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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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English teacher’s strategies in providing written feedback and students’ responses to the feedback at SMPN 12 Padang Ginting, Dyah Ayu Lestari; 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.v14i4.136244

Abstract

This study aims to analyze teacher’s strategies in providing direct and indirect written feedback through semi structured interview, and to analyze students’ responses in their cognitive, affective, and behavioral responses through questionnaire and focus group discussion. The research was conducted at SMP Negeri 12 Padang with 65 ninth-grade students who came from class IX-2 and IX-4, and 1 English teacher. Descriptive quantitative research approach was employed because the main goal was to describe the existing phenomenon of students’ responses statistically through frequencies and percentages. From the results, it showed that most of students preferred direct feedback with the percentage 88.8% rather than indirect feedback with the percentage 70.75%. The results indicated that the teacher provided both of the feedback, but direct feedback was more frequently and consistently used. Most students preferred direct feedback as it is clearly showed their mistakes, enable immediate correction, and helped them understand. However, some students appreciated indirect feedback because they thought it encouraged them to think critically, searched for the answers independently, and less dependent on the teacher. In the affective responses, 80.7% students said that written feedback made them feel confident, 87.6% said that they were motivated to write better. In behavioral responses, 64.6% students tried to ask teacher if there was something that they did not know, and 75.3% students tried to correct the mistakes that the teacher had marked. The study concludes that combining direct and indirect written feedback can enhance students’ writing skills and increase their motivation in writing. 
Error analysis in using gerunds and infinitives among English Education students at Universitas Negeri Padang Sendra, Agung Rizqilla; 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.v14i4.136201

Abstract

Grammar plays a crucial role in English learning as it helps students construct accurate sentences. Among various grammatical components, gerunds and infinitives are particularly challenging. A preliminary observation showed that 69.2% of students who had completed the Intermediate Grammar course considered these topics difficult to master. This research aims to analyze the types and dominant type of errors made by fifth-semester English Education students at Universitas Negeri Padang in using gerunds and infinitives. The study used a descriptive design with a translation test consisting of 24 items. Students’ answers were analyzed using Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The analysis found 123 total errors. Misformation was the most dominant (89 errors or 72.35%), followed by omission (19 errors or 15.44%), misordering (11 errors or 8.94%), and addition (4 errors or 3.25%). These findings indicate that students still struggle to select the correct form between gerunds and infinitives, showing limited understanding of verb patterns and grammatical structures.
Writing strategies used by male and female in Academic Writing activities in ELEP at UNP Sari, Yunita; Arianto, M Affandi
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.v14i4.136270

Abstract

This study aimed to investigate the writing strategies used by students before, while, and after writing, as well as to examine the differences between male and female students in using these strategies during academic writing activities at the English Education Department of Universitas Negeri Padang. A descriptive quantitative research design was applied, involving 42 students who had already completed the Academic Writing course. The data were collected through a questionnaire adapted from the English Writing Strategy Inventory (Hwang & Lee, 2017) and Dari et al. (2022), which measured eight categories of writing strategies: metacognitive, cognitive, L1 use, L2 use, compensation, revision, social, and memory strategies. The findings revealed that metacognitive (M = 3.65) and cognitive strategies (M = 3.54) were the most frequently used across all stages of writing. It seems that students tended to plan, monitor, and evaluate their writing rather than rely on collaborative strategies. Regarding gender differences, most strategies showed no significant difference, although female students scored higher on Metacognitive Strategy related to rereading their paragraphs to check the logical flow during the while-writing stage (p = 0.016) and self- assessing the coherence between the supporting ideas in the after- writing (p = 0.040), indicating slightly greater reflection on text coherence and content quality. Overall, the findings suggest that writing strategies was similar across genders, likely influenced more by the shared learning environment and instruction than by gender itself. 

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