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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.

Research gap strategies in article introductions of different rank applied linguistics journals Safnil Arsyad; Yetti Zainil
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Research gap (RG) becomes an important rhetorical work in research article introductions in all fields, especially in a competitive research publication atmosphere. A research article (RA) submitted to a reputable journal may be rejected because the writers fail to show the ‘niche’ in reviewing previous relevant studies to justify their research project. This research aims to find how writers in Applied Linguistics (AL) published in international journals of different quality in terms of their quartile value address the novelty in their journal article introductions. Forty articles were selected from eight different reputable international journals in AL of different tiers for the corpus of this study. The content analysis method under the umbrella of the qualitative approach was applied in the data collection and analysis. Six RG strategies, as suggested by Arianto et al. (2021), were used as a model for analysis and then the linguistic features used by the writers in realizing the RGs. The results show that among the six different RG strategies, the most frequently used by international writers are Strategy 2 (inadequate research) and Strategy 4 (contradictive/conflicting evidence). Among the four groups of RAs, those published in Quartile 1 journals used the most frequent strategies. The frequent linguistic features used by international writers are adversative conjunctions and adjective-modifying nouns to signal their RG strategies. To improve the quality of an article introduction, writers, especially novice writers, should use multiple strategies with the appropriate linguistic features.

PISA reading literacy assessment and senior high school reading literacy assessments: How do they differ? Zaim, M; Refnaldi, Refnaldi; Zainil, Yetti; Ramadhani, Fiona
International Journal of Research in Counseling and Education Vol 5, No 1 (2021): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

The Program for International Student Assessment (PISA) is an international program assessment to evaluate and determine the education system's effectiveness by focusing on reading, mathematics, and science. This study aims to analyze the differences between PISA reading literacy assessment and senior high school reading literacy assessment in West Sumatera. Reading literacy is abilities and skills in reading needed in everyday life to develop students' knowledge and potential. The method of this study was comparative method. Data were taken from PISA reading literacy 2018, which OECD published, and reading tests made by English teachers from ten Senior High Schools in West Sumatera. In addition, this study used document analysis to collect the data. The differences between PISA reading literacy assessment and reading literacy assessment at senior high school were seen from eight indicators: cognitive process, form of text, types of text, form of test, situation, types of question, level of question, text medium, and text environment. It was found that PISA reading literacy assessment was more complex compared to reading literacy assessment at senior high school.

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

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.

Research gap strategies in article introductions of different rank applied linguistics journals Safnil Arsyad; Yetti Zainil
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25302

Research gap (RG) becomes an important rhetorical work in research article introductions in all fields, especially in a competitive research publication atmosphere. A research article (RA) submitted to a reputable journal may be rejected because the writers fail to show the ‘niche’ in reviewing previous relevant studies to justify their research project. This research aims to find how writers in Applied Linguistics (AL) published in international journals of different quality in terms of their quartile value address the novelty in their journal article introductions. Forty articles were selected from eight different reputable international journals in AL of different tiers for the corpus of this study. The content analysis method under the umbrella of the qualitative approach was applied in the data collection and analysis. Six RG strategies, as suggested by Arianto et al. (2021), were used as a model for analysis and then the linguistic features used by the writers in realizing the RGs. The results show that among the six different RG strategies, the most frequently used by international writers are Strategy 2 (inadequate research) and Strategy 4 (contradictive/conflicting evidence). Among the four groups of RAs, those published in Quartile 1 journals used the most frequent strategies. The frequent linguistic features used by international writers are adversative conjunctions and adjective-modifying nouns to signal their RG strategies. To improve the quality of an article introduction, writers, especially novice writers, should use multiple strategies with the appropriate linguistic features.

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

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

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

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.

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