Articles
<![CDATA[THE EFFECTIVENESS OF USING E-LEARNING MOODLE FOR HOMEWORK IN IMPROVING READING ABILITY OF GRADE X STUDENTS OF SMAN 4 PADANG ]]>
<![CDATA[Etry Suwandi]]>;
<![CDATA[Refnaldi Refnaldi]]>;
<![CDATA[Havid Ardi]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 3 (2013): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i3.2362
<![CDATA[AbstractThis study aimed to examine the effectiveness of using e-learning Moodle for homework in improving reading ability of grade X students of SMAN 4 Padang. The study was an experimental research with the population grade X of SMAN 4 Padang in academic year 2012/2013. Sample is class X7 as the experimental group and class X10 as the control group. Post-test was given after treatment in the experimental class. The reading comprehension data of both groups were analyzed using t-test formula. T-test result of the study is 2,833, while the table-t is 1.999. Based on the result of the calculation, it can be concluded that the use of e-learning Moodle for homework is more effective in improving students' reading ability.AbstrakPenelitian ini bertujuan untuk melihat keefektifan penggunaan e-learning Moodle untuk pekerjaan rumah terhadap kemampuan membaca siswa di kelas X SMAN 4 Padang. Jenis penelitian ini adalah eksperimen dengan populasi penelitian siswa kelas X SMAN 4 Padang tahun ajaran 2012/2013. Sampelnya yaitu kelas X7 sebagai kelas eksperimen dan X10 sebagai kelas kontrol. Pos-tes diberikan setelah perlakuan pada kelas eksperimen. Data berupa nilai tes pemahaman membaca oleh kedua kelompok sampel dianalisis menggunakan rumus uji-t. Hasil uji-t penelitian adalah 2,833 sedangkan tabel-t adalah 1,999. Berdasarkan hasil penghitungan ini, disimpulkan bahwa penggunaan e-learning Moodle untuk pekerjaan rumah lebih efektif dalam meningkatkan kemampuan membaca siswa.Key words: reading ability, homework, E-learning Moodle]]>
<![CDATA[THE LEVEL OF SELF-DIRECTED LEARNING READINESS OF 2013 ACADEMIC YEAR’S STUDENT AT ENGLISH DEPARTMENT OF THE STATE UNIVERSITY OF PADANG ]]>
<![CDATA[Yuri Hardianti]]>;
<![CDATA[Refnaldi refnaldi]]>;
<![CDATA[An Fauzia Rozani Syafei]]>
<![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.v5i1.7336
<![CDATA[This research discusses about students’ level of self-directed learning readiness in learning English. The subject of the research is English students class of 2013 which selected by using simple random sampling method. The identified problem of the study is how the students SDLR level influences their learning English strategy. The objective of the study is to discover students’ SDLR level and factors that influence their low level SDLR in learning English. There were two instruments used on the research, the questionnaire and a semi-structured interview. The result showed that the students had below average level of SDLR with an average score of 189.68. Based on the interviewed administered to the 16 students who scored below average level of SDLR, factors that influenced their low SDLR score were self-concept as an effective and independent learner, creativity and initiative in learning. In conclusion, English department students of UNP has low self-directed learning readiness level, and self-concept as an effective and independent learner, creativity and initiative in learning are its cause factors.]]>
<![CDATA[TEACHING WRITING NARRATIVE TEXTS BY USING THE PICTURES OF POP- UP BOOK AS A MEDIA TO JURIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[DESTRI ASIRIKA]]>;
<![CDATA[REFNALDI REFNALDI]]>
<![CDATA[ Journal of English Language Teaching Vol 6, No 1 (2017): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v6i1.9691
<![CDATA[In education, English has been a compulsory subject for students to learned. One of the skill that student must be achieved is writing. But, there are some problems that students faced in order to the students find difficulties in writing. In this paper, the writer explains some problems in the students’ writing activity. First, the students do not motivate in developed writing skill. Second, the classroom atmosphere does not support students in writing and find the ideas. Third, the students do not find the inspiration in writing. Because of that, the writer introduces the pictures of “Pop- up book” as a media to help students ability in writing. “Pop – up” have a meaning as appear. So, “Pop – up Book” is a one of media of pictures book with the appear pictures when the book are opened. Pictures through Pop – up Book” can be a stimulus for students in developed writing ability in English. In this paper, the writer choose narrative texts as a text that will be used in teaching writing by using the pictures of “Pop – up book”. The writer also explain about the preparation if the teacher want to design pictures story through “Pop – up Book”, how the teacher use the pictures of “pop – up Book” as a media, and how the students attractive in learning,]]>
<![CDATA[An Evaluation of Assessment Designed by English Language Education Student Taechers During Teaching Parctice ]]>
<![CDATA[Rintan Munirah]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.108299
<![CDATA[Assessment is the process which is done during teaching and learning process by the teachers in order to know sudents’ ability and monitor students’ development. An assessmnet supposed to have good content validity value. This research is aimed to evaluate the formal formative assessment designed by Englsih Language Education Student Teachers during teaching practice. The evaluation was done by considering the content validity of the assessment. The evaluation will be done on the formal formative assessment which is intended to assess speaking, reading, and writing skill. The instrumentation of this research is Content Validity Evaluation Rubrics. This is a descriptive research. In collecting the data, the researcher has collected the documents in the form of Daily Test. The findings of the research is the speaking, reading, and writing assessment designed by student teachers during teaching practice are categorized as valid seen from its content validity.]]>
<![CDATA[USING SCHOOL.DUOLINGO.COM AS AN ALTERNATIVE E-LEARNING AT SENIOR HIGH SCHOOL FOR TEACHING AND LEARNING ENGLISH ONLINE ]]>
<![CDATA[Arima Mulya]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2016): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v5i1.7315
<![CDATA[The current technological and communication development affects almost all the aspects of human life, and one of them is in education. In English teaching, technological development has a positive impact; it is about teaching English through E-learning. In E-learning, there are a lot of media that can be used by the teacher and the students to support learning English. One of them is through online learning (teaching methods via internet). In online learning, using website can help the teacher and the students to teach and learn English through E-learning. School.duolingo.com is one of the websites that can be used by the teacher and the students as a media to teach and learn English. This website has interesting features that can increase students’ interest and motivate them to learn English. The teacher can also check the progress of the students in school.duolingo.com. Through this paper the author hopes that all teachers to be more creative in using media in order to increase interest and motivation of the students to learn English.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ ABILITY AND PROBLEMS IN WRITING RECOUNT TEXTS AT GRADE VIII OF SMPN 29 PADANG ]]>
<![CDATA[Fitri Purnama Sari]]>;
<![CDATA[Refnaldi Refnaldi]]>;
<![CDATA[Rusdi Noor Rosa]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 1 (2013): Serie A ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i1.2591
<![CDATA[AbstrakPenelitian ini dilakukan untuk melihat kemampuan siswa dalam menulis sebuah teks recount dan masalah-masalah yang dihadapi siswa dalam menulis teks recount tersebut. Sampel penelitian ini adalah siswa kelas VIII SMPN 29 Padang. Penelitian ini termasuk dalam descriptive study. Hasil penelitian menunjukkan bahwa siswa kelas VIII 5 SMPN 29 Padang memiliki kemampuan menulis teks recount pada level menengah. Hal ini bisa dilihat dari hasil tes menulis siswa, lebih dari 50% siswa memperoleh nilai di bawah 60. Sedangkan untuk melihat masalah yang dihadapi siswa dalam menulis, peneliti menggunakan hasil tes yang di analisis berdasarkan aspek-aspek menulis yaitu; content, organization, vocabulary, grammar, dan mechanics. Selain itu, peneliti juga menggunakan angket yang dibagikan kepada siswa. Rata-rata siswa mengalami masalah pada penguasaan grammar dan vocabulary.Keywords: writing ability, writing problems, recount text]]>
<![CDATA[AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS’ ABILITY IN USING NOMINALIZATION IN ACADEMIC WRITING AT STATE UNIVERSITY OF PADANG ]]>
<![CDATA[Yulianti Yulianti]]>;
<![CDATA[Refnaldi Refnaldi]]>;
<![CDATA[Rusdi Noor Rosa]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 2 (2014): Serie C ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i2.3727
<![CDATA[Abstrak Nominalisasi merupakan salah satu karakteristik dalam bahasa Inggris yang sering muncul dalam teks akademik. Sangat penting bagi mahasiswa jurusan Bahasa Inggris untuk mampu menguasai dan menggunakan nominalisasi karena pengetahuan ini berguna ketika mereka akan menulis dan membaca teks-teks bergenre akademik. Penelitian ini dilakukan dengan tujuan untuk mengetahui kemampuan mahasiswa dalam menggunakan nominalisasi dengan memberikan tes menulis kepada tiga puluh empat mahasiswa tahun keempat jurusan Bahasa Inggris Universitas Negeri Padang. Bentuk tes menulis yang diberikan yaitu siswa merubah denominalized teks ke dalam versi nominalisasi. Hasil jawaban siswa dinilai dengan menggunakan teknik kuantitatif yang berpatokan pada scoring rubrik tentang nominalisasi, dan kesalahan – kesalahan yang muncul dalam jawaban siswa kemudian dianalisis dengan menggunakan metode kualitatif. Hasil penelitian ini mengungkapkan bahwa kemampuan siswa dalam menggunakan nominalisasi masih rendah yang ditunjukkan dengan rata-rata Mean pada angka 52,05. Masalah yang muncul ketika jawaban siswa dianalisis adalah ketidakmampuan siswa dalam merubah bentuk kata kerja dan kata sifat ke dalam bentuk kata benda dan ketidakmampuan siswa dalam memahami informasi dalam versi denominalized teks sehingga hasil jawaban siswa dalam versi nominalisasi sulit dipahami. Keywords: Nominalisasi, Denominalized Texts, Nominalized texts,Teks akademik.]]>
<![CDATA[The Use of Writeabout.Com as a Platform to Teach Writing in Senior High School ]]>
<![CDATA[Dina Ulfa Desta Safda]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i3.105649
<![CDATA[The teacher can use writeabout.com to teach writing to engage students to write more since good writing has long process and needs a lot of practice. By applying this method, the teacher can use Writeabout.com, a website that can help students to improve their writing skill. The use of Writeabout.com can help students have a more interesting way to write and to solve students’ problems.Most problems students have is getting idea, so this website can help by providing thousands ideas for writing starter. It can be applied for senior high school students because most of them have android to access this website. The objective of this paper is to help the teacher find new technique in order to increase students’ interest to write.Throughwriteabout.com, the students can upload their writing and get responses from some people and even native, and they can get new friends in website. In sum, there are many advantages that can students find by learning through writeabout.com.]]>
<![CDATA[Rewards and Punishments Given by the Teacher in Teaching English as Foreign Language in Indonesian Context ]]>
<![CDATA[Nurvauzati Putri]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107819
<![CDATA[Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students. ]]>
<![CDATA[USING PLEASE STRATEGY IN TEACHING WRITING A DESCRIPTIVE TEXT ]]>
<![CDATA[Mona Liza]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 2 (2013): Serie E ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i2.1980
<![CDATA[Abstrak Artikel ini membahas tentang salah satu srategi yang dapat digunakan dalam pengajaran menulis teks deskriptif yaitu PLEASE strategy. Guru dapat menerapkan strategi ini kepada siswa untuk memperbaiki kemampuan mereka dalam menulis dan mengembangkan ide-ide dalam teks deskriptif. Maksud dari strategi PLEASE itu sendiri adalah Pick, siswa memilih, topik format dan siapa pembaca tulisannya untuk memulai menulis, List, siswa diminta untuk membuat dafter ide-ide dari topik yang akan dibuatnya. Evaluate, siswa mengevaluasi apakah ide-ide yang didapatnya sudah tepat. Activate, memulai menulis paragraph dengan membuat kalimat topik sebagai dasar teks. Supply, siswa diminta untuk membuat kalimat pendukung dari kalimat topik. Yang terakhir End, guru mengingatkan siswa untuk menyelesaikan tulisannya dan mengevaluasi hasil kerjanya. Key word: Strategy, PLEASE, Descriptive text, Writing]]>
