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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
An analysis of teacher feedback on seventh grade students’ English homework at SMPN 1 Kota Solok Dini, Vioren; 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

Abstract

Feedback is a crucial component in language learning as it guides students to identify their strengths and weaknesses. This study aims to analyse the types and forms of teacher feedback on seventh-grade students’ English homework at SMPN 1 Kota Solok, as well as the teachers’ purposes and considerations in providing such feedback. This research employed a qualitative descriptive design. The data were obtained through document analysis of students’ English homework and interviews with three English teachers. The findings revealed that evaluative feedback was the most dominant type (83.05%), followed by motivational feedback (14.41%) and corrective feedback (2.54%), while formative, advisory, praise, and criticism feedback were not found. In terms of form, symbolic or code feedback was most frequently used (83.05%), followed by general feedback (16.95%), with no written feedback identified. The interview results showed that teachers emphasized clarity, motivation, and balance between correction and encouragement, but inconsistently monitored students’ progress and guided improvement. Overall, the study concludes that teacher feedback practices remain heavily evaluative and limited in formative aspects. Therefore, teachers are encouraged to provide more constructive, descriptive, and formative feedback to help students understand their errors, promote engagement, and improve their English learning outcomes.
Students’ perceptions of using LyricsTraining.com as a pre-listening media to enhance readiness in listening activities Ramadhan, Bintang; Marlina, Leni
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.v14i4.136027

Abstract

This study aimed to investigate EFL students’ perceptions of using LyricsTraining.com as a pre-listening media to enhance readiness in listening activities. A quantitative descriptive design was employed, involving 70 students from SMAN 4 Payakumbuh. Data were collected using a 21-item Likert-scale questionnaire based on the Technology Acceptance Model (TAM), covering three indicators: Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Attitude Toward Using (ATU). Each item was rated on a four-point scale (1 = strongly disagree to 4 = strongly agree). Descriptive statistical analysis was conducted to calculate the mean scores for each indicator. The results show that students perceive LyricsTraining.com very positively, with mean scores of 3.45 for PEOU, 3.43 for PU, and 3.34 for ATU, all categorized as “very positive.” These findings indicate that the platform is easy to use, useful, and effective in preparing students for classroom listening activities.
The analysis of transitivity process types of text types in the English textbook “Bahasa Inggris Life Today” for 12th grade students Sepfia, Dona; 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.v14i4.137185

Abstract

Transitivity is a tool for clause analysis that refers to the way meaning is represented in a clause to express who does what to whom,where, when, and how. Transitivity process types analysis allows one to ascertain if the texts clearly represent the desired language properties and process structures. English textbook entitled “Bahasa Inggris Life Today” is currently used for 12th grade students in Indonesia. In the textbook, variety of complex texts such as narrative, analytical, hortatory and discussion contain current issue in reading section activity. This research aims to examine how transitivity process types are realized in more specific and to compare each text types based on process types to find out the differences in proportions between six process types in each text, so that language models of those text can be provided. The researher used a qualitative method and supported by quantitative elements. An analytical checklist as a guide table to determine the types of transitivity processes based on Halliday theory was created as an instrument of this study. The data of this research gained from 362 clauses of four type of texts in the taxtbook through document analysis. The result of this research shows that all of the process types are found in 3 out of  4 text in different types. Overall, in the type of processes, there were found 50% material, 27% relational, 10%  mental, 8% verbal, 2% behavioral and existential. Argumentative texts from the textbook do not fully represent the linguistic complexity expected.
Students' perception on the use of Gamestolearnenglish.com as a tool for grammar learning at SMP 2 Panti Asyfa, Sandra; 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.v14i4.136277

Abstract

This study aimed to investigate students' perceptions of using the Website Gamestolearnenglish.com as a tool for grammar learning, specifically focusing on the past tense, comparatives, adverbs, and future tense topics. The research employed a quantitative descriptive design using a survey method. The participants were 58 eighth-grade students from SMPN 2 Panti, who were selected through cluster sampling. Data were collected through a closed-ended questionnaire based on the extended Technology Acceptance Model (TAM) framework, which measured five key constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Hedonic Motivation (HM), Attitude Toward Use (ATU), and Behavioural Intention (BI). The results indicated that students' perceptions were positive across all five TAM constructs, with an overall mean score of 2.85. Findings revealed that students found the website useful, efficient, and effective for improving their grammar performance. They also perceived the website as easy to use and understandable. Additionally, students found learning the four grammar topics using this website fun and entertaining. Consequently, these positive perceptions led to favourable attitudes toward using the website and strong intentions to continue using it for grammar learning. These findings suggest that Gamestolearnenglish.com is a promising supplementary learning tool that enhances grammar mastery for junior high students. The study recommends integrating Gamestolearnenglish.com into English language learning to enhance students’ grammar outcomes
English teacher’s strategies in providing written feedback and students’ responses to the feedback at SMPN 12 Padang Ginting, Dyah Ayu Lestari; 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.v14i4.136244

Abstract

This study aims to analyze teacher’s strategies in providing direct and indirect written feedback through semi structured interview, and to analyze students’ responses in their cognitive, affective, and behavioral responses through questionnaire and focus group discussion. The research was conducted at SMP Negeri 12 Padang with 65 ninth-grade students who came from class IX-2 and IX-4, and 1 English teacher. Descriptive quantitative research approach was employed because the main goal was to describe the existing phenomenon of students’ responses statistically through frequencies and percentages. From the results, it showed that most of students preferred direct feedback with the percentage 88.8% rather than indirect feedback with the percentage 70.75%. The results indicated that the teacher provided both of the feedback, but direct feedback was more frequently and consistently used. Most students preferred direct feedback as it is clearly showed their mistakes, enable immediate correction, and helped them understand. However, some students appreciated indirect feedback because they thought it encouraged them to think critically, searched for the answers independently, and less dependent on the teacher. In the affective responses, 80.7% students said that written feedback made them feel confident, 87.6% said that they were motivated to write better. In behavioral responses, 64.6% students tried to ask teacher if there was something that they did not know, and 75.3% students tried to correct the mistakes that the teacher had marked. The study concludes that combining direct and indirect written feedback can enhance students’ writing skills and increase their motivation in writing. 
Error analysis in using gerunds and infinitives among English Education students at Universitas Negeri Padang Sendra, Agung Rizqilla; 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.v14i4.136201

Abstract

Grammar plays a crucial role in English learning as it helps students construct accurate sentences. Among various grammatical components, gerunds and infinitives are particularly challenging. A preliminary observation showed that 69.2% of students who had completed the Intermediate Grammar course considered these topics difficult to master. This research aims to analyze the types and dominant type of errors made by fifth-semester English Education students at Universitas Negeri Padang in using gerunds and infinitives. The study used a descriptive design with a translation test consisting of 24 items. Students’ answers were analyzed using Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The analysis found 123 total errors. Misformation was the most dominant (89 errors or 72.35%), followed by omission (19 errors or 15.44%), misordering (11 errors or 8.94%), and addition (4 errors or 3.25%). These findings indicate that students still struggle to select the correct form between gerunds and infinitives, showing limited understanding of verb patterns and grammatical structures.
Writing strategies used by male and female in Academic Writing activities in ELEP at UNP Sari, Yunita; Arianto, M Affandi
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.v14i4.136270

Abstract

This study aimed to investigate the writing strategies used by students before, while, and after writing, as well as to examine the differences between male and female students in using these strategies during academic writing activities at the English Education Department of Universitas Negeri Padang. A descriptive quantitative research design was applied, involving 42 students who had already completed the Academic Writing course. The data were collected through a questionnaire adapted from the English Writing Strategy Inventory (Hwang & Lee, 2017) and Dari et al. (2022), which measured eight categories of writing strategies: metacognitive, cognitive, L1 use, L2 use, compensation, revision, social, and memory strategies. The findings revealed that metacognitive (M = 3.65) and cognitive strategies (M = 3.54) were the most frequently used across all stages of writing. It seems that students tended to plan, monitor, and evaluate their writing rather than rely on collaborative strategies. Regarding gender differences, most strategies showed no significant difference, although female students scored higher on Metacognitive Strategy related to rereading their paragraphs to check the logical flow during the while-writing stage (p = 0.016) and self- assessing the coherence between the supporting ideas in the after- writing (p = 0.040), indicating slightly greater reflection on text coherence and content quality. Overall, the findings suggest that writing strategies was similar across genders, likely influenced more by the shared learning environment and instruction than by gender itself. 

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