using the evaluation format proposed by BSNP (2014). The evaluation format contains 18 indicators that are used to determine the quality of the textbook. The result of this research showed that the aspect of feasibility of the content is fulfilled 71.5% or categorized good, while the feasibility of the presentation got 72.3% or categorized good. By referring to the results above, this textbook can be categorized as a good reference since there are only 3 of 18 indicators that were not fulfilled; 1) the completeness of the material, 2) development of diversity, and 3) focus on the scientific approach and learning model discovery learning, and project-based learning. In contrast, the other 15 criteria have been fulfilled by this book.]]>
<![CDATA[USING “GUESSING GAME” IN TEACHING WRITING DESCRIPTIVE TEXTS TO JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Windi Zahara]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.8978
<![CDATA[This paper discussed the usage of guessing game in teaching writing, especially descriptive text. Student in junior high school like playing but tend to easily get bored. These required teachers to be more creative and not monotonous in explaining materials. Game can be used to attract students’ attention. However in doing so teachers need to choose the appropriate an useful game, especially for teaching writing descriptive text. Guessing game is appropriate and effective to be used in the classroom. It is a game in which a students or a groups of students guess a number of information such as titles, words, or prices. By playing this game, students can learn by playing. The researcher expects that teachers can add more creativity in teaching descriptive text by enganging students in interesting activities. The students are also expected to develop ideas from their activities easier.]]>
<![CDATA[Students’ Engagement in Learning English during the Practice of Teacher-In-Role ]]>
<![CDATA[Fatimah Firdaus]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.114710
<![CDATA[The method of teaching is considered as the factors to reach the objectives of learning English of the EFL students in Indonesia. The method of teaching that was used in this research was called Teacher-in-Role. Teacher-in-Role is one of the strategies used in the classroom that involves the use of dramatic activities and performances as strategies within classroom instruction to give more meaningful of students’ life experiences, ideas and issues through imagined situation, with the teacher as facilitator, simulator or an actor on purpose of reaching the learning outcomes. This descriptive qualitative research attempted to find out how the students’ engagement during the practice of Teacher-in-Role (TiR), and also to find out their opinions of using TiR in the classroom. There were 32 students involved in this research. The result of the study showed that the engagement of the student in the classroom during the practice of TiR were in positive nature, from the three indicators; behavioural engagement, emotional engagement, and cognitive engagement. The results showed the students had positive engagement and seemed they had interest during activities in total three meetings of practicing the TiR in English lessons. The perception of the students also gave a positive impact toward the TiR in the classroom. In general the students were having fun and enjoyed the learning process by practicing TiR. Even though some students claimed that they have some difficulties speaking English due to the lack of vocabulary they have.]]>
<![CDATA[An Analysis of Coherence Use in the Essay Written by English Language and Literature Department Student ]]>
<![CDATA[Delfiendrick Ferdanes]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.115485
<![CDATA[Coherence is one of the characteristics of good writing. It is important for student to know how to use the way to achieve coherence in their writing. Therefore, it is also important to analyze students’ use of the ways to achieve coherence when using coherence in writing. This research implemented descriptive quantitative approach to analyze the use of ways to achieve coherence in the essays written by the English Language and Literature Department students. The data was 30 essays, 20% of the total source of data (152 students). The data were gathered from the essays written by the students at final semester exam for Essay Writing course. After the data were analyzed, the results showed that all four of the ways to achieve coherence were found in the essays analyzed. The results from the most used ways to achieve coherence to the least one are: the repetition of key noun (463 times, 48.28%), the use of transition signals (405 times, 42.23%), the consistent of pronoun (71 times, 2.37%) and the use of logical order (20 times, 2.09%). This result showed student familiarity to the ways of achieving coherence. However, a special care in teaching the use of pronoun as one of the way to achieve coherence, alongside other ways.]]>
<![CDATA[THE EFFECT PQ4R STRATEGY AND READING MOTIVATION FOR STUDENTS READING COMPREHENSION ]]>
<![CDATA[Prima Rahmadia]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 11, No 2 (2020): ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Desember 20 ]]>
Publisher : <![CDATA[English Department, University of Riau Kepulauan, Batam,Indonesia ]]>
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DOI: 10.33373/as.v11i2.2693
<![CDATA[The purposes of this research are to find out whether (1) significant effect on students reading comprehension (2) PQ4R strategy give better effect in reading comprehension of students with motivation (3) interaction between PQ4R strategy and students reading motivation toward students’ reading comprehension. This type of research is experimental research with a 2x3 factorial design. The sample in this study students of class IX SMA Muhammadiyah 3 Padang was the IX IPS1 as the experimental class using the PQ4R and the IX IPS3 class as the control class using the conventional. The instruments is the Reading Comprehension Test and the Questionnaire of Reading Motivation. The prerequisite test includes the normality test using the Lilliefors method and the homogeneity test using the Bartlett method. It can be concluded that the sample comes from a population that is normally distributed and has homogeneous variance. Hypothesis testing uses two-way analysis of variance with different cells. The results: (1) there is an effect reading comprehension of students who are given PQ4R and conventional model. (2) reading comprehension of students who have low, medium and high learning motivation have the same. (3) There is interaction between the learning model and reading motivation.]]>
<![CDATA[THE EFFECT OF TEA PARTY STRATEGY TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X OF SMAN 12 PEKANBARU ]]>
<![CDATA[Yulia Rilani]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Teaching strategy is one of some important aspects in teaching reading process. Therefore, teacher needs some appropriate strategies to achieve the teaching reading’s goal. Tea Party is good to teach reading comprehension. This strategy helps students to comprehend the text through interactive way and discussing about limited information that they get from the text. The aim of this quasi experimental study was to investigate whether Tea Party strategy is effective than Small-Group Discussion strategy in teaching reading comprehension. The population of this study was students of the grade X of senior high school 12 Pekanbaru in 2016/2017 academic year which consist of four classes. Two classes were randomly selected as the sample of this study, namely X 2 as the experimental class and X 4 as the control class. In collecting the data, the researcher uses reading comprehension test that consisted of 40 items. The data were analyzed by using t- test. The result shows that Tea Party strategy gives better result than Small- Group Discussionin teaching reading comprehension.]]>
<![CDATA[Pelatihan Pembuatan Penilaian Otentik bagi Guru-Guru Bahasa Inggris SMP di Kota Padang ]]>
<![CDATA[Sitti Fatimah]]>;
<![CDATA[Fitrawati Fitrawati]]>;
<![CDATA[Yetti Zainil]]>
<![CDATA[ Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 20, No 2 (2020): Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/sb.0440
<![CDATA[Tujuan dari kegiatan ini adalah untuk mengadakan pelatihan pembuatan penilaian otentik bagi guru-guru Bahasa Inggris SMP di kota Padang. Pelatihan ini diadakan di Forum MGMP (Majelis Guru Mata Pelajaran) yang melibatkan tiga orang dosen Prodi Pendidikan Bahasa Inggris, Jurusan Bahasa dan Sastra Inggris, Universitas Negeri Padang. Peserta diperkenalkan dengan berbagai bentuk penilaian otentik dan dilatih untuk membuat soal-soal ataupun tugas yang bersifat otentik yang dilakukan dengan latihan terbimbing dan mandiri. Pelatihan ini dilanjutkan melalui email dan aplikasi whats app dimana peserta pelatihan yang mewakili beberapa sekolah mengirimkan soal-soal yang dibuat berdasarkan konsep penilaian otentik. Soal tersebut kemudian dikoreksi dan diberikan masukan dan dikirimkan kembali kepada mereka supaya mereka dapat memperbaiki dan menggunakannya untuk menilai capaian pembelajaran siswa. Dari soal-soal yang dibuat oleh guru pada tahap awal latihan terbimbing masih banyak yang membuat secara tradisional atau belum menerapkan prinsip penilaian otentik. Namun pada tahap berikutnya sudah terlihat pemahaman sebagian guru-guru tersebut.]]>
<![CDATA[Students’ Writing Anxiety Levels, Types, and Causes in Writing Undergraduate Thesis Proposal: A Study at English Language and Literature Department ]]>
<![CDATA[Hanifah Ummul Khairah]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i2.117430
<![CDATA[Anxiety in recent years has become a hot issue discussed by many people one of them is foreign language anxiety which includes various anxiety in foreign language aspects. In terms of writing, this anxiety is known as writing anxiety. This research aims to describe the level, type, and causes of writing anxiety of English language and literature department students at UNP in writing Thesis Proposals. This research used a descriptive study involving 70 fourth-year students that have already taken Thesis Proposal Writing class and are currently writing their thesis proposals. Through random sampling technique, 14 students (20% of the population) were selected. Data were collected through the SLWAI (Second Language Writing Anxiety Inventory) questionnaire adapted from Cheng (2004) and interview sessions. The results showed that students experienced anxiety at the medium level with cognitive anxiety being the most dominant type. Other results are four main factors that cause writing anxiety in writing a thesis proposal. They are low self-confidence, language difficulties, insufficient writing technique, and pressure for perfect work.]]>
<![CDATA[Students' Motivation During Online English Learning Through Google Classroom ]]>
<![CDATA[Sri Rahmawati]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i2.117940
<![CDATA[The purpose of this study is to obtain the data related to the students’ motivation during online English Learning. All of the students at SMA Negeri 4 Payakumbuh were the population of this research, while the seventy-five students of SMA Negeri 4 Payakumbuh were the sample of this research. The instrument of this research was a questionnaire. From overall recapitulations, it can be seen that the value of average intrinsic motivation score is 3.04 and the value of average extrinsic motivation is 3.06. Based on the foregoing data, it can even be revealed that students’ motivation during online English learning is at a moderate level with the value average 3.04 and 3.06. while the range the degree of agreement or disagreement of moderate level is 2.34-3.67. the result showed that the mean of extrinsic motivation score was higher (3.06) than the mean value of an average intrinsic motivation (3.04).]]>
