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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 1,016 Documents

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USING PICTURES TO TELL STORIES IN TEACHING SPEAKING NARRATIVE TEXT TO SENIOR HIGH SCHOOL STUDENTS Sindya Fantika; Ratmanida Ratmanida
Journal of English Language Teaching Vol 5, No 1 (2016): Serie A
Publisher : Universitas Negeri Padang

This paper explains about the implementation of “Using Pictures to Tell Stories” which is one of techniques in teaching speaking to improve the ability students’ in telling stories. This techniques use pictures as media that are provided by the teacher and the students make a story map based on the pictures. The purpose is to make the students easy to produce a narrative text by themselves. In this paper, the writer chooses narrative text that is appropriate with technique using pictures to tell stories. By using this technique in teaching narrative text, the students will have self confidence to produce narrative text orally.

TEACHING WRITING A DESCRIPTIVE TEXT BY USING DOUBLE ENTRY DIARY TO JUNIOR HIGH SCHOOL STUDENTS Devita Sarma; Rusdi Noor Rosa
Journal of English Language Teaching Vol 3, No 1 (2014): Serie B
Publisher : Universitas Negeri Padang

Abstrak Siswa SMP masih menemui kesulitan dalam menulis Descriptive teks. Hal ini disebabkan karena mereka masih lemah dalam hal menulis dan mengorganisasikan ide-ide untuk dituangkan dalam teks naratif. Tujuan penulisan artikel ini adalah untuk menjelaskan bagaimana cara menggunakan Double Entry Diary Strategy dalam mengajar descriptive text kepada siswa SMP. menggunakan Double Entry Diary strategy, dimana siswa diminta untuk melengkapi dua buah kolom tentang gambar yang diperhatikan. Kolom pertama berisikan benda-benda yang ada dalam kelas dan kolom kedua berisi pendapat siswa tentang benda tersebut. Melalui penerapan teknik Double Entry Diary ini, guru diharapkan untuk dapat mengoptimalkan pembelajaran bahasa Inggris dalam kemampuan menulis sehinggga tujuan pembelajaran dapat tercapai. Selain itu, dengan kehadiran teknik ini, siswa juga diharapkan mampu mengoptimalkan kemampuan mereka dalam menuturkan dan mengorganisasikan ide sehingga siswa mampu menulis text Descriptive dengan benar. Key words: Descriptive text, Teaching writing, Double Entry Diary Strategy

An Analysis of IRF (Initiation-Response-Feedback) in Interaction between Teacher and Students in English Class at SMA Negeri 2 Padang Panjang Annisa Rahmi; Zul Amri; Don Narius
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

This research is conducted based on the phenomenon of an interaction of learning English based on curriculum 2013. This study aims to find and analyze the pattern of IRF interaction used by students and teachers in SMA Negeri 2 Padang Panjang. The types of questions teacher use, types of student responses to teacher questions, and the types of teacher feedback in responding to a student. Theories about the types of question used by a teacher in the classroom, theories about the types of student responses in the classroom and theories about the various feedbacks that teachers use in the classroom are used as the basis for answering those three questions. The results of the analysis show that, 1) there are five types of questions that teachers often use to ask students questions: referential question, display question, convergent question, and divergent question, 2) there are four types of responses used by students: open-ended or student-initiated, specific response, silence, and similar student responses, 3) there are five types of teacher feedback: repeating, acknowledging a correct answer, indicating an incorrect answer and summarizing. The type of this research is descriptive qualitative. Data is collected in two classes with two teachers and each class has 36 students. Based on IRF analysis it can be concluded that between teacher initiation and student response dominate each other but the response of students with the frequency of student initiation is still very low. The reason for this is because the teacher initiates a lot by asking students, the students automatically passive and only a few express their ideas. So that the goal of the learning process based on the 2013 curriculum is not achieved optimally.Key words: Classroom discourse, interaction, IRF, curriculum 2013.

Teaching Writing Procedure Textby Using "JOT Thoughts" Technique to Junior High School Students Istiqamah Rahmadani; Sitti Fatimah
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

Berdasarkan kurikulum 2013 yang digunakan di Indonesia, siswa diwajibkan untuk bisa menulis. Namun, mengajarkan siswa menulis bukanlah hal yang mudah, dan mengajarkan mereka menulis dengan menggunakan teknik biasa dan konvensional kadang terasa kurang efektif. Oleh karena itu, guru harus memiliki inisiatif untuk menggunakan teknik mengajar khusus yang diharapkan bisa membuat siswa menulis. Guru dalam hal ini perlu memilih teknik mengajar yang menyenangkan dan tidak membosankan. Salah satu teknik mengajar yang cocok untuk digunakan adalah Jot Thoughts. Teknik ini bisa digunakan untuk semua jenis text, khusus nya procedure text. Dalam penerapannya, guru harus membagi siswa menjadi beberapa kelompok kecil. Setiap anggota dalam satu kelompok harus membantu anggota yang lainnya karena tujuan harus lah dicapai secara berkelompok. Dengan kata lain, Jot Thoughts adalah kegiatan kelas yang dilakukan secara berkelompok. Awalnya, siswa diberikan beberapa pertanyaan dan waktu berpikir untuk menjawab pertanyaan-pertanyaan tersebut. Setiap siswa harus terlibat dengan menuliskan jawaban dari setiap pertanyaan di kertas kecil. Setelah semua pertanyaan terjawab, siswa secara berkelompok mengumpulkan jawaban dan berdiskusi. Mereka memilah dan memilih mana jawaban yang bisa digunakan dan mana yang pantas untuk dibuang. Jawaban-jawaban tersebut kemudian disusun menjadi sebuah text yang padu. Teknik ini bagus untuk digunakan dan sangat disarankan. Banyak manfaat yang bisa diambil dari kegiatan ini. Namun, dari itu semua yang paling penting adalah, siswa setelah melalui kegiatan tersebut akan beranggapan bahwa menulis adalah kegiatan yang menyenangkan.

THE USE OF CODE SWITCHING UTTERED BY MATH AND NATURAL SCIENCE TEACHERS AND STUDENT’S PERCEPTION TOWARD IT AT RSMABI 3 PADANG Dewi Ayu Wulan Suri; Hamzah Hamzah; Refnaldi Refnaldi
Journal of English Language Teaching Vol 1, No 3 (2013): Serie A
Publisher : Universitas Negeri Padang

ABSTRACTPenelitian ini bertujuan untuk mengetahui persepsi siswa mengenai fenomena Code switching di kelas bilingual RSMABI 3 Padang. Berdasarkan hasil penelitian, ditemukan bahwa tipe code switching yang paling sering di pakai guru adalah Situasional code switching, yaitu code switching yang terjadi tanpa adanya perubahan topik pembicaraan. Selanjutnya, alasan utama terjadinya code switching adalah untuk memperkuat pemahaman siswa. Selain itu, persepsi siswa terhadap code switching yang dilakukan guru ketika mengajar adalah siswa tidak merasa terganggu apabila guru melakukan code switching karena bagi siswa yang terpenting adalah isi dan konsep pelajaran.Key words:, Code switching, RSMABI class, Students’ Perception, Math and Natural Science.

USING THE TWO-TIER MULTIPLE CHOICE QUESTION TO PROMOTE SENIOR HIGH SCHOOL STUDENTS' READING COMPREHENSION Wiwit Melayu; Don Narius
Journal of English Language Teaching Vol 5, No 1 (2016): Serie D
Publisher : Universitas Negeri Padang

This paper explains about the use of the two-tier mutliple choice question to promote senior high school students' reading comprehension. This model of assessment is modification of the traditional multiple choice question. If the traditional multiple choice question provides a question with some optional answers, distracters, the two-tier multiple choice question' model provide an additional question. This additional question is asked about the reason why answering the previous question. This model is aimed to set up the students to be struggling readers. It is also used to measure students' comprehension in comprehend the text. It can be seen from the reason of the students.

THE IMPLEMENTATION OF CMAPTOOLS PROGRAM IN TEACHING DESCRIPTIVE TEXT TO JUNIOR HIGH SCHOOL Adhe Syahputra; Havid Ardi
Journal of English Language Teaching Vol 1, No 2 (2013): Serie A
Publisher : Universitas Negeri Padang

The purposes of this article are to (1) explain how to use CmapTools program in teaching descriptive text to Junior High School students (2) explain about the teaching descriptive text procedure by using CmapTools program. In the beginning of the lesson (BKOF) teacher trigger students’ knowledge about a topic that will be discussed by using a picture. Then, (JCOT) students are asked to read a text related to the previous picture, and teacher design a mapping based on the text using CmapTools. After that, (JCOT) students are asked to fill in a blank mapping in a group. in the last of the lesson, (ICOT) students are asked to write a descriptive text based on the blank mapping, which has been discussed before, individually. It will be easy for students to understand about text that is discussed through key concepts which are displayed in mapping ways through CmapTools program. Abstrak Tujuan penulisan artikel ini adalah untuk (1) menjelaskan bagaimana cara menggunakan program CmapTools dalam mengajar descriptive text kepada siswa SMP (2) menjelaskan tentang prosedur pengajaran descriptive text untuk kemampuan integratif dengan menggunakan program CmapTools. Di awal pembelajaran (BKOF) guru membangun pengetahuan siswa dengan menjelaskan topik yang akan dibahas dengan menggunakan gambar. Setelah itu, pada (MOT) siswa diminta untuk membaca teks yang berhubungan dengan gambar sebelumnya dan guru mendesain sebuah mapping berdasarkan teks tersebut menggunakan CmapTools. Selanjutnya, (JCOT) siswa diminta untuk mengisi sebuah blank mapping secara berkelompok. Di akhir pembelajaran, (ICOT) siswa di minta untuk menulis descriptive text sesuai dengan blank mapping yang sudah didiskusikan sebelumnya secara individu. Siswa akan mudah mengerti tentang teks yang dibahas melalui konsep kunci yang ditampilkan dengan cara mapping dari program CmapTools.Key words: Descriptive Text, Mapping, CmapTools, Teaching Integrative Skills

Using a Gallery Walk Technique in Teaching Writing Announcement Texts to Junior High School Students Khairunnisak Khairunnisak; Rusdi Noor Rosa
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

The aim of this paper is to discuss the use of gallery walk technique in teaching writing announcement texts to junior high school students. This technique is applied to help the students in organizing their ideas. In addition, it allows the students to share and exchange thoughts in a small group discussion. Besides, the students can also take part actively. The different activity given helps them to reduce the boredom during seating for a long time. It is due to the students go around the class to solve the problem that posted in the chart.In conclusion, gallery walk technique can help the teacher in teaching writing an announcement text to the students.

The Use of Reap Technique in Teaching Reading at Junior High School Annida Nur Dewi Arifah; Jufri Jufri
Journal of English Language Teaching Vol 8, No 4 (2019)
Publisher : Universitas Negeri Padang

This paper aims to explain how to teach reading at junior high school by implementing REAP technique. REAP technique is the appropriate technique to teach reading. Reading is an activity to get information from printed or written text. In reading, the students not only read a text but also they need to grasp the meaning of the text. However, many students still find difficulties in understanding the text. It becomes the reason why this paper is conducted. REAP technique can help students to overcome the problem. It is because every step in REAP technique helps the students to understand a text. REAP Technique is conducted by providing the students to read a text that is selected by a teacher. Then, the students try to encode by putting the gist of what they read. After that, the students annotate the text by writing down the ideas. Last, the students ponder what they read by thinking and talking to connect their reading with others. This technique also can improve their critical thinking, attention, and motivation during the reading process.

TEACHING READING COMPREHENSION BY USING “QUICK WRITE’ STRATEGY FOR SENIOR HIGH SCHOOL STUDENTS Putri Aorora; Jufri Jufri
Journal of English Language Teaching Vol 2, No 1 (2013): Serie D
Publisher : Universitas Negeri Padang

AbstrakMakalah ini memaparkan sebuah strategi yang dapat digunakan oleh guru dalam mengajarkan pemahaman membaca untuk siswa SMA. Strategi tersebut adalah quick write. Sebelum membaca teks bacaan, siswa diminta menulis apa saja yang mereka ketahui terkait dengan topik bacaan. Mereka menulis segala informasi yang berkaitan dengan topik dalam waktu 5 menit. Dalam penggunaan strategi ini, guru tidak menuntut penulisan tata bahasa yang benar, sehingga siswa bebas menulis apa saja yang mereka ketahui tentang topik bacaan. Dalam pengaplikasian strategi ini, hal yang pertama dilakukan oleh guru yaitu menampilkan gambar dari topik bacaan. Setelah melihat gambar tersebut, siswa diminta menuliskan ide mereka terkait dengan gambar sebanyak mungkin dalam waktu yang telah ditentukan di kertas yang diberikan (quick write sheet). Ketika waktu telah habis, siswa diminta mengumpulkan kertas tersebut. Kemudian, guru dan siswa mendiskusikan ide-ide atau pendapat yang telah mereka tulis tentang topik bacaan yang akan mereka pelajari. Diskusi ini berlangsung sekitar 5 menit. Setelah diskusi selesai, guru membagikan teks yang akan dibaca oleh siswa, dimana topik teks tersebut sesuai dengan gambar yang mereka lihat sebelumnya. Setelah masing-masing siswa mendapatkan teks, mereka disuruh membaca teks tersebut secara perorangan dalam waktu 5-10 menit. Di akhir kegiatan kelas, guru memilih satu siswa yang mempunyai quick write terbaik dan memberikan hadiah kepada pemilik quick write terbaik.Key words: reading, reading comprehension, quick write, teaching reading at senior high school

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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

Location
Kota padang,

Sumatera barat

INDONESIA