Articles
<![CDATA[The Use Of Dubbing Video Technique For Improving Students Speaking Skill and Confidence of Senior High School Students ]]>
<![CDATA[Indria Merdeka Wati]]>;
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i1.103579
<![CDATA[AbstractMany students have difficulties in speaking.Lack of ideas is the main problem that students face in speaking.It is influenced by lack of mastery of vocabulary and pronouncing words. Based on these problems an appropriate teaching technique is needed to help students improve theirspeaking ability and self-confidence. This paper aims to explain how to improve students’ speaking skill by using dubbing video technique. Dubbing video is process of fill the sound of the video where the original soundtrack is turned off. There are some stages implementing video dubbing which are; active viewing, freeze framing and prediction, silent viewing, sound on and vision off activity, repetition and role play, reproduction activity, dubbing video activity, and follow-up activity. The objective of this paper is to help the students expressing their idea based on the video that they watch in order to improve their speaking skill and self-confidence]]>
<![CDATA[THE STUDENTS’ ABILITY IN USING DISCOURSE MARKERS IN WRITING DISCUSSION TEXT: A Study at English Department of State University of Padang ]]>
<![CDATA[Melia Nesti Ayu]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Don Narius]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 2 (2013): Serie G ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i2.1999
<![CDATA[Abstrak Penelitian ini bertujuan untuk (1) melihat kemampuan mahasiswa bahasa Inggris dalam menggunakan discourse markers dalam menulis discussion text, (2) mengetahui discourse markers yang sering digunakan. Sample penelitian ini adalah mahasiswa bahasa Inggris UNP tingkat III tahun akademik 2010 yang berjumlah 21 orang. Instrumen yang dipakai adalah tes tulis. Penelitian ini dilakukan dengan menyuruh siswa menulis discussion text berdasarkan topik yang telah disediakan. Berdasarkan hasil penelitian, ditemukan bahwa mahasiswa memiliki kemampuan yang menengah dalam menggunakan discourse markers. Selain itu, discourse markers yang sering digunakan mahasiswa adalah contrastive markers (39,83%), elaborative markers (36,6%), selanjutnya, inferential markers (20.32%), dan reasonable markers (3.25%). Key Words: Writing Ability, Discourse Markers, Discussion Text]]>
<![CDATA[THE EFFECTS OF PEER FEEDBACK STRATEGY ON EFL STUDENTS’ WRITING SKILL OF THE HORTATORY EXPOSITION TEXT AT SECOND GRADE OF SENIOR HIGH SCHOOL: AN EXPERIMENTAL RESEARCH IN SMAN 2 SAWAHLUNTO ]]>
<![CDATA[Utari Novialita Zulkarnaen]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Saunir Saun]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.9779
<![CDATA[This research is motivated by the low ability of students of SMAN 2 Sawahlunto in writing. The use of teacher’s instructional strategy is not effective yet in improving students’ writing ability. Therefore it is necessary to apply a good and interesting strategy to increase the ability of students in writing. In this study, researcher used peer feedback strategy in writing hortatory exposition text. The aim of this study was to figure out the impact of peer feedback strategy on students' ability in writing hortatory exposition text. This research was an experimental research. The population was students of grade XI of SMAN 2 Sawahlunto in the academic year 2016/2017 which consists of five classes. The sample was taken by using cluster sampling technique consists of two classes: XI IPA 1 class as experimental group and XI IPA 3 class as control group. The total sample was 38 students. The data were collected through a writing test. The datas of this research were post-test writing from both groups of samples that analyzed using t-test formula. It was found that t-observed was 2.13, while t-table was 2.03 which means t-observed > t-table at the level of significance 0.05. Based on the results of this calculation, it can be concluded that the use of peer feedback strategy can give a better impact on students' writing ability. In other words, the results of this study showed the hypothesis that the students who were taught by using peer feedback strategy had better writing skills than students who were taught by using the conventional strategy by teachers.]]>
<![CDATA[The ability of second grade students of SMA Adabiah Padang in Writing Analytical Exposition Text ]]>
<![CDATA[Elfira Elfira]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Delvi Wahyuni]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i4.101877
<![CDATA[Analytical exposition text is one of the compulsory texts which is taught in senior high school in Indonesia. The aim of this research is to analyze how good students’ ability and describe students’ difficulties in writing analytical exposition text. It was a descriptive research. The population of this research is the second grade students of SMA Adabiah Padang, it were 48 students as the sample: XI IPA 1 which consists of 22 students and others form XI IPS 4. The students were asked to write an analytical exposition text. The students’ writing was analyzed by using the criterion published by Weston High School’s writing rubric which consists of five indicators: the introduction, body paragraphs and examples, conclusion, mechanics, and grammar and word choice. Based on the findings, most of the students get poor ability in four indicators measured: the introduction, body paragraphs and examples, conclusion, and mechanics and get good ability in the grammar and word choice.]]>
<![CDATA[HIGH ORDER THINKING SKILLS-BASED QUESTIONS IN THE TEST ITEMS DEVELOPED BY SENIOR HIGH SCHOOL ENGLISH TEACHERS OF PADANG ]]>
<![CDATA[Nurul Afifah Ramadhana]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Fitrawati Fitrawati]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i4.101757
<![CDATA[This research was a descriptive research that aimed to identify the tests developed by senior high school English teachers in Padang using High Order Thinking Skills criteria. This study also aimed to determine the mostly-used criteria of HOTS in the tests. The sample in this study were mid semester tests and semester tests developed by English teachers from MGMP Bahasa Inggris SMA kota Padang. The tests used in this study were from grade XI of 2016/2017. Each test had two packages (A and B). This study used instrument in the form of indicators from HOTS criteria and Bloom’s HOTS criteria. From the result of the tests developed by senior high school English teachers of Padang using the criteria of Higher Order Thinking Skills, it showed that the tests developed had used the HOTS criteria. As a result of the analysis of the two tests, 30% of High Order Thinking Skills questions were found in the tests. The result of this research also found that the mostly-used HOTS criteria in the tests are Creating and Deduction. The Knowledge dimensions found in the tests are Conceptual Knowledge, Procedural Knowledge, and Metacognitive Knowledge.]]>
<![CDATA[Bernard Bear Cartoon Movies as Media in Writing Narrative Text ]]>
<![CDATA[Yeski Putri Utami]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>;
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Journal of English Language Teaching Vol 1, No 1 (2012): Serie B ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v1i1.925
<![CDATA[The purpose of this research was to test whether the effect of using Bernard Bear cartoon movies as media had better achievement on students’ writing ability of narrative text. The research used Posttest Only Control Group Design, which means that students’ ability in writing narrative text was measured after the students were given a treatment. The population and samples of this research was students of VIII grades in SMP Negeri 1 Payakumbuh. The instrument of this research was a test, that the students were given some amount of time to write a narrative text. The result of this research showed that there were significant effects in both experiment and control groups after the treatment was given which showed that using Bernard bear cartoon movies had better achievement on students’ writing. It had been proven by students’ scores in the end of the research. So that, using Bernard Bear cartoon movies as media could give better effect to students’ writing ability in writing narrative text.AbstrakPenelitian ini bertujuan untuk mengujikan apakah penggunaan Bernard Bear Cartoon movies dalam proses pembelajaran menulis teks narrative dapat memberikan pengaruh yang lebih baik. Penelitian ini adalah sebuah penelitian eksperimen dengan rancangan Posttest only control group design, yaitu kemampuan siswa dalam menulis teks narratif (narrative text) dapat diuji setalah penelitian diterapkan. Populasi dan sampel dari penelitian ini adalah siswa kelas VIII di SMP Negeri 1 Payakumbuh. Instrumen yang dipakai dalam penelitian ini adalah test, dimana siswa diberikan sejumlah waktu untuk menulis. Hasil penelitian menunjukan terdapat perbedaan kemampuan menulis yang signifikan antara kedua kelas, kelas control dan kelas eksperimen setelah diberikan perlakuan. Hal ini dapat dilihat dari hasil tes mengarang siswa yang di berikan pada kedua kelas di akhir penerapan penelitian yang menunjukkan bahwa hasil tulisan siswa dengan pada eksperiment group hasilnya lebih baik. Oleh karena itu, dapat disimpulkan bahwa Penggunaan Bernard Bear Cartoon movies sebagai media dapat meningkatkan kemampuan siswa dalam menulis teks naratif.]]>
<![CDATA[TEACHING SPEAKING BY USING MINI MUSICAL DRAMA TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ SPEAKING PERFOMANCE ]]>
<![CDATA[Salendra Ahmad]]>;
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 1 (2013): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i1.2621
<![CDATA[AbstrakMakalah ini bertujuan untuk membahas mengenai bagaimana mengimplementasikan penggunaan ”Mini Musical Drama” dalam peningkatan motivasi dan kemampuan siswa dalam berkomunikasi. Penulis memaparkan langkah penggunaan teknik ini sebagai salah satu kegiatan yang digunakan dalam pengajaran berbicara, meningkatkan minat dan kepercayaan diri siswa dalam pengajaran berbicara. Namun juga memberikan mereka motivasi untuk lebih intensif lagi dalam berkomunikasi menggunakan bahasa Inggris. Teknik ini bertujuan untuk pengajaran berbicara, siswa dituntut untuk melatih kemampuan mereka dalam berbicara agar mereka menyerupai native speaker. Penulis berharap makalah ini dapat bermanfaat sehingga guru Bahasa Inggris dapat berkreasi sendiri dalam meningkatkan kemampuan siswa dalam berbicara.Key words: speaking performance, improvement of speaking, mini musical drama.]]>
<![CDATA[THE USE OF PASSIVE VOICE IN ANALYTICAL EXPOSITION TEXT WRITTEN BY SENIOR HIGH SCHOOL STUDENTS AT GRADE XI NATURAL SCIENCE CLASS IN SMAN 1 NAN SABARIS ]]>
<![CDATA[Lafziatul Hilmi]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Yuli Tiarina]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 1 (2013): Serie C ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i1.2603
<![CDATA[AbstractThe purpose of this research was to describe the use of passive voice in analytical exposition text. This research was descriptive research and the subjects of this research were students of SMAN 1 Nan Sabaris grade XI Natural Science class. The data were 133 pieces of students writing gathered from a test. The result of this research showed some points. First, the ratio between passive sentences to active sentences in analytical exposition text written by senior high school students was about 1:4. Second, the ratio between incorrect passive sentences to correct passive sentences was about 5:9. Finally, the analysis of taxonomy of incorrect passive sentences showed that 36.25% were error in using past participle form of verb, 28.75% were error in using auxiliary be, and 21.25% were error because the sentences were formed in passive construction, however the sentences should be remain in active form. So, it can be concluded that the analytical exposition text written by senior high school students was not good because the good analytical exposition text should have more passive sentences in correct construction.Kata kunci : Passive Voice, Analytical Exposition Text, Passive Sentence, Active Sentence]]>
<![CDATA[AN ANALYSIS OF THE COMPLEX SENTENCES USED IN THE THESES WRITTEN BY ENGLISH DEPARTMENT GRADUATES OF MARCH 2017 PERIOD IN UNIVERSITAS NEGERI PADANG ]]>
<![CDATA[Danisa Warni]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Fitrawati Fitrawati]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.9772
<![CDATA[Abstract This research is a descriptive research which aims to observe the types of complex sentences in the theses written by graduates of English department graduates of March 2017 periode in Universitas Negeri Padang. The source of the data for this research are the theses written by English department graduates of March 2017 periode in Universitas Negeri Padang. There are 20 of 73 theses chosen as sample for this research by using purposive random sampling. Based on the research, there are three types of complex sentences within the theses namely noun clause, adverbial clause and adjective clause. The result of the analysis shows that there are 210 complex sentences from 20 theses. There are 23 sentences are categorized as noun clause, 126 as adverbial clauses and 61 adjective clauses. The most type used is the adverbial clause. It is found that 92 of 210 sentences are categorized very good, 110 are good, 8 are sufficient and 0 are poor. The adverbial clauses are the most used type of the sentences and followed adjective clause.Key words: Complex Sentence Types, Theses]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD ENGLISH WEEK AT DARUL HIKMAH JUNIOR HIGH SCHOOL IN PADANG PANJANG ]]>
<![CDATA[Yulia Dewi Suryani]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Aryuliva Adnan]]>
<![CDATA[ Journal of English Language Teaching Vol 2, No 1 (2013): Serie F ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v2i1.2635
<![CDATA[AbstrakPenelitian ini bertujuan untuk: 1. mengetahui persepsi siswa SMP Darul Hikmah Padang Panjang terhadap kegiatan English week dari aspek kognitif, afektif dan konatif, 2. Menemukan faktor-faktor yang mempengaruhi persepsi siswa SMP Darul Hikmah Padang Panjang terhadap kegiatan English week. Penelitian inidilaksanakan di SMP Darul Hikmah Padang Panjang dengan jumlah siswasebanyak 89 orang. Penelitian ini dilakukan dengan menyebarkan angket dan meminta siswa mengisi angket berdasarkan petunjuk yang diberikan lalu mewawancarai beberapa siswa untuk mendapatkan informasi yang lebih rinci. Hasil penelitian menunjukkan bahwa siswa mempunyai persepsi yang sangat bagus terhadap kegiatan English Week.Key Words: English Week, Perception, Darul Hikmah]]>
