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English Department of Faculty of Languages and Arts of Universitas Negeri Padang. Jalan Prof. Dr. Hamka Air Tawar, Padang Sumatera Barat, Indonesia, 25131
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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 17 Documents
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Search results for , issue "Vol 14, No 4 (2025)" : 17 Documents clear
Implementation students’ speaking skills by using #duet English conversation on TikTok at SMAN 5 Padang Putra, Jasrike; Ayudhia, Honesty Yonanda
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.v14i4.136212

Abstract

This study used pre-experimental that is aimed to found out the improvement of students’ speaking skill by using #duet english conversation on Tiktok. The research population was students of eleventh grade at SMAN 5 Padang. To select one class as the sample, this study used The Cluster Sampling. To Collect the data, this study used #duet english conversation on Tiktok in the treatment and speaking test. The findings of the research conclude that using #duetenglishconversation effectively enhances and improves speaking skills. The results of the pre-test and post-test has significance differences confirms that using #duet english conversation on tiktok develops students’ speaking skill in english communication.  
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.
Exploring students’ perception of using online learning resources for learning English at SMAN 5 Solok Selatan Zahra, Firanti; Hanifa, Rizaldy
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.v14i4.136273

Abstract

This study aimed to explore students' perceptions of using online learning resources in English language lessons at the twelfth grade of SMAN 5 Solok Selatan. The focus of this research includes three main aspects: cognitive, affective, and conative. The sample consists of 34 twelfth-grade F2 students, who were selected for the sample. The descriptive approach was combined with the quantitative method. Data were collected through a questionnaire containing 23 statements, comprising 11 questions for the cognitive aspect, 9 for the affective aspect, and 3 for the conative aspect. The research findings indicate that students' overall perception of online learning resources is very positive. The cognitive aspect received a mean score of 3.42, the affective aspect 3.47, and the conative aspect 3.40. The students have a positive perception of the benefits, ease of access, and clarity of using online learning resources to support English language learning. Additionally, students also demonstrate a positive attitude, enthusiasm, and a high interest in using them. In terms of conative aspects, students are motivated to independently utilise online learning resources as a means to deepen their understanding of the language. Therefore, their perceived the use of online learning resources has contributed positively to increasing motivation and independence in learning.
Student's attitudes towards the implementation of collaborative brainstorming as a pre-writing activity Marcos, Haykal Kaciepi; Safitri, Dian
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.v14i4.136086

Abstract

This study aimed to find how Essay Writing class Students at Universitas Negeri Padang's attitudes towards the implementation of collaborative brainstorming as a pre-writing activity. This study employed a quantitative method to collect data and was a descriptive study using a 4-point Likert scale questionnaire with 22 statements: 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5 (strongly agree). The sample included 28 students who had experienced a collaborative brainstorming activity in their essay writing class. The findings indicate that students generally hold a positive attitude toward the activity. The highest mean score was in the "Negotiated Decision-Making" and “Share Responsibility” indicator (3.30), categorized as very positive. The "Shared Decision-Making" (3.29). Overall, the results suggest that students view collaborative brainstorming activity as a beneficial and effective pre-writing stage.
Students’ perceptions toward the implementation of case method learning in Listening Class at Universitas Negeri Padang Ningsih, Sucita Rahma; Ayudhia, Honesty Yonanda
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.v14i4.136289

Abstract

This research examined students' perceptions toward the implementation of case method learning in Advanced Listening classes at Universitas Negeri Padang. The case method, a discussion-based participatory learning approach, was applied to address challenges students faced in listening comprehension, including limited vocabulary, concentration difficulties, and linguistic problems. This descriptive quantitative study involved 70 students from three Advanced Listening classes in the 2023 academic year, selected through cluster random sampling. Data were collected using a validated and reliable questionnaire consisting of 25 statements measured on a four-point Likert scale, covering five indicators: Learning Process Effectiveness, Critical Thinking Development, Active Participation and Engagement, Skill Development, and Learning Environment. The findings revealed that students held positive perceptions across all indicators, with an overall mean score of 3.08. Learning Process Effectiveness achieved the highest mean score of 3.18, followed by Learning Environment (3.13), Active Participation and Engagement (3.06), Critical Thinking Development (3.04), and Skill Development (3.00). These results indicate that the case method effectively facilitates listening comprehension, fosters a supportive learning atmosphere, promotes engagement, enhances critical thinking, and develops practical listening skills. Therefore, it can be concluded that the case method serves as an effective pedagogical approach that enriches students’ learning experiences and supports comprehensive learning outcomes in Advanced Listening instruction.
Students’ perception on the use of Undercover Game to enrich their vocabulary mastery at the Seventh-Grade of SMPN 10 Padang Rizki, Muhammad; Rani, Yati Aisya
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.v14i4.136225

Abstract

This study aims to find out students’ perceptions about using the Undercover Game to learn English vocabulary at SMPN 10 Padang. The research used a descriptive-qualitative method. The participants in this study were 30 seventh-grade students in the 2024/25 academic year who had been using the game for one semester. Data was collected through 1-4 scores Likert-scale questionnaires completed by 30 respondents and followed by interview with 6 respondents. The five indicators of effectiveness, advantages, disadvantages, motivation, and interest regarding the use of Undercover Game. The results showed that students’ perceptions were mostly positive, with an average score of 3.028. It means they think game helped them understand word meanings, learn new vocabulary, feel more motivated, and enjoy the learning process. From the interviews conducted, almost all participants said that this game helped them learn English vocabulary. 3 out of 5 participants confirmed that this game made the learning process more exciting and helped them overcome boredom. Meanwhile, there are 2 participants felt the game did not help them or made them confused. The study suggests that the Undercover Game can be used as another way to teach English vocabulary, with better explanation the rules of the game before playing it.
Exploring the challenges, strategies, and support needded by ELEP pre-service teachers in implementing lesson plan: a study of ELEP students at Universitas Negeri Padang Maharani, Puja; Syafei, An Fauzia Rozani
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.v14i4.136269

Abstract

This study aims to explore the challenges faced by pre-service teachers, the strategies they employed to overcome these challenges, and the forms of support they required in implementing lesson plans during their teaching practicum. The participants consisted of 43 pre-service teachers from the English Language Education Program (ELEP) at Universitas Negeri Padang who conducted their practicum from January to June 2025. Using a descriptive qualitative approach, data were collected through open-ended questionnaires validated by the thesis supervisor. The data were analysed using thematic analysis guided by three theoretical frameworks: Lampert (2001) on teaching challenges, Hopkins (2008) on teaching strategies, and Zeichner and Liston (2013) on support needed in teaching practice. The findings revealed that pre-service teachers encountered several major challenges, including difficulties in classroom management and teacher–student interaction, adapting to students’ diverse abilities, time limitations, and unexpected classroom situations. To overcome these challenges, they applied strategies based on Hopkins’s models, such as whole-class teaching, cooperative group work, and inductive teaching. Moreover, they required reflective support, professional guidance, and contextual understanding in line with Zeichner and Liston’s framework. In conclusion, the study highlights that while ELEP students demonstrated adaptability and applied appropriate strategies to address teaching challenges, consistent mentoring, reflective feedback, and contextual understanding are essential to enhance the effectiveness of lesson plan implementation and to strengthen teacher education programs in preparing pre-service teachers for real classroom practice.
EFL students’ perceptions of self-created glossaries in Translation Class Nengsih, Izam Zulfa; Ardi, Havid
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.v14i4.136105

Abstract

This study investigates EFL students’ perceptions of self-created glossaries as a strategy to enhance vocabulary mastery for translation tasks in an Indonesian-English translation class at Universitas Negeri Padang. The research focus on four aspects of perception, namely attractiveness, perceived effectiveness, relevance, and perceived motivation, and also explores the strategies students used in developing their glossaries. The participants were 25 students enrolled in the 2024/2025 Indonesian-English Translation class who completed weekly glossary assignments. Data were collected through a questionnaire consisting of 20 closed-ended and one open-ended item and analyzed using descriptive quantitative and thematic approaches. The results indicate that students generally held positive perceptions of the self-created glossaries (M = 2.94 on a 4-point scale). Students who applied more varied and systematic strategies, such as contextual vocabulary selection and organized structuring, reported higher levels of perceived usefulness and motivation. These findings suggest that self-created glossaries can effectively support vocabulary learning, and enhance students’ preparation for translation activities.
The analysis of teachers' wait time in the English classroom at SMA 10 Padang Salsabillah, Aini; Zainil, Yetti
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.v14i4.136301

Abstract

This study explores teachers’ wait time and its impact on students’ speaking participation in English classrooms at SMA Negeri 10 Padang. Speaking is one of the most challenging skills for EFL learners, as many students feel anxious, afraid of making mistakes, and lack confidence to speak. One factor that influences this situation is the teacher’s wait time, the pause given after asking a question before expecting an answer. This research focuses on two types of wait time: Wait Time 1, which occurs after the teacher’s question and before the student’s response, and Wait Time 2, which occurs after the student’s answer and before the teacher’s next move. A mixed-method design was used, combining classroom observations and stimulated recall interviews with two English teachers. The results showed that most teachers gave short pauses, ranging from one to five seconds. Longer pauses encouraged more meaningful and confident student responses, while shorter ones limited participation. The findings suggest that teachers should be more aware of their wait time to promote reflective and communicative classroom interaction.
Teacher’s strategies for managing talkative students at ELSI Padang Alif, Rizkan; Fatimah, Sitti
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.v14i4.136267

Abstract

This study explores the strategies employed by ELSI teachers in managing talkative students within an English-only classroom environment. Talkative students can bring positive energy and active participation into classroom interaction, yet excessive talkativeness may disrupt lessons and limit quieter students’ chances to speak. This research aimed to reveal how teachers transform such behaviour into meaningful learning opportunities that promote motivation and engagement. A qualitative case study design under a post-positivist paradigm was applied, involving classroom observations and interviews with an experienced teacher at ELSI Padang. The data were analysed thematically using Self-Determination Theory (SDT) as the analytical framework to understand how teachers fulfil students’ psychological needs for autonomy, competence, and relatedness. The findings revealed six major strategies: balancing participation, motivating students through recognition and competition, fostering a supportive and enjoyable English-only environment, adapting teaching methods to learner diversity, maximizing peer influence, and maintaining positive perceptions toward talkative students. These strategies allowed the teacher to transform talkative behaviour into a motivational asset that enhanced students’ participation and confidence in speaking English. The study provides valuable insights for teachers and practitioners in non-formal English education contexts on managing active classroom dynamics effectively.

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