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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 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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Articles

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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

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

Pelatihan Pembuatan Penilaian Otentik bagi Guru-Guru Bahasa Inggris SMP di Kota Padang Sitti Fatimah; Fitrawati Fitrawati; Yetti Zainil
Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 20, No 2 (2020): Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat
Publisher : Universitas Negeri Padang

Tujuan dari kegiatan ini adalah untuk mengadakan pelatihan pembuatan penilaian otentik bagi guru-guru Bahasa Inggris SMP di kota Padang. Pelatihan ini diadakan di Forum MGMP (Majelis Guru Mata Pelajaran) yang melibatkan tiga orang dosen Prodi Pendidikan Bahasa Inggris, Jurusan Bahasa dan Sastra Inggris, Universitas Negeri Padang. Peserta diperkenalkan dengan berbagai bentuk penilaian otentik dan dilatih untuk membuat soal-soal ataupun tugas yang bersifat otentik yang dilakukan dengan latihan terbimbing dan mandiri. Pelatihan ini dilanjutkan melalui email dan aplikasi whats app dimana peserta pelatihan yang mewakili beberapa sekolah mengirimkan soal-soal yang dibuat berdasarkan konsep penilaian otentik. Soal tersebut kemudian dikoreksi dan diberikan masukan dan dikirimkan kembali kepada mereka supaya mereka dapat memperbaiki dan menggunakannya untuk menilai capaian pembelajaran siswa. Dari soal-soal yang dibuat oleh guru pada tahap awal latihan terbimbing masih banyak yang membuat secara tradisional atau belum menerapkan prinsip penilaian otentik. Namun pada tahap berikutnya sudah terlihat pemahaman sebagian guru-guru tersebut.

The Effectiveness of Project-Based Learning through Vlog to Improve Pre-Schoolers’ Vocabulary Mastery Widia Yunita; M. Zaim; Hermawati Syarif; Yetti Zainil
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 6, No 5 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i5.2232

The purpose of this study was to find the impact of project-based learning using vlogs in improving the vocabulary skills of Early Childhood Education (PAUD) students. Participants in this study were 60 students. Sampling was done randomly. The method used is a one-group experiment. This study provides treatment for group experiments using pre-test and post-test. The research instrument has been tested using content validity by three supervisors with doctoral degrees. The results of the study concluded that the approach or learning method with learning media based on the student's background and the situation of the online learning environment had a significant effect on improving student learning outcomes. The concept of project-based learning applied through vlog design in PAUD classes has had a major impact on increasing students' vocabulary. The results of the study also have implications for teachers' understanding in solving problems through joint or individual projects that direct students to use their learning experiences and seek information to produce good vlogs.

Co-Authors , Junaidi Annisa Elmida Rizma Annisa Krismadayanti Ardiel, Vonny Aryuliva Adnan Azhari, Zakiyurrahman budiyanti, kurnia Cicilia Ratna Sari Deby Oktaviani Rusdi Dini Deswarni, Dini 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 Hikmah, Sri Honesty Yonanda Ayudhia, Honesty Yonanda Irsyad, Syifa Fauziah Jasrial, Dedi Junaidi, Elwa Lusi Marleni, Lusi M. Zaim M. Zaim Maitri Lusiana Mega Yulia Merry Sylvia 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 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

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