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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching BAHASA DAN SASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AL ISHLAH Jurnal Pendidikan Register Journal INOVISH JOURNAL COUNS-EDU: The International Journal of Counseling and Education Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Journal of Education, Language Innovation, and Applied Linguistics Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY REGISTER JOURNAL Jurnal Pendidikan Islam
Yenni Rozimela
Universitas Negeri Padang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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The Effect of Collaborative Paragraph Writing Technique Toward Students’ Writing Skill on Recount Paragraph At Grade X of SMAN 1 Batang Anai Syamsuarni Syamsuarni; Jufrizal Jufrizal; Yenni Rozimela
International Journal of Educational Dynamics Vol 3 No 1 (2020): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v3i1.270

Abstract

This article observes the effect of collaborative paragraph writing technique toward students’ writing skill on recount paragraph. The research was an experimental research. The instruments of the research were writing test. It was conducted for 4 weeks (8 meetings) to the grade X students of SMAN 1 Batang Anai. Class X1 which consisted of 33 students was an experimental group, whereas class X2 which also consisted of 33 students was a control group. The instrument of the research was writing test. The writing test was given as a post test to both classes at the end of the research. The data of the research were analyzed by using t-test. The result shows that collaborative paragraph writing technique gave significant effect toward students’ writing skill on recount paragraph as it was compared to conventional technique that was usually used by the teacher in teaching writing. Based on the result, it is suggested to English teachers at SMA level to apply this collaborative paragraph writing technique as an alternative technique in teaching writing in English.
Encountering Prospective Teachers’ and Lecturers’ Lesson Study for Learning Community (LSLC) Experience in Microteaching Class Yuli Tiarina; Harwati Hashim; Yenni Rozimela; Aryuliva Adnan
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 15, No 2 (2021)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v15i2.115230

Abstract

Considering the effectiveness of Lesson Study as a continue teacher development, this study was conducted to explore prospective teachers’ and lecturers’ experience in implementing Lesson Study in Microteaching class. Quantitative research approach was employed where a total of 49 prospective teachers and 2 Microteaching lecturers at English Department of Universitas Negeri Padang were involved as the participants. The data were gathered through questionnaires with 1-5 Likert scales consisting of four sessions. The results indicate that prospective teachers and lecturers have positive experience in implementing lesson study for learning community with the mean score 3.75 and 4.08 out of 5. It is supported by the Mann Whitney U test where the value with 1-tailed (.358) was bigger than level of probability α (0.05). They perceived that LSLC promotes to improve the ability of collaboration between members of the learning community and facilitates the process of teaching and learning in Microteaching classes in preparing teaching material and teaching strategies for teaching in microteaching class. Therefore, it is suggested that LSLC must be implemented continuously to improve teachers’ pedagogical competency and collaboration skills.   
THE INFLUENCE OF TASK-BASED LANGUAGE TEACHING IN EFL READING CLASSROOM Doris Sukma; Yenni Rozimela; Ratmanida -; Muhammad Indra Gunawan
INOVISH JOURNAL Vol 7, No 2 (2022): INOVISH JOURNAL, Vol 7, No 2 - 2022
Publisher : Politeknik Negeri Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35314/inovish.v7i2.2890

Abstract

This study is set out to investigate the influence of task-based language teaching implementation to teach reading comprehension to EFL students. It involved the first-year students of SMAN 3 Padang as research population. They were consisted of eight classes. Two groups were assigned as experimental and control class. There were 36 students in each class. The groups were taught by using different teaching instruction. Experimental group were taught by using task-based language teaching while control group were taught by using conventional teaching. After several treatments, these groups were given reading comprehension test in order to see their comprehension quality toward reading text. The test was in form of short answer response and consisted of 26 valid and reliable items. As prerequisite analysis, normality and homogeneity testing were conducted in order to analyze the result of the test. Subsequently, independent sample t-test was conducted in order to test the research hypothesis. Based on the result of analysis, it was found that tobtained (3.503) was higher than ttable (1.669). It designates that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Otherwise speaking, task-based language teaching gives positive influence toward students’ reading comprehension
An Analysis of English Teachers’ Classroom Language in Giving Questions at SMA N 2 Sungai Limau Meisya Alfino Rosa; Yenni Rozimela
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.v12i1.121719

Abstract

The current study aims to find out (1) types of teachers’ questions in an English classroom activity, and (2) types of teachers’ questions in teaching reading and speaking skills in the classroom. The descriptive research method was used in this study with the two teachers in SMAN 2 Sungai Limau as the participants.  Observation with guidelines was used to conduct the data, and the data were analyzed by using theory of Farahian-Rezaee (2012). The result of the study showed that three types of teachers’ question in the classroom especially in teaching reading and speaking skills liked display, referential and yes/no questions. However in the process teaching and learning reading and speaking skill teachers’ more used display question than referential and yes/no questions. 
The Role of Background Knowledge and Language Proficiency in Developing Ideas in Writing Chapter 1 of Undergraduate Thesis Intan Husniah; Yenni Rozimela
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.v12i1.121624

Abstract

The knowledge possessed by someone who will write a thesis greatly influences what will be written. The difficulty of developing writing is one of the problems experienced by final year students when writing a thesis. This study focuses on the extent to which background and language skills play a role in influencing the development of writing ideas in the background to chapter 1. This research uses a qualitative method and purposive sampling involving 10 fourth year students who are writing a thesis proposal. The research location is in the English Education Study Program, Padang State University. Research results were collected through interview sessions where questions were made based on Neuman's theory (2014) and Brown's theory (2004). The results of the study show that knowledge is important before starting a thesis. So background knowledge and language skills greatly influence developing writing ideas in the background of chapter 1 of undergraduate thesis. 
The Effect of Pre-Teaching Vocabulary in Teaching Reading Skill to Improve Students’ Reading Comprehension Pingky Rahayu Putri; Yenni Rozimela
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.v12i1.121804

Abstract

Reading is very important and essential for students, as their learning success is highly dependent on their reading comprehension. The phenomenon that is seen today is that many students are very poor at understanding a text or do not know the meaning of words in English, this due to the lack of vocabulary they have. This study aims to see the effect of pre-teaching vocabulary in teaching reading skill to improve students reading comprehension. This study used quasi-experimental research. The tests are used to collect the data (pre-test and post-test). The research consists of two class, experimental and control class. The data shows that the experimental class has increased in value after using the pre-teaching technique. It means that the use of pre-teaching vocabulary in improving students’ reading comprehension is effective. In contrast to the control class, they had difficulty understanding a text when reading due to a lack of vocabulary and not being distracted during the learning process.      
Praktikalitas Pengembangan Pembelajaran Flipped Classroom berbantuan Media Interaktif pada Materi Bangun Ruang Kelas V Sekolah Dasar Syafni Gustina Sari; Yenni Rozimela; Yerizon Yerizon
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 2 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 2 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i2.2233

Abstract

Model pembelajaran Flipped Classroom yang diterapkan selama ini sudah terbukti memberikan pengaruh yang sangat baik dalam pembelajaran. Namun, dari beberapa hasil penelitian yang dianalisis terdapat kelemahan dalam penggunaannya yaitu dituntutnya kemandirian siswa dalam mempelajari di rumah, namun hanya beberapa siswa memiliki kelemahan dalam belajar mandiri. Oleh sebab itu dikembangkan model pembelajaran Flipped Classroom berbantuan media interaktif. Penelitian ini bertujuan untuk menghasilkan model pembelajaran Flipped Classroom berbantuan media interaktif yang praktis. Penelitian ini hanya membahas tentang praktikalitas model pembelajaran Flipped Classroom berbantuan media interaktif karena untuk validitas model ini telah dibahas pada artikel sebelumnya. Jenis penelitian ini adalah Research and Development (R&D) dengan model 4-D, yaitu Define, Design, develop and disseminate. Instrument penelitian ini adalah lembar praktikalitas guru dan siswa. Aspek yang di analisis adalah proses pembelajaran, penyajian materi, media pembelajaran, Latihan pada media, Bahasa, bentuk fisik dan manfaat. Dari hasil penelitian untuk model Flipped Classroom berbantuan media interaktif dapat dikatakan bahwa praktis karena dari aspek guru diperoleh persentase kepraktisan yaitu 96,875% dengan kriteria sangat praktis. Sedangkan untuk aspek siswa diperoleh persentase kepraktisan sebesar 92,38% dengan kriteria sangat praktis. Oleh sebab itu, model pembelajaran Flipped Classroom berbantuan media interaktif dapat digunakan di sekolah dasar.
Effectiveness of Using English E-Module To Motivate and Improve Students’ English Ability of SMAN 1 Nan Sabaris Padang Pariaman Yosa Novia; Yenni Rozimela; M. Zaim
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Vol. 2 No. 1 (2022)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v2i1.33

Abstract

English has become a core skill that should be mastered by the human resources of a nation in order to be able to compete globally. However, English is still considered by students as a difficult subject to learn. English is still a frightening specter for most students in Indonesia so that students' motivation and learning outcomes are still low. When technology is used wisely and creatively, it may help students become more interested in studying at any time and in any place. As a result the students' motivation in reading and using textbooks will be increased, especially in reading English textbooks. Multimedia technology, for example, has the potential to turn a traditional classroom into a world of infinite imaginary environments. Therefore, it is necessary to use technology-based learning media that can be used by students to increase their motivation and English ability, one of which is the use of e-module. This research is an experimental study with a cross-sectional study design. This research was conducted from July 2021 to March 2022. The application of the e-module was carried out for one semester. The study was conducted at SMAN 1 Nan Sabaris, Padang Pariaman Regency with students and teachers of X class as respondents. The results showed that the use of e-module was effective in increasing the motivation and learning outcomes of the student of X Class of SMAN 1 Nan Sabaris.
Proposing A Web-Based Interactive Module for Education for Sustainable Development In English for Computer Science Dewi Sari Wahyuni; Yenni Rozimela; Havid Ardi; Mukhaiyar Mukhaiyar; T. Sy. Eiva Fatdha
Register Journal Vol 16, No 1 (2023): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v16i1.1-23

Abstract

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.Keywords: web-based interactive module; education for sustainable development; english for computer science
IMPROVING ELEMENTARY STUDENTS' CRITICAL READING SKILLS THROUGH THE ARCS MODEL APPROACH IN BASIC PROCESS SKILLS Yulia Rizki Ramadhani; Yenni Rozimela; Atmazaki Atmazaki; Jamaris Jamna; Sufyarma Marsidin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 12, No 4 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.10039

Abstract

This paper describes the effectiveness of the ARCS model approach in improving the critical reading skills of elementary students at the basic process skills level. The research used a pre-experimental design method of one group pretest-posttest type with the research subjects of sixth-grade students at SD Negeri 107397 Cinta Damai in Deli Serdang. Data on students' critical reading skills were collected using a previously validated critical reading test instrument. The research results indicate that applying the ARCS model approach in learning critical reading can improve elementary students’ critical reading skills at the basic process skills level. There is a significant improvement in students' skills to analyze, evaluate, and synthesize the information they read and it provides a basis for developing more effective learning approaches. The implications include the integration of the ARCS model in curriculum design and teacher training as well as further research with larger sample populations and broader contexts. It is expected that the application of the ARCS model can enrich teaching at the primary level and advance students' critical thinking skills. 
Co-Authors A.A. Ketut Agung Cahyawan W Addinna, Ainul Ana Safara Anamaryanti Anamaryanti Anwar, Desvaini Ari Ervansyah Aryuliva Adnan Atmazaki Atmazaki Danisa Warni Delvi Wahyuni Desvalini Anwar Dewi Sari Wahyuni Dewi Yana, Dewi Dewi, Yosa Novia Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Fadila, Meisyani Gustri Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Hamzah Hamzah Harris Effendi Thahar Harwati Hashim Havid Ardi Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indah Sari Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Lafziatul Hilmi M. Zaim M. Zaim Masoud, Hamad Msamaa Meisya Alfino Rosa Melia Nesti Ayu Muhammad Indra Gunawan Mukhaiyar . Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Nenny Mahyuddin Nora Fudhla Novia Dewi, Yosa Nurul Afifah Ramadhana Pingky Rahayu Putri Pipit Rahayu Ratmanida, Ratmanida Refnaldi Refnaldi Reni Astanti RIFA'ATUL MAHMUDAH Ririn Ovilia Rita Endriyani Salendra Ahmad Sari, Syafni Gustina Saunir Saun Saunir Saun Sintha Tresnadewi Sitti Fatimah Sitti Fatimah Sufyarma Marsidin Syamsuarni Syamsuarni Syamwil, Syamwil T. Sy. Eiva Fatdha Tesha Fersty Fadhilah Tri Handayani Ulfa Vazariah Utari Novialita Zulkarnaen Wahyudi , Ridwan Widia Yunita, Widia Witri Handayani Yaswinda Yaswinda Yerizon Yerizon Yerizon Yerizon Yeski Putri Utami Yosa Novia Yuli Tiarina Yulia Dewi Suryani Yulia Rizki Ramadhani Zaim, M Zainil, Yetti Ziamalina Ziamalina