Articles
<![CDATA[Raising Students’ Awareness on Their Teaching Performance through Reflective Teaching ]]>
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article presents a part of the results of a study conducted to explain the application of reflective teaching to improve the students’ pedagogy competence in teaching English. The research was begun last February (2014), and will end by the end of this year (2014). The result described here is the students’ focus of attention in their reflective teaching. The study was conducted with 15 students taking Micro Teaching unit course. Prior to the commencement of the study, the students were informed about the concept and the importance of reflective teaching. Example of doing reflective teaching was also given. The students taught English to their peers in a range of selected texts prescribed in the junior and senior high school curricula. Every student taught for times (20- 40 minutes for each). After teaching presentation, the students were required to articulate their opinions about their teaching, and write their reflection in a journal. The reflection may consist of several teaching aspects such as instructional material, teaching techniques or strategies, and language use. The result of this study shows that the most frequent aspects that became the focus of concern of the students were teaching techniques and materials. Sometimes they also reflected upon the use of teaching media and classroom management. Unfortunately, they hardly reflected on their language use. The result of this study is expected to give a useful insight to prepare students for their professional development as teachers.]]>
<![CDATA[UNTOLD STORY: CLASSROOM MANAGEMENT PROBLEMS AND THEIR INFLUENCE ON STUDENT-TEACHERS’ TEACHING ]]>
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article proposes strategies to handle classroom management problems commonly faced by English student-teachers. These propositions are inspired by a partial result of an action research involving 12 student-teachers undertaking a teaching practicum subject at five junior high schools in a municipally of West Sumatera, Indonesia. Based on the results of observations and interviews it was found that classroom management problems brought about several constraints for the student-teachers in reaching their teaching objectives. They frequently stopped their activities for a while for the disturbances made by the students and thus they often could not realize their plans well. Sometimes they were not able to organize the students and their activities which in turn caused problems. Thus, it can be concluded that problems are most likely due to the students’ low motivation and very limited English ability and the student-teachers’ lack of classroom management skills. The problems decreased after applying some strategies which were derived from discussions with the supervisors (i.e. the researchers). In fact, the student-teachers were able to focus more on what and how to teach rather than how to handle their students’ behavior problems. In effect, they could teach effectively. The strategies are setting classroom-agreed rules, personal approaches, and application of variety of techniques. Before explaining these strategies, an account of the student-teachers’ classroom management problems and how they handled them will be given briefly.]]>
<![CDATA[FOSTERING PROSPECTIVE TEACHERS' COGNITION IN EFL TEACHING PRACTICUM THROUGH REFLECTIVE TEACHING ]]>
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Yuli Tiarina]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article presents a partial result ola study conducted to look at the implementation of reflective teaching to improve the prospective teachers' teaching skill in teaching EFL. The focus reported here is their selfreflection which unveils their cognition of teaching English. Twelve prospective teachers taking teaching practicum subject at five junior high schools in Padang were involved. They were required to write the results of their reflection after each teaching presentation in their journals. A focus group interview was then conducted to find out the reasons behind their self-evaluation and their view about the interconnectedness between what they had learned about teaching and what they experienced in the field. The results of the analysis of these two sets of data revealed that the prospective teachers' reflection was dominated by their difficulties dealing with classroom management. Thus, they did not really give sufficient attention to othe aspects of teaching of which they had strengths and weaknesses. In ihe interview it was found that they were aware oftheir strengths and weaknesses of other aspects of teaching, but they thought that their instructional plans were profoundly influenced by their classroom management. An essential conclusion to draw is that prospective teachers should be provided with theory, strategies, and tips with regards to classroom management.]]>
<![CDATA[Applying Simulation-Based Activities in Interpretation Subject ]]>
<![CDATA[Yenni Rozimela]]>
<![CDATA[ International Conference on Languages and Arts Proceeding of the 1st ISLA 2012 ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni Universitas Negeri Padang ]]>
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<![CDATA[This paper presents the merits and drawbacks of simulation- based activities applied in Interpretation subject. At the English Department of UNP, the Interpretation subject is aimed to develop students’ interpretation skills, which in turn enables the graduates to take hold of various job opportunities required these skills. Through interpretation activities, the students improve their language skills, especially listening and speaking. In addition, they are trained to develop some other-related communication skills such as interviewing people and presenting a paper in a seminar. In other words, the students develop their communication skills. To resemble the real events of interpretation, simulation-based activities are used in the class. They are talk-show, seminar, and drama. The students are given the roles in accordance with the activities. Here, the teaching and learning activities and the results obtained through the writer’s observation and field-notes will be presented. The problems the students face and the difficulties in carrying out the activities also need to be noted as they can be useful input for future improvement both for Interpretation and other related subjects. Keywords: Interpretation, Simulation, Seminar, Drama, Talk-Show]]>
<![CDATA[Pelatihan merancang Jumping Task melalui penerapan Lesson Study for Learning Community (LSLC) bagi guru-guru Bahasa Inggris di MTSN 1 & 6 Padang ]]>
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Desvalini Anwar]]>
<![CDATA[ Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 19, No 3 (2019): Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/sb.0480
<![CDATA[Kegiatan pelatihan merancang Jumping Task melalui penerapan Lesson Study for Learning Community (LSLC) bagi guru-guru Bahasa Inggris di MTSN 1 & 6 Padang bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan aktivitas-aktivitas belajar yang dapat mengasah keterampilan berpikir tingkat tinggi dan kritis siswa atau yang dikenal dengan istilah HOTS (High Order Thinking Skill). Jumping Task adalah sejenis tugas yang yang bersifat menantang yang dirancang guru agar siswa-siswanya dapat mengerahkan segenap usaha maksimalnya untuk menyelesaikannya. Tugas-tugas atau latihan-latihan berbasis Jumping Task mendorong siswa untuk tidak hanya berpikir kritis dan kreatif tetapi juga mengembangkan sikap dan nilai-nilai kerja sama atau kolaborasi. Lewat pemberian tugas Jumping Task yang dirancang guru diharapkan siswa menjadi terbiasa berkolaborasi dengan teman sejawatnya, saling berinteraksi dan mengembangkan sikap saling menghargai satu sama lainnya. Kegiatan pelatihan yang berlangsung selama lima kali pertemuan ini melibatkan dua orang dosen sebagai narasumber dan 15 orang guru Bahasa Inggris dari MTSN 1 & MTSN 6 Padang. Pelatihan diisi dengan kegiatan memberikan Pre-Test, pemaparan materi, tanya jawab, merancang latihan-latihan Jumping Task, presentasi, memberikan Post-Test dan melakukan refleksi. ]]>
<![CDATA[English Reading - Based Writing Model: A blended learning alternative ]]>
<![CDATA[Yenni Rozimela]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 6 No 2 (2021): English education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v6i2.16992
<![CDATA[ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.]]>
<![CDATA[MODEL PEMBELAJARAN BERBAHASA SANTUN MELALUI CD PEMBELAJARAN INTERAKTIF DI TAMAN KANAK-KANAK AISYIYAH PARIAMAN ]]>
<![CDATA[Nenny Mahyuddin]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Yaswinda Yaswinda]]>
<![CDATA[ Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Vol 2, No 2 (2018): Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/yby.2.2.49-54
<![CDATA[Tujuan penelitian ini merupakan penelitian lanjutan dari penelitian sebelumnya (Skim Penelitian Produk Terapan, 2017). Metode yang akan digunakan dalam penelitian ini menggunakan metode Research and Development (R&D) dari teori Borg and Gall dengan langkah-langkah yaitu: (1) Melakukan penelitianpendahuluan; (2) Melakukan perencanaan; (3) Mendesain produk awal; (4)Melakukan uji coba desain produk/uji ahli atau expert judgement; (5)Melakukan revisi terhadap desain produk; (6) Melakukan uji coba produk/ujicoba awal; (7) Melakukan revisi terhadap produk awal; (8) Melakukan ujicoba pemakaian; (9) Melakukan revisi terhadap produk akhir; (10)Mendesiminasikan dan mengimplementasikan produk. Model yang digunakan adalah pengembangan perangkat pembelajaran yang secara konten terintegrasi antara ilmu Pendidikan Anak Usia Dini (PAUD) dan ilmu Teknologi Informatika Komputer (TI). Rencana di tahun ke dua ini, peneliti akan merevisi modul pembelajaran untuk guru dan mencetaknya, uji coba pada kelompok besar, evaluasi produk, pengolahan data hasil implementasi penuh, pengurusan presentasi dalam pertemuan ilmiah nasional, pengurusan pemakalah dalam pertemuan ilmiah internasional, pengurusan hak paten dan hak cipta, dan pelaporan akhir. Manfaat penelitian ini insya allah akan berguna bagi pemangku kepentingan (stakeholders) yaitu lembaga pendidikan Aisyiyah yang berada di Sumatera Barat. Terutama pada lembaga PAUD yang berada di bawah naungan Aisyiyah yang berada di daerah-daerah yang kurang mendapatkan bantuan media pembelajaran karena keterbatasan biaya. Untuk itu, penelitian ini diharapkan dapat membantu melengkapi sarana media berupa laptop beserta CD pembelajaran interaktif sehingga berguna untuk memperlancar proses pembelajaran di Taman Kanak-kanak Aisyiyah.]]>
<![CDATA[THE EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD) TECHNIQUE TOWARD STUDENTS’ SPEAKING SKILL AND CLASS PARTICIPATION ]]>
<![CDATA[Ildi Kurniawan]]>;
<![CDATA[Mukhaiyar .]]>;
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.35-47
<![CDATA[This quasi-experimental research was aimed to find out the effect of STAD technique toward students’ speaking skill and class participation at grade XI of SMAN 5 Kota Bengkulu in academic year of 2011/2012. The population of this research was the students at grade XI of SMAN 5 Kota Bengkulu in academic year of 2010/2011 that consisted of 168 students. The sample of this research was IPA 4 which comprised 27 students and IPA 5 which comprised 27 students and the two classes were cluster randomly selected as a research sample. The data were collected through speaking test and observation sheet of class participation. The data were then analyzed by using t-test and analysis of variances. The findings of this research showed that (1) the students who were taught by using STAD technique gave significant effect toward their speaking skill achievement. (2) The students who were taught by using STAD technique gave significant effect toward their class participation. (3) The students who were taught by using STAD technique gave significant effect toward students’ speaking skill and class participation. Thus, it can be concluded that STAD technique gave significant effect toward students’ speaking skill and class participation at grade XI of SMAN 5 Kota Bengkulu in academic year of 2011/2012.]]>
<![CDATA[Students’ Public Speaking Assessment for Informative Speech ]]>
<![CDATA[Pipit Rahayu]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1433
<![CDATA[Public Speaking is considered as an essential skill for University Students. Public speaking is having a speaker stand before the audience to deliver a speech in a structured manner, to either persuade, inform, or entertain the audience.This study aimed to reveal the extent of students’ skills in public speaking skill especially for persuasive and informative speech. This research was descriptive quantitative. Data were obtained from students' public speaking test of 58 English studentsat English Department University of Pasir Pengaraian and analyzed and described in qualitatively. The finding came up with encouraging numbers of results where a greater proportion of the samples reported significant number in good level of categories in assessing public speaking skill. More over, the result showed that the highest score of students’ in public speaking skill was in vocabularies and comprehension. Besides, it was indicated that the students gradually could express their thought and opinions smoothly in informative speech then persuasive speech.]]>
