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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
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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Journal : Journal of English Language Teaching

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The Correlation between Reading Anxiety and Students' Critical Reading Ability at English Department of UNP Erdiana Erdiansyah; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i1.121547

Abstract

This study investigates the possible relationship between reading anxiety and the critical reading ability of students majoring in English. Thirty-two students majoring in English education were selected as the research sample. The instrument used by the researcher was the form of a TOEFL test consisting of 30 questions which were used to measure students' ability to read critically. In addition, the researcher also developed a questionnaire based on the theory of experts consisting of 20 statements used to measure students' reading anxiety. Pearson Product-Moment investigates the relationship between reading anxiety and students' critical reading ability. This research found several results; 1) Most students experience anxiety at the intermediate level, with a percentage of 62.50%. 2) The level of students' critical reading ability is at the average level, with a percentage of (75%). 3) There is a relationship between students' reading anxiety and critical reading ability, as indicated by r = .0.375. This shows that H0 is rejected and Ha is accepted. The results imply that the higher or lower reading anxiety students experience, the lower or higher their scores in critical reading. In addition, there is a significant effect of reading anxiety on students' critical reading skills. Lastly, this research is expected to have implications for English teachers, students, and future researchers.
An Analysis of Questions on Reading Tasks in the English Textbook “Work in Progress” in Merdeka Curriculum Ripalga Ripalga; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123128

Abstract

This research aimed to analyze the distribution of the level of thinking on questions on reading tasks in the English textbook “Work in Progress” in Merdeka curriculum using Marzano and Kendall’s Taxonomy. There are three system or knowledge in this theory which are the self-system, the meta cognitive system, and the cognitive system. The cognitive system in this theory is divided into four level. 1) Level 1 or retrieval level. (2) Level 2 or comprehension level, (3) Level 3 or analisis level, and (4) level 4 or knowledge utilization level. Descriptive qualitative research design used in this research. The first two level, retrieval and comprehension, belong to lower level question while other levels, analysis and knowledge utilization, belong to higher level questions. The researcher examined all reading questions in this textbook and used table analysis to classify them based on the level of thinking. The results showed that lower level questions were found more than higher level questions. Although, higher level questions were also found in the textbook, their number was far below lower level questions. There are several explanation for why lower level questions appear more than high level questions. First, learning should begin from basic to more complex. Second, it can prevent students from being overwhelmed.
An Analysis of Higher-Order Thinking Skill Questions in Reading Exercises of Pathway to English (2022 Edition) for the Tenth Grade of Senior High School Iqbal Fathoni C Sihombing; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123458

Abstract

This research aimed to analyze Higher-Order Thinking Skill (HOTS) questions in reading exercises of the Pathway to English textbook for the tenth grade of senior high school. Higher-Order Thinking Skill (HOTS) refers to advanced cognitive abilities that involve analyzing, evaluating, and creating, which are the three levels of thinking in the revised Bloom's taxonomy. This research employed a quantitative descriptive design. The researcher collected data from the textbook and used a checklist table to gather a list of questions. The researcher used Revised Bloom's Taxonomy indicators to categorize the reading questions. The results showed that the total number of HOTS questions was 73 or 28.74% out of 254 reading questions. Then, the total for each HOTS level question was 37 questions or 14.56% for the Analyzing level, 29 questions or 11.41% for the Evaluating level, and seven questions or 2.75% for the Creating level. The total number of LOTS questions was 181 or 71.26% out of 254 reading questions. The percentage of Higher-Order Thinking Skill (HOTS) questions was lower than the total Lower-Order Thinking Skill (LOTS) questions. However, the percentage of HOTS levels in this textbook, which adopts the Merdeka Curriculum, is higher than in textbooks adopting the previous curriculum, the 2013 Curriculum.
Textbook Evaluation on “Bright An English Course” for Seventh Grade Students Vini Eviolin; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125157

Abstract

Textbook is one of the main learning materials teachers use to help the teaching and learning process run well. This study's goal was to assess a textbooks in general attributes and the learning-teaching content criteria. Descriptive qualitative research was used in this research.. The source of data of this research is an English textbook entitled “Bright an English Course” For Seventh Grade” for Grade 7 Students, published by Erlangga and was analyzed using the evaluation format proposed by Mukundan et al. (2011). The finding of this research showed that the English textbook “Bright an English Course” for seventh-grade junior high school students had fulfilled the criteria for a good textbook, scoring 92,75% or was categorized as excellent on the aspect of the general attributes. On the learning-teaching content aspect, this textbook has not fully fulfilled the criteria by achieving the sum point of 79.7% or is still categorized as good. Overall, the quality of this textbook was categorized as excellent, with the total was 86,22%. By using the findings from the previous analysis, this textbook can be characterized as a reliable reference in teaching and learning process.
Teachers’ Collaborative Learning Strategies in Teaching Reading Comprehension at SMPN 2 Sungai Penuh Fitri, Hafizah Meidya; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127319

Abstract

This research aimed to find out the specific types of collaborative learning strategies teachers used when teaching reading comprehension at SMPN 2 Sungai Penuh and challenges that teachers faced when teaching reading comprehension by using collaborative learning strategies. It is a descriptive qualitative study. Observation and interviews were utilized as instruments by the researcher to collect data. Teachers who teach in grade eight and students in grade eight at SMPN 2 Sungai Penuh took part in this research. There are 35 students consisting of seven classes. This research does not require any special treatment during the teaching and learning process. Based on analyzing data, the researcher found that collaborative learning strategies that teachers used in teaching reading comprehension were group discussion, think-pair-share, partner reading, shared reading, collaborative strategic reading, and jigsaw reading. There are many challenges that teachers faced when implementing collaborative learning strategies in teaching reading comprehension. They are, students do not have their own awareness of the assignments that have been given, many students have low abilities in reading skills, such as pronunciation and vocabulary, many students do not understand vocabulary, and misunderstand the meaning of text, such as adjectives, nouns, verbs, and adverbs, and limited time in teaching reading comprehension. 
Students’ Perception of Content Language Integrated Learning (CLIL) Approach in International Classes at Universitas Negeri Padang Hidayat, Rusdi Pandu; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127695

Abstract

The importance of English is the reason to develop international class in the university. To make sure the use of English efficiently the right approach needs to be done. The approach known as Content and Language Integrated Learning (CLIL) involves learning academic subjects using a foreign language. This method has shown great potential in higher education, as it helps enhances students' analytical and reasoning skills. This article explores the perceptions of international class students in Universitas Negeri Padang on benefit and challenge in implementing CLIL approach. This study aimed to find the students’ perception of the benefits and the challenges in implementing CLIL approach in international class at Universitas Negeri Padang. The study collected data from students through close-ended and open-ended questionnaire using a descriptive quantitative method. The participant of this study were 83 international class students from 17 different program study in Universitas Negeri Padang. The findings showed that mostly the students have very positive perception that CLIL provides many benefits related to the 4Cs of CLIL. However, due to some language proficiency to understanding the target language and the subject at the same time, some students find this approach to be hard and challenging.
Lecturers’ and Students’ Workbook Evaluation of English Proficiency Course at English Department of Universitas Negeri Padang Marselina, Vivi; Fitrawati, Fitrawati
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.v13i2.128792

Abstract

The aim of this study is to find out if the Cunningsworth theory is true and if the English Proficiency workbook can be used in the way it was meant to be used. This is what the descriptive quantitative method that uses equal random sampling does. A questionnaire was the main tool that the researcher used to properly gather the information they needed. Each participant had to pick one answer of eight different indicators. There was a total of 35 questions. One group of people who took part in the study was students in the English Department's English Proficiency course. Teachers and students who were interested in the subject were in this class. A study project is being worked on by 24 students and 5 teachers right now. 24 students crowded around the board where the discussion was taking place. Based on the results of the study, one could say that the workbook made did meet the requirements set by Cunningsworth. To be more specific, this is how things stand when it comes to meeting the needs of students, completing the program, and providing a wide range of learning materials.
Lecturers’ Perception of Content Language Integrated Learning in Teaching International Class at Universitas Negeri Padang Delarosa, Adelia; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127778

Abstract

Content Language Integrated Learning (CLIL) is an educational approach that is appropriate to be implemented in international class since the aims are to help the students mastering the content subject and the target language. This study aimed to find the lecturers’ perception of the benefits and the obstacles in implementing CLIL approach in international class at Universitas Negeri Padang. The method used in this study was survey research that used closed-ended questionnaire which consists of 47 items of statements and open-ended questionnaire which consists of 8 questions to collect the data. The samples of this study were 18 lecturers who teach in different international classes at Universitas Negeri Padang. The findings showed that mostly the lecturers have very positive perception that CLIL provides many benefits for themselves.  CLIL improve lecturers’ language proficiency, lecturers’ attitudes, lecturers’ understanding on the subject, and lecturers’ cultural awareness. In addition, the results of this study showed that most of the lecturers do not have big problems that can obstruct CLIL implementation. However, there were still lecturers who have problems in implementing CLIL approach related to the lesson planning, materials development, understanding on the target language and communication skills.
Teachers' Perceptions of Teacher-Centered Learning (TCL) in Learning English at Senior High Schools in Agam Regency Wahyuni, Nella; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.126729

Abstract

This research was conducted to determine teachers' perceptions of teacher-centered learning and their reasons for using it when learning English. The researcher used descriptive methods with questionnaires and interview instruments to get answers about perceptions and reasons. The sample used in this research to fill out the questionnaire was 20 teachers and interviewed three English teachers in Agam Regency. The researcher provided a questionnaire with 20 statements that teachers had to fill in by choosing answers between strongly agree, agree, disagree, and strongly disagree. After that, the researcher will also interview three teachers. The findings show that teachers have a positive view of teacher-centered learning. In particular, the positivity of the characteristics category statements with seven statements with an average of 3.13, the positivity of the benefits category statements with four statements with an average of 3.20, and the positivity of statements regarding implementation with six statements with an average of 3.13. Meanwhile, the interview results stated that teachers use teacher-centered learning because it makes it easier for them to control the class, focuses students, and facilitates them to convey material in detail. From the results of this research, it can be concluded that teachers still use teacher-centered learning because of the convenience and benefits they experience. Through this research, the findings can help English teachers to be more creative and change teaching techniques to student-centered learning because it is better for students in the 21st century.
Students' Perception on The Use of Project-Based Learning in Writing Activity at SMAN 7 Padang Zulfi, Nurul Febiola; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127792

Abstract

Project-based learning is intended to provide opportunities for students to advance their English skills. Writing is one of the English abilities that students should learn in their English classes. This research intended to figure out the students’ perception on the use of project-based learning in writing activity. This was a survey study with a quantitative methodology, with data collected through a questionnaire. There was 51 students from 11th-grade students of SMAN 7 Padang who learned English using Project-based learning for writing activities became the sample of this study. They were given 25 questions to find out their perception of the use of project-based learning in writing activity. The result indicated that most of the students had positive perceptions about the use of project-based learning in their writing activity. In addition, the use of project-based learning received a positive view that involves engaging the students to produce English texts.
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