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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 1,033 Documents
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Students’ perceptions toward the implementation of case method learning in Listening Class at Universitas Negeri Padang Ningsih, Sucita Rahma; 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.v14i4.136289

Abstract

This research examined students' perceptions toward the implementation of case method learning in Advanced Listening classes at Universitas Negeri Padang. The case method, a discussion-based participatory learning approach, was applied to address challenges students faced in listening comprehension, including limited vocabulary, concentration difficulties, and linguistic problems. This descriptive quantitative study involved 70 students from three Advanced Listening classes in the 2023 academic year, selected through cluster random sampling. Data were collected using a validated and reliable questionnaire consisting of 25 statements measured on a four-point Likert scale, covering five indicators: Learning Process Effectiveness, Critical Thinking Development, Active Participation and Engagement, Skill Development, and Learning Environment. The findings revealed that students held positive perceptions across all indicators, with an overall mean score of 3.08. Learning Process Effectiveness achieved the highest mean score of 3.18, followed by Learning Environment (3.13), Active Participation and Engagement (3.06), Critical Thinking Development (3.04), and Skill Development (3.00). These results indicate that the case method effectively facilitates listening comprehension, fosters a supportive learning atmosphere, promotes engagement, enhances critical thinking, and develops practical listening skills. Therefore, it can be concluded that the case method serves as an effective pedagogical approach that enriches students’ learning experiences and supports comprehensive learning outcomes in Advanced Listening instruction.
Students’ perception on the use of Undercover Game to enrich their vocabulary mastery at the Seventh-Grade of SMPN 10 Padang Rizki, Muhammad; 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.v14i4.136225

Abstract

This study aims to find out students’ perceptions about using the Undercover Game to learn English vocabulary at SMPN 10 Padang. The research used a descriptive-qualitative method. The participants in this study were 30 seventh-grade students in the 2024/25 academic year who had been using the game for one semester. Data was collected through 1-4 scores Likert-scale questionnaires completed by 30 respondents and followed by interview with 6 respondents. The five indicators of effectiveness, advantages, disadvantages, motivation, and interest regarding the use of Undercover Game. The results showed that students’ perceptions were mostly positive, with an average score of 3.028. It means they think game helped them understand word meanings, learn new vocabulary, feel more motivated, and enjoy the learning process. From the interviews conducted, almost all participants said that this game helped them learn English vocabulary. 3 out of 5 participants confirmed that this game made the learning process more exciting and helped them overcome boredom. Meanwhile, there are 2 participants felt the game did not help them or made them confused. The study suggests that the Undercover Game can be used as another way to teach English vocabulary, with better explanation the rules of the game before playing it.
Exploring the challenges, strategies, and support needded by ELEP pre-service teachers in implementing lesson plan: a study of ELEP students at Universitas Negeri Padang Maharani, Puja; 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 | DOI: 10.24036/jelt.v14i4.136269

Abstract

This study aims to explore the challenges faced by pre-service teachers, the strategies they employed to overcome these challenges, and the forms of support they required in implementing lesson plans during their teaching practicum. The participants consisted of 43 pre-service teachers from the English Language Education Program (ELEP) at Universitas Negeri Padang who conducted their practicum from January to June 2025. Using a descriptive qualitative approach, data were collected through open-ended questionnaires validated by the thesis supervisor. The data were analysed using thematic analysis guided by three theoretical frameworks: Lampert (2001) on teaching challenges, Hopkins (2008) on teaching strategies, and Zeichner and Liston (2013) on support needed in teaching practice. The findings revealed that pre-service teachers encountered several major challenges, including difficulties in classroom management and teacher–student interaction, adapting to students’ diverse abilities, time limitations, and unexpected classroom situations. To overcome these challenges, they applied strategies based on Hopkins’s models, such as whole-class teaching, cooperative group work, and inductive teaching. Moreover, they required reflective support, professional guidance, and contextual understanding in line with Zeichner and Liston’s framework. In conclusion, the study highlights that while ELEP students demonstrated adaptability and applied appropriate strategies to address teaching challenges, consistent mentoring, reflective feedback, and contextual understanding are essential to enhance the effectiveness of lesson plan implementation and to strengthen teacher education programs in preparing pre-service teachers for real classroom practice.
EFL students’ perceptions of self-created glossaries in Translation Class Nengsih, Izam Zulfa; Ardi, Havid
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.v14i4.136105

Abstract

This study investigates EFL students’ perceptions of self-created glossaries as a strategy to enhance vocabulary mastery for translation tasks in an Indonesian-English translation class at Universitas Negeri Padang. The research focus on four aspects of perception, namely attractiveness, perceived effectiveness, relevance, and perceived motivation, and also explores the strategies students used in developing their glossaries. The participants were 25 students enrolled in the 2024/2025 Indonesian-English Translation class who completed weekly glossary assignments. Data were collected through a questionnaire consisting of 20 closed-ended and one open-ended item and analyzed using descriptive quantitative and thematic approaches. The results indicate that students generally held positive perceptions of the self-created glossaries (M = 2.94 on a 4-point scale). Students who applied more varied and systematic strategies, such as contextual vocabulary selection and organized structuring, reported higher levels of perceived usefulness and motivation. These findings suggest that self-created glossaries can effectively support vocabulary learning, and enhance students’ preparation for translation activities.
The analysis of teachers' wait time in the English classroom at SMA 10 Padang Salsabillah, Aini; Zainil, Yetti
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.v14i4.136301

Abstract

This study explores teachers’ wait time and its impact on students’ speaking participation in English classrooms at SMA Negeri 10 Padang. Speaking is one of the most challenging skills for EFL learners, as many students feel anxious, afraid of making mistakes, and lack confidence to speak. One factor that influences this situation is the teacher’s wait time, the pause given after asking a question before expecting an answer. This research focuses on two types of wait time: Wait Time 1, which occurs after the teacher’s question and before the student’s response, and Wait Time 2, which occurs after the student’s answer and before the teacher’s next move. A mixed-method design was used, combining classroom observations and stimulated recall interviews with two English teachers. The results showed that most teachers gave short pauses, ranging from one to five seconds. Longer pauses encouraged more meaningful and confident student responses, while shorter ones limited participation. The findings suggest that teachers should be more aware of their wait time to promote reflective and communicative classroom interaction.
Teacher’s strategies for managing talkative students at ELSI Padang Alif, Rizkan; 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.v14i4.136267

Abstract

This study explores the strategies employed by ELSI teachers in managing talkative students within an English-only classroom environment. Talkative students can bring positive energy and active participation into classroom interaction, yet excessive talkativeness may disrupt lessons and limit quieter students’ chances to speak. This research aimed to reveal how teachers transform such behaviour into meaningful learning opportunities that promote motivation and engagement. A qualitative case study design under a post-positivist paradigm was applied, involving classroom observations and interviews with an experienced teacher at ELSI Padang. The data were analysed thematically using Self-Determination Theory (SDT) as the analytical framework to understand how teachers fulfil students’ psychological needs for autonomy, competence, and relatedness. The findings revealed six major strategies: balancing participation, motivating students through recognition and competition, fostering a supportive and enjoyable English-only environment, adapting teaching methods to learner diversity, maximizing peer influence, and maintaining positive perceptions toward talkative students. These strategies allowed the teacher to transform talkative behaviour into a motivational asset that enhanced students’ participation and confidence in speaking English. The study provides valuable insights for teachers and practitioners in non-formal English education contexts on managing active classroom dynamics effectively.
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

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