cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
jelt.fbs.unp@gmail.com
Editorial Address
English Department of Faculty of Languages and Arts of Universitas Negeri Padang. Jalan Prof. Dr. Hamka Air Tawar, Padang Sumatera Barat, Indonesia, 25131
Location
Kota padang,
Sumatera barat
INDONESIA
Journal of English Language Teaching
Published by Universitas Negeri Padang
ISSN : -     EISSN : 23023198     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Teaching is a journal published by English Language Teaching Study Program of FBS Universitas Negeri Padang. This journal is published three times a year (March, June, and September). The main purpose of this journal is to advance and foster English Language Teaching or education, research, and professionalism in Indonesia. The journal provides research and paper to increase awareness, consideration and analysis of issues in Teaching English as Foreign Language, and also promotes the interchange of ideas, and comparative studies in this field.
Arjuna Subject : -
Articles 24 Documents
 1   2   3 
Search results for , issue "Vol 12, No 2 (2023)" : 24 Documents clear
Noun Phrase Errors Made by Students in SMAN 1 Rupat Utara Poppyosa Poppyosa; Dian Safitri
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.v12i2.121833

Abstract

This study aimed to find out the noun phrase errors and the dominant element errors, including determiner, pre-modifier, head, and post-modifier. This study's population consisted of students in grade eleven at SMAN I, Rupat Utara. The sample was taken using the purposive random sampling technique. In this study, 60 students were used as samples. The researcher used quantitative research. Then, the data were collected by a grammar test. The result of this research was that most students made errors in using noun phrase. There were 59 students made errors in determiner with 410 errors or 28,4%. The errors of pre-modifier were found in 60 students, with 603 errors or 40,2%. The errors of head was found in 52 students with 154 errors or 9,1%. The errors of post-modifier were found in 53 students with 117 errors or 39%. In conclusion, most of all students made noun phrase errors in determiner, pre-modifier, head, and post-modifier, with the dominant element error was pre-modifier with 40,2%.
Gender Differences in Performing Refusal Strategies to an Invitation by Students at SMAN 4 Padang. Nadia Agustina; Hamzah Hamzah
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.v12i2.122961

Abstract

One of the most fundamental English skill is speaking. To practice all of those subjects correctly, the students not only have to understand the grammatical aspect but also the pragmatic aspect espescially for second language lerners. In this context the students not only focus on what is written but also what is happen, whom they talking to and what are they situation they face. The aimed of this research is to find out the refusal strategies used by gender to an invitation and what the differences between them. This research used descriptive study. Through random sampling, twenty male and female from the 12 grade of the students were selected. Data were collected through discourse completion test (DCT). The result showed that both gender is mostly using indirect strategy to refuse an invitation. However, male tend to give the shorter refusal and not pay attention to the context of the interlocutor, for example the power and social distance of the interlocutor.  Beside, female students used more indirect and longer answer and strategy to refuse an invitation and make it clear by combined some refusal strategy, such as statement of regret, wish and statement of alternative. 
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.
An Analysis of Higher-Order Thinking Skill Questions in Reading Exercises of Pathway to English (2022 Edition) for the Tenth Grade of Senior High School Iqbal Fathoni C Sihombing; Fitrawati Fitrawati
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.v12i2.123458

Abstract

This research aimed to analyze Higher-Order Thinking Skill (HOTS) questions in reading exercises of the Pathway to English textbook for the tenth grade of senior high school. Higher-Order Thinking Skill (HOTS) refers to advanced cognitive abilities that involve analyzing, evaluating, and creating, which are the three levels of thinking in the revised Bloom's taxonomy. This research employed a quantitative descriptive design. The researcher collected data from the textbook and used a checklist table to gather a list of questions. The researcher used Revised Bloom's Taxonomy indicators to categorize the reading questions. The results showed that the total number of HOTS questions was 73 or 28.74% out of 254 reading questions. Then, the total for each HOTS level question was 37 questions or 14.56% for the Analyzing level, 29 questions or 11.41% for the Evaluating level, and seven questions or 2.75% for the Creating level. The total number of LOTS questions was 181 or 71.26% out of 254 reading questions. The percentage of Higher-Order Thinking Skill (HOTS) questions was lower than the total Lower-Order Thinking Skill (LOTS) questions. However, the percentage of HOTS levels in this textbook, which adopts the Merdeka Curriculum, is higher than in textbooks adopting the previous curriculum, the 2013 Curriculum.

Page 3 of 3 | Total Record : 24

 1   2   3 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol 14, No 3 (2025) Vol 14, No 1 (2025) Vol 13, No 3 (2024) Vol 13, No 2 (2024) Vol 13, No 1 (2024) Vol 12, No 4 (2023) Vol 12, No 3 (2023) Vol 12, No 2 (2023) Vol 12, No 1 (2023) Vol 11, No 4 (2022) Vol 11, No 3 (2022) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 4 (2021) Vol 10, No 3 (2021) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 4 (2020) Vol 9, No 3 (2020) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 4 (2019) Vol 8, No 3 (2019) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol 7, No 4 (2018) Vol 7, No 3 (2018) Vol 7, No 2 (2018) Vol 7, No 1 (2018) Vol 6, No 1 (2017): Serie A Vol 6, No 1 (2017): Serie E Vol 6, No 1 (2017): Serie D Vol 6, No 1 (2017): Serie B Vol 6, No 1 (2017): Serie C Vol 5, No 1 (2016): Serie A Vol 5, No 1 (2016): Serie B Vol 5, No 1 (2016): Serie E Vol 5, No 1 (2016): Serie C Vol 5, No 1 (2016): Serie F Vol 5, No 1 (2016): Serie D Vol 4, No 2 (2016): Serie A Vol 4, No 1 (2015): Serie A Vol 3, No 1 (2014): Serie D Vol 3, No 1 (2014): Serie B Vol 3, No 1 (2014): Serie A Vol 3, No 1 (2014): Serie C Vol 2, No 3 (2014): Serie A Vol 2, No 2 (2014): Serie A Vol 2, No 2 (2014): Serie C Vol 2, No 2 (2014): Serie B Vol 2, No 1 (2013): Serie F Vol 2, No 1 (2013): Serie D Vol 2, No 1 (2013): Serie A Vol 2, No 1 (2013): Serie E Vol 2, No 1 (2013): Serie C Vol 2, No 1 (2013): Serie B Vol 1, No 3 (2013): Serie A Vol 1, No 2 (2013): Serie D Vol 1, No 2 (2013): Serie C Vol 1, No 2 (2013): Serie E Vol 1, No 2 (2013): Serie A Vol 1, No 2 (2013): Serie F Vol 1, No 2 (2013): Serie G Vol 1, No 2 (2013): Serie H Vol 1, No 2 (2013): Serie I Vol 1, No 2 (2013): Serie B Vol 1, No 1 (2012): Serie D Vol 1, No 1 (2012): Serie C Vol 1, No 1 (2012): Serie A Vol 1, No 1 (2012): Serie B More Issue