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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Review: Journal of English Education Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini International Journal of Research in Counseling and Education Journal of English Education and Teaching (JEET) Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Journal of English Language and Education Journal of Education Research al-fikrah: Jurnal Manajemen Pendidikan Studies in English Language and Education Eduvest - Journal of Universal Studies Conference Proceedings International Conference on Education Innovation and Social Science Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal Pendidikan Islam

Zainil, Yetti

Universitas Negeri Padang

Author-ID : 2721147

Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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USING STORY FACE STRATEGY IN TEACHING READING NARRATIVE TEXT AT JUNIOR HIGH SCHOOL Maitri Lusiana; Yetti Zainil
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This paper discusses how to use Story Face Strategy in teaching reading narrative text at Junior High School. Based on the writers‟ experience in teaching English, many students find the difficulties in reading narrative text. Considering this problem, the teacher needs to apply a strategy in teaching and learning process to help the students understand the text. Story Face Strategy is a graphic organizer that aids reading comprehension of narrative text. Story face is constructed by making the eyes: two circles representing the setting and main characters, eyelashes: specific descriptors and secondary characters, nose: problem, and mouth: comprises a series of circles representing the main events that lead to the solution. It functions like a story map, allowing students to visualize the important component of narrative text, including setting, main characters, problems, events, and a resolution. By applying the Story Face Strategy in reading narrative text, the teacher can reach the goal of teaching narrative text to junior high school students. Key words: reading, narrative text, story face strategy

using two stay two stray technique in teaching reading comprehension at junior high school Titi Mulya; Yetti Zainil
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

ABSTRACTMulya, Titi. 2019. Using Two Stay Two Stray Technique in Teaching Reading Comprehension for Junior High School Students This paper discusses how to use Two Stay Two Stray technique in improving students reading comprehension for junior high school. Based on writer’s experience, many students have difficulties in reading such as lack of vocabulary, lack of motivation and they are sometime not interested in reading text. Considering these problems, teacher needs to apply a technique in teaching and learning process to help the students understand the text. Two Stay Two Stray technique is conducted by group discussion. Every group consist of four students. Two students will stay at group and two other will leave the group and become guest in the next group. The group discuss the course material with their friends for the text group would also exchange members for a while in order to share mutual discussion. The function of this technique is to allow the students to visualize the important component of narrative text, including identification and description. By applying the Two Stay Two Stray technique in reading descriptive text, the teacher can reach the goal of teaching descriptive text in reading comprehension to junior high school students. Keywords: Reading, Descriptive Text, Two Stay Two Stray technique.

Teachers' Strategies in Teaching Speaking English at SMA N 15 Padang Cicilia Ratna Sari; Yetti Zainil
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110335

AbstractThis study aimed to teachers’ strategy in teaching speaking English. The participants of this research were three teachers grade then in SMA 15 Padang who take the English subject as their elective subject. This study is descriptive research with quantitative. The instrumentation of this research is interview. The research used interview. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking. The result revealed that the strategies used by the teacher were discussion, simulation, and communication games. The impact of speaking strategies used by the teacher are make students more active in learning, creating learner’s be more positive thinking and increasing the learner’s motivation. Among the three of teacher’s strategies, almost all of the students like the communication game as the strategy in teaching speaking, because they regard communication game can improve their speaking ability, built their motivation to speak, and make the teaching-learning process become more fun. Key words: teaching strategies, teaching speaking

Using EFLRAI to Spot Reading Anxiety on Junior High School 1 Bukittinggi Students Sherly Oktaviani; Yetti Zainil
Journal of English Language Teaching Vol 10, No 2 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v10i2.112445

Based on the author’s experience in teaching English at Junior High School 1 Bukittinggi, many students find it hard when it comes to reading. Their English score is always good except for the reading section. The Author suspects that the students are experiencing reading anxiety, but the cause is not known yet. Considering these problems, the right thing to do is to run the reading anxiety test towards the students. This test is not only to find their level of reading anxiety, but also the factors of their reading anxiety. The istrument that is used to run the test is EFLRAI which is an instrument that specifically designed for non-English major students who are suspected of experiencing reading anxiety. EFLRAI stands for English as a Foreign Language Reading Anxiety Inventory. It is an instrument to measure reading anxiety developed by Masoud Zoghi (2012). It consists of three sections that contain several questions. These questions will help the teacher to know what the causes of reading anxiety for each student are. As a likert type questions instrument, EFLRAI has 4 point; 1 (totally disagree), 2 (somewhat disagree), 3 (somewhat agree), and 4 (totally agree) with the high total score means high reading anxiety. By using EFLRAI instrument to run the reading test the teacher can spot students with reading anxiety as soon as possible and point out the factors cause reading anxiety to students. After knowing the factors, teacher can help students to overcome their anxiety in the right way.

An Analysis of Students’ Reading Motivation in English Subject at Junior High School Rahmi Maya Aulia; Yetti Zainil
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

This research was a descriptive qualitative research that aimed to analyze students’ reading motivation level and students’ types of motivation in English subject at junior high school. The population of this research were 8th grade students of SMP N 11 and SMP N 46 Sijunjung. The sample of this research were 78 students that was selected by using purposive sample. The instruments of study were Motivation for Reading in English Questionnaire (MREQ) by Komiyama (2013) and open-ended interview. The items were scored based on the students’ response to the questionnaire.The total score items became the result of students’ reading motivation (level).The type of students’ reading motivation was came from the score total from items 1 to 16 (intrinsic) and 17-46 (extrinsic).The researcher defined the students’ type of motivation by summing up the score of each type of motivation. The result of this research showed that (1) Students’ reading motivation level in reading English subject of SMP N 11 Sijunjung and SMP N 46 Sijunjung were dominated by the average level of motivation. (2) Students’ types of reading motivation in English subject of SMP N 11 Sijunjung and SMP N 46 Sijunjung was extrinsic motivation.

An Analysis of the Eleventh Grade Students’ Scanning Ability in Reading Advertisement at SMA Pembangunan Laboratorium UNP Deby Oktaviani Rusdi; Yetti Zainil
Journal of English Language Teaching Vol 8, No 3 (2019)
Publisher : Universitas Negeri Padang

This research aimed to know the students’ scanning ability in reading advertisement. This research is descriptive quantitative research. The population in this research is the eleventh grade students at SMA Pembangunan Laboratorium UNP. The sample was taken by using simple random sampling. There is 33 students that become the sample of the research. In this research, the data were collected through the reading test. Students were asked to answer all questions as quick as they can. The data were scored in general and every part of the test to check the quality of the students’ scanning ability in reading advertisement text. Based on the findings and discussion about the students’ ability in reading advertisement, as a whole from all indicators tested found that three students who got category excelent, five students who got category good, eight students who got category satisfactory, and seventeen students who got category poor. So based on the results of the research shows that the eleventh grade students in SMA Pembangunan Laboratorium UNP was quite good in scanning ability in reading advertisement text.

Using "Hot Seating Strategy" to Teach a Descriptive Text in Senior High School Pertiwi Putri Primayadi; Yetti Zainil
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Based on the writer’s experience, many students have difficulties in speaking, especially descriptive text. Considering this problem, an alternative teaching strategy is needed to help students improve their speaking skill in terms of describing something. That is why this paper is conducted. It is aimed at explaining how to use an educational drama game which is called hot seating strategy in teaching spoken descriptive text to senior high school students. Before implementing this strategy, the teacher needs to prepare a “hot seat”. Hot seating strategy is conducted by dividing students into several groups of four or five. After that, the teacher takes the hot seat and puts it in front of the class. Then, one representative member of the group sits on the hot seat, not facing the board. Next, the teacher writes down the name of people, tourism places or famous historical places on the board. The members facing the board have to describe the words written on the board. Finally, the one on the hot seat guesses what is being described. It is believed that this strategy can help many students improve their speaking skill in describing something.Key words: speaking, descriptive text, hot seating strategy.

Reading Questions Analysis: English Textbook for SMAN Kota Padang Elsy Fitri Yana; Yetti Zainil
Journal of English Language Teaching Vol 8, No 4 (2019)
Publisher : Universitas Negeri Padang

This research was a descriptive research that aimed to analyze the reading comprehension questions in English textbook by using Higher Order Thinking Skill. The data used in this research is reading comprehension questions of English textbook grade X, XI, and XII which is used in SMAN Kota Padang. There are four schools to be inspected and the writer found 10 English textbooks. This study used instrument in the form of indicators from HOTS criteria and Bloom’s Taxonomy Revision criteria. From the result of the reading comprehension question in English textbook by using Higher Order Thinking Skill at SMAN Kota padang, it showed that the reading comprehension questions had used the HOTS criteria. As a result of the analysis in reading comprehension questions, 425 questions (23,09%) Higher Order Thinking Skill questions were found in the reading comprehension questions in 10 English textbooks. The result of this research also found that mostly-used HOTS criteria in the reading comprehension questions is evaluating category.

The Analysis of the Level of the Students’ Reading Comprehension by Using Barrett Taxonomy in SMAN 1 Lubuk Alung Annisa Krismadayanti; Yetti Zainil
Journal of English Language Teaching Vol 10, No 4 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v10i4.114966

The Industrial Revolution 4.0 created new changes in education system in Indonesia. Education is demanded to fulfill standardization. The students are also demanded to have good ability in reading comprehension. This study is aimed to find out the level of the students’ reading comprehension in narrative text by using Barrett’s taxonomy in SMAN 1 Lubuk Alung. The population was the eleventh grade students in academic year 2021/2022 who have learned narrative text in tenth grade with the total 359 students. Based on the population, the sample of this research is two classes consisted of 80 students selected using cluster random sampling. This research is descriptive quantitative research and used test and questionnaire as the instruments. This research found that the mean of the students’ score was 64.525 and it was categorized in good category. Besides that, the students have good ability in answering the questions in form of appreciation level. This study also found that students tent to have difficulty in answering questions in form of evaluation level.

Using Write Pair Square Technique in Teaching Writing at Junior High School Rizkiyuni Yuni Chaniago; Yetti Zainil
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

ABSTRACTChaniago, Rizki Yuni. 2019. Using Write Pair Square Technique in Teaching Writing at Junior High SchoolThis paper discusses how to use Write Pair Square Technique in teaching writing at Junior High School. Based on the writers’ experience in teaching English, many students find the difficulties in teaching writing. Many students have difficulties in teaching writing, such as they lack of idea to write; they have less grammar; inappropriate technique when doing teaching and learning process. Write pair square is a cooperative learning that can motivate students in learning. The teacher divides the student for a small group of four that can be divided into pairs. In the first, each member in a group of four work individually to write answers. After that, students pair with a partners and share their work or answers. Then, two pairs of the foursome combine (squaring), and take turns to share and discuss what they had just thought or written. The team members try to help one another by giving comments to improve their works. By applying Write Pair Square Technique in teaching writing, the teacher can reach the goal of teaching writing to junior high school students. Keywords:Writing, Write Pair Square Technique

Co-Authors , Junaidi Annisa Elmida Rizma Annisa Krismadayanti Aryuliva Adnan Azhari, Zakiyurrahman budiyanti, kurnia Cicilia Ratna Sari Deby Oktaviani Rusdi Dini Deswarni Dony Efriza Elsy Fitri Yana Elsya Dwi Wahyuni Fadila, Meisyani Gustri Fadilah Zunuaris Fairatul Husna Daslin Fitrawati Fitrawati Fujinda Kardila Hanifha Kemalasari Hendra Eka Putra HERI WAHYUDI Hermawati Syarif Hermawati Syarif Hikmah, Sri Honesty Yonanda Ayudhia Jasrial, Dedi Junaidi, Elwa Lusi Marleni, Lusi M. Zaim M. Zaim Maitri Lusiana Mega Yulia Muhammad Alhadi Muliya, Zahrani Esa Nadya La Viola Nadya Zalviani NASUTION, DINA SYARIFAH Niken Safitri Nisa Fitri Novita Rahmadani Nur Hidayatillah Nurul Hapizah Damanik Oktavia, Witri Pertiwi Putri Primayadi Rafika Ramadhani Rahmi Mardianti Rahmi Maya Aulia Ramadhani, Fiona Ratmanida, Ratmanida Refnaldi Refnaldi Refnaldi Refnaldi Rizaldy Hanifa Rizki Dian Retno Rizkiyuni Yuni Chaniago Rizma, Annisa Elmida Safnil Arsyad Selvina Salsabila Sepyanda, Marsika Sherly Oktaviani Siti Rahimah Yusra Sitti Fatimah Syifa Fauziah Irsyad Tasia Putri Iglen Tasya Lavinska Agustin Titi Mulya Tressyalina Tressyalina Tyara Wulandari Uswatun Hasanah Yude Vonny Ardiel Wati, Siska Oktawidya Widia Yunita, Widia Yenni Rozimela Yola Afriliamanda Yude, Uswatun Hasanah Yunita Hutabarat Zaim, M

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