Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Journal of English Language Teaching

jelt
Website

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 23 Documents

1 2 3

Search results for , issue "Vol 7, No 3 (2018)" : 23 Documents clear

AN ANALYSIS OF THE INSTRUCTIONS IN BAHASA INGGRIS TEXTBOOK FOR GRADE 10th STUDENTS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE Selvi Maharani; An Fauzia Rozani Syafei; Sitti Fatimah
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

AbstractThis research is a descriptive research conducted to find out the quality of the Instructions in Bahasa Inggris textbook for 10th Grade Students Published by the Indonesian Ministry of Education and Culture in term of instruction used. The instrument of this research was an analysis format used by the researcher as the guidelines to eanalyze the textbook. The analysis format contained of instruction categories that consists of three indicators as the criteria of good instructions. After the analysis, it was found out the quality of the Instructions in Bahasa Inggris textbook for 10th Grade Students Published by the Indonesian Ministry of Education and Culture in term of instruction used is not qualified as the good textbook because only one criterion that fulfils the good quality of instructions used; instruction that permit silent period were 93.3%. However, the other criteria could not be categorized into good instruction since they were only found 54.4% instructions of building critical thinking, and instructions that are followed by example were 45.7%. It means that only instructions that permit silent period that fulfils the criteria of good textbook, while for building critical thinking and followed by example are only average.Key words: Teaching Materials, Materials analysis, Instruction, HOT (Higher Order Thinking), Bloom’s Taxonomy, the Silent Period

Using ELC Study Zone Website in Teaching Reading at Senior High School Roysan Fariq; Jufri Jufri
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This paper describes the use of ELC Study Zone Website in teaching reading. The purpose of this paper is explaining how to use ELC Study Zone Website in increasing the ability and motivation of senior high school students in teaching reading. The main problem that students faces get diffulties in teaching reading low motivation of students in learning reading. As a teacher, they have to find some strategies or activities to solve this problem. One of the activities is using ELC Study Zone Website. ELC Study Zone Website is an educational website which serves a lot of materials, resources for English language such as, topics, reading text, interactive exercise, and some videos and audio to support in learning. It could make the students more understand, because all of the materials come from the native speaker. By the warm situations that have been created when using ELC Study Zone Website in teaching reading, the students could remove their shyness in reading and will be motivated to read in the learning process.

USING STORY FACE STRATEGY IN TEACHING READING NARRATIVE TEXT AT JUNIOR HIGH SCHOOL Maitri Lusiana; Yetti Zainil
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This paper discusses how to use Story Face Strategy in teaching reading narrative text at Junior High School. Based on the writers‟ experience in teaching English, many students find the difficulties in reading narrative text. Considering this problem, the teacher needs to apply a strategy in teaching and learning process to help the students understand the text. Story Face Strategy is a graphic organizer that aids reading comprehension of narrative text. Story face is constructed by making the eyes: two circles representing the setting and main characters, eyelashes: specific descriptors and secondary characters, nose: problem, and mouth: comprises a series of circles representing the main events that lead to the solution. It functions like a story map, allowing students to visualize the important component of narrative text, including setting, main characters, problems, events, and a resolution. By applying the Story Face Strategy in reading narrative text, the teacher can reach the goal of teaching narrative text to junior high school students. Key words: reading, narrative text, story face strategy

Using "Hot Seating Strategy" to Teach a Descriptive Text in Senior High School Pertiwi Putri Primayadi; Yetti Zainil
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Based on the writer’s experience, many students have difficulties in speaking, especially descriptive text. Considering this problem, an alternative teaching strategy is needed to help students improve their speaking skill in terms of describing something. That is why this paper is conducted. It is aimed at explaining how to use an educational drama game which is called hot seating strategy in teaching spoken descriptive text to senior high school students. Before implementing this strategy, the teacher needs to prepare a “hot seat”. Hot seating strategy is conducted by dividing students into several groups of four or five. After that, the teacher takes the hot seat and puts it in front of the class. Then, one representative member of the group sits on the hot seat, not facing the board. Next, the teacher writes down the name of people, tourism places or famous historical places on the board. The members facing the board have to describe the words written on the board. Finally, the one on the hot seat guesses what is being described. It is believed that this strategy can help many students improve their speaking skill in describing something.Key words: speaking, descriptive text, hot seating strategy.

IMPLEMENTING LEARNING COMMUNITY STRATEGY TO IMPROVE STUDENTS SPEAKING ABILITY IN JUNIOR HIGH SCHOOL Nur Ainun Siregar; Desvalini Anwar
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This paper was aimed to explain the use of Learning CommunityStrategyin learning speaking for Junior High School. In this paper was explained how Learning Communityimproved students’ ability for Junior High School. Speaking is one of skills needs to be comprehended by students, but there are many problems in learning process. Therefore, Learning Communitybecame a good method for teacher to use in learning speaking. In Learning Community, learning activities was done in groups . The students was divided into groups in order to know each other to assess their cooperation in Learning Community. It is not only developing the students’ social life, but also building a good relationship between students and teacher especially in speaking English.

USING 6-3-5 BRAINWRITING IN HELPING SENIOR HIGH SCHOOL STUDENTS DOING BRAINSTORMING IN WRITING PROCESS Elvi Komala Sari; Fitrawati Fitrawati
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Abstract This paper discussed about how to apply 6-3-5 Brain Writing in Helping Senior High school Students Doing Brainstorming in Writing Process. 6-3-5 Brain Writing is a group creativity technique in generating new ideas in a short time. It is an alternative method in doing brainstorming. In its traditional format, 6 represent the participants who sit in a group. Each participant should think about 3 ideas in 5 minutes. The ideas are written down in a worksheet that will be provided by the teacher. By using 6-3-5 Brain Writing, the students feel free to write their ideas because critics and comments are not allowed while brainstorming is running. 6-3-5 Brain Writing combines individual work with team. The students write the ideas individually. After the process of brain writing is done, the students evaluate and discuss the ideas in groups. It will help them in generating more ideas in writing as they combine their ideas with others ideas.

USING MEMORY CARD GAME IN TEACHING VOCABULARY TO YOUNG LEARNERS Dhea Ross Mia Nabila; Saunir Saun
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Makalah ini bertujuan untuk menjelaskan tentang bagaimana penggunaan Memory Card game dalam pengajaran vocabulary untuk young learners. Dalam makalah ini dijelaskan langkah-langkah yang harus diterapkan oleh guru dalam mengajarkan vocabulary kepada siswa dengan menggunakan Memory Card game, terutama untuk young learners di tingkat Sekolah Dasar (SD). Hal ini dilatarbelakangi oleh kesulitan-kesulitan yang dialami oleh guru dalam mengajarkan vocabulary kepada siswa di dalam kelas, seperti memilih aktifitas yang sesuai dengan karakteristik dan perkembangan siswa. Memory Card game adalah salah satu aktifitas yang tepat yang dapat diterapkan oleh guru dalam mengajarkan vocabulary kepada siswa yang dapat dimainkan secara berkelompok sehingga dapat meningkatkan motivasi siswa untuk berkompetensi dengan siswa lainnya. Memory Card game ini tentang bagaimana siswa bisa menemukan picture-word pair yang tepat dengan cepat sesuai dengan vocabulary yang sudah diperkenalkan sebelumnya. Memory Card game ini dapat meningkatkan kerjasama anggota kelompok dan dapat mengasah ingatan siswa. Kelompok tercepat yang dapat menyelesaikan picture-word pair adalah pemenang dari game ini dan akan mendapatkan hadiah dari guru.

Using Love Song in Teaching English for Senior High School Students Siti Hardianti; Don Narius
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Abstract English is the important language that has to be mastered. There are four skills in language learning; listening, speaking, reading, and writing. Speaking is one of language skills which is very important to be mastered by students. However, students still find some difficulties in speaking, such as vocabulary, pronunciation, grammar, and motivation. Therefore, teacher should select the appropriate media that can solve all the problems. Love Song is chosen by the writer as the appropriate media since it can solve all the problems faced by students. In using Love Song, the teacher plays a song and asks the students to play the missing lyrics game. After that, students find the meaning of the song. Then, teacher explains the material (simple present tense), and teacher asks students to find out the simple present tense in the lyrics of Everything I do (I do it for you). Next, students are given an individual task to memorize the song. After doing the individual task, the teacher asks students about the moral value of the song. The last, teacher gives homework to memorize another love song and conclude the lesson with the students. By using love song in English class, teaching and learning process will be fun and interesting. The purpose of this paper is to explain how to use Love song in teaching English for Senior High School students. Key Words: English, Speaking, Love Song, Senior High School Students

USING THE THINK-PAIR-SHARE STRATEGY IN TEACHING READING NARRATIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS Yolanda Ageasta; Witri Oktavia
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

Based on the writer’s experience, many students have not interested in reading text, they do not have motivation in reading and the students become passive in the class. Considering such problem, an appropriate strategy in teaching is needed to help students to improve their ability in reading. This paper aims at explaining how to implement think-pair-share strategy in reading narrative text. Think-pair-share strategy conducted students to do three phases. The students have “wait time” go review their background knowledge about the topic. Then the teacher divides the students to work in pair after answer the question individually. After that, each of students shares their answer and ideas in pair. Finally, the students present their discussion in front of the class individually. The objective of this paper is to help the students visualize their knowledge in the form of group work and improve student motivation and ability in reading narrative text.

THE RELATIONSHIP OF STUDENTS’ METACOGNITIVE READING STRATEGIES AWARENESS AND READING COMPREHENSION: THE CASE OF THE SIXTH SEMESTER STUDENT OF ENGLISH DEPARTMENT UNIVERSITAS NEGERI PADANG (UNP) Zuledwi Wahyuni; Ratmanida Ratmanida; Leni Marlina
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This study is about the relationship of students’ metacognitive reading strategies awareness and reading comprehension: the cast of sixth semester students of English Department Universitas Negeri Padang (UNP). Since it is still doubted whether or not there is a significant correlation between the students’ Metacognitive Reading Strategies Awareness and Reading Comprehension, the writer conducted a research to obtain the answers to those questions. Prior to finding out relationship, the study tried to ascertain the level awareness and types strategies that respondents use when they read English academic texts, and their reading performance. Using SORS questionnaire and Test TOEFL with students’ k1-15 English department (UNP), the study found out that the awareness of respondents on using metacognitive reading strategies is on medium level. From three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used by respondents. On the level reading comprehension, the respondents got below average or low level. For correlation, the study used Pearson product correlation moment. The study reveals that there is no correlation between metacognitive reading strategies awareness and reading comprehension.

Page 1 of 3 | Total Record : 23

1 2 3

Filter by Year

2018 2018

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 B Vol 5, No 1 (2016): Serie A 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 H Vol 1, No 2 (2013): Serie G Vol 1, No 2 (2013): Serie B Vol 1, No 2 (2013): Serie I 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

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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