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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Jurnal Bahasa dan Sastra Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JEES (Journal of English Educators Society) LET: Linguistics, Literature and English Teaching Journal Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Ririn Ovilia
Universitas Negeri Padang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Analysis of Factors Influencing Students’ Willingness to Speak English in English Classroom Interaction Adinda Puteri Zulaika; Ririn Ovilia
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.119554

Abstract

The practical elements determining success in learning a foreign language are willingness to communicate (WTC) factors (McIntyre, Clement, Dornyei, and Noels, 1998). This research aimed to determine students' willingness to speak English in classroom interaction. This study utilized questionnaires and interviews conducted using the Focus Group Discussion (FGD) method, with an explanatory research design. The information was gathered through the distribution of a questionnaire and interviews. The population of this study was the tenth student class of SMAN 10 Padang. 6 students were interviewed through focus group discussions, and 72 students used the questionnaire. Furthermore, the researcher summarized the interview results and used descriptive statistics to analyze the questionnaire. The research found that situational and individual factors influenced students' willingness to communicate in class. The majority of students willing to use English in class interactions was at a high level, and the following factors influenced such: Communication Behavior factor, Behavioral Intention, Situated Antecedents, Motivation Propensities, Affective-Cognitive context, and Social-individual context
BE PROUD OF INDONESIAN CULTURAL HERITAGE RICHNESS AND BE ALERT OF ITS PRESERVATION EFFORTS IN THE GLOBAL WORLD Risda Asfina; Ririn Ovilia
Humanus: Jurnal Ilmiah Ilmu-ilmu Humaniora Vol 15, No 2 (2016)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (547.519 KB) | DOI: 10.24036/jh.v15i2.6428

Abstract

 BANGGA DENGAN KEKAYAAN WARISAN BUDAYA INDONESIA DAN WASPADA DENGAN USAHA PELESTARIANNYA DI DUNIA GLOBALAbstractIndonesia as an archipelago country has a lot of cultural heritage that it is decently called as a multicultural country. The richness of Indonesian culture is not only in tangible cultural heritage but also in intangible one. It includes artifacts, inscriptions, traditional food, clothes, music instruments, oral traditions and expressions, performing arts, rituals and festive events, knowledge and practices concerning nature and the universe, and traditional craftsmanship. However, there have been a number of issues concerning the sustainability of Indonesian cultural heritage. Some of which are the difficulty of connecting culture with societies, the struggle to maintain inter-generational transfer of knowledge, lack of recognition, stylistic and thematic imitation, misappropriation by unauthorized reproduction or distribution, and foreign claims to Indonesian cultural heritage. Those issues are influenced by the globalization era in which the development of life style and technology increases rapidly. Due to the crucial value of the culture as the identity of a nation, therefore Indonesia surely needs to preserve it. This paper aims to discuss the richness of Indonesian culture, several cultural issues in global world, and the cultural heritage preservation efforts. The significance of this paper is to give a better understanding about these issues and to create awareness about the importance of maintaining cultural identity of the nation in global world. Keywords: Indonesian cultural heritage; preservation efforts; global worldAbstractIndonesia sebagai negara kepulauan memiliki banyak warisan budaya yang biasa dikenal sebagai negara multikultural. Kekayaan budaya Indonesia tidak hanya dalam warisan benda budaya tetapi juga dalam bentuk tak benda. Ini termasuk artefak, prasasti, makanan tradisional, pakaian, alat musik, tradisi dan ekspresi lisan, seni pertunjukan, ritual dan festival, pengetahuan dan praktek mengenai alam dan semesta, dan kriya tradisional. Namun, ada sejumlah isu mengenai keberlanjutan warisan budaya Indonesia. Beberapa di antaranya adalah kesulitan menghubungkan budaya dengan masyarakat, perjuangan untuk mempertahankan transfer pengetahun antar-generasi, kurangnya pengakuan, peniruan gaya dan tematik, penyalahgunaan reproduksi dan distribusi oleh pihak yang tidak sah, dan klaim asing untuk warisan budaya Indonesia. Isu-isu tersebut dipengaruhi oleh era globalisasi ketika perkembangan gaya hidup dan teknologi meningkat pesat. Mengingat pentingnya nilai budaya sebagai identitas suatu bangsa, bangsa Indonesia tentu perlu untuk melestarikannya. Tulisan ini bertujuan untuk membahas kekayaan budaya Indonesia, beberapa isu budaya di dunia global, dan upaya pelestarian warisan budaya. Signifikansi dari makalah ini adalah untuk memberikan pemahaman yang lebih baik tentang masalah ini dan untuk menciptakan kesadaran tentang pentingnya menjaga identitas budaya bangsa di dunia global.Keywords: warisan budaya Indonesia; usaha pelestraian; dunia global
The Use of Boosters in Written and Spoken Discourses by Indonesian ELT Students Risda Asfina; Ririn Ovilia; Rindilla Antika
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123725

Abstract

This study aimed to delineate the use of by Indonesian English Language Teaching (ELT) graduate students boosters in written and spoken discourses. This study was a descriptive qualitative study involving 20 participants. The data were collected from the graduate students’ thesis background and their presentations in thesis proposal seminar. To calculate the frequency of boosters, corpus-based approach using a concordance software, i.e. AntConc (3.4.4) was used. The use of boosters was classified according to boosters taxonomy adapted from Hinkel (2005) and Hyland (2005). This study discovered that the patterns of the use of boosters in both discourses were alike: E–P–A. Second, more boosters were more applied in spoken discourse. Based on the total number of booster variant in taxonomy, roughly 65% was applied in both discourses. Therefore, discourse modes, written and spoken, can influence the use of boosters in academic discourse.
The Relationship between Students' Paraphrasing Ability, Reading Comprehension, and Vocabulary Mastery Adek Enggar Rinjani; Ririn Ovilia
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125092

Abstract

To complete academic papers, students are expected to write it based on ideas obtained in reading various sources. While doing so, paraphrasing can be done and it is considered as a higher academic skill than quoting. However, in practice, most of students still find it difficult to paraphrase and their ability in paraphrasing is still low. Several studies investigated the problems experienced by students when paraphrasing and it showed that vocabulary and text comprehension are the most frequent problems in this regard. This correlational study aims to identify the relationship and to measure the contribution of students’ reading comprehension and vocabulary mastery to their paraphrasing ability. The population of this study is eight classes of second-year English Language Education students enrolled in the Academic Writing course in English Language Education study program at Universitas Negeri Padang. By using cluster random sampling, two classes were chosen as the sample of this study. The instruments used were in the form of tests which are reading comprehension test, vocabulary level test, and paraphrasing test. This study used quantitative research methods with multivariate and bivariate correlation analysis technique. The findings show that students’ reading comprehension and vocabulary mastery, both separately and simultaneously, are correlated positively with students’ paraphrasing ability. The results also indicate that reading comprehension contributed 10.1% to paraphrasing ability and vocabulary mastery contributed 22.5%.
Lecturer’s Perceptions On How Self-Study At English Proficiency Class Should Be Implemented Ie Anisa; Ririn Ovilia
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124786

Abstract

The purpose of this study is to find out the lecturer’s perception on how self-study in English Proficiency class at English Department should be ideally Implemented. This research uses descriptive research with a quantitative approach. This survey study involved ten lecturers teaching English Proficiency class at English Department of Universitas Negeri Padang are chosen using convenience sampling method. Questionnaire consisting 30 items followed by four scales was distributed to the lecturers to collected the data. The results of this study show; The implementation of self-study in English Proficiency classes is considered ideal because it is supported by the required learning media and good assessment. In addition, in relation to lecturers' perceptions of the use of technology in conducting self-study, almost all lecturers strongly agreed that technology can help the self-study because with technology students are easier to access materials. In conclusion, the lecturers have very positive perception on how self-study in English Proficiency class at English Department should be ideally Implemented.
An Analysis of Students’ Perception toward Reading Comprehension Skill Before and After Joining English club Viny Bellyana; Ririn Ovilia
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.v12i4.125731

Abstract

This study aimed to analyze the students’ perception toward reading comprehension skills before and after joining English club. The study was a descriptive qualitative research. The participants in this study were 10 students who had joined the English club for one year. The data were collected through an interview, which included 12 questions. The findings showed that students had a positive perception toward reading comprehension skills after joining the English club. There were changes in the students' reading comprehension skills between before and after joining the English club. It can be concluded that the students agreed that their reading comprehension skills improved after joining the English club.
Students’ Perception on the Workbook Used in English Proficiency Class Silfi Ramadhini Putri; Ririn Ovilia
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.v12i4.125572

Abstract

A workbook is one of the most desirable instructional items that can help learners quickly grasp their lessons in a certain subject on their own. A student workbook is an educational tool that includes components that help students learn and ensure knowledge and ability in accordance with the goals outlined in teaching plans. Yet, the workbook used needs some aspect to be maintained or improved according to students view. This descriptive-quantitative research was conducted to five indicator of the workbook based on Cunningsworth criteria of a proper book; approach, skills, topics, practical consideration and organization.  The sample was 121 students from both education and non-education program of English Department. These samples were asked about their opinion towards the workbook used in EP class and then they were given questionnaire adapting 28 statements on the perception indicators of the workbook. The collected data were analysed by using descriptive statistical calculation. It was found that the students have positive perception from those indicators of their workbook used in EP class.
Relationship Between Paraphrasing Ability and Grammar Mastery of English Education Students at Universitas Negeri Padang Saputri, Elika Oktavia; Ovilia, Ririn
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127515

Abstract

In order to fulfil the requirements of academic papers, students are intended to compose their works by drawing upon concepts acquired from a range of sources that they have studied. Paraphrasing is one of the advanced academic skills which it can be employed during academic writing. Nevertheless, in reality, the majority of students continue to struggle with paraphrasing and their proficiency in this skill remains limited. Multiple studies have examined the difficulties encountered by students in the process of paraphrasing, revealing that grammar mastery is one of the predominant challenges in this context. This correlational study seeks to ascertain the correlation and quantify the impact of students' grammar mastery toward their ability to paraphrase. The study population consists of eight classes of second-year students in the English Education study-program at Universitas Negeri Padang who are enrolled in the Academic Writing course. The sample for this study was selected using cluster random selection, with two classes being chosen. Grammar test (TOEFL) and paraphrasing test (articles from reputable journal) are the instrument for this study. This study employed quantitative research methodology, utilizing bivariate correlation analysis technique. The results indicate a positive correlation between students’ paraphrasing ability and their grammar mastery. The findings also demonstrate that grammatical mastery accounted for 29.2% of the variation in paraphrase ability.
The Causal Relationship between EFL Student’s Self Efficacy and EFL Student’s Writing Ability in Paragraph Writing Class at English Department of Universitas Negeri Padang Pratiwi, Dian; Ovilia, Ririn
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127340

Abstract

This research discusses the challenges students face in writing English, which are characterized by anxiety, worry, and perceived deficiencies in linguistics, grammar, and vocabulary. This study investigates the causal relationship between student self-efficacy and writing ability in the context of English as a Foreign Language (EFL) students. Using causality design and quantitative descriptive methodology, researchers from Padang State University found a significant correlation between self-efficiency and writing ability from the ideation and convention dimensions. The study concluded that 26.3% of the variance in writing ability was caused by self-efficacy, supported by a high correlation value (0.222) and a significance level below 0.05. Acceptance of the hypotheses (H1, H2 and H3) underlines the influence of the role of self-efficacy on students' writing abilities. In essence, this research confirms that students' confidence in themselves has a significant impact on their effectiveness in writing English. Simply put, increased self-efficacy correlates with improved English writing ability among students.
Students' Cognitive, Affective, Behavioural and Social Engagement in Collaborative Writing Addinna, Ainul; Ovilia, Ririn; Solusia, Carbiriena; Ramadhani, Syafitri
Jurnal Bahasa dan Sastra Vol 12, No 3 (2024)
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v12i3.129994

Abstract

One of the effective strategies to improve writing skills is Collaborative Writing (CW). In the CW process, group members will engage and interact in the process of writing a text. Hence, student engagement becomes an important point that needs to be studied. Based on the EWT (Engagement with the Task) model from Philip and Duchesne, there are 4 dimensions of student engagement, namely cognitive, affective, attitudinal and social engagement. This research aims to analyze students' cognitive, affective, behavioral and social engagement in learning academic writing using collaborative writing method. Based on this objective, the appropriate research design is qualitative research using observation as a data collection technique and the instruments used are observation sheets and field notes supported by video recording during the learning process. From the results of the analysis conducted, it was found that during Collaborative Writing with peers the majority of participants in this study were involved cognitively, affectively and attitudinally.  In terms of social engagement, the patterns of all pairs were collaborative and expert/novice relationship
Co-Authors Addinna, Ainul Adek Enggar Rinjani Adinda Puteri Zulaika Antika, Rindilla Asfina, Risda Desvalini Anwar Dian Pratiwi Ie Anisa Nur Rosita Putri, Meira Anggia Ramadhani, Syafitri Rifky Oktoviandry Risda Asfina Risda Asfina rofinus daton warat rofinus daton warat, rofinus daton Saputri, Elika Oktavia Silfi Ramadhini Putri Solusia, Carbiriena Syafitri Ramadhani Viny Bellyana Yenni Rozimela