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Journal of English Language Teaching

jelt
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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 29 Documents

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Search results for , issue "Vol 8, No 1 (2019)" : 29 Documents clear

Using ESA (Engage, Study, Activate) Method for Improving Students’ Speaking Ability at Junior High School Mega Fithria; Ratmanida Ratmanida
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

AbstractThis paper aims to explain how to improve students’ ability in speaking at Junior High School by using ESA (Engage, Study, Activate) method. Speaking is one of the language skills that should be mastered by students in learning English, especially for Junior High School students. In learning speaking, the students should be able to have a good ability in speaking. They have to participate actively and create a life communication in speaking class. However, students have some problems in learning speaking. The students are not confident to share their idea and afraid of making mistakes in learning speaking. Furthermore, they keep using their own language (mother tongue). The students have low motivation because the teacher still uses conventional method in teaching speaking. Considering the problems, an appropriate method is needed to help students improve their speaking ability as well as to overcome their problems and weakness. The writer introduces ESA (Engage, Study, Activate) method. In this method, firstly the teacher gets the class interested and engaged, then they study something, and then they try to activate it by putting it into production.Keywords: Teaching Speaking, ESA Method, Junior High School

Using Buzz Group Technique in Teaching Writing Analytical Exposition Text for EFL Students at Senior High Schools Selvie Larasanti; Leni Marlina
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

This paper aims to explain how to teach writing analytical exposition text by using the buzz group technique. Buzz group technique is a discussion technique which consists three to six members for gathering ideas in a brief time. For implementing this technique, the EFL students will have a small discussion before the larger one to discuss a topic of analytical exposition text. They are asked to gather ideas from some diverse sources and create a new text together. Buzz group technique will be applied in collecting information stage or pre-writing stage. The students will be divided into some small groups to discuss a topic in 15-20 minutes. After that, the group’s members will select a leader, a note taker and a time keeper. However, buzz group technique is very useful to help the teacher in teaching writing. It is also helpful for the students in finding ideas at the beginning of writing activity. Moreover, it makes the students actively participate in the learning process and build a positive interaction among the students. In addition, the students will be more confident to express their points of view through the discussion. Therefore, buzz group technique can be an alternative technique for the English teachers to teach writing analytical exposition text.

The Use of Pair Check Strategy in Teaching Reading Comprehension on Narrative Text to Junior High School Students Patria Ningsih; Rusdi Noor Rosa
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

AbstractThis paper discusses how to use Pairs Check Strategy in teaching reading comprehension on narrative text at Junior High School. Based on the writers’ experience in teaching English, many students find the difficulties in reading, especially reading narrative text. The teacher can use Pair Check Strategy to teach reading comprehension in teaching and learning process. This strategy is applied to help students solve problems in reading. This strategy allows the students to share ideas, opinion, and check their comprehension each other with their discussion pairs. By applying the Pairs Check Strategy in reading narrative text, the teacher can reach the goal of teaching narrative text to junior high school students. In other words, this strategy can help teacher in teaching reading narrative text to the students.Keywords: Teaching reading, reading comprehension, narrative text, pairs check strategy.

Using Photograph Sequences in Teaching Writing a Recount Text for Junior High School Students Dewi Maharani; Saunir Saun
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

Abstract Writing is one of the skills that must be mastered by junior high school students in English. However, there are some common problems found in schools such as the lack of students’ ability to express their ideas, the lack of vocabulary of the students, the lack of understanding of students in systematic writing and the lack of students' comfort in teaching writing because of the methods used by teachers in the classroom is boring and monotonous for the students. This paper is aimed at introducing how to teach writing using photograph sequences. Photograph Sequences is one of the teacher's approaches for teaching writing. Using Photograph Sequences, students are expected to be more motivated in writing recount texts and with guidance from teachers. It will make it easier for the students to understand the elements of recount texts and make it easier for them to explore the ideas that will be written.Keywords: Writing, Recount Text, Photograph sequence

Using Peer Correction towards Students Writing Ability In Writing Analytical Exposition Text At Senior High School Jonggoria Najogi; Aryuliva Adnan
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

AbstractThis paper discusses the use of the Peer Correction Technique in teaching writing on analytical exposition text at Senior High School. This technique is applied to help the students in organizing their ideas. In addition, it allows the students to share and exchange their ideas or information to be corrected by their peers in a pair group discussion. Thus by correcting each others’ work, students can gain their critically and analytically thinking. Students also may gain their confidence and interested since their writing is corrected by their peers. Besides, students can also take part actively. By applying the Peer Correction Technique in writing analytical exposition text, the teacher can reach the goal of teaching analytical exposition text to senior high school students. In other words, this technique can help the teacher in teaching writing analytical exposition text to the students.Keywords: Writing, Analytical Exposition Text, Peer Correction Technique

An Analysis of English Speaking Activities Found in The Textbook “Bahasa Inggris Untuk Siswa SMA-MA SMK-MAK KELAS X” Anisa Fitri Wulandari; Ratmanida Ratmanida; Sitti Fatimah
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

This research is a descriptive research that is aimed to describe the types and the degree of communicativeness of speaking activities found in the textbook entitled Bahasa Inggris UntukSiswa SMA-MA/ SMK-MAK Kelas X published by YramaWidya. The data was gained by using two data formats. The first data format is a table to gain the types of speaking activities in the textbook. The second data format is adapted from Littlewood (2004) which has rank and criteria in each level of communicativeness of the activity. The result of this research revealed that the textbook has relatively varied speaking activities namely role play, drill, discussion, interview, information gap activity, reporting, and storytelling. Also, the degree of communicativeness of the speaking activities in the textbook is above average.

The Analysis of Reading Comprehension Questions in English Textbook by Using Higher Order Thinking Skill at Grade X of SMAN 2 Padang Nurul Hapizah Damanik; Yetti Zainil
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

Abstract This research was a descriptive research that aimed to identify the reading comprehension questions in English textbook by using Higher Order Thinking Skill. This study also aimed to analyze and evaluate reading comprehension questions in English textbook. The data used in this research is reading comprehension questions of English textbook. The English textbook were from grade X of SMAN 2 Padang. This study used instrument in the form of indicators from HOTS criteria and Bloom’s criteria. From the result of the reading comprehension question in English textbook by using Higher Order Thinking Skill at grade X of SMAN 2 Padang, it showed that the reading comprehension questions had used the HOTS criteria. As a result of the analysis in reading comprehension questions, 36 questions ( 9.7%) Higher Order Thinking Skill questions were found in the reading comprehension questions. The result of this research also found that mostly-used HOTS criteria in the reading comprehension questions is analyzing category. The knowledge dimensions found in the questions are factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. Key words: Reading comprehension questions in English textbook, Higher Order Thinking Skill, Bloom’s Taxonomy

Growing Gardening Metaphors the Activity in Teaching Writing Recount Text for First Grade of Senior High School Yahya Sidiq; Aryuliva Adnan
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

Abstract This paper deals with the use of Growing Gardening Metaphors Classroom Activity in teaching writing recount text for first grade of senior high school. Growing Gardening Metaphors can be used by teachers to make teaching and learning English classroom more enjoyable. This metaphor activity is used as the solution for the teacher to solve students’ problem in writing recount text in the first grade of senior high school. It helps the teacher in teaching writing recount text which motivates students to think more creative in considering the same function or activity both their experience and garden vocabulary while writing the text. Growing Gardening Metaphor can be applied for senior high school students in Indonesia. For doing this classroom activity, the teacher needs approximately 60 minutes to take the time required. It is appropriate to the grade X in senior high school which has two “teaching and learning hours” a week or 90 minutes for learning the English language based on the Indonesia Curriculum of 2013.Keywords: Teaching writing, recount text, Growing Gardening Metaphors.

using two stay two stray technique in teaching reading comprehension at junior high school Titi Mulya; Yetti Zainil
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

ABSTRACTMulya, Titi. 2019. Using Two Stay Two Stray Technique in Teaching Reading Comprehension for Junior High School Students This paper discusses how to use Two Stay Two Stray technique in improving students reading comprehension for junior high school. Based on writer’s experience, many students have difficulties in reading such as lack of vocabulary, lack of motivation and they are sometime not interested in reading text. Considering these problems, teacher needs to apply a technique in teaching and learning process to help the students understand the text. Two Stay Two Stray technique is conducted by group discussion. Every group consist of four students. Two students will stay at group and two other will leave the group and become guest in the next group. The group discuss the course material with their friends for the text group would also exchange members for a while in order to share mutual discussion. The function of this technique is to allow the students to visualize the important component of narrative text, including identification and description. By applying the Two Stay Two Stray technique in reading descriptive text, the teacher can reach the goal of teaching descriptive text in reading comprehension to junior high school students. Keywords: Reading, Descriptive Text, Two Stay Two Stray technique.

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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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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

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Contact Name
-

Contact Email
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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