Article Per Year (5 Year)
p-Index From 2021 - 2026
2.813
P-Index
This Author published in this journals
All Journal Journal of English Language Teaching Al Ishlah Jurnal Pendidikan Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks Jurnal Educative: Journal of Educational Studies International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Rani, Yati Aisya
Universitas Negeri Padang
Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search
Journal : Journal of English Language Teaching

 1   2 
TEACHER’S CHALLENGES IN USING GAME-BASED-LEARNING MEDIA FOR YOUNG LEARNERS AT SD RK II FRANSISKUS PADANG Sari, Nadea Kirana; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i1.133300

Abstract

The primary objective of this study is to analyze the challenges faced by English teachers in implementing Game-Based Learning (GBL) for young learners at SD RK II Fransiskus Padang. This research employs a qualitative descriptive design, with data collected through interviews. The methodology focuses on identifying technological, pedagogical, and content-related challenges in GBL implementation.The findings reveal that technological challenges include limited student access to mobile devices and the absence of interactive monitors, hindering direct engagement. Pedagogically, while GBL enhances motivation and participation, it also creates classroom management difficulties, leading to teacher exhaustion. To address disengaged students, teachers use adaptive grouping strategies. In contrast, no major content-related challenges were found, as teachers can easily access suitable learning materials online.In conclusion, despite technological and pedagogical challenges, GBL remains an effective method for improving student engagement in English learning. Schools should invest in better technological resources, and teachers need to refine classroom management strategies to maximize GBL’s benefits. Future research could explore strategies to further enhance GBL implementation and its long-term impact on student learning outcomes. 
Students' Self-Reflection in their Grammar Learning at English Department of UNP Maulana, Ivan; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135675

Abstract

This study aims to describe students’ self-reflection practices in grammar learning among students of the English Language Education Study Program at Universitas Negeri Padang (UNP). The main focus of the research includes the forms of self-reflection employed by students, their perceptions of its importance, and the challenges they encounter in applying self-reflection throughout the grammar learning process. A qualitative descriptive approach was used, with data collected through in-depth interviews. The interview questions were based on seven key indicators of self-reflection: journaling, talking with peers, practicing mindfulness, engaging in creative expression, spending time alone, attending counselling, and speaking or podcasting. The population of this study consisted of students who had completed all grammar courses in the English Education Program at UNP. The findings indicate that most students engage in self-reflection as part of their learning routine, either through written journals or personal contemplation. Students acknowledge that self-reflection aids in recognizing their weaknesses, correcting errors, and deepening their understanding of grammar. However, several challenges were identified, including a lack of guidance from lecturers, time constraints, and low levels of self-awareness among some students. These findings emphasize the vital role of self-reflection in enhancing the effectiveness of grammar learning and point to the need for institutional support to systematically incorporate reflective practices into the learning process.
Students’ perception on the use of Undercover Game to enrich their vocabulary mastery at the Seventh-Grade of SMPN 10 Padang Rizki, Muhammad; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136225

Abstract

This study aims to find out students’ perceptions about using the Undercover Game to learn English vocabulary at SMPN 10 Padang. The research used a descriptive-qualitative method. The participants in this study were 30 seventh-grade students in the 2024/25 academic year who had been using the game for one semester. Data was collected through 1-4 scores Likert-scale questionnaires completed by 30 respondents and followed by interview with 6 respondents. The five indicators of effectiveness, advantages, disadvantages, motivation, and interest regarding the use of Undercover Game. The results showed that students’ perceptions were mostly positive, with an average score of 3.028. It means they think game helped them understand word meanings, learn new vocabulary, feel more motivated, and enjoy the learning process. From the interviews conducted, almost all participants said that this game helped them learn English vocabulary. 3 out of 5 participants confirmed that this game made the learning process more exciting and helped them overcome boredom. Meanwhile, there are 2 participants felt the game did not help them or made them confused. The study suggests that the Undercover Game can be used as another way to teach English vocabulary, with better explanation the rules of the game before playing it.
Students' perception on the use of Gamestolearnenglish.com as a tool for grammar learning at SMP 2 Panti Asyfa, Sandra; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136277

Abstract

This study aimed to investigate students' perceptions of using the Website Gamestolearnenglish.com as a tool for grammar learning, specifically focusing on the past tense, comparatives, adverbs, and future tense topics. The research employed a quantitative descriptive design using a survey method. The participants were 58 eighth-grade students from SMPN 2 Panti, who were selected through cluster sampling. Data were collected through a closed-ended questionnaire based on the extended Technology Acceptance Model (TAM) framework, which measured five key constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Hedonic Motivation (HM), Attitude Toward Use (ATU), and Behavioural Intention (BI). The results indicated that students' perceptions were positive across all five TAM constructs, with an overall mean score of 2.85. Findings revealed that students found the website useful, efficient, and effective for improving their grammar performance. They also perceived the website as easy to use and understandable. Additionally, students found learning the four grammar topics using this website fun and entertaining. Consequently, these positive perceptions led to favourable attitudes toward using the website and strong intentions to continue using it for grammar learning. These findings suggest that Gamestolearnenglish.com is a promising supplementary learning tool that enhances grammar mastery for junior high students. The study recommends integrating Gamestolearnenglish.com into English language learning to enhance students’ grammar outcomes
Error analysis in using gerunds and infinitives among English Education students at Universitas Negeri Padang Sendra, Agung Rizqilla; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136201

Abstract

Grammar plays a crucial role in English learning as it helps students construct accurate sentences. Among various grammatical components, gerunds and infinitives are particularly challenging. A preliminary observation showed that 69.2% of students who had completed the Intermediate Grammar course considered these topics difficult to master. This research aims to analyze the types and dominant type of errors made by fifth-semester English Education students at Universitas Negeri Padang in using gerunds and infinitives. The study used a descriptive design with a translation test consisting of 24 items. Students’ answers were analyzed using Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The analysis found 123 total errors. Misformation was the most dominant (89 errors or 72.35%), followed by omission (19 errors or 15.44%), misordering (11 errors or 8.94%), and addition (4 errors or 3.25%). These findings indicate that students still struggle to select the correct form between gerunds and infinitives, showing limited understanding of verb patterns and grammatical structures.
Co-Authors Afif, Ahmad Fajar Asyfa, Sandra Azhar Jaafar Ramli Dinovia Fannil Kher Dinovia Fannil Kher Efendi, Agfa Febriani Chuzilfa Arief Ira Lestari Kifli, Rifa Nabila Maulana, Ivan Monaliza, Monaliza Muhammad Rizki Nofrina Eka Putri Novi Dwi Amelia Putri Nurmela, Nurmela Putri, Rani Andika Ramli, Azhar Jaafar Sari, Nadea Kirana Sendra, Agung Rizqilla Tri Ayunda Nurmalita