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<![CDATA[An Analysis on the Subject-Verb Agreement Errors in Speaking Performance Made by the Second Year Students of English Department Students of UNP ]]>
<![CDATA[Rizkiah Nadiroh Nasution]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i1.111713
<![CDATA[This research aimed at identifying the subject-verb agreement errors in students’ speaking performance, finding out mostly the types of errors in applying the subject-verb agreement also finding out the source of errors made by the second-year students of English department of UNP. This research applied a descriptive qualitative research design with 28 students who participated in this study. The data of the research were collected through a test instrument. The test instrument covers a speaking test in a report form. All of the errors that were identified in subject-verb agreement were analyzing by using Surface Strategy Taxonomy introduced by Dulay et,al. the result of data analysis showed that the students contributed into four types of errors in subject-verb agreement’s term, they are (1) omission (38 errors / 25 %), (2) addition (47 errors / 27%). (3) misformation ( 76 / 45%), (4) misordering (10 errors / 6%). Furthermore, the research also found the sources of errors made by the students during his/her speaking report test, the frequent sources of errors are Intralingual transfer there are totally (100 errors / 57%), Interlingual transfer (45 errors / 25%), communication strategy ( 17 errors / 10 %) and the last one is context of learning ( 14 errors / 8%)]]>
<![CDATA[An Analysis of Third Year Students of English Department Faculty Languages and Arts UNP Ability in Pronouncing Diphthong of English Words ]]>
<![CDATA[Mella Fauzia]]>;
<![CDATA[Zul Amri]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.100323
<![CDATA[The purposes of this study are to know how is the pronunciation of the third year students of English department Universitas Negeri Padang in pronouncing diphthong of English words and what diphthong that mostly mispronounced by the students. This research is quantitative research method. The research population is the third year students; the class of 2015. There were 33 students taken as the research sample which selected through cluster sampling technique. The data were collected through pronunciation test. The students were asked to pronounce the list of diphthong of English words. The pronunciation was recorded through tape recorder. Moreover, there were 48 words in the test. The words represented eight types of diphthong. The pronunciations were analyzed by using Cambridge Advanced Learner Dictionary and also help by two raters. The pronunciations were transcribed in order to answer the research problems. The results of the study show that students’ ability in pronouncing diphthong of English words is sufficient. In addition, the highest percentage of diphthong error is diphthong aʊ (24,81 %). The less percentage error is diphthong ɔɪ (2,90 %). ]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY FACED BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI PADANG ]]>
<![CDATA[Weni Delfia Mitha]]>;
<![CDATA[Zul Amri]]>;
<![CDATA[Don Narius]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.100269
<![CDATA[This research was conducted to find out the type and the level of speaking anxiety faced by the forth semester students of English Education Study Program of English Department of Universitas Negeri Padang. This descriptive research used a quantitative descriptive method. The research instruments are questionnaire and interview. The questionnaire used in this research is adapted from the Foreign Language Anxiety Scale (FLCAS) designed by Horwitz. It consists of 33 statements which have three categories as well as communication apprehension, fear of speaking test, and fear of feedback by peers and lecturer. Based on the research analysis, it was found that the level of students’ speaking anxiety is in the middle level with the percentage was 82%. It was significantly different with other levels which had 9% for low level and also 9% for high level. The types faced by the respondents were in the fear of speaking test (44%), communication apprehension (34%), and feedback by peers and lecturer (22%). The dominant typeof speaking anxiety was fear of speaking test. However, after having the depth interview about their speaking anxiety, the research showed that all types of speaking anxiety were in the relationship. Key words: Speaking, Anxiety ]]>
<![CDATA[USING JUST A MINUTE GAME TO IMPROVE STUDENTS’ SPEAKING ABILITY IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Rinindi Pertiwi]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 6, No 1 (2017): Serie E ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v6i1.9664
<![CDATA[This article discusses about an interactive game that can encourage students to speak communicatively. The game named Just a Minute Game. Just a Minute game is a simple game but effective to improve students’ speaking skill. The rule of the game is the students speak in one minute about a topic given by teacher without hesitation, repetition, and deviation. If the students break the rule, the other students can take the chance by saying “Challenge”. The teacher can choose the students who will continue the speech with the same topic. The student who can speak in one minute without breaking the rule will be the winner of the game. Through this game, the students are expected to be interested in learning English, especially in speaking.]]>
<![CDATA[An Analysis of Speaking Learning Strategies Used by Proficient Learners of English Language and Literature Department in Universitas Negeri Padang ]]>
<![CDATA[Dewi Patmawati]]>;
<![CDATA[Zul Amri]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.8966
<![CDATA[This research is a qualitative descriptive research that aims to see the level of strategy used by smart students who get the value A. data collection techniques used in this study is a questionnaire and focus group discussion of students majoring in English year entered 2016/2017. Based on the research, it was found that dominant students use affective strategies with an average of 4.8 high levels. Metacognitive strategies also get high level results with an average of 4.6. Here are the medium levels on the cognitive strategy with an average of 2.9, the social strategy with an average of 2.8, the compensation strategy with an average of 2.74 and the strategy memory with an average of 2.70. So it can be concluded that affective strategy is the dominant strategy used by smart students who score A in English majors.Keywords: Speaking, Language learning strategy, Student is smart]]>
<![CDATA[An Analysis of Students’ Grammatical Errors on Speaking at SEA Debate at English Department of Faculty of Languages and Arts of Universitas Negeri Padang ]]>
<![CDATA[Stephanie Chania]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 4 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i4.106239
<![CDATA[The purpose of this study was to analyze students’ grammatical errors on speaking at SEA Debate at English Department of Faculty of Languages and Arts of Universitas Negeri Padang. It employed qualitative research method with the Debate class of 2017 students as the research population. There were six students taken as the research sample selected through purposive sampling technique. The data were collected through smart-phone video recorder and interview guideline. The video recording was transcribed and analyzed from the first speaker until the last speaker. After analyzing the data, the students were interviewed to support the data in order to answer the research question of the study. The collected data were mainly in the form of transcription texts mined from the recordings of the debate as well as the interview of each student. The results of the study showed the most type of errors made by the SEA Debate students was omission error which consisted of 77 errors or 50.66% of errors. The causes of errors were affected by the students were inadequate learning, overgeneralization, and simplification. Key words: Speaking, Grammatical Error, Debate]]>
<![CDATA[An Analysis of Culinary Art Vocational Students' Needs in Learning English at the Public Vocational High School Number 9 Padang ]]>
<![CDATA[Rukmala Dewi]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 4 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i4.106438
<![CDATA[The purpose of this study is to analyze English needs of culinary art students of Vocational High School Number 9 Padang in learning procedure text/recipe. It employed qualitative research method. The subjects of this study were second grade culinary art students of Vocational High School Number 9 Padang. One out of seven classes was chosen to be the sample of this study which consist of 32 students. The data were collected through questionnaires and interview guide. A questionnaire administered to each of the students and an interview was done to an English teacher who teach them. The questionnaire covers three things as the benchmark of students’ needs in learning procedure text/recipe in English class. It was analyzed by looking at the mean value of the students’ answers. The interview recording was also analyzed to get deeper answer from the teacher. The result of the study showed that the most important activity that should be done in learning procedure text/recipe is reading activity. Meanwhile, the skill that must be mastered by the students in order to perform well in their future carrier was speaking skill. ]]>
<![CDATA[Using Realia in Teaching Speaking to Junior High School ]]>
<![CDATA[Violintikha Harmawan]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.8909
<![CDATA[This paper describes the use of realia in teaching speaking. The purpose of this paper is to explain how to use realia in increasing the ability and motivation of junior high school students in teaching speaking. The main problems that faced by students are low of motivation and lack of vocabulary. As a result, the students will afraid to speak. The teachers have to find some strategies or media to solve those problems. One of the media can be used by teacher is realia. Realia is a real object used in the classroom to build background knowledge and vocabulary of the students. This media can be an alternative media in teaching English to the students because it allows the students to use their senses. It simply means that students can see and touch the objects directly and it will be last longer in students mind.. The use of realia as a media in teaching speaking English to junior high school students brings many advantages to the English classroom. For example it creates a lively and enjoyable classroom that will increase students’ interest and motivation to speak.]]>
<![CDATA[English Teachers’ Challenges in Managing Classroom during Online Learning at SMAN 13 Padang ]]>
<![CDATA[Chindy Selvia]]>;
<![CDATA[Zul Amri]]>
<![CDATA[ Journal of English Language Teaching Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v12i1.121665
<![CDATA[Since Covid-19 outbreak, Indonesia government shifts the learning system from conventional into online learning to stop the spread of Covid-19. This situation causes new challenges for teacher in teaching and learning process, especially in classroom management. The aim of this study is to explore the challenges faced by teachers in the classroom during teaching and learning process. Qualitative descriptive method is used in this research. The samples of this study are English teachers at SMAN 13 Padang. The numbers of English teachers at SMAN 13 Padang are four. The data was collected through questionnaire (close question) and interview (open question). The result of this study revealed that there were some challenges in managing classroom during online learning. Students participation is the first challenge that teacher deal with. For example, students not listen to teacher explanation. The other challenge is students’ misbehavior which becomes significants problem must be addressed such as late and not stay in the room. During online learning process, students often did not pay attention with teacher in the classroom.]]>
