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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Jurnal Konseling dan Pendidikan INOVISH JOURNAL TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang Omiyage: Jurnal Bahasa dan Pembelajaran Bahasa Jepang Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Ratmanida, Ratmanida
English Department Faculty Of Languages And Arts State University Of Padang
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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CLASSROOM INTERACTION: A KEY TO FACILITATE LEARNING Ratmanida Ratmanida
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (639.495 KB)

Abstract

The study aims to investigate factors that facilitate learning based on classroom interaction analysis at Fledgling Intemational Standard Schools known as Rintisan Sekolah Bertaraf Internasional (RSBI). The purposes of this study are in particular to find out how the interactions that take place between teacher student, student-teacher, and student-student facilitate learning. The site ofthe research is the Public Senior High Schools located in Padang that are implementirrg RSBI programmes; and the participants are Physics teachers along with their students. Data of this study is drawn from direct classroom observation, questionnaire and intensive intervierw and these data'were analyzed quantitatively and qualitatively. Data analyses reveal the following results. Some ofthe lactors that facilitates learning appeared to be constructive explanation, teacher's response to the students' question. and sharing ideas between or among students the so-called collaborative learning.
ENGLISH TEACHERS’ STRATEGIES IN GIVING ORAL CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING PERFORMANCE Widia Siska; Mukhaiyar Mukhaiyar; Ratmanida Ratmanida
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.269 KB)

Abstract

The aims of this research were to analyze the strategies used by the English teachers in giving corrective oral feedback on students’ speaking performanceand the reasons of the English teachers tend to use particular strategies in giving oral corrective feedback on students’ speaking performance at SMAN 1 Koto Salak and SMAN 2 Koto Baru. The type of this research was descriptive qualitative research. The data were collected through video recorder and interview. The sources of data were 6 English teachers at SMAN 1 Koto Salak and SMAN 2 Koto Baru Dharmasraya. The finding of this research indicated that oral corrective feedback strategies used by the teachers were explicit correction, recast, clarification request, metalinguistic clue, elicitation, repetition, body language and combined strategies. The strategies that mostly used by the English teachers were recast and explicit correction. The teacher tend to used particular strategies because they know the level of the students’ understanding, motivation, condition, and the ability in understanding and receiving what the teacher gave
Analysis of Classroom Interaction in International Class of Chemistry Department at Universitas Negeri Padang Fuad Nabil Adzanil; Ratmanida Ratmanida
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.119808

Abstract

The interaction that takes place during classroom activities is crucial in science classes, especially Chemistry because it encourages students' involvement and engagement in the learning process, which promotes students' knowledge during the learning process. Since International Class uses English as the medium of instruction, students are expected to interact in English. However, the non-English department, such as the chemistry department is assumed that there is a tendency for students to avoid interaction in classroom activities because they are afraid of making mistakes, especially when they speak in English. The purpose of the research is to find out how the interactions take place in the learning process and what is the students’ attitude toward classroom interaction. This research involved 27 students of the International Class in Chemistry Department UNP. The design of the research was using descriptive qualitative. Video recordings in the form of transcripts, questionnaires, and interviews were used for the data collection. The data were analyzed qualitatively. The result revealed that the dominating category of each pattern, such as Lecturer-Students indicated the questioning category, Students-Lecturer indicated the response category, and Student-Student indicated the response category. In questioning and explaining the material, the lecturer dominantly used English in the learning process. On the other hand, the students responded to the lecturer’s questions by using Bahasa Indonesia. Moreover, the students showed a positive attitude toward classroom interaction, so the interaction between the lecturer and the students can be implemented in the learning process.
An Analysis of Classroom Interaction in International Class of Biology Department at Universitas Negeri Padang Meutia Herza Putri; Ratmanida Ratmanida
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.119819

Abstract

Classroom interaction is defined as an interaction between the teacher and learners, and amongst the learners in the classroom. Those interactions consequently lead to students’ attitudes whether it is positive or negative including in an International Class, especially in Biology Department. The research aims to find out how classroom interaction takes place between lecturer-students (L-S), students-lecturer (S-L), and student-student (S-S) and students’ attitudes towards the classroom interaction in International Class of Biology Department at Universitas Negeri Padang. This is a descriptive qualitative research conducted in the International class of Biology Department. The instruments of this research were observation, adopted questionnaire, and interview. The data analysis was analysed by categorizing each category of the patterns from FIACS. The participants of this research consisted of 41 students and 2 lecturers. From the five-meeting observation, the finding of the research revealed that dominant category of each pattern; explaining for L-S pattern, response for S-L pattern, and questioning for S-S. Those dominant categories were influenced by group discussion method that used in the teaching and learning process. In addition, students showed the positive attitudes towards interaction in the classroom, in which they had a passion and aspiration to maintain their ideas or thoughts independence.
THE INFLUENCE OF TASK-BASED LANGUAGE TEACHING IN EFL READING CLASSROOM Doris Sukma; Yenni Rozimela; Ratmanida -; Muhammad Indra Gunawan
INOVISH JOURNAL Vol 7, No 2 (2022): INOVISH JOURNAL, Vol 7, No 2 - 2022
Publisher : Politeknik Negeri Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35314/inovish.v7i2.2890

Abstract

This study is set out to investigate the influence of task-based language teaching implementation to teach reading comprehension to EFL students. It involved the first-year students of SMAN 3 Padang as research population. They were consisted of eight classes. Two groups were assigned as experimental and control class. There were 36 students in each class. The groups were taught by using different teaching instruction. Experimental group were taught by using task-based language teaching while control group were taught by using conventional teaching. After several treatments, these groups were given reading comprehension test in order to see their comprehension quality toward reading text. The test was in form of short answer response and consisted of 26 valid and reliable items. As prerequisite analysis, normality and homogeneity testing were conducted in order to analyze the result of the test. Subsequently, independent sample t-test was conducted in order to test the research hypothesis. Based on the result of analysis, it was found that tobtained (3.503) was higher than ttable (1.669). It designates that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Otherwise speaking, task-based language teaching gives positive influence toward students’ reading comprehension
The Analysis of Teacher-Student Interaction on Student Motivation Alda Uswatun Hasanah; Ratmanida Ratmanida
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.v12i1.121811

Abstract

Interaction has a positive impact on students learning because it can attract students’ attention and motivate them during the learning process. Especially in the English subject, students' interactions in the language classroom will help them develop both their language proficiency and their social skills. The aim of this study is to find out how the interaction takes place during the learning process and how does it affect the students learning motivation. This research involved 69 students of the 11th grade at SMA Negeri 2 Padang. This study used  descriptive method design. The written form of video recordings and questionnaire were used for the data collection. The result revealed that the dominant category for Teacher-Students pattern is Asks Questions, while the Students-Teacher pattern is Response. When asking questions and giving directions, the teacher dominantly used Bahasa Indonesia. Several of the questions and directions from the teacher are responded by the students mostly in Bahasa Indonesia as the way for the students to participate in the interaction. Moreover, the result revealed that there is a positive and significant relationship between classroom interactions and students' intrinsic and extrinsic learning motivation. Consequently, the classroom interactions between students and teachers affect the students’ learning motivation.
English Teachers’ Perception toward Merdeka Curriculum at Junior High Schools in Koto Tangah, Padang Fatma Fatma; Ratmanida Ratmanida
Journal of English Language Teaching Vol 12, No 4 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i4.125677

Abstract

The implementation of Merdeka curriculum brings many change for the teachers. It can influence the teachers’ perceptions toward the implementation of this curriculum. The purpose of this research is to investigate the English teachers’ perception toward the implementation of Merdeka curriculum. Ten English teachers from three Junior High Schools in Koto Tangah, Padang were assigned to complete the questionnaire about their perception of Merdeka curriculum. Quantitative analyses were employed in this research using liker scale approach to measure the questionnaire and calculated the average score. The results showed that the majority of the English teachers had a positive or good perception toward the implementation of Merdeka curriculum with average score 3,1. The teachers agree that it is easy to design the teaching module and they feel convenient using the assessment from Merdeka curriculum. Also, the teachers agree that the implementation of differentiated learning Project based learning link with Pancasila profile and can give a good impact to the students.
An Analysis of Teacher’s Discourse Markers in SMK N 3 Teluk Kuantan Pertiwi, Anggun; Ratmanida, Ratmanida
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129292

Abstract

This study examines the type of discourse markers based on Fang and Carter theory (2007) in the teachers’ talk and the reason why teachers used dominant discourse markers at SMK N 3 Teluk Kuantan. The research  design  of this study is descriptive qualitative. The data is collected though observation, recording and interview. The subjects of this research are two English teachers at SMK N 3 Teluk Kuantan. The result showed that there were four type discourse markers used by teachers, namely, interpersonal, referential, structural and cognitive. Interpersonal markers were the dominant posed  by teachers in the teaching and learning process which was 60,00%, 22,31% referential, 15,94% structural and 1,73% cognitive. The teachers used dominant markers for providing students with effective instruction and guidance especially for taking student’s attention, increasing their confidence in the classroom interaction, as fillers also highlight the key of conversation and measuring students’ understanding. Keywords:Discourse markers, teacher’s   talk, classroom interaction
Student Engagement in Small Group Discussion for English Language Learning at SMAN 1 Salimpaung Ilahi, Puja Restu; Ratmanida, Ratmanida
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.v13i1.127387

Abstract

This study aims to find out the level of student engagement in small group discussions during English learning at SMAN 1 Salimpaung. The research design was conducted using descriptive research; 61 twelfth-grade students were selected using the cluster random sampling method. Questionnaires and observation checklists were used to collect data. The questionnaire consisted of 40 closed questions relating to students' engagement in small group discussions. The results showed that student engagement in small group discussions at SMAN 1 Salimpaung can be high, with an overall mean of 2.94. Specifically, the cognitive engagement dimension showed the highest level of engagement, indicating students' active engagement in critical thinking, analyzing information, developing an understanding of the material discussed, monitoring progress and self-evaluation during small group discussions. In addition, the behavioral engagement dimension also showed significant levels of engagement, with students exhibiting behaviors that reflected active participation and interaction. Although the emotional engagement dimension showed high levels of engagement overall, there was considerable variation in students' emotions within the small group discussions
An Analysis Classroom Interaction: A Case Study of International Class of Physic Department at Universitas Negeri Padang Nabila, Shaza Inash; Ratmanida, Ratmanida
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.130427

Abstract

This study examined classroom interactions within the International Class of the Physics Department at Universitas Negeri Padang, emphasizing both student attitudes and the characteristics of these interactions. A descriptive quantitative analysis was utilized, with data collected through observations, questionnaires, and interviews. The Flanders Interaction Analysis Categories System (FIACS) was employed to categorize the interactions between teachers and students. The sample comprised 15 students and one lecturer.The study emphasized fostering a positive and interactive classroom environment, revealing distinct interaction patterns: lecturers primarily engaged in explaining (44%) and questioning (28%), while students exhibited minimal instances of accepting feelings (11%) or giving directions (12%). Student interactions with lecturers involved more accepting feelings (33%) and responding (28%), along with questioning (16%) and initiation (23%). The study concludes that interactive teaching practices enhance the educational experience and suggests that encouraging critical engagement and improving teacher facilitation can further enrich classroom interactions and learning outcomes.
Co-Authors Adzanil, Fuad Nabil Aida Irona Al-Hafiz, Muhammad Alda Uswatun Hasanah An Fauzia Rozani Syafei Anisa Fitri Wulandari Anisa Wahyuni Annike Putri Ardi Annisya Amelia Alyani Auliatisny Aziz Bunga Fitri Hari Setia Don Narius Doris Sukma Dwi Bayu Saputra Edrian Rahmawati Eka Sustri Harida Fatma Fatma Fitrawati Fitrawati Fuad Nabil Adzanil Fuad Nabil Adzanil Havid Ardi Hendri Zalman Hermawati Syarif Honesty Yonanda Ayudhia Honesty Yonanda Ayudhia, Honesty Yonanda Ilahi, Puja Restu Indah Afriani Iradatul Hasanah Jufri Jufri Jufrizal Jufrizal Junia Dwipa Arza Lathifa Azhary Leni Marlina Lisa Rahayu Lubis, Rayendriani Fahmei Mardhatillah Mardhatillah Mega Fithria Mella Fauzia Meutia Herza Putri Muhammad Al-Hafizh Muhammad Indra Gunawan Muhammad Zaki Arevi Mukhaiyar, Mukhaiyar Nabila, Shaza Inash Pertiwi, Anggun Puja Adelia Harahap Putri Melco Putri, Meutia Herza Rada Ayu Pareza Rahayu Sri Wahyuni Rahmah Ulfa Andini Ramita Ramita Reza Asmaniarti Rika Permata Yulsardi Rina Gusman Putri Seprita Sari Sindya Fantika Sitti Fatimah Tari Kencana Erly Tio Eka Putra Tressyalina Tressyalina Vici Iriani Pratiwi Widia Siska Winda Elva Yuanita Yenni Rozimela Yuli Elviza Yunisa Rahmi Zahra Suamperi, Siti Fakhirah Zainil, Yetti Zainil, Yetty Zul Amri Zuledwi Wahyuni