Articles
<![CDATA[Comparing Students’ Ability in Writing Recount Text of Grade X and Grade XI at SMAN 1 Lubuk Alung ]]>
<![CDATA[Zikra Azkiya]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107886
<![CDATA[This research was about the comparison between students’ ability of grade X and grade XI in writing recount text with the topic of an unforgettable experience. This study aimed to compare the level of students’ grade X and grade XI ability in writing recount text seen from the generic structure of the text. The research design of this study was descriptive research. The population of this research was all of classes grade X and grade XI of SMAN 1 Lubuk Alung. The sample was taken by using random cluster sampling technique so that the sample obtained was 1 class from grade X and 1 class from grade XI. The instrument used in this study was a test recount text for 45 minutes in at least 100 words. The students’ writing was analyzed using recount text writing rubric related to the generic structure of the text. Based on this research, students’ ability of grade XI was higher than grade X by looking from the generic structure of recount text. The ability of students grade XI was in 3 (good) category while students grade X was in 2 (weak) category. Nevertheless, there were several parts of the text that students could not understand yet how to write them.]]>
<![CDATA[An Analysis of Cognitive Levels on Questions Used for Examination in SMP Negeri 15 Padang ]]>
<![CDATA[Putri Styvani]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.116319
<![CDATA[This study was descriptive research which aimed to find out distribution of questions for examination within cognitive domains in SMP Negeri 15 Padang. The data were derived from examination questions. The questions from examination were analyzed and classified based on cognitive levels of Revised Bloom’s Taxonomy by Anderson and Krathwohl (2001). The examination questions were collected from grade VII, VIII, and IX. The results of the study show that there are significant imbalances in the distribution of questions within cognitive levels for examination. From all grades, LOTS-based questions dominantly found in examination question. Specifically, Understanding (C2) and Applying (C3) level of questions dominated the distribution of questions in SMP Negeri 15 Padang. Meanwhile, only Analyzing (C4) level of question found in HOTS category. However, the percentages of HOTS-based questions are higher than LOTS-based questions found in examination. ]]>
<![CDATA[The Effect of Fishbone Method on Students Writing Ability of Report Text ]]>
<![CDATA[Ilza Emilda]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.114903
<![CDATA[This research was a quasi-experimental study, which aimed to find out the empirical evidence of the effect of using Fishbone method on students’ writing ability of report text. The population of this research was all students of class XI of SMA Negeri 1 Tanjung Raya. The researcherused the sample of two classes that were chosen as the sample by using cluster random sampling. The samples were taken from 25 students of experimental group (class XI MIA-1) and 25 students of control group (class XI MIA-3). The instrument of this research was a writing test. T-test was used to analyze the data collected in this research. The result of T-test indicated thatsig (2-tailed) of the experimental class (0.000) was lower than sig or tobservedwas higher than ttable (). While sig (2-tailed) of the control class (0.000) was lower than sig or tobservedwas higher than ttable(. It can be concluded that the students who are taught by using the Fishbone method have higher results than the students who are taught by using the conventional teaching method. It means the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Thus, Fishbone method produces higher results on students' writing ability of report text rather than conventional teaching method.]]>
<![CDATA[An Analysis of Teacher's Strategy to Overcome the Students' Difficulties in Writing Descriptive Text at the Tenth Grade of SMA N 10 Padang ]]>
<![CDATA[Khansa Zhafirah]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.116220
<![CDATA[This study is aimed at providing explanation on the the teacher’s strategies to overcome the students’ difficulties in writing descriptive text at the tenth grade of SMA N 10 Padang. The teacher’s strategies were viewed from the components in writing the generic structures and language features of descriptive text. This study is qualitative research. The sample of the research was one of 4 English teachers who taught descriptive text at the tenth grade. The data obtained from interview and observation checklist. The findings of the study reveals that there were some strategies applied by the teacher. The strategies applied by the teacher in generic structure difficulties were observing, guiding question, while in language feature difficulties, there were sentence construction, giving opportunity to ask, metalinguistic feedback and giving the criteria. Among those strategies, guiding question was the most frequently used strategies in overcoming the difficulties in descriptive text.]]>
<![CDATA[AN ANALYSIS OF ACCURACY IN TRANSLATING A NEWS ITEM TEXT BY THE FIRST GRADE STUDENTS OF SMA N 2 TILATANG KAMANG ]]>
<![CDATA[Fikri Kurniati]]>;
<![CDATA[Hamzah Hamzah]]>;
<![CDATA[Saunir Saun]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2016): Serie E ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v5i1.7333
<![CDATA[This research analyse the translation work of the students in translating a news item text from English into Bahasa Indonesia. The design of the research is descriptive research. The population of this research is the first grade students of SMA N 2 Tilatang Kamang, Agam of 2015/2016 academic year. The sample of this research are 35 students chosen by using simple random sampling technique. The focus of this research are the accuracy level of the students’ work in translating a news item and the errors made by the students that make the result of the students’ translation become less accurate or not accurate. The data obtained through translation test as the instrumentation of this research. The data are assessed by using accuracy rating instrument. The result of the research shows that the average score is 1.92, with 32 (91.43%) students of the population are in less accurate level. Based on the students’ translation test result, the errors made by the students related to the accuracy are the addition of the words or information which are not related to the context, the omission the essential words or information, the word-for-word translation, and inappropriate choices of word.]]>
<![CDATA[Investigating Learning Questions Used in SMA Negeri 5 Kota Bukittinggi: A Cognitive Level Analysis ]]>
<![CDATA[Gema Millenia Pani]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.116317
<![CDATA[This study aims to find out the distribution of cognitive levels on questions used for learning in SMA Negeri 5 Kota Bukittinggi. Additionally, the findings of LOTS and HOTS questions proposed for learning in SMA Negeri 5 Kota Bukittinggi are analyzed and then described. The analysis in this study is based on Revised Bloom’s Taxonomy. The informants of the research are 3 English Teachers who teach in grade X, XI and XII. To answer all questions, a descriptive research is conducted to describe the result of the research. The results of the study show that there are significant imbalances in the distribution of different level of questions during the learning process. In most cases, the teachers across all grades are more inclined to propose LOTS-based questions than its HOTS counterpart. Specifically, this research found that remembering (C1) and understanding (C2) level of questions dominated the distribution of questions in SMA Negeri 5 Bukittinggi with the combined overall percentage of more than 50%. Despite this, there was a pattern of increase in the percentage of HOTS questions as the grade increases. Grade XII shows higher percentage of HOTS-based questions compared to the other grades. However, the percentage of HOTS-based questions given in learning is found to be higher than LOTS questions.]]>
<![CDATA[Gender Differences in Structuring Spoken Personal Experiences amongst Vocational High School EFL Students (A Study at SMK Negeri 3 Padang ]]>
<![CDATA[Yuliana Fitri]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i4.119614
<![CDATA[Although there have been many studies that have analysed gender differences, only a few studies have compared the differences between male and female students in structuring spoken personal experience, according to the use of generic structure. This research aimed to analyse how gender differences in structuring the spoken experience based on the use of generic structure. This research used descriptive method and used speaking task as instrument. The sample was ten male students and ten female students from the first grade students of SMK Negeri 3 Padang in the academic year 2021/2022. This research used the Labov’s narrative theory to analyse the data. The result of this research showed that they tended to put more focus in the using of orientation, complicating action, and coda, and they paid less attention in the use of abstract, evaluation and resolution in structuring the spoken experience. Furthermore, both of students tended to be more complete on complicating action element (100%), while the male students tended to be very incomplete on abstract element (40%) and the female students tended to be very incomplete on evaluation element (10%). ]]>
<![CDATA[Students' Perception on the Implementation of Small Group Discussion in English Speaking Activity (A Study at SMP N 1 Palembayan) ]]>
<![CDATA[Nola Indah Permata Putri]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i4.120354
<![CDATA[Small Group Discussion is one of the techniques in the teaching and learning process such as for English speaking class. This study was conducted to find students’ perception on the implementation of small group discussion in English speaking class. This study used descriptive research. The data was collected by using, questionnaire, and interview. The participants of this study were the students of the second grade of SMP N 1 Palembayan. It consisted of three classes that are taught by a teacher. There were 95 students in the academic year 2022/2023. The result of this study showed that students had a positive perception on the implementation of small group discussion in English speaking class with a percentage of 52% in the excellent category and 48% in the good category]]>
<![CDATA[The Effect of Think-Talk-Write (TTW) Strategy on Writing Descriptive Text Ability at SMA Negeri 1 X Koto Diatas ]]>
<![CDATA[Habibatul Amri]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v12i1.121784
<![CDATA[The study aimed to find out whether or not Think-Talk-Write (TTW) strategy has a better effect on writing ability in descriptive text at SMA Negeri 1 X Koto Diatas compared than discovery learning method. This experimental study was conducted by using a post-test only design in which there is no pre-test given. The population of this research was the grade tenth students of SMA Negeri 1 X Koto Diatas. This study takes two classes of the tenth grade students as the sample. They were X.E3 as the experimental class and X.E1 as the control class. The experimental class was taught by using the Think-Talk-Write (TTW) strategy and the control class was taught by using the discovery learning method. The writing test was used as the instrument. The formula of the study was analyzed by using the independent t-test. It was used to determine whether there was a significance difference between the experimental class and the control class. The result of the data analysis showed that the mean score of the experimental class (81.84) was higher than the mean score of the control class (73.35). Furthermore, the result of the independent t-test in this research stated that the value of sig (2-tailed) is 0.004 which is lower than the significance alpha 0.05. It means that the alternative hypothesis is accepted which stated the TTW strategy give a more significant effect on students’ writing ability in descriptive text than discovery learning. In conclusion, the students who were taught by using Think-Talk-Write (TTW) strategy had better writing scores than the students who were taught by using discovery learning method. ]]>
<![CDATA[Gender Differences in Performing Refusal Strategies to an Invitation by Students at SMAN 4 Padang. ]]>
<![CDATA[Nadia Agustina]]>;
<![CDATA[Hamzah Hamzah]]>
<![CDATA[ Journal of English Language Teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v12i2.122961
<![CDATA[One of the most fundamental English skill is speaking. To practice all of those subjects correctly, the students not only have to understand the grammatical aspect but also the pragmatic aspect espescially for second language lerners. In this context the students not only focus on what is written but also what is happen, whom they talking to and what are they situation they face. The aimed of this research is to find out the refusal strategies used by gender to an invitation and what the differences between them. This research used descriptive study. Through random sampling, twenty male and female from the 12 grade of the students were selected. Data were collected through discourse completion test (DCT). The result showed that both gender is mostly using indirect strategy to refuse an invitation. However, male tend to give the shorter refusal and not pay attention to the context of the interlocutor, for example the power and social distance of the interlocutor. Beside, female students used more indirect and longer answer and strategy to refuse an invitation and make it clear by combined some refusal strategy, such as statement of regret, wish and statement of alternative. ]]>
