Articles
<![CDATA[The Analysis of Students’ Common Errors in Constructing Passive Voice in Explanation Text by English Department Students in Universitas Negeri Padang ]]>
<![CDATA[Rahma Hayuni]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.116320
<![CDATA[This study was aimed to describe students’ common errors in constructing passive voice in explanation text by English Department Students of Universitas Negeri Padang who took Academic Writing class. It was aimed to find students common errors in writing explanation text. This research was descriptive method research. The sample of this research was the K2-K5 2019 students. The research was taken based on simple random sampling. This research was conducted by using students’ final writing test in academic writing from 27 students in order to find the common error in students’ writing. The finding show that the most common error made by the students’ in constructing passive voice were omission error with 47 errors with 22 omission errors in auxiliary be, 20 omission errors in auxiliary to be and 5 omission errors in preposition. Misinformation errors 24 errors in total with 18 errors in misinformation auxiliary, 5 errors in misinformation past participle]]>
<![CDATA[Using Instagram as a Medium for Discussion in Paragraph Writing Course at Universitas Negeri Padang ]]>
<![CDATA[Desi Amelia]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i3.113564
<![CDATA[The pandemic outbreak on 2019 impacts on students’ discussion activities in paragraph writing course of the 1st year English Student Department at Universitas Negeri Padang. In order to solve the problem, IT development provides social media, Instagram, as medium for the discussion through caption and comment feature. This paper explains on how to use Instagram as medium for paragraph writing discussion. The discussion is constructed through Instagram by dividing the activities into pre-teaching, whilst-teaching and post-teaching activities. The first activities is done by uploading the materials and students’ writing. After that, students and lecturer discuss about the material and students’ writing by giving sugesstion or feedback on the comment feature. On the final activities, through the feedback giving, students can improve their writing before collect it to the lecturer.]]>
<![CDATA[Using Story Mapping Technique in Teaching Reading of Narrative Text for Junior High School Students ]]>
<![CDATA[Imana Annisa]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107929
<![CDATA[This paper is aimed at describing the use of ‘Story Mapping’ to improve students’ comprehending in reading narrative text at junior high school students. This technique is applied to help junior high school students to understanding andcomprehending narrative text. This technique enables students to solve the problem by using story mapping sheet given to them. By using this technique, the students are allowed to read the narrative text and determine the appropriate part of the text to each part of the sheet on story mapping.]]>
<![CDATA[Reducing Adjective Clauses into Participial Phrases: How Good Are The Students? ]]>
<![CDATA[Noviani Noviani]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.114961
<![CDATA[Regarding that the ability to master clause and phrase construction affects the effectiveness and quality of the writing and reading, yet the studies about clause reduction are counted less in amount, it needs to be further examined. The objectives of this study are to find out the ability of English department students in reducing adjective clauses into participial phrases. The population of this research were 162 the second year English Department Students of Universitas Negeri Padang. The sample was 30 students chosen by using cluster sampling technique. Quantitative approach and descriptive method were used to analyze and describe the data which was gained from the test instrument. In general, the results show that averagely the students have such a fair level of mastery of the reduction of adjective clauses with average score 63.9. Indeed, specifically, they have good ability in changing the adjective clause to present, past or appositive and fair ability in correcting the errors. In addition, regarding the Arikunto’s standardized category, it was found that 33.3% students have good ability, and a couple of 20% students were categorized excellent and fair. In addition, 16.7% students were classified poor while 10% of them were noted fail.]]>
<![CDATA[An Analysis of Second Semester English Department Students of UNP at Subject-Verb Agreement in their Paragraph Writing Assignments ]]>
<![CDATA[Muhammad Wira Rizki]]>;
<![CDATA[Don Narius]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i3.105435
<![CDATA[This research aimed to analyze the students’ subject-verb agreement accuracy in the paragraph writing assignments. This research is descriptive quantitative research. The population in this research is the first year, second semester of 2018 English Department students of Universitas Negeri Padang. The sample was taken by using cluster random sampling. There are 40 students that become the sample of the research. In this research, the data was collected from the students and lecturers who taught paragraph writing class. Based on the findings and discussion about the students’ subject-verb agreement, the researcher found that Subject-Verb Agreement accuracy of second semester English Department students in Paragraph Writing course at Universitas Negeri Padang is 37,4%, which is categorized as Fail. The sequence of the types of errors from the highest to the lowest made by the students was omission, misformation, addition, and misordering.]]>
<![CDATA[USING THE THINK-PAIR-SHARE STRATEGY IN TEACHING READING NARRATIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Yolanda Ageasta]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.100398
<![CDATA[Based on the writer’s experience, many students have not interested in reading text, they do not have motivation in reading and the students become passive in the class. Considering such problem, an appropriate strategy in teaching is needed to help students to improve their ability in reading. This paper aims at explaining how to implement think-pair-share strategy in reading narrative text. Think-pair-share strategy conducted students to do three phases. The students have “wait time” go review their background knowledge about the topic. Then the teacher divides the students to work in pair after answer the question individually. After that, each of students shares their answer and ideas in pair. Finally, the students present their discussion in front of the class individually. The objective of this paper is to help the students visualize their knowledge in the form of group work and improve student motivation and ability in reading narrative text. ]]>
<![CDATA[The EFL Students’ Perceptions in Doing Online English Exercises by Using Quizizz at Universitas Negeri Padang ]]>
<![CDATA[Yuni Anriani Siregar]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.115983
<![CDATA[This research aims to analyze students’ perceptions and difficulties in doing online English exercises by using Quizizz. The researcher used an online questionnaire and interview as the instrumentation. The researcher used cluster random sampling to choose the sample. The sample of this research consisted of 35 students of K3’2018 English Education at Universitas Negeri Padang. In this study, the researcher used descriptive quantitative as a research design. There were two aspects of perception used in this research: perceived ease of use and perceived enjoyment. Findings from data analysis show that students perceived positively both aspects. It shows that students agree that Quizizz is easy to use, easy to access, interesting and fun, and can be used in daily online English exercises. The difficulties faced by the students were duration, slow internet connection, and uncomfortable features.]]>
<![CDATA[An Analysis of Second-Year English Department Students’ Ability in Using Subordinate Conjunctions ]]>
<![CDATA[Widy Asti]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i2.104435
<![CDATA[This research aimed to know the students’ ability and their difficulties in using subordinate conjunctions. This research is descriptive quantitative research. The population in this research is second-year students of English Department at Universitas Negeri Padang. The sample was taken by using simple random sampling. There are at 33 students that become the sample of the research. In this research, the data were collected through the grammar test. Each students were asked to answer all questions by appropriate subordinate conjunctions. The data were scored in general and every part of the test to check the quality of the students’ ability in using subordinate conjunctions. The data collected and analyzed were categorized. Then, the researcher calculated the mean score of the students to determine the students' ability in using subordinate conjunctions for overall and each part. To knowing the students’ difficulties, the data were calculated the mean score of each part, it can be interpreted by the criteria. In this research, it was found that the second year students’ ability in using subordinate conjunctions at English Department of Universitas Negeri Padang is fair because the average score of the students is 57,33. The students have good ability in answering question part. It was also found that the students have some difficulties in answering the question in part 1. It is difficult for them to decide what types of subordinate conjunctions that agree with the sentences based on its meaning.]]>
<![CDATA[An Analysis of Second-Year English Department Students' Ability in Using Correlative Conjunctions ]]>
<![CDATA[Pipin Rahayu]]>;
<![CDATA[Witri Oktavia]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107833
<![CDATA[This research aimed to know the students’ ability and their problems in using correlative conjunctions. This research is descriptive quantitative research. The population in this research is the second year, fourth semester of 2018 English Department students of Universitas Negeri Padang. The sample of this research is 31 students selected using cluster sampling. The instruments used in this research was grammar test. The test consisted of three parts which 24 questions in total. The data were scored in general and every part of the question to check the quality of the students’ ability in using correlative conjunctions. The data collected and analyzed were categorized.Then, the researcher calculated the mean score of the students to determine the students' ability in using correlative conjunctions for overall and each part.To knowing the students’ problems, the data were analyzed based on the lowest score of the students in answering all the questions. Based on data analysis, it was found that the students’ ability in using correlative conjunctions was fair because the average score of the students was 60,00. The students have very good ability in answering question part 1. It was also found that the students have some difficulties in answering the question in part 3. Furthermore, it was hard for the students to combine sentences using correlative conjunctions. ]]>
<![CDATA[Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies ]]>
<![CDATA[Delvi Wahyuni Delvi Wahyuni]]>;
<![CDATA[Witri Oktavia Witri Oktavia]]>;
<![CDATA[Leni Marlina Leni Marlina]]>
<![CDATA[ Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v13i1.5239
<![CDATA[This research aimed at investigating foreign language writing anxiety experienced by Indonesian EFL learners studying at Universitas Negeri Padang. The numbers of participants involved in this survey were 132 students comprising of sophomores, junior, and senior students. This research employed three research instruments: Second Language Writing Anxiety Inventory (SLWAI) to collect data on students’ levels of writing anxiety; Causes of Writing Anxiety Inventory (CWAI) to gauge information about sources of students’ writing anxiety; typologies of tactics to cope with writing anxiety. The result of this research reveals that the level of students’ writing anxiety is moderate. In addition, no significant relationship between students’ writing anxiety level and their academic level is revealed suggesting moderately anxious students outnumbering those with high and low writing anxiety at any academic level. In addition, the sources of students’ writing anxiety are problems with topic choice, linguistic difficulties, and lack of writing practice. The coping strategies used by students to overcome writing anxiety are preparation, positive thinking, relaxation, peer-seeking, and resignation (most-frequent to least frequent respectively). ]]>
