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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.
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Articles 38 Documents
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Search results for , issue "Vol 13, No 3 (2024)" : 38 Documents clear
An Analysis of Teacher’s Discourse Markers in SMK N 3 Teluk Kuantan Pertiwi, Anggun; Ratmanida, Ratmanida
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.v13i3.129292

Abstract

This study examines the type of discourse markers based on Fang and Carter theory (2007) in the teachers’ talk and the reason why teachers used dominant discourse markers at SMK N 3 Teluk Kuantan. The research  design  of this study is descriptive qualitative. The data is collected though observation, recording and interview. The subjects of this research are two English teachers at SMK N 3 Teluk Kuantan. The result showed that there were four type discourse markers used by teachers, namely, interpersonal, referential, structural and cognitive. Interpersonal markers were the dominant posed  by teachers in the teaching and learning process which was 60,00%, 22,31% referential, 15,94% structural and 1,73% cognitive. The teachers used dominant markers for providing students with effective instruction and guidance especially for taking student’s attention, increasing their confidence in the classroom interaction, as fillers also highlight the key of conversation and measuring students’ understanding. Keywords:Discourse markers, teacher’s   talk, classroom interaction
Students' Beliefs and Strategies In The Use Of Translation In Learning English Fahrezi, M. Gusti; Oktavia, Witri
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.v13i3.130861

Abstract

The purpose of this research was to find out what strategies the students use in employing translation and what are they beliefs  about the use of translation in learning English. The subject of this research was students of class K6 from the academic year 2022 at Universitas Negeri Padang. This research was conducted using quantitative methods, using a questionnaire adapted from Ahmad Muzdalifah (2016) as an instrument of data collection. The result of this research shows that the students believe in the use of translation help them with the English skills such as reading, writing, speaking and use strategies for using translation in learning English for reading and speaking. According to the findings, students positively believe in the use of translation as a strategy made extensive use of it when they were studying in their learning process.
Students’ Ability in Identifying Transitivity System: A Study at English Language Education Program of UNP Fadrinasesa, Dinda; Fatimah, Sitti
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.v13i3.130591

Abstract

The purpose of this research is to know students’ ability and students’ difficulties in identifying transitivity system. The population of this research was all English Language Education Program of UNP in academic year 2021, while the sample of this research was K2 Class which consisted of 22 students. This research used descriptive with quantitative method and included two instruments: transitivity test and questionnaire. The transitivity test was used to know the students’ ability in identifying transitivity system while questionnaire was used to know students’ difficulties faced by them. The mean of student’ ability in identifying transitivity system was poor with score 47.72. In addition, students’ difficulties in identifying transitivity encountered that there were several significant challenges. The most difficulties that faced by the students were relational identifying process, mental process and verbal process. Difficulties in relational identifying process was difficulty in determining “role” “identity” or “meaning” with 86.3%. Difficulties in mental process were difficulty in determining verbs of feeling, thinking, and perceiving with 81.8%. Additionally, in verbal process, students had limited understanding of the function of Target with 77.2%. 
Teachers’ Readiness on Teaching English in Elementary School through Merdeka Curriculum at Elementary Schools in Lunang South Pesisir Purbowati, Annisa Tri; Tiarina, Yuli
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.v13i3.130222

Abstract

This study aimed to figure out Teachers’ Behavioral and Situational Readiness on teaching English in elementary school. This research used a Qualitative research method with a case study approach. The participants in the study were twelve classroom elementary schools' teachers whose were instructed to teach English, especially in grades one, two, four, and five. The data were collected using semi- structured interviews. The findings showed that The teachers’ behavioral readiness depends on their educational background were not ready to teach English in elementary school because there were no teachers who had English educational background. Moreover depending on their pedagogical skill all the teachers were ready to teach. However, they need more improvement to the content knowledge in teaching English. The teachers’ situational readiness depends on providing facilities and tools are ready to teach English in elementary schools. However, there is only one school which had sufficient library, others schools still do not have sufficient libraries, especially in 3T schools which means are rural, underdeveloped, frontier areas and lack in provide complete books.
The Investigation of Students’ Motivation in Learning English at SMAN 3 Payakumbuh Nazfa, Salsa bila; Ayudhia, Honesty Yonanda
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.v13i3.129957

Abstract

This study investigates the level of motivation of eleventh grade students at SMAN 3 Payakumbuh in learning English. It also aims to identify what students need in order to increase their motivation. As motivation plays an important role in language learning, fostering desire and enthusiasm for the subject is crucial. This study used a survey method, a quantitative research type. A questionnaire with a five-point Likert scale was used to measure students' motivation. The study involved 101 eleventh grade students selected through total sampling. The results showed an average intrinsic motivation score of 3.16, which was categorized as moderate. Similarly, the mean extrinsic motivation score was 2.67, also indicating a moderate level. Based on the overall score of 2.91 and the Likert scale interpretation, showed moderate to low levels of motivation overall. To address this, this study explored potential students' needs to increase motivation. The results shows that the most preferred approach (with an average score of 3.23 of students choosing it) involved teachers incorporating various learning media such as songs, movies and English learning apps.
Students' Perception towards the Teaching and Learning Process on Cause and Effect Sentences: A Study on 12th Grade Students of SMKN 2 Tebo Rano, Regen; Safitri, Dian
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.v13i3.129316

Abstract

This study investigates the perceptions of 12th-grade students at SMKN 2 Tebo regarding the teaching methods used by their English teachers for mastering cause-and-effect sentences. Additionally, it explores the extent to which these methods contribute to students' improvement in identifying, interpreting, and using cause-and-effect sentences. The research employs a qualitative approach, specifically descriptive analysis, to analyze data collected through questionnaires and observations. The data analysis reveals that students perceive the teacher's teaching methods as lacking variety and engagement, leading to boredom and hindering their understanding of cause-and-effect sentences. Additionally, the study identifies a lack of motivation among students to learn more about cause-and-effect sentences. Based on the findings, the study concludes that the teacher's teaching methods need significant improvement to effectively engage students and enhance their understanding of cause-and-effect sentences. The study recommends incorporating more diverse and interactive teaching strategies to motivate students and improve their learning outcomes.
The Relationship of Students Metacognitive Self-Regulation With Their Speaking Ability At Unp Yunesa, Arvan; Mairi, Salam
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.v13i3.130070

Abstract

This study investigates the correlation between UNP's English department students' metacognitive self-regulation and their speaking ability. This research explores whether students who exhibit higher levels of metacognitive self- regulation demonstrate better speaking ability than those with lower skills. Theresearcher employed a quantitative method using Pearson's correlation to measure the relationship between two variables: students' metacognitive self-regulation (independent variable, X) and their speaking ability (dependent variable, Y). The study population includes four classes of public speaking. A sample of 30 students choose with simple random sampling from classes NK2-2022, NK3-2022, NK4-2022, and NK5-2022 were selected. Tests for speaking ability and a survey to see the students' metacognitive self-regulation were conducted to assess the relationship between the two variables. This study's findings demonstrated a correlation — one that was validated by statistical examination of the data — between students' metacognitive self-regulation and speaking ability. It was revealed that there is a substantial association between students' metacognitive self-regulation and speaking ability. Furthermore, the research shows a positive correlation, indicating that improved metacognitive self-regulation is linked to better speaking ability. Statistical analysis supports this, with a significant p- value of 0.008.
The Effect of Kahoot! Platform on Eleventh Grade Students’ Reading Comprehension: A New Fun Media at Sport Senior High School Fellecia, Yolanda; Ayudhia, Honesty Yonanda
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.v13i3.130323

Abstract

This research used quantitative research method with quasi-experimental research. Examining the potential impact of the Kahoot! Platform on students' ability to understand what they read was the primary goal of this research. Sport Senior High School eleventh graders made up the study's population. The population consist of 168 students who are classified into six classes. XI MIPA 2 was chosen using the cluster sampling method to serve as the experimental class. The eight meetings that this investigation was conducted over during school hours. For both the pre- and post-tests, the researcher used multiple-choice exams to collect data. The exam questions are drawn from hortatory exposition texts and narrative texts. A two-tailed independent sample t-test with a significance level of 0.000 (i.e., less than 0.05) was found in the results of the data analysis. To sum up, we accept (H1) and reject the null hypothesis (H0). Finally, our study demonstrated that the Kahoot! Platform improved students’ reading comprehension.
Senior High School Students’ Perception of Using Wordwall Toward Their Motivation In Learning Vocabulary Hafifah, Aura; Hanifa, Rizaldy
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.v13i3.129630

Abstract

This study aims to find out what students' perceptions of the use of wordwall as a learning media on vocabulary learning motivation. This study used descriptsive research design with quantitative descriptive approach. The research participants were 64 students of senior high school levels from two classes in the 2023/2024 academic year. The data were collected by using questionnaire base on ARCS theoretical motivation model. The findings showed that most of the students had very high motivation in using wordwall in English vocabulary learning concerning attention, confidence, satisfaction and relevance aspects. In addition, the findings revealed they feel enthusiastic and motivated by the use of wordwall which offers a variety of word games equipped with various features including audio, images, ranking scores, moving animations. Therefore, teachers are highly recommended to use learning media such as wordwall in the process of learning English vocabulary. In addition, it is suggested for students to be able to utilize wordwall to learn vocabulary autonomously while playing in and out of the classroom. Furthermore, future researchers may implement wordwall in various other language skills.
An Analysis of Student Speaking Competence and Student Speaking Activity at MTsN Nurul Islam Islamic Boarding School Fazira, Hirodian Nurul; Amri, Zul
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.v13i3.130192

Abstract

This research was conducted to find out the level of students speaking competence of grade VIII MTsN Nurul Islam Islamic Boarding School, and the activities undertaken by students to hone their speaking competence. This descriptive research used a qualitative method. The participant consisted of 33 students of grade VIII Nurul Islam Islamic Boarding school. The research instrument are documentation and observation. The documentation used in this research is the score of students speaking examination. While the observation used for analyze the activities of the students. the study instrument comprises the documentation findings, were analyzed using SPSS 26 for Windows and Pearson Product Moments. Based on the research analysis, it was found that the level of students speaking competence is the good level with the mean score was 73.39. on the other hand, there are several speaking activities researcher assumed as support for students speaking competence of MTsN Nurul Islam Islamic Boarding School. In the classroom, teachers initiate discussions to foster active participation and critical thinking, engage students in question-and-answer sessions to reinforce learning, and organize group presentations on specific topics to encourage teamwork and public speaking. Additionally, communication games like "Two Truths and a Lie" are used to maintain interest and improve verbal fluency. Daily activities include bi-weekly public speaking sessions where students present memorized speeches, weekly conversation practices where students engage in dialogues based on provided texts, and regular vocabulary exercises where students learn and use new words in sentences, with periodic assessments to ensure retention.

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