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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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READING INSTRUCTION IN UNDER GRADUATE ENGLISH PROGRAM Zainil, Yetti
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 2 (2008)
Publisher : English Department FBS UNP

Siswa bertanya dalam interaksi kelas merupakan bagian dari kerangka pengajaran bahasa yang komunikatif, akan tetapi banyak siswa sekolah menengah yang segan dan takut untuk bertanya dalam interaksi di dalam kelas. Oleh sebab itu penelitian ini bertujuan untuk melihat pertanyaan-pertanyaan yang digunakan siswa d dalam kelas.Populasi penelitian ini adalah selueuh siswa SMA di kota Padang. Hasil analisis data memperlihatkan bahwa persentase pertanyaan yang digunakan siswa dalam suasana formal di dalam kelas sangat rendah sementara dalam suasana informal lebih tinggi dari suasana formal. Oleh sebab itu, guru harus menciptakan suasana yang dapat membuat siswa untuk berinteraksi di dalam kelas.

Supervising Teacher’s Perceptions on In-Service Teacher Certification Program (PPG Dalam Jabatan) Fadilah Zunuaris; 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.v10i1.111352

In order to be professional, a teacher needs to master teacher competencies, so the teacher will achieve their work clearly and effectively. To be approved as a professional, initially, a teacher should join in-service teacher certification program (PPG dalam jabatan). This program has a goal to improve the teacher’s professionalism, later they will obtain a certificate. Nonetheless, there are still teachers proven lacking of teacher competencies according to the result of 2018 Teacher Competency Test (Uji Kompetensi Guru). Besides, although this program has been conducted for several years in English department of Universitas Negeri Padang, but the issues related to this matter have not been analysed yet. Hence, the supervising teachers’ perceptions toward this program were needed since they have guided the in-service teachers practicing teacher practice at schools. A questionnaire consisted of two types of questions were given to get the supervising teachers’ perception toward in-service teacher certification program. Overall, according to the results, the supervising teachers gave positive feedbacks, albeit there were some negative perceptions found. It is found that the English teachers were capable the most at personal competency. Also, it is evidenced that the English teachers’ pedagogical and professional competency are indeed still low affecting their capability at administering in practicing teacher practice.

An Analysis of Teacher's Feedbacks on Students' Writings at SMAN 4 Padang Elsya Dwi Wahyuni; Yetti Zainil; Witri Oktavia
Journal of English Language Teaching Vol 8, No 2 (2019)
Publisher : Universitas Negeri Padang

This research aimed to know the effect of giving feedback on student’s writing skill. This research is descriptive research. The population in this research is students of X MIA 6 and XI MIA 7. The sample was taken by using simple random sampling. There are at least 67 students that become the sample of the research. The data collected is in the form of writings before receiving pre-feedback and post-feedback. Each eleventh grade students was asked to write two giving suggestion dialogues meanwhile each tenth grade students were asked to write dialogue about advertisement and recount text. The students will be provided with feedback related to the mistakes in language structures after that the students were asked to revise their texts based on the feedback given to them. The feedbacks provided to the students are direct feedback and indirect feedback which is indirect feedback is divided into two that is coded and uncoded. From the research it is found that coded indirect feedback delivered significant effect in helping the students to improve their writing skills with proper language structure. Direct feedback, on the other hand, was helpful enough but it was not as good as coded indirect feedback. Evenmore, uncoded indirect feedback was not that influential to the students’ writings since they still committed mistakes after receiving the feedback.

Students’ Reading Comprehension Problem in Reading Analytical Exposition Text in SMAN 1 Solok Yunita Hutabarat; 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.v9i4.110294

This study is aimed to find out students’ reading comprehension problem in reading analytical exposition text in SMAN 1 SOLOK. This study was conducted through descriptive quantitative method. The sample of this study was 30 students taken from class which got the lowest score in English subject according to pre-luminary research and interview with English teacher. Furthermore, the data were collected by using reading comprehension test and questionnaire. The finding of this study indicates that 65, 65% students face difficulties in comprehending analytical exposition text. Therefore, factors affecting the difficulties are general ability of English (448,04%), students’ learning interest towards English (47,32%), learning motivation (46,59%), students preparation (49,07%), availability of sources (32,15%), and students environment (41,67%).

Students' Difficulties in Comprehending Hortatory Text at SMAN 1 Luhak Nan Duo Pasaman Barat Niken Safitri; 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.v9i4.110559

The students of SMAN 1 Luhak Nan Duo find it difficult in comprehending hortatory exposition text. It can be seen from the daily test result of the student, and the interview with the English teacher. Therefore, this research was aimed to find out the students’ difficulties in comprehending hortatory exposition text at SMA N 1 Luhak Nan Duo. The subject of this research was the third year students of SMA N 1 Luhak Nan Duo. Out of 270 students, 20% of them were chosen to be the sample by using cluster random sampling technique. The data were collected by using a reading test and interview guideline. The results of this research show that from 162 total frequent for each indicator. The first highest percentage of the wrong answers made by the students was in identifying language feature question. There were 96 total incorrect answers with the percentage 59.26% of identifying language features. The second highest percentage of wrong answers made by the students was in identifying thesis statement questions. There were 76 total incorrect answers with the percentage 46.91% of identifying thesis statement. Then, the third highest is in identifying argumentation question, the fourth highest is in identifying recommendation question, and the last highest one is in identifying thesis statement question. Related to the cause of difficulties, it was the language factor that is students difficult for the students to understand the long sentence in the text, it is difficult for the students to understand vocabulary in text, and the last factor was the lack of reading strategies. It can be concluded that SMAN 1 Luhak Nan Duo students find it difficult to comprehending hortatory exposition text. It proves that more than 50% of the students cannot answer hortatory exposition text correctly. It is caused by the student difficulties in understanding the long sentence in the text, difficult to understand the vocabulary in the text, and the lack of reading strategies itself.

USING ‘THE DART METHOD’ TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION OF A NARRATIVE TEXT Tyara Wulandari; Yetti Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

Reading as one of English skills should be taught to the students. However, students still find some difficulties in reading due to some factors: lack of background knowledge, motivation, and vocabulary. Therefore, teacher should select an appropriate method to solve those problems. This paper is aimed to inform how to use a teaching method which is called Directed Activities Related to the Text (DART) method in teaching reading narrative text to senior high school students. DART method relies on group discussion to achieve learning objectives. There are some purposes in this method: to help the students to comprehend the information in the text, to enrich students’ vocabulary, and to improve students’ interest in reading since the students involved actively in learning activities. Teaching reading comprehension thorough this method of a narrative text consists of two stages: the first stage, reconstruction activity, requires students to reconstruct the text through predicting, completing, and sequencing the text. While the second stage, analysis activity, requires students explore the text by analyze the elements of the text thorough questioning, highlighting, segmenting and labeling, and diagram constructing. Therefore, thorough these activities the students can understand and comprehend the text easily.

The Readability of Students’ Textbook Used in Semantic and Pragmatic Course in English Language Education Program of UNP Nur Hidayatillah; Yetti Zainil
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

Many students got low score in Semantic and Pragmatic course. They complained that the textbook used in the course is difficult to understand. It is possible to consider that there is a correlation between the students’ bad scores and the readability of the textbook. In previous research, it was found that suitable level of readability and reading skills are important consideration to reach maximum learning gain. Because of that, it becomes important to measure readability level, the factors which influencing readability level and the best way to use the textbook. This research was a descriptive quantitative research. The sample of this research was 3 pages from 3 chapters of the textbook, chapter 9, 10, and 11 chosen randomly from each chapter. The instruments were a written questionnaire, an online readability measurement website, and notes during interview. The findings show that the readability level measured by students and readability formula was difficult. The most influencing factors in determining readability level were interest and vocabulary difficulty. The best way to use the textbook was using one single textbook, editting by put some notes on the page, then presenting it in a lecture form by the lecturer.

The Implementation of Discovery Learning for Reading Skill in EFL Classroom at SMPN 8 Padang Nadya Zalviani; 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.v10i1.111376

Many research about Discovery Learning revealed that implementing Discovery Learning in senior high school gave positive impact. Meanwhile, Curriculum also mentioned Discovery Learning as one of learning model. SMPN 8 Padang is one of excellent school in Padang City. English teachers there said that they implemented Discovery Learning in their teaching learning process. This research conducted to describe the implementation of Discovery Learning in junior high school. This research was a descriptive qualitative research. The sample was one of English teacher who taught in SMPN 8 Padang. The instruments were video recorder, observation checklist, and note-taking. The findings showed the teacher implemented six steps from preparation procedure of Discovery Learning and six steps from implementation procedure of Discovery Learning.

An Analysis of Teachers’ Questions in English Classroom Activity Based on HOTS in SMAN Kota Padang Rafika Ramadhani; Yetti Zainil
Journal of English Language Teaching Vol 8, No 4 (2019)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v8i4.106661

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 SMAN Kota Padang. Also, the common levels of questions asked by teachers in EFL classroom activity in SMAN Kota Padang. This research is descriptive qualitative research. It involved observing and describing the behaviour of a subject without influencing it in any way. The subjects of this research were 12 teachers from 4 schools selected by using random sampling technique. The techniques of data collection were classroom observation-video recordings and stimulated recall interview (SRI) recordings. The findings of this research are the most type of questions asked by teachers in EFL classroom activity in SMAN Kota Padang is display question with 575 questions (82.85 % of the total questions). Thus, the common level of questions asked by teachers in EFL classroom activity in SMAN Kota Padang is remembering (C1) category, which is the lowest level of thinking in cognitive domain.

The Analysis of Teacher’s Wait Time 1 in EFL Classroom at Junior High Schools in Padang Hanifha Kemalasari; 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.v10i4.114968

Abstract They are still teachers who do not know the effectiveness of wait-time 1 in EFL classes, especially at junior high school in Padang. The purpose of this study aims to observe how the teacher's wait-time 1 implementation in the classroom and also what are the teacher's obstacles in implementing wait-time 1 in the classroom using stimulated recall interview (SRI). The participants of this study were 18 teachers at junior high school in Padang. The findings show that the average wait-time for 1 teacher at junior high school in Padang is 3.49 seconds, besides that the study also found that the wait-time for 1 teacher with English questions is longer than Indonesian. The study also found that the obstacles to implementing wait-time 1 came from the teachers themselves. Key words: wait-time 1, obtacles, stimulated recall interview

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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