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Gender Equality in English Electronic School Textbook (BSE) for Senior High School (The Case of Interlanguage for Science and Social Study Programme Grade XII) Dian Safitri
ETERNAL (English Teaching Journal) Vol 11, No 1 (2020): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i1.6066

This study is a content analysis which aims at identifying sexist language types which exist in Interlanguage for Science and Social Study Programme Grade XII, revealing how gender roles are communicated as appropriate by the textbook, and how the textbook’s writers reflect gender equality. The result of this study showed that the type of sexist language which exists in the textbook is only “men as standard”. In addition, how this textbook communicates female gender roles as appropriate are by exposing contents which suggest that women cannot use their womb and brain at the same time, women are different from men, women cannot be both feminine and competent at the same time, and women will become less valuable as they age. Concerning men, the contents imply that men are physically strong, men must be successful in holding their professions, men must be the head of his family who have to earn money for the family, men must act independently, and men must be heterosexual and sexually active. Hence, it can be said that the writers of this textbook do not reflect gender equality. Therefore, the way how the writers reflect gender equality was not revealed. Further, the result of this study will be great interest to syllabus designers in composing the content of the textbooks. It is essential for them to take into account the learners’ gender equality in all forms because the instructional objectives of an educational program will not be achieved unless they do so.

Project-based Learning in Translation Courses: An Implementation and Students’ Perception Lafziatul Hilmi; Dian Safitri
Journal of English Language Teaching Vol 11, No 2 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i2.116570

Translation is one of the useful and beneficial competencies for English students; it is not only to achieve the learning outcomes during their study but also to be a valuable skill that they can use to get a job after graduation. This study aims to introduce project-based learning and its implementation and to explore students' perceptions in deploying project-based learning as the learning method in translation courses. This study was a qualitative study with a case study method design. The data of students' perceptions were attained through an online questionnaire containing close-ended and open-ended questions. The participants were 38 students who took the Basic Translation and Interpretation course. The data were analyzed narratively to describe the implementation of project-based learning and students' perception of its implementation in translation courses. The study showed that students' perception toward PjBL projects was positive and actively engaging students in completing activities of the projects.

Students’ Grammatical Error Analysis in Writing Manual Procedure Text: A Study on SMK Negeri 1 Batusangkar Amelia Putri Perdana; Dian Safitri
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.v11i3.119368

This study aimed to find out grammatical errors and to reveal the most frequent grammatical error in writing manual procedure text. The population of this study was the eleven graders of SMK Negeri 1 Batusangkar. The sample of this study was the eleven graders of AKL 1 and AKL 2. The sample was taken using purposive random sampling technique. The number of sample in this research was 42 students. The researcher used descriptive research design. The data were collected through a test. The finding was based on an analysis of the researcher and a rater. The rater was an English teacher of SMK Negeri 1 Batusangkar. After collecting the finding from the researcher and the rater, the researcher counted mean percentage of each grammatical error occurrence. According to likert scale, the interpretation of each grammatical error in writing manual procedure text was categorized as excellent, very good, good, and average. The final result showed that determiner error’s mean was 46,80% (average), noun error’s mean was 14,28% (good), verb error’s mean was 12,25% (good), conjunction error’s mean was 9,30% (very good), preposition error’s mean was 8,21% (very good), subject-verb agreement error’s mean was 7,15% (very good), and pronoun error’s mean was 2,15% (excellent). So, determiner error’s mean was the most frequent grammatical error in writing manual procedure text committed by eleven graders of SMK Negeri 1 Batusangkar academic year 2021/2022.

English Literature Students’ Performance in Writing Comparison and Contrast Paragraph Across Gender in Paragraph Writing Class Nada Nisrina; Dian Safitri
Journal of English Language Teaching Vol 12, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i1.121827

A growing body of research on writing skills has indicated male-female performance disparities. This study aimed to measure English Literature students’ performance in writing comparison and contrast paragraph and analyze differences across gender in paragraph writing class based on scores of writing and score of aspects of writing (content, organization, and language features). 38 students were chosen as participant with 16 male and 22 females. Descriptive quantitative research design was used with mid-evaluation paper as instrument and independent t-test and score analysis were done. Findings indicated English literature students’ performance was good in score of writing. In score of aspect of writing, they scored good (71-80) in content and organization but average (61-70) in language features. There was no significant difference between male-female literature students’ writing performance. In score of writing, male students scored average (61-70), while female students scored good (71-80). Both male-female scored good (71-80) in content. Male scored average (61-70) while female score good (71-80) in organization. Then, both male-female scored average (61-70) in language features.

Movie, Writing, and Character Education: A Study on an EFL Writing Class Dian Safitri; Nur Rosita; Rita Arni
Journal of English Language Teaching Vol 12, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i1.122868

This paper is a one-shot case study which aims to reveal if the integration of anti-drug character education into foreign language writing classes by using short movie is effective to achieve both the learning and character education objectives. An online writing test and a four-Likert scale questionnaire with twenty close-ended questions were given to 32 English college students in West Sumatra. The data of students’ writing were analyzed quantitatively by using Wilcoxon Match Pair Test, while that of the questionnaire was analyzed by using Mann Whitney U Test. The analysis outputs show the success of the integration by the following results: (1) there is a significant improvement in word production number (Asymp. Sign (2-tailed)=0.000); (2) there is a significant improvement in writing score (Asymp. Sign (2-tailed)=0.000); and (3) the students’ understanding towards the moral values sent by the movie are excellent (M=3.92). The findings may have pedagogical implications in adding an effective media reference to improve students’ writing skill and to integrate character education into EFL learning.

An Analyisis of Students' Ability in Writing Descriptive Text Mufidatul Latifah; Dian Safitri
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.v12i2.123146

English language learning is based on four pillars: speaking, reading, listening, and writing. Writing is vital to helping learners acquire language because it allows them to engage with words, phrases, and extended pieces of writing to express themselves clearly and to reinforce the grammar and vocabulary they are learning in class. However, the researcher discovered that several students at SMAN 2 Lubuk Sikaping committed a number of mistakes in writing text especially Descriptive Text especially in writing identification and description, and also using simple present tense. It was identified from their writing exercises. Thus the researcher analyzes the ability of the tenth grade students to write identification and description of descriptive text and also analyze the overall ability in writing descriptive text at SMA N 2 Lubuk Sikaping. This study has a descriptive quantitative research design. The category of the students’ ability in writing identification is “sufficient” with the mean was 2,35. Then, the category of the students’ ability in writing description is “sufficient” with the mean was 2,23. The overall ability of the students is categorized as “sufficient” with the mean is 2,35.

Noun Phrase Errors Made by Students in SMAN 1 Rupat Utara Poppyosa Poppyosa; Dian Safitri
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.v12i2.121833

This study aimed to find out the noun phrase errors and the dominant element errors, including determiner, pre-modifier, head, and post-modifier. This study's population consisted of students in grade eleven at SMAN I, Rupat Utara. The sample was taken using the purposive random sampling technique. In this study, 60 students were used as samples. The researcher used quantitative research. Then, the data were collected by a grammar test. The result of this research was that most students made errors in using noun phrase. There were 59 students made errors in determiner with 410 errors or 28,4%. The errors of pre-modifier were found in 60 students, with 603 errors or 40,2%. The errors of head was found in 52 students with 154 errors or 9,1%. The errors of post-modifier were found in 53 students with 117 errors or 39%. In conclusion, most of all students made noun phrase errors in determiner, pre-modifier, head, and post-modifier, with the dominant element error was pre-modifier with 40,2%.

Stylistic Features to Reveal Undergraduates’ Writing Style Muhammad Alif Rizkiawan; Dian Safitri
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.v12i3.124806

Narrative writing serves both educational and creative goals, such as in character-driven stories. This article is a conceptual article to come up with Rubin & Greene (1992) coded-stylistic features in the way to investigate the relation of writing styles across the genders. Writing style develops with time, especially in character-based fiction, encouraging the growth of unique traits important to fostering cultural sensitivity and civic engagement. Understanding gender norms in society helps to shape students' educational opportunities. Academic achievement, classroom dynamics, pedagogical decisions, and learning outcomes are all influenced by gender stereotypes. The societal character of language is shown by Argamon et al. (2003), who emphasize the effect of gender on lexical choice and speech patterns. Character-focused schooling, in particular, can benefit from this interplay between gender and writing style by encouraging the development of individual traits that have broader cultural significance.

Students’ Perception on Wall Magazine Project toward their English Writing Performances and Creativity Skill : A Project-based Learning Implementation at Paragraph Writing Class Nofenti Mardalena Halawa; Dian Safitri
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.v12i3.124877

This study aimed to reveal students’ perception on wall magazine project toward their writing performance and their creativity skill. The population of this study was English literature students of English Department in UNP. It consists of five classes who are in the academic year 2022/2023. The sample of this study was all classes of literature students. The sample was taken using simple random sampling technique. Total number of the sample in this research was 31 students. The researcher used descriptive research design. The data were collected through a questionnaire. According to the research, in writing performance, the result of this research shows that students had a positive perception on content (3.18), organization (3.18), and very positive perception on mechanics (3.30), and vocabulary (3.28). Meanwhile, in creativity skill, students' perceptions of their creativity skill during paragraph writing class were positive in generating ideas (3.18) and listening to the inner voice (2.99), and very positive in digging deeper into ideas (3.30) and openness and courage in exploring idea (3.27). Students also enjoy to learn paragraph writing class by using the wall magazine project..

Integrating Character Education into Project-based Learning in Paragraph Writing Class: A Study on Students’ Perceptions Azriela Aurel Novisa Sari; Dian Safitri
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.v12i3.124608

Project-based learning (PjBL) was used as a teaching strategy in the classroom in order to incorporate character education. This research was descriptive research which used questionnaire as the instrument. The questionnaire contained 20 items of close ended statements. There were 125 students involved in this study which were the students of English Literature study program enrolled in Paragraph Writing Course in Academic Year 2022/2023. Students work in groups to complete a project called a wall magazine. The goal of this study is to see the students’ perceptions toward the integration of character education in project-based learning in the Paragraph Writing class in terms of their writing performance. The finding of this research shows that the implementation of Integrating Character Education into PjBL in Paragraph Writing class received a very positive perception. The result of perceptions in this study indicated that the character education integration into PjBL in Paragraph Writing class succeed to ease students in developing their writing performance.

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