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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Language and Literature Pedagogi: Jurnal Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar IJoLE: International Journal of Language Education Martabe : Jurnal Pengabdian Kepada Masyarakat JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Al-Ta'lim English Language Teaching Educational Journal Majalah Ilmu Pengetahuan dan Pemikiran Keagamaan Tajdid PREPOTIF : Jurnal Kesehatan Masyarakat Jurnal Abdi Insani TheJournalish: Social and Government PAKAR Pendidikan Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Omiyage: Jurnal Bahasa dan Pembelajaran Bahasa Jepang Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY SCHOULID: Indonesian Journal of School Counseling Seshiski: Southeast Journal of Language and Literary Studies Indonesian Journal of Research and Service Studies Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora Jurnal Konstatering

Fitrawati Fitrawati

Bahasa Inggris, FBS, UNP

Author-ID : 266713

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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USING TIMELINE AND CONCEPT QUESTIONS AS MEDIA TO DIFFERENTIATE SIMPLE PAST, SIMPLE PRESENT, AND SIMPLE FUTURE TENSE IN UNIVERSITY LEVEL Ihsan Pratama; Fitrawati Fitrawati
Journal of English Language Teaching Vol 7, No 1 (2018)
Publisher : Universitas Negeri Padang

This paper is aimed to discuss about the use of the Timeline and Concept Questions to differentiate between simple past, simple present, and simple future tense in university level. This media is expected to helps students to understand the differentiate between simple past, simple present, and simple future tense. The activity done by the students can be clasified into three steps. First, students are introduced to the timeline and cconcept questions and its relation to the tenses. Second, students are asked to fill the timeline based on the sentences that is learned whether its belong to simple past, simple present or simple future tense. Third, teacher gives some questions (concept questions) to the students. This is to see how far students’ understanding about simple present tense and simple past tense. After applying this media, it is expected that the students can understand the abstract concept of simple past tense, simple present tense, and simple past tense.

THE USE OF HALF A CROSSWORD PUZZLE IN TEACHING VOCABULARY TO ELEMENTARY SCHOOL STUDENTS Ahmad Syarif; Fitrawati Fitrawati
Journal of English Language Teaching Vol 5, No 1 (2016): Serie B
Publisher : Universitas Negeri Padang

This paper explains about how to implement half a crossword puzzle in teaching vocabulary related to job and people for Elementary School students grade two. This game could be played in two groups, which are group A and B. In this game, teacher distributes different board for each group. Half of each board already filled and the filling boards are the answers of the opposite group. To play this game, group A gives a clue about a word to group B, and then group B tries to guess the clue given by group A. The group that can fill all the blank part correctly will be the winner. This game eases the students in mastering vocabularies related to job and people in English. It could also increase the students’ motivation because this game is interesting and fun.

An Analysis Of Students’ Perception toward the Interactive E-Book Used in Advanced Grammar at English Department of Universitas Negeri Padang Chikal Lexsti Rahmadani; Fitrawati Fitrawati
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

The use of this kind of technology can be the big change in English classroom, especially in grammar class. With all the ability of the interactive e-book provided for students, their thoughts toward this e-book is needed since they are the direct users who mostly use it for learning. Thus, the aim of this study was to analyse students’ perception toward the use of interactive e-book used in grammar class, specifically in Advanced Grammar class. This research was descriptive research which was conducted at English Department, Universitas Negeri Padang. The sample of this research was the students who took advanced grammar class and use interactive e-book. The data was collected by using questionnaire which contained 4 aspect: interface, interactivity, content (teaching material and learning exercise), and practicality with 71 statements. Result indicated that students have positive perception toward the interactive e-book with the average mean score 3.15. The result suggests the consideration to improve the interactive e-book to create the e-book which is suitable for students.

WRITTEN CORRECTIVE FEEDBACK GIVEN BY TEACHERS OF MTSN DURIAN TARUNG PADANG ON STUDENTS’ GRAMMATICAL ERRORS Rahmi Roza P; Saunir Saun; Fitrawati Fitrawati
Journal of English Language Teaching Vol 5, No 1 (2016): Serie B
Publisher : Universitas Negeri Padang

This research aimed at finding out the types of written corrective feedback used by English teachers of a junior high school on student’s grammatical errors , and problems related to written corrective feedback on grammatical errors from the teacher’s perspectives. This is a descriptive research in which the population was all of English teacher of MTsN Durian Tarung Padang. By using maximal variation sampling technique, all of the teachers, who were five teachers, were chosen to be the sample. The first instrument used was documents which were notebooks and exercise books of the students of the school in the year 2015/2016, and the second instrument was interview with the teachers. From the research, it was found that only three types of the five types were practiced by the teachers. They were, consecutively written from the most frequently used to the least, direct corrective feedback, indirect corrective feedback and metalinguistic feedback with the use of error codes. In addition, problems related to written CF were repetition of errors, students proficiency, student’s attitude, time-consuming, ineffectiveness of existing error feedback practice, and readability of students writing. Therefore, English teacher, future teachers should enrich their knowledge of written corrective feedback, optimizing their correction to optimize the benefits to the students language development and find solution to solve problem related to written corrective on students’ grammatical error.

USING ABC-BRAINSTORM STRATEGY IN TEACHING READING COMPREHENSION FOR JUNIOR HIGH SCHOOL STUDENTS Lina Lesmana; Fitrawati Fitrawati
Journal of English Language Teaching Vol 1, No 2 (2013): Serie G
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v1i2.1990

Abstrak Artikel ini bertujuan untuk memaparkan strategi yang dapat digunakan dalam pengajaran membaca dalam Bahasa Inggris. Namun dapat dilihat pada saat ini, kebanyakan dari siswa tidak tertarik untuk membaca, apalagi yang berkaitan dengan bacaan yang berbahasa Inggris. Dalam hal ini, penulis khususkan pada siswa Sekolah Menengah Pertama (SMP). Untuk dapat menarik kembali minat siswa dalam membaca, serta agar mereka dapat memahami bacaan dengan mudah, dapat dilakukan dengan menggunakan tekhnik ABC-Brainstorm yaitu sebuah strategi yang digunakan untuk menstimulasi pengetahuan dasar siswa tentang topik yang akan dibahas dan dipelajari di dalam teks. Setelah guru memperkenalkan topik yang diberikan kepada siswa, siswa membuat daftar alfabet pada selembar kertas lalu membuat daftar kosakata yang kira-kira berhubungan dengan topik yang diberikan guru. Setelah selesai membuat daftar kosakata secara individu/kelompok untuk membahas hal yang tidak dapat mereka kerjakan secara individu. Dengan menggunakan strategi ini, diharapkan siswa dapat mengembangkan pemikiran mereka sebelum membaca sehingga siswa dapat memahami isi bacaan secara umum sebelum membacanya secara keseluruhan. Key Words: Reading, ABC-Brainstorm, junior high school students

IMPROVING READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS BY USING PORPE STRATEGY Yosi Wiryani; Fitrawati Fitrawati
Journal of English Language Teaching Vol 6, No 1 (2017): Serie B
Publisher : Universitas Negeri Padang

Makalah ini membahas tentang cara mengatasi pemahaman membaca siswa di SMA yang mengalami kesulitan dalam memahami apa yang mereka baca. Mereka cenderung sulit mengingat ide-ide pokok dari teks yang mereka baca. Membaca merupakan hal yang membosankan bagi siswa. Karena teksbacaan umumnya dipakai dalam ujian semester dan ujian nasional, maka siswa SMA perlu meningkatkan kemampuan membaca mereka. Oleh karena itu guru perlu memilih strategi yang mampu meningkatkan kemampuan siswa dalam memahami teks yang mereka baca. PORPE merupakan salah satu strategi yang bisa digunakan untuk meningkatkan kemampuan siswa dalam memahami ide-ide yang tersirat ataupun tersurat di dalam teks yang mereka baca. Langkah-langkah dalam memakai PORPE strategy adalah : 1) Predict. Siswa secara aktif dan mandiri membuat pertanyaan prediksi yang berhubungan dengan materi. 2) Organize. Siswa mengorganisasi atau mengatur ide kunci yang berhubungan dengan pertanyaan prediksi dan meringkas dengan pembuatan outline. 3) Rehearse. Siswa diminta berlatih untuk mengingat ide pokok yang ada dalam outline dengan membaca teks dengannyaring. Tahap ini dilakukan secara berpasangan. Tahap ini akan membantu siswa dalam mengingat ide-ide dari teks tersebut. 4) Practice. Siswa menulis jawaban prediksi menjadi bentuk teks dengan mengandalkan ingatan. 5) Evaluate. Siswa mengevaluasi hasil tulisan yang mereka buat dengan cara mengisi tabel checklist. Pada tahap ini siswa juga bisa melihat kemampuan mereka dalam menjawab pertanyaan yang ada pada teks tersebut.

STUDENTS’ GRAMMATICAL ACHIEVEMENTS IN CONSTRUCTING RESTRICTIVE AND NON-RESTRICTIVE ADJECTIVE CLAUSE AT ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI PADANG Metri Wiliardi; Jufrizal Jufrizal; Fitrawati Fitrawati
Journal of English Language Teaching Vol 7, No 1 (2018)
Publisher : Universitas Negeri Padang

Adjective clause is a clause that modifies noun or noun phrase. It is important to be mastered because it is known for its usefulness, complex structures and grammatical importance. Unfortunately, many students found it difficult to construct correct adjective clauses. Students did not know the concept, function of relative pronoun and the use of adjective clause. Furthermore, students also ignored in the use of comma as giving additional information to the meaning of the sentence.This study is aimed to describe and analyze second year students’ grammatical achievements in constructing restrictive and non-restrictive adjective clause. There were 30 students from K1,K2,K3,K4,NK1,NK2 as the research samples. Proportionate stratified random sampling was used as the sampling technique to collect the data. This descriptive study used grammar test as the research instrument; 9 items were for restrictive and 9 items were for non-restrictive. The findings were students’ grammatical achievement in constructing restrictive were poor (47,02%) and students’ grammatical achievement in constructing non-restrictive were very poor (39,25%).

A Study on English Department Students’ Reading Barriers at English Department UNP Ade Mariani; Fitrawati Fitrawati
Journal of English Language Teaching Vol 9, No 2 (2020)
Publisher : Universitas Negeri Padang

This study aimed to find out students reading barriers at English Department UNP. This research was done through the descriptive qualitative method with 212 populations. The samples of this study were 63 students chosen by using random sampling techniques. The data were collected through questionnaire adapted from Thong and Hao (2017). The findings of this research indicate that in language factors the most barriers chosen by students are the cultural background with percentage score 66,48% included as a high category, then, discourse included in an average category with 50,63 of the total percentage score of barrier that was chosen by students. Moreover, in the non-language factor, the psychological is the most barrier mostly chosen by the students that have the highest percentage score with 73,46% included in the high category, next, the indicator that is rarely chosen is reading habit with 59,56% of the total barriers which means it included in average criteria. Key words: reading, reading barriers, factor in reading barriers

AN ANALYSIS ON SPELLING ERRORS MADE BY THE SECOND GRADE STUDENTS OF OFFICE ADMINISTRATION DEPARTMENT OF SMK N 3 PADANG IN WRITING A PERSONAL LETTER Alfi Rahmi Rusvid; Saunir Saun; Fitrawati Fitrawati
Journal of English Language Teaching Vol 5, No 1 (2016): Serie E
Publisher : Universitas Negeri Padang

This research discusses about spelling errors which are committed by the students in writing a personal letter. Participants in this research are Office Administration Students in SMK N 3 Padang, XI AP 1 class which consists of 24 students. The identified problems of this research are what kinds of spelling errors—insertion, omission, substitution, and transposition errors—which are committed by the students in writing a personal letter, and what kinds of parts of speech from spelling errors which are committed by the students. The objectives of this research are to find out what kinds of spelling error which are committed by the students, and what kinds of part of speech from spelling errors which are committed by the students. Writing test is an instrument that is used in this research. The result of this research shows that students commit all kinds of spelling errors in their writing, and students’ spelling errors also occur in all kinds of parts of speech. Students’ spelling errors mostly occur in substitution error in their writing. Then, noun part is the highest part which occurs from students’ spelling errors.

THE ANALSIS OF SECOND YEAR STUDENTS’ ABILITY IN USING SCANNING TECHNIQUE IN READING AT ENGLISH DEPARTMENT OF UNIVERSITA NEGERI PADANG Annisa Iman Sari; Jufri Jufri; Fitrawati Fitrawati
Journal of English Language Teaching Vol 7, No 1 (2018)
Publisher : Universitas Negeri Padang

This research is aimed to analyze students’ ability in using scanning techniques in reading text at second year of English Department students at Universitas Negeri Padang. The population of this research was whole population of K2-16 class of English Department. The instrument of the research was reading test consist of eight texts by using scanning technique. Students were asked to answer 30 reading questions within the predetermined time in each text which had been calculated with Word per Minute (WPM) formula. The result of the data analysis shows; the average score of students in identifying statistic/amount/quality is quite good, the average score of students in identifying date/time is good, the average score of students in identifying definition is very good, the average score of students in identifying reason/cause is poor, in identifying name/place is poor, in identifying location/position is more than enough, the average score of students in identifying characteristic is enough, and the average score of students in identifying process is poor. Moreover, the students’ average score for the whole reading test was more than enough.

Co-Authors Ade Mariani Adhani Aditya Adila Destrianti Afdal Ade Hendrayana Afdal Yuliansyah Afifatul Mahfuzah Ahmad Syarif Ahsan, Aidin Ai Monica Ainun Qholbi Ajeng Novia Anggraini Alfi Rahmi Rusvid Amalia, Risqi Amelia Hamida Amirul Azhar Amri Isyam Amri Isyam An Fauzia Rozani Syafe’i Ana Safara Andi Nur Insan Andre Mutia Andreas, Mentari Andriani, Medi Anggi Fitria Ningsih Anggraini, Reni Dian Annisa Iman Sari Annisa Kharismi Annisa Kurniawati Aprilia, Orlin Arman Arman Aryuliva Adnan Asri Sekar Mira Astria, Rizka Azhari, Rahmi Azizi, Hafizul Azra, Syaifatul Chikal Lexsti Rahmadani Cinto Dwi Asyura D. Perrodin, David Danisa Warni David D Perrodin David D Perrodin David Perrodin Delarosa, Adelia Delvi Wahyudi Deni Deni Desmawati Radjab Dewi Putri Rahmayani Dewi Yunita Dian Hardianti, Dian Dian Safitri Dwi Chayani Egi Putriana Elsa Rahmi Elvi Komala Sari Elvi Susanti Erdiana Erdiansyah Erin Diniati Diniati Fairisha Embriany Fani Yally Yolanda Fatima Zahra Fatma Ismed Fauhatun, Fathin Fauziyyah Amatullah Febby Febryan Ferdy Annelando Fiorentina Italia Fitri, Hafizah Meidya Frysca Nara Seftiani Gito Rusdianto Guswandi Guswandi Hadeli Hadeli, Hadeli Haerul Afdal Mubarak, Mohd Hamdi Hamdi Hamzah Hamzah Hasanah, Rifdatul Hasdinawati, Hasdinawati Hasyim, Syamsiah Helen Srimaharani Putri Hermawati Syarif Hidayat, Rusdi Pandu Ihsan Pratama Ika Haya Aulia Insan Kamil Intan Savira Iqbal Fathoni C Sihombing Isanabiah Isanabiah Issef Tinarriyadi Janet Aurora Jesi Putri Marantika Jufri Jufri Jufri Jufri Jufri Jufri Jufri Syahrudin Jufri Syahrudin Jufrizal Jufrizal Katrina Vabiola Khalish, Muhammad Rayhan Leni Marlina Lina Lesmana Liswahyuni, Andi M. Fauzy Rahman M. Zaim Mahardika, Yovinda Marselina, Vivi Marsuki, Nurfitriani Meisyani Gustri Fadila Melati Nuraini Putri Melia Putri Metri Wiliardi Miftahul Miftahul Miftahurrahmi Miftahurrahmi Mira Febtisari Muflihatuz Zakiyah Muhammad Ardiansyah Muthia Ariansyah Nadia Daniati Nainggolan, Krisepan Nazhifah Mesa Putri Nelvi Handayani Nelvia Nelvia Nessa Harliyani Nirwana Ayu Maghfirah Norin Aisya Nova Yulia Nova Yulia Novi Oktavia Nur Alim Djalil Nur Mukhlisah Nursalina Nursalina Nursyafani Nursyafani Nurul Afifah Ramadhana Nurul Husna Oktavia, Witri Pinta Indriani Indriani Putri Armellia, Sagita Putri, Eka Novia Syah Rahadian Suryanta Rahimi, Rahmat Randi Rahma Dini Rahmi Roza P Rail Mifta Zelira Ratmanida, Ratmanida Refnaldi Refnaldi Refnaldi Refnaldi Reforman, Muhammad Gagah Reni Astanti Resti Ningsih Ripalga Ripalga Riri Onesty Ririn Oktarina Risa Asrida Risky, Sartini Rize Rahmi Rusdi Noor Rosa Rusdi Rusdi Sadam Husein Salsabila, Salsabila Salsabila, Vanny Santi Eka Putri Santi Miharti Saunir Saun Saunir Saun Saunir Saun Selina Putri Sepriani, Sepriani Shera, Lovitha Maylenia Shintya Ferina Putri Silva Husna Siregar, Sarwan Siska Hayati Siti Hadijah Sitti Fatimah Sofian, Nur Israfyan Solissa, Ferdinando Sri Indah Pratiwi Sucianti, Riska Sugara, Natasya Sukma, Wahdini Wilyandri SULFIANA, SULFIANA Surahman Abdi Syamsinar, Sitti Tampubolon, Irianty Tenty Metilia Tressyalina Tressyalina Try Willyam Ningsih Umil Hasanah.R, NR. Umul Aiman Vicko Kurniawan Vini Eviolin Wahyuni, Nella Wilda Hidayati Willia Defisyani WULANDARI, APRILIA Yakub, Muh Yenni Rozimela Yessi Mandasari Saragi Yogaswara, Andra Yosia Yolla Suryani Putri Yondrizal Maulana Yosi Wiryani Yuli Tiarina Yulia Citra Yuri Azirovi Zaim, M Zainil, Yetti Zainuddin Amir Zainuddin Amir Zakiyah, Muflihatuz Zulfi, Nurul Febiola Zurnisasi, Zurnisasi

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