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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 42 Documents
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Search results for , issue "Vol 13, No 1 (2024)" : 42 Documents clear
A State of Technology Use in English Language Learning at SMAN 1 Suliki Novianti, Anggi; Wahyuni, Delvi
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.v13i1.126462

Abstract

The lack of the technology use is one of the crucial aspects that form two camps of students who have privilege and expertise in using technology and students who have less opportunity to use technology in English language learning environment. This study aimed to find out student students’ perception on digital divide in English language learning at SMAN 1 Suliki. Furthermore, this research conducted by using descriptive method. There were 91 students of SMAN 1 Suliki that were chosen as the sample by using simple random sampling technique. Quantitative analyses were employed in this research using liker scale approach to measure the questionnaire and calculated the mean score. From the data analysis of the questionnaire, the writer found that the mean score of the students’ perception on digital divide was in a good or positive perception category which means that most all of the students get the beneficial of the use of the technology in English language learning. In addition, almost all of the students agree that the use of the technology is beneficial in English language learning.Keywords: Technology, ICT, English Language Learning
An Analysis of Students’ Difficulties in Making Inferences at English Department Universitas Negeri Padang Wahyudi, Heri; Zainil, Yetti
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.v13i1.126534

Abstract

Making inferences is an essential component of reading. Besides that, when the text asks the reader to know the facts behind it, the inference must be considered when reading. Inference becomes an important part of reading to be fluent. It is one of the key components to become fluent in reading. English language education students usually learn and apply inference when they are in advanced reading classes; they will learn a lot about it and make inferences from given text. However, when the researcher was in the class, he noticed that a few other students complained because they felt difficult when making inferences from the text. Some researchers have examined case studies about inference. However, prior research on comprehension of reading texts focused more on making inferences and inference strategies. This study aims to find out students’ difficulties in making inferences at English Language Education Universitas Negeri Padang. The researcher employs a descriptive quantitative research design that integrates quantitative and qualitative methodologies. This research involved 30 students of English Language Education at Universitas Negeri Padang from K4-2019. The random sampling was implemented in this research. The results showed that comprehending the role of grammatical in unknown words, having the highest percentage at 63.3%, then recognizing the author's bias at 60%, understanding the author's point of view at 56.6%, and making a conclusion from the facts in the text at 50%. The results indicate that almost all sixth-semester students at English Language Education Universitas Negeri Padang have difficulty in making inferences.
The Effectiveness of FluentU Application on Students’ Vocabulary Mastery Rahmadini, Fani; Ramadhani, Syafitri
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.v13i1.127422

Abstract

The purpose of this research is to identify the effectiveness of FluentU application in improving students’ vocabulary mastery at the tenth-grade students. This is a pre-experimental research design. The population of the study was tenth-grade students at SMA N 2 Sungai Limau. The population consist of 171 students that are classified into five classes. X FASE E 5 was selected as a sample through cluster random sampling method. The total number of the students in this class is 34 students. The research is conducted in six meetings. The researcher used pre-test and post-test to collect the data. The instrument of this research is vocabulary test. There are 25 questions with multiple choice questions. The result of the study shows that the significant value of the two-tailed paired sample t-test was less than 0.05. It means that the null hypothesis (H0) in this research was rejected and the alternative hypothesis (H1) was accepted. It proved that the use of FluentU application to improve students’ vocabulary mastery is effective.
Students' Attitude in Joining English Course at SMAN 2 Painan Indah, Sri Mayang; Ramadhani, Syafitri
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.v13i1.127393

Abstract

This research was conducted to determine students' attitude in joining English course. The researcher used descriptive quantitative methods with questionnaire to get answers about students’ attitude. The purpose of this study is to find out what students' attitudes towards joining English courses are. The sample of this research was 30 students at SMAN 2 Painan. There were 30 statements that students had to fill in by choosing answers between strongly agree, agree, disagree, and strongly disagree. The findings show that of the 30 students who were sampled for the English course, most students gave a positive attitude in attending the English course. In particular, the positivity of the cognitive component with ten statements with an average of 3.30 (82.50%), the positivity of the affective component with eight statements with an average of 3.15 (78.85%), and the positivity of statements regarding conative component with twelve statements with an average of 3.18 (79.51%). From the results of this research, it can be concluded that students' attitude in joining English course based on the three components which are cognitive, affective, and conative reveal a positive attitude. Through this research, the findings also concluded that English courses have many benefits, especially for students who have joined English course in improving their English.
Students’ Perception on the Implementation of Jumbled Words to Reinforce Their Grammar Mastery at the Eighth Grade of SMPN 15 Padang Nurmela, Nurmela; Rani, Yati Aisya
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.v13i1.127197

Abstract

This study aimed to find out the students’ perception on the implementation of Jumbled Words to reinforce their grammar mastery at the eighth grade of SMPN 15 Padang. This research used descriptive method. The sample of this study was the students of VIII.5 class who were selected used purposive sampling. Questionnaires and interviews were used to collect the data. Questionnaires as the main instrument and interviews as the strengthening instrument. The results of this study showed that most of the students had a positive perception on the  implementation of Jumbled Words to reinforce their grammar mastery. Despite the fact that the perception of most of the students was very positive, there were still some students who disagreed with this thing. After conducting interviews, it was discovered that the reason they gave a negative perception of jumbled words was because basically they did not understand grammar. Their lack of understanding of grammar made them hated the lesson, which ultimately caused them to have a negative perception on the learning activity implemented in teaching grammar itself. Therefore, teachers are expected to pay more attention to students who give negative perceptions, in other words those who do not understand grammar. Apart from that, teachers are also expected to be able to provide great learning activities in teaching grammar to students. Thus, whatever learning activities are applied in grammar learning later, they can enjoy it.
The Effectiveness of Experience, Generalization, Reinforcement Application (EGRA) Technique toward Students’ Vocabulary Achievement: A Study at SMPN 1 Batang Anai Jaya, Harfitri Ulfa; Safitri, Dian
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.v13i1.127587

Abstract

This study aimed to evaluate the effectiveness of the EGRA learning model in improving the vocabulary. The research followed a quasi-experimental design, specifically a two-group pretest-posttest design. The population of the study consisted of 62 students from seventh classes of SMP 2 Batang Anai. A sampling method was used to select a sample of 32 students from class 7.1 as the experimental group and another 30 students from class 7.2 as the control group. The results indicated that the EGRA learning model was effective in enhancing the Vocabulary skill in class 7.1 as experimental class. The findings of this study provide evidence that the EGRA learning model can be beneficial in teaching vocabulary skills in foreign languages.
Writing Strategies Used by Male and Female Students in Writing Their Undergraduate Theses Shabirah, Wynneke Putri; Safitri, Dian
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.v13i1.127520

Abstract

This study aimed to investigate the most used writing strategies by undergraduate students that have been finished writing their thesis, the differences in strategies used across their gender, and to ascertain the extent to which these strategies impact the persistence of these students.This study was used quantitative descriptive research method to gather data through questionnaire. The participants were 44 students who have completed their theses and already had done comprehension exam in academic year 2023-2024. The data was collected by using 42-items with 4 point Likert scale questionaire adapted from Abdollahzadeh (2012) and Nopmanotham (2016) based on Oxford’s LLS (1990) Theory. The findings revealed that each participants used six writing strategies. The three types of strategies they utilize most frequently are metacognitive strategies (82%), social strategies (82%), and affective straretgies (77%) followed by compensation strategies (75%), cognitive strategies (71%) and memory strategies (71%). As can be observed, there is not much of a difference in any category’s proportion. Thefindings also revealed frequent strategies employed by male and female student was different. 21 Male students out of 44 participants (48%) reported used social strategy as most frequently and cognitive strategy as least frequently, while 23 Female students out of 44 participants (52%) reported used metacognitive strategy as the most and memory strategy as the least. The findings also revealed that students who compiled their thesis in duration one semester, two semester, three semester used metacognitive strategy as the most frequently one.This study aimed to investigate the most used writing strategies by undergraduate students that have been finished writing their thesis, the differences in strategies used across their gender, and to ascertain the extent to which these strategies impact the persistence of these students.This study was used quantitative descriptive research method to gather data through questionnaire. The participants were 44 students who have completed their theses and already had done comprehension exam in academic year 2023-2024. The data was collected by using 42-items with 4 point Likert scale questionaire adapted from Abdollahzadeh (2012) and Nopmanotham (2016) based on Oxford’s LLS (1990) Theory. The findings revealed that each participants used six writing strategies. The three types of strategies they utilize most frequently are metacognitive strategies (82%), social strategies (82%), and affective straretgies (77%) followed by compensation strategies (75%), cognitive strategies (71%) and memory strategies (71%). As can be observed, there is not much of a difference in any category’s proportion. Thefindings also revealed frequent strategies employed by male and female student was different. 21 Male students out of 44 participants (48%) reported used social strategy as most frequently and cognitive strategy as least frequently, while 23 Female students out of 44 participants (52%) reported used metacognitive strategy as the most and memory strategy as the least. The findings also revealed that students who compiled their thesis in duration one semester, two semester, three semester used metacognitive strategy as the most frequently one.
An Investigation on Teaching Approaches in Teaching English Speaking Skill at Harau Valley English School Ibrahim, Fajar; Wahyuni, Delvi
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.v13i1.127509

Abstract

This study aimed to investigate the teaching approaches used to enhance English speaking skills at Harau Valley English School. This studay was used qualitative research method to gather data through observation and interviews with tutors and students at the school. The analysis used direct approach theory adapted by Bean (2011) and indirect approach theory adapted by Woolfolk (2018). The findings revealed that Harau Valley English School employs teaching approaches that incorporate strategies used in direct approach such as emphasizes clear learning objectives, guided practice, reinforcement and review, and structured lesson plans. This approach ensures a focused learning environment with specific goals communicated to students, active participation in structured activities, and opportunities for consolidation of learning through reinforcement and review activities. In addition, in indirect approach such as Socratic questioning and problem-based learning to empower students in their learning process. These findings highlighted the strengths of various teaching approaches in the context of English language learning. Thus, this study provided valuable insights into effective teaching practices in a specific educational setting and can serve as a basis for the development of improved teaching approaches in the future. These approaches created a dynamic and participatory learning environment at Harau Valley English School. Tutors employ a student-centered approach that not only develops language skills but also nurtures critical thinking, creativity, and practical application of knowledge
Character Education Implementation: A Students’ Perception Husnuzhan, Husnuzhan; Safitri, Dian
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.v13i1.127315

Abstract

Character education becomes a crucial part in educational system in Indonesia. The problems face by late generations which can degrade their character make it more important. The Integration of Character Education with Project-Based Learning (PjBL) in Paragraph Writing class become one of many ways to fix students problem. This research was a quantitative-research which employed questionnaire as the measurement toll. There were 18 items distributed to the samples with 2 different aspects. There were 125 students from academic year 2022/2023 which enrolled Paragraph Writing class in English Department, Universitas Negeri Padang participated as the samples of this research. Students were given a treatment by the lecturer for a whole semester and the researcher found the samples’ perceptions. To find the students’ perceptions, Likert Scale 1 to 4 was used in this study. This study found that the integration of Character Education and PjBL shows very positive result to increase students’ character.
Teachers' Perceptions of Teacher-Centered Learning (TCL) in Learning English at Senior High Schools in Agam Regency Wahyuni, Nella; Fitrawati, Fitrawati
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.v13i1.126729

Abstract

This research was conducted to determine teachers' perceptions of teacher-centered learning and their reasons for using it when learning English. The researcher used descriptive methods with questionnaires and interview instruments to get answers about perceptions and reasons. The sample used in this research to fill out the questionnaire was 20 teachers and interviewed three English teachers in Agam Regency. The researcher provided a questionnaire with 20 statements that teachers had to fill in by choosing answers between strongly agree, agree, disagree, and strongly disagree. After that, the researcher will also interview three teachers. The findings show that teachers have a positive view of teacher-centered learning. In particular, the positivity of the characteristics category statements with seven statements with an average of 3.13, the positivity of the benefits category statements with four statements with an average of 3.20, and the positivity of statements regarding implementation with six statements with an average of 3.13. Meanwhile, the interview results stated that teachers use teacher-centered learning because it makes it easier for them to control the class, focuses students, and facilitates them to convey material in detail. From the results of this research, it can be concluded that teachers still use teacher-centered learning because of the convenience and benefits they experience. Through this research, the findings can help English teachers to be more creative and change teaching techniques to student-centered learning because it is better for students in the 21st century.

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