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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.
Arjuna Subject : -
Articles 1,016 Documents
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An Error Analysis Made by the Second Year English Department Students in Translating Advertisement Text Simalango, Enjelina; Oktavia, Witri
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.134898

Abstract

This study investigates the types and causes of errors in translating advertisement texts made by second-year English Department students at Universitas Negeri Padang. Use a qualitative descriptive method, the research involved a population of 219 students across 10 classes (K1–K10). A sample of 22 students was selected using cluster random sampling. The instruments used in data collection were a translation test. The findings indicate that the most frequent type of error found in students’ translations from Indonesian to English was deviation of meaning, accounting for 60% of the 35 identified error cases. These results highlight the need for greater emphasis on meaning accuracy in translation teaching and learning processes.
Analyzing Speaking Challenges Faced by Introverted Student Teachers in Teaching: A Study at English Language and Literature Department Hafidz, Ahmad; Sari, Senorica Yulia
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135279

Abstract

This study aimed to explore the speaking challenges faced by introverted student teachers in the English Language and Literature Department at Universitas Negeri Padang. The focus was on three main categories of challenges: linguistic, psychological, and environmental. This research used a quantitative approach with a survey design. The data were collected through a questionnaire that included closed-ended questions to identify the main challenges and open-ended questions to support the findings. A total of 30 introverted student teachers participated in the study. The results showed that in the linguistic category, fluency was the most common challenge. However, in the psychological category, the fear of making mistakes while speaking was the biggest problem. Furthermore, in the environmental category, the limited use of English in daily life became the main obstacle. These challenges often caused introverted student teachers to feel nervous, less confident, and unprepared when speaking in front of others. The findings suggested that more support should be given to introverted student teachers by creating a more comfortable classroom environment, providing structured speaking activities, and encouraging regular English use. These efforts could help improve their speaking confidence and teaching performance.
Students' Self-Reflection in their Grammar Learning at English Department of UNP Maulana, Ivan; Rani, Yati Aisya
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135675

Abstract

This study aims to describe students’ self-reflection practices in grammar learning among students of the English Language Education Study Program at Universitas Negeri Padang (UNP). The main focus of the research includes the forms of self-reflection employed by students, their perceptions of its importance, and the challenges they encounter in applying self-reflection throughout the grammar learning process. A qualitative descriptive approach was used, with data collected through in-depth interviews. The interview questions were based on seven key indicators of self-reflection: journaling, talking with peers, practicing mindfulness, engaging in creative expression, spending time alone, attending counselling, and speaking or podcasting. The population of this study consisted of students who had completed all grammar courses in the English Education Program at UNP. The findings indicate that most students engage in self-reflection as part of their learning routine, either through written journals or personal contemplation. Students acknowledge that self-reflection aids in recognizing their weaknesses, correcting errors, and deepening their understanding of grammar. However, several challenges were identified, including a lack of guidance from lecturers, time constraints, and low levels of self-awareness among some students. These findings emphasize the vital role of self-reflection in enhancing the effectiveness of grammar learning and point to the need for institutional support to systematically incorporate reflective practices into the learning process.
Students’ Perception Toward the Implementation of Project-based Learning in English Speaking Class of English Department Students Academic Year 2024 at UNP Hasibuan, Marisa Destia; Ramadhani, Syafitri
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135103

Abstract

This research investigates students' perceptions toward the implementation of Project-Based Learning (PjBL) in English speaking classes among the English Department students at Universitas Negeri Padang in the academic year 2024/2025. The background arises from the need to address the challenges in speaking skills, such as low confidence, fear of making mistakes, and limited vocabulary, and how PjBL may help mitigate these issues through real-world task engagement. The study used a descriptive quantitative method with a questionnaire distributed to 26 students. The instrument was based on three perceptual factors by Robbins & Judge (2013): perceiver, target, and situation, covering 12 elements. The findings reveal that students hold a very positive perception of the implementation of PjBL. The majority agreed that PjBL improved motivation, collaboration, engagement, and speaking fluency. Students also appreciated the practical value of PjBL in developing their communication, group interaction, and confidence. These results support the effectiveness of PjBL as a student-centered strategy in English speaking class.This research investigates students' perceptions toward the implementation of Project-Based Learning (PjBL) in English speaking classes among the English Department students at Universitas Negeri Padang in the academic year 2024/2025. The background arises from the need to address the challenges in speaking skills, such as low confidence, fear of making mistakes, and limited vocabulary, and how PjBL may help mitigate these issues through real-world task engagement. The study used a descriptive quantitative method with a questionnaire distributed to 26 students. The instrument was based on three perceptual factors by Robbins & Judge (2013): perceiver, target, and situation, covering 12 elements. The findings reveal that students hold a very positive perception of the implementation of PjBL. The majority agreed that PjBL improved motivation, collaboration, engagement, and speaking fluency. Students also appreciated the practical value of PjBL in developing their communication, group interaction, and confidence. These results support the effectiveness of PjBL as a student-centered strategy in English speaking class.
Students’ Perception of Using Animated Videos in Teaching Writing Recount Text of 8 Graders at SMP N 7 Padang Putri, Eritna Bernandes; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135385

Abstract

This study aims to find out the perceptions of eighth-grade students regarding the use of animated videos in teaching writing recount texts at SMPN 7 Padang. Recognizing the challenges students often face in generating ideas, organizing thoughts, and structuring their writing when creating recount text, this research explores animated videos as an innovative pedagogical tool. Utilizing a quantitative research design, the study involved 62 students from two purposively selected classes (VIII.7 and VIII.8) who had prior experience with animated videos in their writing instruction. Data were collected using a 40-item questionnaire, structured around four key indicators: engagement, preference, practicality, and impact on writing skills. The findings reveal a predominantly positive perception among students towards the integration of animated videos. The overall mean score for student perception was 3.03, falling within the "Positive" category. Specifically, animated videos were highly perceived as engaging, with an average score of 3.07, indicating increased student interest and motivation. Students also showed a strong preference for animated videos over traditional methods (mean score 3.03), particularly when the videos were interactive and illustrative. Furthermore, the practicality of animated videos in simplifying complex concepts and visualizing text structures was acknowledged (mean score 2.99). Most significantly, students perceived a positive impact on their writing skills (mean score 3.04), noting improvements in creativity, organization, and overall clarity in their recount texts. These results suggest that animated videos serve as effective supplementary tools, enhancing both the learning experience and writing outcomes in English language instruction.
An Analysis of Students’ English Vocabulary Mastery Based on Nation’s Theory: Identifying Areas of Strengths and Weakness Marta, Rahayu Nimas; Ardi, Havid
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.134679

Abstract

This research aims to analyze the vocabulary mastery of seventh-grade students at MTsN 3 Solok Selatan based on Nation’s theory, which includes three aspects: form, meaning, and use. The participants were 30 students from class VII.1 selected through purposive sampling. The vocabulary test consisted of 30 questions, with 10 items for each aspect. This study used a quantitative descriptive method to measure students’ mastery levels. The results showed that the average score in the form aspect was 53.67%, in the meaning aspect was 52.33%, and in the use aspect was 49.33%. These findings indicate that students are more familiar with the form of words, such as spelling and pronunciation, but still struggle to understand word meanings and use them correctly in context. The lowest achievement was found in the use aspect, suggesting that students need more practice in applying vocabulary in real communication. Based on the results, it is recommended that teachers use teaching strategies that integrate form, meaning, and use, such as puzzles, games, and contextual speaking tasks to improve students’ vocabulary mastery. Future researchers are encouraged to explore effective vocabulary learning methods to support students’ improvement, especially in the use aspect.

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