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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Jurnal Bahasa dan Sastra Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Puan Indonesia Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Addinna, Ainul
Universitas Negeri Padang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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Journal : Journal of English Language Teaching

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The Implementation of Classroom Management during Teaching Practice in Micro-Teaching Class by English Department Students Febryana, Nadya Ayu Nur; Addinna, Ainul
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129575

Abstract

Micro-teaching is one of the courses required for education students at the university. In Micro-teaching class, students practice teaching in a controlled classroom setting. In practice, students also learn how to manage the classroom. This research aims to examine the implementation of classroom management by students based on the six main areas proposed by Scrivener namely activity, grouping & seating, authority, critical moments, tools & technique, and working with people. Two English department students from K1-2021 who present two similar lesson plans will be observed, and the results will be processed using qualitative descriptive techniques. It can be concluded that out of the six areas, there are two areas that can be further explored: the activity area and the critical moment area.
Students’ Perception on the Use of Teachers’ Verbal and Nonverbal Immediacy Toward Students’ Motivation Mayada, Aisya; Addinna, Ainul
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135281

Abstract

This study aims to investigate students' perception on the use of teachers' verbal and nonverbal immediacy toward their motivation. This study employed a descriptive quantitative approach. The population of this study was third-grade students at SMA Negeri 1 Nan Sabaris, consisting of 8 classes. Thus, the total population is 240 students. The researcher decided to use cluster random sampling with two classes as a sample of the population, with a total of 60 students. A questionnaire and an interview were selected as the instruments to collect the data. There are two types of questionnaires used: questionnaires for teachers' verbal and nonverbal immediacy and student motivation. The data from each questionnaire comprises 20 closed-ended statements rated on a 4-point Likert Scale. Students' motivation was measured using the ARCS theory of motivation model, which consists of several motivation indicators such as attention, relevance, confidence, and satisfaction. The findings showed that  students had very high motivation of verbal and nonverbal immediacy employed by the teachers in the classroom. Therefore, the results of the teachers' immediacy questionnaire showed that the most frequently used verbal immediacy by the teacher was questioning. Meanwhile, the most frequently used nonverbal immediacy by the teacher was body movements. 
The Correlation between Students’ Habit of Listening English Songs on Spotify and their Vocabulary Mastery Febriani, Feby; Addinna, Ainul
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135338

Abstract

Vocabulary mastery plays a crucial role in English language proficiency, yet many students still face challenges in acquiring and using new vocabulary effectively. With the increasing use of digital platforms, Spotify has become a familiar application for listening to English songs, offering potential as a learning medium. The purpose of this study is to investigate the correlation between students’ Spotify English songs listening habit and mastery of vocabulary at 2023 academic year of English educational study program at UNP. This research employed a quantitative with correlational design. The researcher was use questionnaire and Vocabulary Test Level (VLT) as the instruments of this research. The participants of this research were 37 students which were chosen using purposive sampling. The result findings indicated that the average level of listening habit was high (M = 80.97) and vocabulary mastery was categorized as very good (M = 81.86). However, the Pearson Product Moment correlation analysis indicated a weak and statically non-significant negative correlation (r = -0.220, p > 0.05) between the variable X and variable Y. In conclusion, this research found there is no significant correlation between students’ Spotify English songs listening habit and mastery of vocabulary.
An analysis of metacognitive awareness in reading strategies to comprehend academic text among English Education students at Universitas Negeri Padang Ivanka. S, Syafiq Laura; Addinna, Ainul
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136077

Abstract

Reading academic texts requires more than understanding vocabulary; it also involves the ability to plan, monitor, and evaluate one’s reading process. This study aimed to analyze the level of metacognitive awareness in reading strategies among English Education students at Universitas Negeri Padang and to identify the types of strategies they most frequently used. The research employed a quantitative descriptive design. The data were collected through the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) questionnaire and semi-structured interviews. The participants were 24 fourth-year students selected through purposive random sampling, with six students interviewed to gain deeper insights. The results revealed that students generally demonstrated a medium level of metacognitive awareness (M = 3.4). Among the three strategy categories, problem-solving strategies were most frequently used (M = 3.6), followed by support strategies (M = 3.4) and global strategies (M = 3.2). This finding indicates that while students were fairly aware of how to manage their reading, they did not consistently plan or monitor their comprehension. Overall, students tended to apply strategies unconsciously, highlighting the need for greater emphasis on metacognitive awareness training in reading instruction to develop more strategic and independent readers.
Co-Authors Afifah Riwi Maharani Asfina, Risda Azizah Faridah Desi Tri Utami, Desi Tri Desvalini Anwar Dian Safitri Eni Kurniawati Febriani, Feby Febryana, Nadya Ayu Nur Ivanka. S, Syafiq Laura Lulud Oktaviani Mayada, Aisya Muhammad Ismail Novitasari Novitasari Nur Hidayah Nur Rosita Oklid, Tsabithah Salsabilla Prisyanti Suciaty Putri, Saskia Maharani Ramadhani, Syafitri Razali, Abu Bakar Rifky Oktoviandry Ririn Ovilia Sari Fitria Solusia, Carbiriena Syahmina Syahmina Takenova, Zhyldyz Viona Chairina Welli Amelia Amelia Yenni Rozimela