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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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The Techniques of Using Video in Teaching Implemented by English Teacher at SMKN 1 Padang Panjang Rizki Dian Retno; Yetti Zainil
Journal of English Language Teaching Vol 9, No 2 (2020)
Publisher : Universitas Negeri Padang

In this research, the researcher discuss about how does the teacher implement techniques in using video as media in teaching English and how effective that techniques using during teaching and learning process in classroom especially for English teachers. The design of this research was the descriptive research. The researcher described and analyzed the phenomenon in the school. English teacher in SMK N 1 Padang Panjang used active viewing technique when the teachers used video as media in teaching English and it is effective to use video as media and active viewing as the technique. The teacher used active viewing technique during teaching and learning process and the teacher used all the steps in indicators for active viewing technique. The students understand about the material that has explained by a video in English teaching. The result of the research finding prove that the teacher has implementation active viewing technique in teaching and learning process at SMK N 1 Padang Panjang, especially in teaching English is running well in implement active viewing technique.Key words: Video, techniques of using video.

Enhancing College Students’ Reading Comprehension Through Critical Reading Nisa Fitri; Yetti Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

Reading comprehension is the main pillar during reading activity in order to build the understanding of the text. Improving reading comprehension skills can positively impact many facets of student academic performance. However, it is not an easy activity to do. Vocabulary limitation and a complex process of reading comprehension lead to students’ failure in reading. This paper discusses how to implement critical reading as one of ways to help students in reading comprehension. Critical reading means that a reader applies certain processes that result in enhanced clarity and comprehension. The process starts from previewing the physical appearance of the text, contextualizing (after reading the whole text), questioning to understand and remember, to answering and evaluating argument. By applying the stages of critical reading, the teacher can facilitate their reading comprehension.

Teachers’ Use of Wait Time: A Case Study of Questioning Strategies in SMAN Padang Fairatul Husna Daslin; 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.v9i4.110338

Not many research done yet on the wait time in classroom especially in the EFL classroom. This study aimed to observe how much time is given by the teacher between question posed and learners’ answers (wait time 1); and wait time 2, between students' feedback and teacher's explanation. This study also investigates the limitation of wait time which was observed using the conversation analysis and Stimulated Recall Interview (SRI). The participants of this study were 12 English teachers in SMAN Padang. The finding showed that most of the teacher waited 1-2 seconds in wait time 1 and wait time 2. The researcher found that the teacher in SMAN Padang gave the recommended wait time 1 (3-5 seconds) with only 25 % of the total questions, and in wait time 2 was 9 %. Moreover, the researcher found that questions types affect the wait time 1. In contrast, it did not occur in wait time 2. The researcher also discovered the phenomenon caused the limitation of wait time 1 and wait time 2. They were teacher echoing, teacher interruption, teacher elaboration, lower order questions and self-answer.

An Analysis of Teachers’ Competence in Constructing Reading Comprehension’s Questions Yola Afriliamanda; Yetti Zainil
Journal of English Language Teaching Vol 8, No 4 (2019)
Publisher : Universitas Negeri Padang

Questioning is one of the thinking processing skills which is structurally embedded in thinking operation of critical thinking, creative thinking, and problem-solving. Therefore, teacher’s questions may encourage students to have high level of thinking process. The purpose of this study is to analyze teacher competence in constructing reading comprehension questions as well as looking at the possible problems faced by teachers when creating high level of questions. This study employed a descriptive research method. The subjects of this research were 12 teachers from 4 senior high schools in Padang selected by using a random sampling technique. The data were collected through tests and stimulated recall interviews (SRI). The findings of this research were that most teachers created understanding (C2) category questions which include in lower level of thinking in cognitive domain.

Analysis of Teachers’ Questions in The EFL Classroom at Junior High School in Padang Uswatun Hasanah Yude; Yetti Zainil
Journal of English Language Teaching Vol 10, No 3 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v10i3.113878

In EFL context mostly, teachers pose questions to check students’ understanding and stimulate students’ curiosity. There are many types of questions that can be asked by teachers. Each question gives a different influence on students’ thinking levels. This research was intended to analyze the most types of questions asked by teachers in EFL classroom activity in SMPN Kota Padang. This research is descriptive research. It involved observing and describing the behaviour of a subject, also using the written data from Geschool without influencing it in any way. The subjects of this research were 18 teachers from 6 schools selected by using random sampling technique. The techniques of data collection were classroom observation-video recordings and written questions from Geschool. The findings of this research are the most type of questions asked by teachers in EFL classroom activity in SMPN Kota Padang is the common level of questions asked by teachers in EFL classroom activity in SMAN Kota Padang is remembering (C1) category, with 155 questions (40,15 % of the total questions) which is the lowest level of thinking in cognitive domain.

The Analysis of Reading Comprehension Questions Found in the Text Book for Health Students in Poltekes Padang: Bloom Taxonomy Rahmi Mardianti; 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.v10i4.114962

Abstract The level of reading comprehension questions is very important for students especially English for Specific Purpose students. This research aims to find out the levels of reading comprehension questions and to investigate the English lecturers’ opinions related to the levels of reading comprehension questions based on Revised Taxonomy Bloom used in reading questions on English for Health course book. This study used a descriptive study that tries to portray the use of Taxonomy Blooms revise used in English course book for health students. This research used an English course book for health students entitled “English for Health” by Eka Susilowati and Agustin Widiani. The instruments of this research were observation checklist and interview guide. The observation checklist contained six components of the cognitive process of Revised Bloom’s Taxonomy. There were two findings of this research, they were: first, the levels of reading comprehension questions based on Revised Taxonomy Bloom used in reading questions on English for Health textbook was lower order thinking. Second, based on the English teachers’ opinion there were three adjustments that were made by the English teacher to the tasks in order to cater for higher order thinking process in the classroom. First, the teachers modify the questions based on the passage from other teaching material, the teachers make some questions which included higher level of thinking based on the passage that has been read before, the teachers give some projects to the students. Key words: Reading Comprehension Question, Bloom Taxonomy, English for Health Course Book

An Analysis of Teachers’ Oral Feedback in EFL Classroom Interaction at SMP Negeri 10 Batam Mega Yulia; Yetti Zainil
Journal of English Language Teaching Vol 10, No 1 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v10i1.111373

The present research aims to figure out (1) types of oral feedback used by teachers’ in EFL classroom interaction (2) teachers’ reasons for using oral feedback in EFL classroom interaction, and (2) students’ perceptions about teachers’ oral feedback in EFL classroom interactions. The study employed qualitative descriptive research with the three teachers of SMP Negeri 10 Batam and also students for grade seven, eight and nine as the participants. Observation and Stimulated Recall Interview (SIR) were used to conduct the data, and the data were analysed by using thematic analysis (Braun & Clarke, 2006). The result of this research showed that the teachers used 6 types of oral feedback, namely correction, recast, clarificationrequest, metalinguistic feedback, elicitation and repetitionfrom the theory of (Lightbown and Spada, 1999). However, the average of teachers’ oral feedback use showed a low percen teachers employed oral feedback because of teachers’ responsibility and obligation to provide it, the effective and efficient feedback mode, the utility of oral feedback, positive effect to students, and consequences of none of oral feedback.Through a stimulated recall interview, the teachers admitted that they are still not optimal in providing input to the students. Mostly, the perceived positively to oral feedback. Some students found felt sensitive to oral feedback. Nevertheless, they still realized to its positive effect on the result of their work or performance

The Effect of Jeopardy Game on Vocabulary Mastery in Eleventh Grade at SMAN1 Kamang Magek Tasya Lavinska Agustin; Yetti Zainil
Journal of English Language Teaching Vol 11, No 3 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i3.118265

A quasi-experimental research was employed in this research. The objective of this research was aimed to determine the effect of the Jeopardy game on vocabulary mastery in eleventh grade at SMAN1 Kamang Magek. The SMAN1 Kamang Magek students in the eleventh-grade comprised the research's sample. The experimental class comprised of 23 students from XI MIPA 1. However, the control class comprised of 25 students from XI IPS 2. The pre-test and post-test parts of the vocabulary test that was obtained in this research were separated. 30 multiple-choice questions were used to build the instruments. According to data analysis using the Paired Sample T-Test, the experimental class's mean pre-test score was 19.96, while its mean post-test score was 60.26. It was undeniable that Jeopardy is used to instruct students perform better than those who are taught using non-Jeopardy. The research's null hypothesis (H0) is rejected since the data show that the 2-tailed significance value is less than 0.05 (0.05). The first hypothesis (Ha) is therefore accepted, and it is asserted that the Jeopardy game is effective in terms of vocabulary mastery.

Students’ Perception on The Jigsaw Technique in Learning Reading at SMPN 7 Padang Nadya La Viola; Yetti Zainil
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.v11i4.119779

In these current years, there are a lot of teaching method or technique found by experts. Students are expected to be more active and interested in learning by using various teaching method or technique in the classroom. In fact, teacher mostly use the lecture method to deliver lesson. After the teacher implements the Jigsaw technique, the researcher wants to analyze how students’ perception on the Jigsaw technique in learning reading. The transition from elementary school to junior high school may cause students difficulties in mastering English skill. In addition, the two years pandemic also causes lack of students’ motivation in learning English. The use of teaching method or technique must be evaluated in order to increase the effectiveness of teaching and learning activities This research use questionnaire and interview questions as the instrumentations to collect the data. The researcher found that the implementation of the Jigsaw technique in learning reading has a good response from the students. Students showed positive perception after the researcher calculated the data. Moreover, students agreed that learning reading with the Jigsaw technique makes them understand more about the lesson and they feel enjoy in doing it. Learning reading by using the Jigsaw technique helped the students to participate actively in doing group discussion and trained students to be more responsible in making decision. Students were also learned to appreciate their teams’ hard work. The researcher found that the Jigsaw technique can be a solution for teachers to vary the teaching method in reading skill.

Problem Faced by Teachers and Students in Implementing Authentic Assessment for Reading Literacy in Junior High Schools in Padang Tasia Putri Iglen; Yetti Zainil
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.v11i4.118298

This research focus on problem in assessment for reading literacy to promote high order thinking, critical thinking, and argumentative thinking skills. This research is descriptive research. It required observing and describing a subject’s behavior in addition to using written information from teachers obtain through observation, interview, and questionnaire. Students are also given questionnaire to complete, in order to collect data from them. The subjects of this research were 5 teachers and 78 students from 2 schools selected. The techniques of data collection were analyzing observation, interview, and questionnaire. The findings of this research from all questions, it was found that the students had problems in the aspect of reading literacy competence, but from the results of the questionnaire to the teacher, they had no difficulty in making tests based on the aspects of reading literacy competence. in other finding, students have difficulty answering questions based on the text, however teachers find problems in creating the test based on kinds of text.

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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