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All Journal Journal of English Language Teaching Al Ishlah Jurnal Pendidikan English Language Teaching and Research Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Jurnal Penelitian Pendidikan Indonesia Review of International Journal Education and School Leadership (RITEDUL) English Review: Journal of English Education
Fitrawati Fitrawati
Universitas Negeri Padang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Ability of The Fourth Semester Students in Constructing Passive Voice in Writing Explanatory Essay: A study at the English Department FBS UNP Padang Rima Yunita; Hermawati Syarif; Fitrawati Fitrawati
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (675.553 KB)

Abstract

This study is aimed to describe the ability of the fourth semester English department students at UNP, who are registered in 2015/2016 academic year, in constructing passive voice in writing explanatory essay. This study is also aimed to find out grammatical problems in constructing passive voice. This is a descriptive quantitative research. Proportional random sampling technique was used to determine the sample. The data were collected by using writing test with four alternative topics, one of which should be chosen. Students were asked to write passive sentences in their essay. Based on the findings of the research, it was found that students’ ability in constructing passive voice is in average level. There are four common grammatical problems identified from the students’ writing, which are grammatical problems related to the use of auxiliary be (22%), the use of past participle verb (46%), the agreement of subject and auxiliary (20%), and the choice of voice that should be used to construct the sentences (12%). V1, Ving, and incorrect form of past participle verb were used to replace the use of past participle verb in students’ passive sentences. In addition, incorrect forms of auxiliary and missing auxiliary were found to be the students’ problem. It was also found that students constructed active voice for sentences that should be written in passive voice since it is the subject that must receive the action. Key words/phrases: passive voice, explanatory essay, ability
The Practicality of Self-Study Web-Based Platform of English Proficiency Course at English Department of UNP Radev Muhammad Aziz; Fitrawati Fitrawati
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.v12i4.125968

Abstract

Before implementing a web-based learning platform, it is crucial to assess its practicality. This study aims to know the practicality of the use of self-study web based for the students studying English Proficiency courses at English Department of UNP. Descriptive quantitative research design was used for this study. The respondents in this study were the seven classes of the English Proficiency course offered by the UNP English Department during the academic year 2023. They were given 20 questions to know the practicality of the platform. The results showed that the web-based platform does exceptionally well across the board, gaining a very practical (3.35) use of the product. With usability, accessibility, and adaptability scores of 3.44 (very practical), 3.38 (very practical), and 3.36 (very practical), respectively, it is evident that its design is user-friendly and inclusive, catering to a wide variety of people. The platform excels in relevance and feedback, which are both scored as extremely practical at 3.29 and 3.44, respectively, highlighting its importance in providing contextually suitable material and strong assessment mechanisms. Integration and efficiency are assessed as practical at 3.18 and 3.26. Furthermore, the platform has very practical scores of 3.42 and 3.34 for cost-effectiveness and solid technical support, respectively. All things considered, this web-based platform provides a user-centric, efficient, and successful solution, which makes it a very sensible option for users.
The Effectiveness of K-W-L-A (Know, Want, Learned, Affect) Strategy in Improving Students’ Reading Comprehension at Senior Islamic High School 4 Agam Suci Wahyuni; Fitrawati Fitrawati
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.v12i4.125940

Abstract

This study aims to examine the effectiveness of the K-W-L-A strategy on students' reading comprehension at Man 4 Agam. It is a quasi-experimental study. A test was utilized as a tool by researchers to collect data. There were 30 questions, however 3 of them were found to be invalid following the validity and reliability tests. The researcher corrected the invalid questions so they could be used again. Eleventh-grade student social studies at MAN 4 Agam took part in this research. There are 40 students consisting of two classes. The control group is eleventh-grade social 1. This class consists of 20 students. The experimental group is eleventh grade social 2 which consists of 20 students. Paired sample t-test research results, the K-W-L-A strategy significantly improved the reading comprehension abilities of the students. With a significance value smaller than 0.05, namely 0.000. This shows that pupils' reading comprehension skills can be considerably improved by effectively implementing the K-W-L-A approach. 
Correlation between anxiety and critical reading ability of Indonesian English as a Foreign Language students Fitrawati Fitrawati; Erdiana Erdiansyah; David D. Perrodin
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 1 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020232674

Abstract

This study investigates the possible relationship between reading anxiety and the critical reading ability of tertiary EFL students majoring in English education at a state university in West Sumatra, Indonesia. Thirty-two students were selected utilizing convenience sampling as the research sample. By employing a correlational approach, the instrument used for this analysis was a TOEFL test consisting of 30 questions to measure students' ability to read critically. In addition, a questionnaire was also developed based on the theory of experts composed of 20 statements used to measure students' reading anxiety. Pearson product-moment correlation was used to investigate the relationship between reading anxiety and students' critical reading ability. The study found that 1) most students experience anxiety at the intermediate level, 2) the level of students' critical reading ability is at the average level, and 3) there is a significant relationship between students' reading anxiety and critical reading ability. The results imply that the reading anxiety students experience correlates to their scores in critical reading, leading to a significant effect of reading anxiety on students' critical reading skills.
The Impact of Digital Word Wall Use on EFL Learners’ Speaking Proficiency in Secondary Education Erli Yelvia; Fitrawati Fitrawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7584

Abstract

Speaking clearly and effectively is crucial for English as a Foreign Language (EFL) learners, yet limited vocabulary, low confidence, and teacher-centered instruction often hinder oral communication. This study examined the effect of the Wordwall application on secondary students’ speaking ability. A quasi-experimental design was employed with 40 eighth-grade students from a junior secondary school. Two intact classes were assigned as groups: Class 8C (n = 20) as the experimental group and Class 8B (n = 20) as the control group. Students’ speaking performance was measured using an analytical rubric covering pronunciation, grammar, vocabulary, fluency, and comprehension. Data were analyzed using SPSS 20 through normality and homogeneity tests, followed by paired- and independent-samples t-tests. Results indicated a significant difference between groups on post-test scores, t(38) = 3.502, p = .001, with a mean difference of 12.00. The experimental group also showed a significant improvement from pre-test (M = 36.98) to post-test (M = 70.50), t(19) = 25.570, p .001. The findings suggest that integrating Wordwall significantly enhances students’ speaking proficiency. Its interactive features appear to support vocabulary use, fluency, and learner confidence by creating a more engaging and low-anxiety learning environment. Accordingly, incorporating Wordwall into EFL speaking instruction is recommended.
SYSTEMATIC LITERATURE REVIEW: INTEGRATION OF THE 'ADAT BASANDI SYARAK, SYARAK BASANDI KITABULLAH' (ABS-SBK) VALUES IN CHARACTER EDUCATION FOR ELEMENTARY SCHOOL STUDENTS Fikra Nabhan; Yanti Fitria; Adrias; Fitrawati
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769306

Abstract

Effective character education in elementary schools must be rooted in local wisdom to ensure moral, cultural, and intellectual balance. The Minangkabau philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) serves as a moral compass that unites religious and cultural dimensions in shaping students’ character. This study aims to synthesize the implementation, assessment, and main challenges of integrating ABS-SBK values into character education in elementary schools across West Sumatra. Using the Systematic Literature Review (SLR) method, data were systematically collected, analyzed, and synthesized from recent academic studies (2018–2025). Findings show that ABS-SBK integration occurs through curriculum contextualization in Islamic Religious Education (PAI), Science and Social Studies (IPAS), Language, and Arts. These subjects infuse values such as Raso Pareso, Baso Basi, and Adat Salingka Nagari to foster empathy, respect, environmental care, and social responsibility. Character assessment employs holistic methods such as portfolios, attitude rubrics, and project-based evaluations aligned with the Kurikulum Merdeka.  However, several critical challenges remain: erosion of values due to modernization and globalization, digital gaps that reduce real social interaction, inconsistent teacher training, and limited documentation of local learning materials. The study concludes that effective ABS-SBK integration requires strategic mitigation through teacher professional development, digital ethics education, curriculum innovation, and strengthened collaboration among schools, customary institutions, and religious bodies. This integration ensures that character education not only transmits knowledge but also nurtures the moral and cultural identity of the Minangkabau generation.
GEN AI-TPACK Workshop for Strengthening Teachers’ TPACK Competences Eni Kurniawati; Nur Rosita; Salam Mairi; Fitrawati; Meira Anggia Putri
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v6i1.10383

Abstract

This activity aims to provide technical guidance for strengthening TPACK or Technological Pedagogical Content Knowledge using the GEN AI-TPACK Framework approach. TPACK is a 21st-century teacher knowledge framework that helps support teaching skills. Meanwhile, GEN AI-TPACK is an adaptation of teachers' abilities to the use of artificial intelligence in education. This framework introduces TK, TPK, TCL, TPCK, and XK in the model for improving teacher competence. This activity is one of the effective ways to enhance teachers' professional and pedagogical competence. In addition, this training guidance also provides the benefit of digital literacy proficiency for teachers in learning in the digital era.
ENHANCING READING LITERACY AND TEACHER ENGAGEMENT THROUGH READS ROADMAPS AND INTERACTIVE E-BOOK Syahmina; Fitrawati
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.184

Abstract

Reading literacy remains a major challenge in Indonesian junior high schools, where many students still struggle to understand texts beyond the literal level, while teachers often face difficulties in sustaining effective reading instruction. These problems are closely related to limited teacher engagement and the lack of integration between structured literacy strategies and digital learning resources. Although previous studies have discussed structured reading models or digital tools separately, empirical evidence that combines both while addressing teacher reading engagement remains limited. This study aimed to investigate the implementation of READS Roadmaps integrated with interactive e-books and to examine their contribution to improving students’ reading literacy and teachers’ reading engagement. Using a Classroom Action Research design, the study was conducted in three cycles with eighth-grade students at a public junior high school in Padang. Data were collected through classroom observations, reading literacy tests, questionnaires, interviews. The findings showed a sustained improvement in students’ reading literacy across the cycles, particularly in inferential and evaluative reading. In addition, teachers demonstrated higher motivation, confidence, and more active involvement in planning and delivering reading instruction. Overall, the results indicate that integrating READS Roadmaps with interactive e-books offers a practical and effective approach to enhancing reading literacy and strengthening teacher engagement in junior high school contexts.
Co-Authors Adrias David D. Perrodin Eni Kurniawati Erdiana Erdiansyah Erli Yelvia Fikra Nabhan Fitria, Yanti Hermawati Syarif Mairi, Salam Nur Rosita Putri, Meira Anggia Radev Muhammad Aziz Rima Yunita Suci Wahyuni Syahmina