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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini International Journal of Research in Counseling and Education JURNAL PENDIDIKAN TAMBUSAI Journal of English Education and Teaching (JEET) Diklat Review : Jurnal manajemen pendidikan dan pelatihan Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat JOLLT Journal of Languages and Language Teaching 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
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Journal : Journal of English Language Teaching

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An Analysis of Barrett’s Taxonomy’s Applications in Teacher Association (MGMP) Published English Workbooks (LKS) for Senior High Schools in Padang Muhammad Alhadi; Yetti Zainil
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123142

Abstract

This research aimed to analyse questions included in English Teacher Association (MGMP) Published English Workbooks (LKS) for Senior High School in Padang based on Barrett’s Taxonomy in Reading Comprehension. The taxonomy consists of five stages which are “Literal Comprehension,” “Reorganization,” “Inferential Comprehension,” “Evaluation,” and “Appreciation.” The research design used for this research is descriptive qualitative, and the instruments used to gather necessary data are an observation checklist and interview questions. The analysed questions were classified based on the stages of Barrett’s taxonomy. The result of the analysis showed that from all the reading comprehension questions in all the workbooks observed, Inferential Comprehension is the stage that is applied by the questions the most, which is at 48.2%, followed by Literal Comprehension at 42.5%, Reorganization at 8%, Appreciation at 1%, and Evaluation at 0.3% of the total questions observed. Although all the stages of Barrett’s taxonomy are present in the workbooks, it does not imply that the taxonomy has been applied in the MGMP Published Workbooks, for the percentages of the questions from each stage do not resemble the recommended rates proposed for each of the stage. In addition to that, by interviewing members of the writing team of the workbooks, it was found that Barrett’s taxonomy had never been applied when constructing questions for the workbooks. This backs up the previous idea that Barrett’s was not applied in MGMP Published English workbooks.
An Analysis of Reading Comprehension Questions in the Final English Test Given by English Teachers Based on Barret’s Taxonomy at SMAN in Kota Padang Selvina Salsabila; Yetti Zainil
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125150

Abstract

This research aims to analyse the reading comprehension questions given by English Teachers at SMAN Kota Padang based on Barrett’s Taxonomy. This taxonomy has five levels, namely: Literal Comprehension, reorganization, Inferential Comprehension, Evaluation, and Appreciation. This study is being done using a descriptive qualitative research design. To gather the necessary data and information, the observation checklist and interview questions are used as instrumentation. The stages of Barrett's taxonomy were used to categorize the questions that were analysed. The results of this studyindicate that from all the reading questions gathered and observed at six schools and three grades, Inferential Comprehension level has the most questions with 40,07% of the total reading comprehension found in grade X, XI, and XII. It is followed by reorganization level at 35,91%, literal comprehension level at 23,01%, evaluation level at 0,39%, and appreciation level at 0,19%. While the conclusive English assessment at SMAN Kota Padang encompasses all facets of Barrett's taxonomy, its implementation is not necessarily reflected in the formulation of reading inquiries. This discrepancy arises from the dissimilarity between the question distribution across taxonomy stages and the advised proportional distribution. Correspondingly, insights gathered from discussions with the teachers indicated that Barrett's taxonomy had not been integrated into the question development process for the final English test. This affirmation further reinforces the notion that the reading comprehension questions given by English teachers have remained detached from the application of Barrett's taxonomy.
An Analysis of Reading Comprehension Questions in English Textbooks Bahasa Inggris Work in Progress and Pathway to English Based on Barrett’s Taxonomy Novita Rahmadani; Yetti Zainil
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125152

Abstract

This descriptive qualitative research aimed to find out the cognitive levels of reading comprehension questions found in English textbooks “Bahasa Inggris Work in Progress” and “Pathway to English” and to investigate English teachers’ opinions on the cognitive levels of Barrett’s taxonomy. There are five levels in this taxonomy which are literal comprehension, reorganization, inferential comprehension, evaluation, and appreciation. The instruments of this research were a checklist table and a semi-structured interview. The result of the analysis showed that there were 117 questions (27%) for the literal comprehension level, 98 questions (22%) for the reorganization level, 176 questions (40%) for inferential comprehension level, 25 questions (6%) for evaluation level, and 21 questions (5%) categorized into appreciation level. The percentages of cognitive levels in the textbooks did not meet the recommended proportion. From the interview result, it was found that the English teachers considered Barrett’s taxonomy as the suitable and practical framework to analyse the cognitive levels of reading comprehension questions. The teachers also stated that Barrett’s taxonomy aligns with Merdeka’s curriculum objectives.
The Implementation of Project-Based Learning in Lesson Plan by English Teachers of Senior High Schools in Lembah Gumanti Annisa Elmida Rizma; Yetti Zainil
Journal of English Language Teaching Vol 12, No 4 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i4.125943

Abstract

The purpose of this research is to find out whether teachers are able to write teaching modules based on stages Project- Based Learning. The type of research used in this research was a descriptive. The informants of this research were the English Teachers from 3 senior high schools in Lembah Gumanti. The participants of were 8 English Teachers’. The instruments of this research were a documents analysis and an interview. Based on the documents analysis, can be concluded that of eight informants only the six teachers who have a teaching module, and only three are using a Project-Based Learning module. The result showed that the analysis the teaching module wrote by English teachers found that the teachers have been able to write teaching modules based on Project-Based Learning stages. The stages are written and explained in detail, starting with asking questions, guiding students to design projects, scheduling project completion, monitoring student activity and completion of projects, assessing student projects, and evaluating experiences. The teacher's difficulty in writing a teaching module is to divide every element that exists in the teaching module. In the previous curriculum, there were no elements in the lesson plan, and in the Merdeka Curriculum, each element has already emerged, so it is difficult for the teacher to write it. The teacher says that teaching module is more specific than lessons and does not have the core competence and basic competence of the lesson plan.
Teachers’ Techniques in Providing Reading Material for Junior High School Fujinda Kardila; Yetti Zainil
Journal of English Language Teaching Vol 12, No 4 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i4.125751

Abstract

This research was purposed to find out the technique that the teachers use in providing reading material and also their reasons why they choose that technique. This research was descriptive research. A total of 7 English teachers at junior high schools in sub-district of Lembang Jaya were chosen as the participants. Questionnaire, interview guideline, and document analysis were used as the instruments to collect the data. The questionnaire consisted of 20 close-ended questions related to the techniques of providing reading material. The interview guideline consisted 5 leading questions about the techniques of providing reading material and the reason why choosing that technique. According to the result of this study, 74% of English teachers a junior high school in sub-district of Lembang Jaya use adapting reading material technique in providing reading material for the students. The English teachers use 5 techniques of adapting reading material: modifying content, adding/deleting content, addressing omission, extending task, and reorganizing content. According to the further interview with the English teachers, there are three reasons why teachers adapt reading material: to help the students understand the reading material, to match the ability of the students, and to make the students interested to learn the material by making it more contextual. Even though the result of this research which was conducted in sub-district of Lembang Jaya is mostly all English teachers at junior high school use adapting reading material technique in providing reading material, this research was not purposed to generalize that result will be the same if the same research is conducted in other schools, area, and places.
An Analysis of Project-Based Learning Teaching Module by English Teachers of Senior High Schools in Lembah Gumanti Rizma, Annisa Elmida; Zainil, Yetti
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127558

Abstract

This study is a descriptive study aimed at investigating project-based learning teaching modules compiled by English teachers as well as their problems in compiling them in the senior high school in Lembah Gumanti on the Merdeka curriculum. A total of six English teachers at senior high school in Lembah Gumanti were chosen as the participants. Qualitative analysis was used to describe the analysis of the teaching modulus compiled by an English teacher. The data from the interview was transcribed, classified, and concluded. The results of the qualitative analysis showed that the design of the project-based learning teaching module by three English teachers in Lembah Gumanti was quite appropriate. Three teachers are able quite capable to write project-based learning teaching modules by writing their entire syntax according to their characteristics. The results of the interviews showed that the other three teachers who do not use a project-based learning module faced some problems in compiling the project-based learning teaching modules on the Merdeka curriculum, the teachers are not familiar with stages the project-based learning and have difficulty determining the project topic as well as its activities in the classroom. It was concluded that the teachers need training in designing the specialized project-based learning teaching module so that they will be better for the design of teaching module based on the Merdeka curriculum
Students’ Attitude Toward the Use of Reading Aloud in Learning Reading Skills at SMP Muhammadiyah 6 Padang Hikmah, Sri; Zainil, Yetti
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127470

Abstract

This study aims to analyze students' attitudes towards the use of reading aloud in learning reading skills at SMP Muhammadiyah 6 Padang. The researcher employed a mixed-methods approach, involving a total population of 204 students from grades 7, 8, and 9, as well as English teachers at SMP Muhammadiyah 6 Padang. The research sample, obtained through simple random sampling, comprised 25% of the student population, totaling 51 students, and two English teachers. Quantitative research was conducted using a questionnaire to analyze students' attitudes towards the use of reading aloud in learning reading skills at SMP Muhammadiyah 6 Padang. Meanwhile, qualitative research was carried out to analyze the extent to which teachers utilize reading aloud in teaching reading skills. The research findings indicate that students have positive attitude towards affective, cognitive, and behavioral components in learning reading skills. Therefore, it can be concluded that students feel that reading aloud helps and motivates them in learning English reading skills. Interviews with two English teachers also revealed skillful practices of reading aloud, aligning with best practices in reading aloud. 
Students' Ability in Using Context Clues at English Education Program UNP Muliya, Zahrani Esa; Zainil, Yetti
Journal of English Language Teaching Vol 13, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i2.128787

Abstract

This research aims to find out the abilities of the first-year and the third-year students of English Education Program of Universitas Negeri Padang in using Context Clues and to know the difficulties faced by the students in using Context Clues. This research was a descriptive research. The population of this research were the first-year and third-year students of English Education Program UNP. The total sample of this research was 80 students consisting of 45 first-year students and 35 third-year students. The instrumentations of this research were Context Clues test consisting of 30 questions and an interview. The test result showed that the average score of first-year students was 51.3 and the third-year students was 54.7. The average score indicated that the students’ ability in using Context Clues was in Moderate level. Furthermore, the interview result showed that there were three difficulties faced by the students in using Context Clues: not understanding the context of the sentence, lacking vocabulary mastery, and having difficulty in finding the meaning of unfamiliar words by using Example and Antonym clues.
An Analysis of Students’ Difficulties in Making Inferences at English Department Universitas Negeri Padang Wahyudi, Heri; Zainil, Yetti
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.126534

Abstract

Making inferences is an essential component of reading. Besides that, when the text asks the reader to know the facts behind it, the inference must be considered when reading. Inference becomes an important part of reading to be fluent. It is one of the key components to become fluent in reading. English language education students usually learn and apply inference when they are in advanced reading classes; they will learn a lot about it and make inferences from given text. However, when the researcher was in the class, he noticed that a few other students complained because they felt difficult when making inferences from the text. Some researchers have examined case studies about inference. However, prior research on comprehension of reading texts focused more on making inferences and inference strategies. This study aims to find out students’ difficulties in making inferences at English Language Education Universitas Negeri Padang. The researcher employs a descriptive quantitative research design that integrates quantitative and qualitative methodologies. This research involved 30 students of English Language Education at Universitas Negeri Padang from K4-2019. The random sampling was implemented in this research. The results showed that comprehending the role of grammatical in unknown words, having the highest percentage at 63.3%, then recognizing the author's bias at 60%, understanding the author's point of view at 56.6%, and making a conclusion from the facts in the text at 50%. The results indicate that almost all sixth-semester students at English Language Education Universitas Negeri Padang have difficulty in making inferences.
Differentiated Teaching and Learning Applied in English Classes of Phase F of Senior High School Azhari, Zakiyurrahman; Zainil, Yetti
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127718

Abstract

This study aims to describe how teachers applied differentiated teaching and learning in English classes of phase F Senior High Schools based on the Merdeka curriculum and figure out the problems they commonly encountered in this type of instruction. The data was gathered by interviewing and observing English teachers who taught phase F grade XI of SMA Negeri 7 and SMA Negeri 10 Padang in the first semester of the 2023-2024 academic year representing English teachers of batch I and II Sekolah Penggerak in Padang who were selected by applying purposive sampling. First interview was conducted to investigate how teachers identified student’s learning needs and observation was conducted to investigate how teachers applied differentiated teaching and learning in the classes. Another interview was conducted to find out and describe the problems commonly encountered in this type of instruction. The results show that both teachers A and B identified students' learning needs (readiness) by applying initial formative assessments and taking the data provided by counselling teachers about students' interests and learning profiles. Both teachers adjusted their instruction with relatively similar content differentiation strategies due to the level of student readiness and language barriers. Each teacher applied various processes of differentiations in the types of activity, tasks, media and the level of assistance provided. However, teacher B showed more engagement in personal assistance, scaffolding and tiered tasks. Teacher A offered less consistent product alternatives while teacher B was more consistent and challenged student’s creativity in working by utilizing technology. Accordingly, teacher A faced more obstacles than teacher B. 
Co-Authors , Junaidi . Ermanto Abdurahman Agustina Ahmad Nusi Annisa Elmida Rizma Annisa Krismadayanti Ardiel, Vonny Aryuliva Adnan Azhari, Zakiyurrahman budiyanti, kurnia Cicilia Ratna Sari Cut Raudhatul Miski Deby Oktaviani Rusdi Dini Deswarni, Dini Dony Efriza Elsy Fitri Yana Elsya Dwi Wahyuni Fadila, Meisyani Gustri Fadilah Zunuaris Fairatul Husna Daslin Fitrawati Fitrawati Fitrawati Fitrawati Fitrawati Fitrawati Fitrawati Fitrawati Fujinda Kardila Handayani. SB Hanifha Kemalasari Hasanuddin WS Havid Ardi Hendra Eka Putra HERI WAHYUDI Hermawati Syarif Hevriani Sevrika Hikmah, Sri Honesty Yonanda Ayudhia Irsyad, Syifa Fauziah Jasrial, Dedi Jufrizal Junaidi, Elwa Lusi Marleni, Lusi M. Zaim M. Zaim Maitri Lusiana Mega Yulia Merry Sylvia Muhammad Al-Hafizh 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 Puspitaloka, Nina Putri Dian Afrinda 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 Salsabillah, Aini Selvina Salsabila Sepyanda, Marsika Sherly Oktaviani Sitti Fatimah Tasia Putri Iglen Tasya Lavinska Agustin Titi Mulya Tressyalina Tressyalina Tyara Wulandari Uswatun Hasanah Yude Wati, Siska Oktawidya Widia Yunita, Widia Yenni Rozimela Yola Afriliamanda Yude, Uswatun Hasanah Yunita Hutabarat Yusra, Siti Rahimah Zaim, M Zakiyah, Muflihatuz