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<![CDATA[AN ANALYSIS OF THE ACTIVITIES IN BAHASA INGGRIS TEXTBOOK FOR GRADE 10th STUDENTS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE ]]>
<![CDATA[Intan Permata Sari]]>;
<![CDATA[An Fauzia Rozani Syafei]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.100375
<![CDATA[This research is an descriptive research that aimed to analyze the quality of the English textbook in term of the activities provided by this book. The object of this research was the Bahasa Inggris textbook for 10th grade students published by the Indonesian Ministry of Education and Culture. This research used an analysis format as the instrument to guide the researcher in analyzing the English textbook. The analysis format contained of six categories which was made based on the principles of good textbook proposed by the experts; the categories are providing the information and opinion gap activities which require the learners to communicate each other, asking the students to make up or write a story, asking the student to make grammatical discoveries from a simple drill, providing readiness activities, providing activities enable the students to recognize language input consciously and subconsciously, and providing activities stimulate the use of both right and left-brain. The result of this research showed that this English textbook can be categorized as good textbook since only one category that was rarely found in this textbook; asking the student to make grammatical discoveries from a simple drill. However, the other criteria had enough number as the activities provided by this book.]]>
<![CDATA[THE USE OF FUNBRAIN GAME TO IMPROVE YOUNG LEARNERS’ ENGLISH MASTERY ]]>
<![CDATA[Ito Wardiah]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2016): Serie F ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v5i1.7342
<![CDATA[In this modern area, many children prefer to play rather than learning, especially in English language which is not understood by the children. Because of that, the teacher should develop how to teach English to the young learners without making the child bored in learning. Therefore, to make the children wants to learn English the teacher can teach them by playing because the children love to play. In writing this paper, the author will discuss about the using of Fun-brain to increase the intelligence of a child's brain to know English. Fun - Brain is games that can be done online by teaching English to the young learners and to get know the English language through play. By playing, the young learners can study harder and memorizing vocabulary that they find in Fun – Brain game. Teachers can teach English to play and to make the children happy in learning English, so that the children can use the English that they learned in their daily life. This paper is expected to provide new insights for teachers or education to improve learning and teaching English for young learners which is usually at an early age, the child's brain formation will begin to form and will continue to grow along with the child's age. With the strategy of Fun - Brain can be used to form the brains of young learners up is not too difficult to recognize a foreign language to him. Also expected to increase the motivation of the young learners to learn by playing.]]>
<![CDATA[THE USE OF REWARD AND PUNISHMENT TO INCREASE YOUNG LEARNERS’ MOTIVATION IN LEARNING ENGLISH AS FOREIGN LANGUAGE ADAPTED TO INDONESIAN CONTEXT ]]>
<![CDATA[Irawati Irawati]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2016): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v5i1.7312
<![CDATA[This paper explains about the use of reward and punishment to increase young learners’ motivation in learning English as foreign language in Indonesia. The writer discusses about procedure and advantages of reward and punishment. Reward is an appreciation given by the teacher to the students who can follow the lesson well and finishing the assignment. Meanwhile, punishment is a bad treatment that is given to the students who do not focus in learning process, do not care of their assignment, and have bad habit during the class. Reward and punishment can be given through verbal and non- verbal form (action). Kinds of reward are mimic, gesture, compliment or positive feedback, point or sticker, and present. Kinds of punishment are warning, memorizing vocabulary, decreasing students’ point, and moving students’ seat. Besides to motivate student, reward and punishment also make the students become more discipline and study harder than before.]]>
<![CDATA[TEACHING ENGLISH INTEGRATIVELY BY USING LEARN ENGLISH KIDS BRITISH COUNCIL WEB FOR ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Hafizul Alimi]]>;
<![CDATA[An Fauziah Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 2 (2013): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i2.1169
<![CDATA[The purposes of this article are to (1) explain how to use www.learnenglishkidsbritishcouncil.org/en in teaching English Integratively to Elementary School students (2) explain about the advantages of this website in teaching English Integratively for Elementary School students. In pre-teaching, teacher build students’ intersest by playing a song and invite students to sing the song together. In whilst teaching, teacher invites students to play matching game of the story that they want to watch. After that, teacher invites students to watch the short story and do the worksheet. Next, teacher invites students to discuss the cronology of the story by playing picture series in groups. In post-teaching, teacher invites students to play flash cards of the story to make students more understand the lesson. Students will be happy in learning English by using the features of this website because they learn through songs, short stories and games. AbstrakTujuan penulisan artikel ini adalah untuk (1) menjelaskan bagaimana cara menggunakan website www.learnenglishkidsbritishcouncil.org/en dalam mengajar bahasa inggris secara integratif kepada siswa SD (2) menjelaskan tentang manfaat website ini dalam pengajaran bahasa inggris secara integratif. Di awal pembelajaran (pre-teaching) guru membangun ketertarikan siswa dalam belajar dengan memutarkan sebuah lagu dan mengajak mereka bernyanyi bersama. Setelah itu, (whilst-teaching) guru mengajak siswa bermain matching game dari cerita pendek yang akan mereka tonton. Selanjutnya, guru mengajak siswa menonton cerita pendek dan mengerjakan worksheet tentang cerita tersebut. Setelah itu guru mengajak siswa mendiskusikan kronologi dari cerita dengan bermain picture series dalam kelompok. Di akhir pembelajaran, (post-teaching) guru mengajak siswa bermain flash cards dari cerita tersebut. Siswa akan senang belajar bahasa inggris melalui fitur fitur yang ada dalam website karena mereka belajar melalui lagu, cerita pendek, dan permainan.]]>
<![CDATA[Reading Ability of International Class Students of PGSD 2019 of Universitas Negeri Padang ]]>
<![CDATA[Abdullah Azzam An-Nashir]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i3.112079
<![CDATA[Using English as a medium of instruction for students who do not understand that language makes the learning process is not running well. Many obstacles faced by the students in understanding the course dealing with low English ability. They faced difficulties in both written and spoken language. However, university students are much more interactive with written language; reading English texts will be more harmful to them, due to their low ability to catch the information from what they read. This study aims to find out students reading ability and difficulty in reading English text. Data were collected from 22 international class students of PGSD 2019 of Universitas Negeri Padang. In collecting data, the students were asked to do a reading test consist of 50 questions for 55 minutes. The result shows that the students have the low reading ability in reading English texts. Furthermore, the students have difficulties in several aspects of reading consist of finding the main idea, answering stated detail questions, answering implied detail questions, finding unstated detail, finding pronoun referents, determine where specific information, answering transition questions and answering vocabulary questions.]]>
<![CDATA[USING GAP INFORMATION ACTIVITY IN TEACHING ENGLISH AT HOTEL AND TOURISM VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Suci Ayu Andari]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2016): Serie C ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v5i1.7303
<![CDATA[In this paper the writer discusses some of the activities of information sharing (gap information) in learning English at hotel and tourism vocational high school. This paper describes the activity of sharing information in study speaking in the class. This activity is best used as a technique to learn speaking so that, when students learn speaking they feel comfortable, easy to understand and not boring. So that this information sharing activity (gap information) can help students to improve their speaking skills]]>
<![CDATA[Simple Conversation as Speaking Material for the Fifth-Grade Students ]]>
<![CDATA[Inessa Laurie]]>;
<![CDATA[An Fauzia R Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 1 (2012): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i1.327
<![CDATA[Makalah ini ditujukan untuk membantu guru dalam merancang dan memilih simple conversation sebagai materi ajar speaking bagi anak kelas 5 SD. Materi ajar simple conversation dalam makalah ini dikembangkan dari kompetensi dasar yang tertera dalam kurikulum tingkat satuan pendidikan (KTSP) mata pelajaran Bahasa Inggris SD (2006). Menurut KTSP, materi ajar speaking bagi anak kelas 5 SD harus sangat sederhana dan konstektual sebatas lingkungan sekolah. Materi juga disesuaikan dengan tingkat perkembangan kognitif dan sosial/emosional anak. Oleh karena itu simple conversation yang diajukan dalam makalah ini dirancang sangat sederhana; dengan bahasa yang jelas, kontekstual dan kultural. Kata kunci: Simple conversation, speaking material, young learners]]>
<![CDATA[THE EFFECT OF GENKI-ENGLISH (CD-INTERACTIVE) AS MEDIA TOWARD YOUNG LEARNERS’ SPEAKING ABILITY AT SDN 02 SAWAHLUNTO ]]>
<![CDATA[Chintya Virqi Prayetno]]>;
<![CDATA[Zul Amri]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![CDATA[ Journal of English Language Teaching Vol 3, No 1 (2014): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v3i1.4383
<![CDATA[Abstrak Penelitian ini bertujuan untuk melihat dampak terhadap penggunaan media ini dalam fase kegiatan sebelum dan sesudah berbicara terhadap kemampuan berbicara siswa.). Media yang digunakan dalam penelitian ini adalah Genki-English (CD-Interactive). Jenis penelitian ini adalah penelitian eksperimen. Populasi penelitian ini adalah siswa kelas IV SDN 02 Sawahlunto tahun pelajaran 2013-2014. Sampel penelitian ini terdiri dari dua kelompok, kelompok A sebagai kelompok eksperimen menggunakan Genki-English (CD-Interactive) dan Kelompok B sebagai kelas control dengan menggunakan media Picture Cards and Teacher’s voice. Data berupa nilai speaking test dianalisis secara statistic dengan menggunakan rumus t-test, dan ditemukan bahwa t-hitung sebesar 2,51, sedangkan sebesar2,228, yang berarti t-hitung> t-tabel. Berdasarkan hasil hitungan ini, disimpulkan bahwa penggunaan media Genki-English dalam pembelajaran dapat memberikan pengaruh yang lebih baik terhadap kemampuan berbicara siswa. Key words: Media, Young Learners, Speaking Ability.]]>
<![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[AN ANALYSIS OF THE INSTRUCTIONS IN BAHASA INGGRIS TEXTBOOK FOR GRADE 10th STUDENTS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE ]]>
<![CDATA[Selvi Maharani]]>;
<![CDATA[An Fauzia Rozani Syafei]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.100268
<![CDATA[AbstractThis research is a descriptive research conducted to find out the quality of the Instructions in Bahasa Inggris textbook for 10th Grade Students Published by the Indonesian Ministry of Education and Culture in term of instruction used. The instrument of this research was an analysis format used by the researcher as the guidelines to eanalyze the textbook. The analysis format contained of instruction categories that consists of three indicators as the criteria of good instructions. After the analysis, it was found out the quality of the Instructions in Bahasa Inggris textbook for 10th Grade Students Published by the Indonesian Ministry of Education and Culture in term of instruction used is not qualified as the good textbook because only one criterion that fulfils the good quality of instructions used; instruction that permit silent period were 93.3%. However, the other criteria could not be categorized into good instruction since they were only found 54.4% instructions of building critical thinking, and instructions that are followed by example were 45.7%. It means that only instructions that permit silent period that fulfils the criteria of good textbook, while for building critical thinking and followed by example are only average.Key words: Teaching Materials, Materials analysis, Instruction, HOT (Higher Order Thinking), Bloom’s Taxonomy, the Silent Period ]]>
