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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 18 Documents
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Search results for , issue "Vol 9, No 4 (2020)" : 18 Documents clear
A Study on Writing Ability Differences between Male and Female Students in Describing People Sri Wulandari; Edi Trisno
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110598

Abstract

Gender is considered to be one of the distinguishing levels of students' success in language acquisition including writing ability. Descriptive text is one of text types that should be mastered by English Language and Literature Departments students of Universitas Negeri Padang. This study intends to investigate and analyzed male and female students’ writing ability differences in writing descriptive text about describing people, from the aspects of generic structure, language features, vocabulary, and mechanics. This research conducted by using descriptive research and using a test as instrument collected from 26 male and 26 female students of English department, Universitas Negeri Padang. Moreover, the researcher used quantitative data analysis. The result show that male students and female students’ writing ability in describing people at the same category which is good but the mean score were slightly different. The male students scored 2,92 (good) and the female students scored 3,09 (good). Moreover, from all of the aspects assessed female students got higher score rather than male students. In identification the male students scored 3,15 and the female students scored 3,35. In description the male students scored 3,08 and the female students 3,35. In language features the male students scored 2,65 and the female students scored 2,69. In vocabulary the male students scored 2,85 and the female students 3,15. Last, the male students scored 2,88 and the female students scored 3,04 in mechanics.
The Correlation between EFL Students’ Listening Anxieties with Listening Self-Efficacy in Listening Class Faidhur Rahmat; Aryuliva Adnan; Leni Marlina
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110228

Abstract

Self-efficacy is necessary for EFL student in controlling their own motivation, behavior, and social environments toward their language learning. Anxiety obstructs the student in improving their language skill in language learning. This research deals with the correlation between self-efficacy and listening anxiety experienced by EFL college students at English Department, Universitas Negeri Padang. The purpose of this research is to investigate the students’ self-efficacy and whether it is in correlation with their listening anxiety. The population of the research is obtained from all of the 2019 students (the second year students) who have already have taken Basic Listening course in their first year of study. This study is conducted in correlational research by using random sampling. The researcher collects data by using two instruments: listening self-efficacy questionnaire and listening anxiety questionnaire. The result of this study showed there are correlation between EFL students’ listening self-efficacy and their listening anxiety.  The correlation between the two aspects is low and it is in the same direction. On the other hand, students’ speaking anxiety and self-efficacy stand in the medium level. They are not high and also not low.
Teachers’ Use of Wait Time: A Case Study of Questioning Strategies in SMAN Padang Fairatul Husna Daslin; Yetti Zainil
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110338

Abstract

Not many research done yet on the wait time in classroom especially in the EFL classroom. This study aimed to observe how much time is given by the teacher between question posed and learners’ answers (wait time 1); and wait time 2, between students' feedback and teacher's explanation. This study also investigates the limitation of wait time which was observed using the conversation analysis and Stimulated Recall Interview (SRI). The participants of this study were 12 English teachers in SMAN Padang. The finding showed that most of the teacher waited 1-2 seconds in wait time 1 and wait time 2. The researcher found that the teacher in SMAN Padang gave the recommended wait time 1 (3-5 seconds) with only 25 % of the total questions, and in wait time 2 was  9 %. Moreover, the researcher found that questions types affect the wait time 1. In contrast, it did not occur in wait time 2. The researcher also discovered the phenomenon caused the limitation of wait time 1 and wait time 2. They were teacher echoing, teacher interruption, teacher elaboration, lower order questions and self-answer.
Senior high school English reading habits and their ability to comprehend short story in English: a correlational study at SMA Negeri 1 Gunung Tuleh Novia Santi; Delvi Wahyuni
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110022

Abstract

This study aimed to investigate senior high school students’ reading habits and their reading comprehension of short story in English. There are several categories were asked to the students in order to find out their reading habits category, the amount of reading practice, the length of time having reading habits, the types of the text read, the number of books read, the number of publish writing, the respondent of their English reading habits, the EFL students’ purpose of reading English text, the motivation of the EFL students to read English and the last the belief of EFL students about reading English. Moreover, the categories tested in reading comprehension test are main idea, finding detail information, inference, reference, and vocabulary. The participants of this research were 66 of second grade students of SMAN 1 Gunung Tuleh who took English as elective course. This study employed descriptive research. The instrumentations of this research were questionnaire and reading test. The result of this research showed that students’ reading habit is strongly influences their reading ability to comprehend short story I English. Reading habit has positive impact towards the students reading comprehension. Nevertheless, it have negative impact toward students’ reading comprehension. Key words: Reading Habits, Reading Comprehension, Short Story in English
An Analysis of The Second Year Students’ Ability in Writing a Narrative Text in English Department of Universitas Negeri Padang Alfintan Rahmadini Putri; Muhammad Al Hafizh
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to determine the level of student ability in writing narrative text as seen from the generic structure of the text. The population of this study was all students in the second semester of the 2019-2020 academic years majoring in English education at Universitas Negeri Padang. The study population consisted of 169 students from 5 classes, namely: K1, K2, K2, K4, and K5. Sampling using a random sampling technique then obtained a sample of 42 people. The instrument used was an online writing test via a Google form. Students' writing was analyzed using an assessment rubric in accordance with this research. The results showed that the students' ability in writing the narrative text was in the medium category.
An Analysis of Translation Problems Faced by the Third Year English Department Students of UNP in Translating Historical Recount Text Astria Syonia; Rusdi Noor Rosa
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110248

Abstract

A translator should be able to convey the intended meaning contained in the source language into the target language. The result of initial observation is some of the students in translation class tend to translate without reading the whole text that might lead to misunderstanding of source text. There might be some other translation problems faced by the student translators. This study aims at analyzing the problems faced by the student translators in translating a historical recount text from English into bahasa Indonesia. This study used a descriptive method. The participants were the third year English Department Students who took translation as their elective course. The data were collected using Keylogging (Translog) tools for more representative data. The data were analyzed using a translation process procedure. The results indicate that there are ten problems founds in the students’ translation, they are the improper use of generalization technique, improper of borrowing technique, target language structure, meaning deletion, the improper use of literal technique, context misunderstanding, target language interference, meaning addition, inability to find right equivalent, source text misunderstanding. These problems are mainly caused by the students’ low translation skills.
Common Grammatical Errors in Oral Communication Made by Indonesian EFL Learners Nurillah Najla; Sitti Fatimah
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110341

Abstract

As EFL learners who learn English as their major at school, they still face difficulties to speak with appropriate and correct grammar. It causes some mistakes and errors with grammar when they speak. The purposes of this research are to identify and classify the type of errors in students’ speaking performance based on linguistic category in morphological and syntactical level, and to find out the causes of EFL learners make grammatical errors based on intralingual aspect. The research design was qualitative descriptive research. The sources of this research data is from students' voice recordings when the researcher interviewed them by phone one by one. The participant of this research was thirty second year students majoring English in Universitas Negeri Padang which enrolled in 2019. The interview was used to collect the data, and the data were analyzed by using Linguistic Category Classification from Politzer and Ramirez. Based on the result of data analysis, 16 kinds of grammatical errors were found. The dominant kind of grammatical error which if found in EFL learners’ speaking was simple past tense. Then, for the causes of EFL learners’ error in intralingual transfer aspect based on James theory was incomplete rule application, overlooking co-occurrences restriction, overgeneralization, and exploiting redundancy.
An Analysis of Students' Strategies in Developing English Vocabulary Rahayu Sri Wahyuni; Ratmanida Ratmanida
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.109408

Abstract

This study aimed to highlight the students’ strategies in developing English vocabulary applied by fourth-year English education students of Padang State University and to expose students’ reasons by using vocabulary learning strategies based on Gu and Johnson theory (1996). The instrumentations of this research were questionnaire and interviews. This research used a qualitative descriptive method. The result of this research showed that students used Metacognitive strategies (95,58%), Beliefs strategies (92,34%), and Cognitive strategies (81,78%) to develop their English vocabulary. In more specific, it showed that students were dominated to use five vocabulary learning strategies: 1) Bottom up (98%), 2) Top down (96%), 3) Self-initiation (96%), 4) Selective Attention (95%), and 5) Guessing (95%). It also revealed that there were three points of students’ reasons in using vocabulary learning strategies: 1) Students wanted to know the meaning of the words in detail. 2) Students wanted to remember the new words longer. 3) Students claimed that the strategy they chose was more efficient, comfortable, suitable and understandable strategy.
Students’ Reading Comprehension Problem in Reading Analytical Exposition Text in SMAN 1 Solok Yunita Hutabarat; Yetti Zainil
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110294

Abstract

This study is aimed to find out students’ reading comprehension problem in reading analytical exposition text in SMAN 1 SOLOK. This study was conducted through descriptive quantitative method. The sample of this study was 30 students taken from class which got the lowest score in English subject according to pre-luminary research and interview with English teacher. Furthermore, the data were collected by using reading comprehension test and questionnaire. The finding of this study indicates that 65, 65% students face difficulties in comprehending analytical exposition text. Therefore, factors affecting the difficulties are general ability of English (448,04%), students’ learning interest towards English (47,32%), learning motivation (46,59%), students preparation (49,07%), availability of sources (32,15%), and  students environment (41,67%).
Students' Difficulties in Comprehending Hortatory Text at SMAN 1 Luhak Nan Duo Pasaman Barat Niken Safitri; Yetti Zainil
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110559

Abstract

The students of SMAN 1 Luhak Nan Duo find it difficult in comprehending hortatory exposition text. It can be seen from the daily test result of the student, and the interview with the English teacher. Therefore, this research was aimed to find out the students’ difficulties in comprehending hortatory exposition text at SMA N 1 Luhak Nan Duo. The subject of this research was the third year students of SMA N 1 Luhak Nan Duo. Out of 270 students, 20% of them were chosen to be the sample by using cluster random sampling technique. The data were collected by using a reading test and interview guideline. The results of this research show that from 162 total frequent for each indicator. The first highest percentage of the wrong answers made by the students was in identifying language feature question. There were 96 total incorrect answers with the percentage 59.26% of identifying language features. The second highest percentage of wrong answers made by the students was in identifying thesis statement questions. There were 76 total incorrect answers with the percentage 46.91% of identifying thesis statement. Then, the third highest is in identifying argumentation question, the fourth highest is in identifying recommendation question, and the last highest one is in identifying thesis statement question. Related to the cause of difficulties, it was the language factor that is students difficult for the students to understand the long sentence in the text, it is difficult for the students to understand vocabulary in text, and the last factor was the lack of reading strategies. It can be concluded that SMAN 1 Luhak Nan Duo students find it difficult to comprehending hortatory exposition text. It proves that more than 50% of the students cannot answer hortatory exposition text correctly. It is caused by the student difficulties in understanding the long sentence in the text, difficult to understand the vocabulary in the text, and the lack of reading strategies itself.

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