Articles
<![CDATA[The Effect of Using Task-based Language Teaching on Students' Reading Comprehension at SMAN 1 Bangkinang Kota ]]>
<![CDATA[Rina Gusman Putri]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.114793
<![CDATA[This research is quasi-experimental research. The purpose of this research is to find out the effect of using task-based language teaching on students’ reading comprehension at SMAN 1 Bangkinang Kota. The research sample was 36 students of class X Mipa 1 as the experimental class and 36 students of class X Mipa 3 as the control class. The instrument of this research was reading test that was conducted into two tests, pre-test and post-test. The instrumentation was created into 20 multiple questions. Based on the data analysis by using Paired Sample T-test in SPSS 23 for windows, the mean of pre-test score in the experimental class was 51.2 while the mean of post-test score in experimental class was 81.2. It can be concluded that the students’ who are taught by using task-based language teaching as teaching method are better than students who are taught by using conventional method. The significance of the test is 0.000 which is lower than the significance level that is 0.05 with 5% of degree. Moreover, it is also found that the students’ score is improving especially for the students in the experimental class which gained 30.0 of their average score. ]]>
<![CDATA[USING UNINTERRUPTED SUSTAINED SILENT READING (USSR) STRATEGY IN TEACHING READING COMPREHENSION TO SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Reza Asmaniarti]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i4.101466
<![CDATA[Reading is an important skill that is needed in order to get information from written text. In reading, the students not only must be able to read the text, but they also must be able to comprehend the text in order to get the meaning from the text. However, many students have difficulties in comprehending the text and lacking motivation in reading. It is because there is a tendency that the teachers do not use an interesting strategy that can attract students’ interest. That is why this paper is conducted in order to explain how to use Uninterrupted Sustained Silent Reading (USSR) strategy in teaching reading comprehension to senior high school students. USSR strategy is conducted by providing the students to select their own reading material based on their interest and read it silently about twenty minutes without any interruption. This strategy can make the students relaxed and enjoyed the reading process. It is believed that this strategy can help many students in improving their reading comprehension ability. Key words: Reading, Reading Comprehension, USSR strategy]]>
<![CDATA[An Analysis of English Speaking Activities Found in The Textbook “Bahasa Inggris Untuk Siswa SMA-MA SMK-MAK KELAS X” ]]>
<![CDATA[Anisa Fitri Wulandari]]>;
<![CDATA[Ratmanida Ratmanida]]>;
<![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.v8i1.103063
<![CDATA[ This research is a descriptive research that is aimed to describe the types and the degree of communicativeness of speaking activities found in the textbook entitled Bahasa Inggris UntukSiswa SMA-MA/ SMK-MAK Kelas X published by YramaWidya. The data was gained by using two data formats. The first data format is a table to gain the types of speaking activities in the textbook. The second data format is adapted from Littlewood (2004) which has rank and criteria in each level of communicativeness of the activity. The result of this research revealed that the textbook has relatively varied speaking activities namely role play, drill, discussion, interview, information gap activity, reporting, and storytelling. Also, the degree of communicativeness of the speaking activities in the textbook is above average.]]>
<![CDATA[AN ANALYSIS OF FIFTH GRADE ENGLISH SPEAKING ACTIVITIES AT SD KARTIKA 1-10 AND 1-11 PADANG ]]>
<![CDATA[Indah Afriani]]>;
<![CDATA[Ratmanida Ratmanida]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 6, No 1 (2017): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v6i1.7962
<![CDATA[This research has function to find, analyze, and describe teaching speaking activities in English classroom for fifth grade elementary school students at SD Kartika 1-10 and 1-11 Padang. This research is focused on the process of learning in the classroom and the interaction between teacher and students in the classroom. This research also show classroom speaking activities that often used by teachers in teaching speaking. This research was hoped to give information to Elementary school English teacher, especially grade five English teacher, about the connectivity between cognitive development and students’ characters in their ability of speaking English. In this research, the researcher used case study method. The data obtained through classroom observation and interview, so the data taken would be analyzed. The finding showed that in pre-teaching activity, teacher did not tell the purpose and the format of speaking lesson. In whilst teaching, teacher did not give opportunities to students to express themselves in speaking skill. And post teaching activity was not held by teachers. Beside, classroom speaking activity that frequently used by teacher in their speaking class was role-play.]]>
<![CDATA[Students' Perception of Project Based Learning in Microteaching Class ]]>
<![CDATA[Annisya Amelia Alyani]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i3.113874
<![CDATA[Project Based Learning as one of the methods proposed by the 2013 curriculum providing many advantages there are also disadvantages which rise to various perceptions. The purpose of this study is to describe students’ perceptions of project based learning in the microteaching class at the English Department, Universitas Negeri Padang. This research used descriptive quantitative research. The sample for this research was 56 microteaching students of English Department in Universitas Negeri Padang. The data collection technique used in this research was a questionnaire with 6 indicators through Google form application. Therefore, the results of this study showed that the majority of microteaching students in English Department had a positive or good perception of the implementation of project based learning. The students agree that the use of project based learning motivates students to learn and be more active in class, improves students’ collaboration and communication skills, and improves their time management skills. However, the students still encounter several obstacles such as students with a weakness in data collection having difficulties in the learning process, some students being less active in group work, and the time allocation. Students’ perceptions of project are influenced by several factors.]]>
<![CDATA[THE USE OF QtA (QUESTIONING THE AUTHOR) IN TEACHING READING COMPREHENSION TO SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Lisa Rahayu]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 3 (2014): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i3.4290
<![CDATA[Abstract Pada saat ini sistem pengajaran sudah semakin berkembang. Begitu pula dalam pengajaran bahasa Inggris. Namun dari keempat keterampilan berbahasa yaitu mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing),pengajaran reading terutama di SMP masih banyak memiliki kendala, terutama pada metode pembelajarannya. Siswa masih mengalami kesulitan dalam memahami materi berbahasa Inggris dalam bentuk tertulis secara maksimal. Oleh karena itu, makalah ini membahas penggunaan QtA (Questioning the Author) sebagai sebuah strategi yang dapat digunakan untuk mengembangkan kemampuan pemahaman membaca siswa. Dalam penggunaan strategi ini, guru memberikan sebuah teks yang akan dibaca siswa bersama-sama setelah sebelumnya membagi teks tersebut dalam beberapa bagian. Kemudian guru mengajukan queries (pertanyaan diskusi pada QtA) pada setiap bagian yang berfungsi membantu siswa memahami teks tersebut. Jawaban yang diberikan siswa akan direspon guru dalam bentuk diskusi. Manfaat dari penggunaan QtA ini adalah untuk membantu siswa membangun pemahaman makna teks yang sedang mereka baca melalui queries dengan mempertimbangkan sudut pandang dan tujuan penulis. Kata Kunci: reading, reading comprehension, questioning the author, queries]]>
<![CDATA[USING A TIME TOKEN STRATEGY TO INCREASE STUDENTS’ PARTICIPATION IN SPEAKING FOR JUNIOR HIGH SCHOOL ]]>
<![CDATA[Auliatisny Aziz]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 2 (2014): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i2.3703
<![CDATA[Abstrak Penulisan artikel ini bertujuan untuk mendiskusikan tentang bagaimana meningkatkan partisipasi siswa dalam pembelajaran speaking di Sekolah Menengah Pertama (SMP) dengan menggunakan Time token strategy. Speaking merupakan salah satu keahlian yang harus dikuasai siswa dalam mempelajari bahasa Inggris. Dalam pengajaran speaking, siswa dituntut untuk dapat berbicara secara akurat dan lancar serta mampu berpartisipasi aktif dalam pelaksanaan kegiatan belajar-mengajar. Akan tetapi, siswa sering mengalami beberapa masalah diantaranya masalah yang terkait dengan strategi yang digunakan guru di kelas. Dalam mengajar speaking, guru cenderung menggunakan strategi yang bersifat teacher-centered, sehingga siswa memiliki keterbatasan untuk berpartisipasi aktif di kelas. Untuk mengatasi masalah tersebut, penulis memperkenalkan time token strategy. Dalam strategi ini, siswa menjadi fokus utama dari pengajaran (student-centered). Pengajaran menggunakan time token strategy dimulai dengan guru membagikan empat kupon kepada masing – masing siswa. Setiap kupon bernilai ± 15 detik. Setiap selesai berbicara, siswa harus menyerahkan satu kupon kepada guru. Guru akan memberi siswa nilai sesuai dengan jumlah waktu yang digunakan. Jika siswa sudah menggunakan seluruh kuponnya, mereka tidak diperbolehkan untuk berpartisipasi lagi. Demikian seterusnya sampai semua siswa berbicara. Sehingga tidak ada siswa yang tidak aktif dan tidak ada juga siswa yang mendominasi untuk berbicara di dalam kegiatan belajar. Penerapan time token strategy akan meningkatkan kemampuan dan partisipasi siswa, terutama dalam speaking. Key words: speaking, participation, time token strategy, junior high school students]]>
<![CDATA[English Students' Ability in Using Lexical Collocations Viewed in Their Speaking Performances: A Case at English Department FBS UNP ]]>
<![CDATA[Annike Putri Ardi]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.8949
<![CDATA[AbstractThis research was a descriptive quantitavie research about English students’ ability in using lexical collocations viewed intheirspeaking performances. The uses of lexical collocations has been concerned as the 2013 batch English students had been practicing English at classes they had taken and at schools they had taught their temporary students. Lexical collocations indicated natural English which knowledge of it is necessary to gain as they are going to teach their students in the future. 18 students who had done PLK activity were involved in speaking test and interviews. The lexical collocations found in students sentences were analyzed and the types were classified to see the correct uses or collocation problems. It was found that the students’ ability in using lexical collocations was poor. All types of lexical collocations were used with different proportions with Verb and adjective and Adjective and Noun as the most frequent types of lexical collocations used. The problems were frequently of Verb and Noun and Adjective and Noun types. The causes of the problems were the limited knowledge of lexical collocations, the ignorance of the use of lexical collocations, and the use of direct translation from L1 to L2. It is concluded the more lexical collocations used, the more possible problems to occur.]]>
<![CDATA[Students' difficulties in understanding lecturer's explanation: a comparison between native and non-native lecturer ]]>
<![CDATA[Ramita Ramita]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107874
<![CDATA[This study is aimed to find out the students difficulty in understanding native and non-native lecturer which based on two aspects: linguistics and non-linguistics difficulties. It was also followed by the comparison of students difficulties in understanding both of lecturers.This study was conducted at English department students of Universitas Negeri Padang in academic year 2017/2018. The population of this research are all English education students in academic years 2017/2018 with the total number 95 students. Based on the population, the samples of this research are two classes: the first class are taught by native lecturer and second class are taught by non-native lecturer with the total number 64 students. This research used the descriptive collaborative method and used questionnaire as the main instrument followed by interview and observation to support the data from questionnaire. This research found that native lecturer tend to give more linguistics problem to the students rather than non-linguistics problem especially in lecturers accent and vocabulary understanding. Related to non-linguistics problem, lecturers speed placed the highest percentage. However, non-native lecture did not give significant difficulties but the higher percentage showed in non-linguistics problem especially in the way of lecturer in giving explanation.]]>
<![CDATA[USING JAZZ CHANTS IN TEACHING SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Vici Iriani Pratiwi]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 3 (2014): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i3.4295
<![CDATA[Abstrak Tujuan penulisan artikel ini adalah untuk membahas bagaimana pengajaran speaking dengan menggunakan strategi jazz chants. Pelaksanaan pembelajaran menggunakan strategi jazz chants ini harus melalui dua tahapan utama. Pertama adalah tahap persiapan. Dalam tahap ini guru mempersiapkan segala materi dan topik yang sesuai dengan tingkatan siswa kemudian mempersiapkan pertanyaan-pertanyaan untuk menuntun siswa mengembangkan ide-ide dalam berbicara. Tahap kedua adalah prosedur mengajar. Tahap ini terdiri dari tiga proses yaitu; pre-teaching, whilst-teaching dan post-teaching. Dalam pre-teaching, guru melakukan kegiatan warming up yang dapat mengaktifkan latar belakang pengetahuan siswa tentang topik yang akan dajarkan. Whilst-teaching dibagi menjadi tiga bagian: (1) eksplorasi; (2) elaborasi dan; (3) konfirmasi. Guru akan menggunakan strategi jazz chants pada bagian eksplorasi dan siswa disuruh mengaplikasikan strategi ini pada bagian elaborasi. Pada proses post-teaching guru menyimpulkan materi yang telah diajarkan dan menutup pelajaran. Kata Kunci: jazz chants, teaching speaking, Junior High School students]]>
