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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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THE INTEGRATION OF TEACHING READING AND WRITING BY USING MUDDLE WORDS GAME FOR YOUNG LEARNERS Elfa Yanti; Zul Amri
Journal of English Language Teaching Vol 2, No 1 (2013): Serie A
Publisher : Universitas Negeri Padang

AbstrakDalam proses belajar mengajar di sekolah dasar, banyak siswa malas saat diminta membaca dan menulis teks bahasa inggris karena kurangnya kreativitas guru dalam menciptakan kegiatan yang menarik. Makalah ini bertujuan untuk memaparkan salah satu strategi pengajaran membaca dan menulis di sekolah dasar melalui sebuah permainan. Permainan ini adalah Muddle Words game. Permainan ini dapat digunakan untuk mengajarkan keahlian membaca dan menulis pada siswa sekolah dasar. Dalam permainan ini, guru membagi siswa ke dalam beberapa kelompok. Lalu guru menempelkan sebuah kartu di papan tulis. Pada kartu tersebut terdapat sebuah gambar benda dan huruf-huruf yang masih diacak. Guru meminta siswa bekerja dalam kelompok untuk menyusun huruf acak tersebut menjadi sebuah kata. Tetapi sebelum siswa menyusunnya dalam kelompok, siswa diminta untuk melafalkan huruf yang masih acak tersebut. Kelompok yang tercepat menyusun akan mendapat poin. Kegiatan ini dilakukan berulang-ulang. Kelompok yang paling banyak mendapat poin akan menjadi pemenangnya. Setelah banyak kartu di papan tulis, semua siswa disuruh membaca nyaring kata di papan tulis tersebut. Dengan begitu, indikator pembelajaran reading dan writing pada siswa kelas IV sekolah dasar akan tercapai.Key words: Muddle words game, reading a word, arrange letters and sound out

THE USE OF “STORY STARTER HOT POTATO” GAME IN TEACHING SPEAKING FOR SENIOR HIGH SCHOOL STUDENTS Elza Netri; An Fauzia Rozani Syafei
Journal of English Language Teaching Vol 5, No 1 (2016): Serie C
Publisher : Universitas Negeri Padang

One of important skills in learning English is speaking ability. By speaking, the students can communicate what they are thinking. However, most of students have difficulties in speaking since they learn English as a foreign language. Therefore, a good and interesting way is needed to attract the students in learning speaking. Story Starter Hot Potato Game is a good and interesting activity that can be used in teaching English to improve the students’ speaking ability. In playing Story Starter Hot Potato Game, the students are grouped into circles. The teacher then play a music and read a sentence to a student. Each of the students should continue the sentence in turn. Here, the students are practicing speaking because each of the students should say a sentence to build the story based on the sentence given by the previous person. When the music stops, the student that has not finished his sentence yet will be lost so the last survivor of this game will be the winner. In playing this game, the students should be able to think critically and fastly. This way would be able to motivate the students to speak in the class, so the students’ speaking ability would be improved and be better.

Teaching Junior High School Students to Write Recount Text Through Wikis Media Uci Mulyani; Muhd. Al-Hafizh
Journal of English Language Teaching Vol 1, No 1 (2012): Serie C
Publisher : Universitas Negeri Padang

Banyak cara yang dapat dilakukan untuk meningkatkan kemampuan siswa dalam menulis, seperti memanfaatkan berbagai media teknologi yang bertujuan untuk memotivasi siswa khususnya dalam kemampuan menulis. Salah satu media teknologi yang dapat digunakan dalam memotivasi siwa menulis melalui media online wiki. wiki adalah sebuah jurnal online dimana pembelajar bisa menulis apapun yang menurut mereka menarik, mengedit, mempublikasikannya, dan bahkan membuatnya menjadi media agihan (sharing) bagi semua yang terlibat didalamnya. Dengan menggunakan wikis dalam mengajar guru bisa memperoleh banyak ide sehingga siswa memperoleh banyak variasi untuk menulis dalam bahasa Inggris. Mengajar menulis dengan memanfaatkan wikis dapat memberikan audiens yang nyata dan potensial untuk meningkatkan kualitas belajar siswa, inovasi, eksplorasi, dan kreasi yang lebih baik, memberikan interaksi yang lebih dinamis dan kemampuan literasi yang lebih baik.

USING ‘THE DART METHOD’ TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION OF A NARRATIVE TEXT Tyara Wulandari; Yetti Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

Reading as one of English skills should be taught to the students. However, students still find some difficulties in reading due to some factors: lack of background knowledge, motivation, and vocabulary. Therefore, teacher should select an appropriate method to solve those problems. This paper is aimed to inform how to use a teaching method which is called Directed Activities Related to the Text (DART) method in teaching reading narrative text to senior high school students. DART method relies on group discussion to achieve learning objectives. There are some purposes in this method: to help the students to comprehend the information in the text, to enrich students’ vocabulary, and to improve students’ interest in reading since the students involved actively in learning activities. Teaching reading comprehension thorough this method of a narrative text consists of two stages: the first stage, reconstruction activity, requires students to reconstruct the text through predicting, completing, and sequencing the text. While the second stage, analysis activity, requires students explore the text by analyze the elements of the text thorough questioning, highlighting, segmenting and labeling, and diagram constructing. Therefore, thorough these activities the students can understand and comprehend the text easily.

Grammatical Cohesion Used in the Narrative Texts Written by Senior High School Students Syifa Fauziah Irsyad; Hermawati Syarif; Refnaldi Refnaldi
Journal of English Language Teaching Vol 8, No 3 (2019)
Publisher : Universitas Negeri Padang

The purpose of this research is to describe the type of grammatical cohesion and the appropriate and inappropriate use of grammatical cohesion in the narrative texts written by the tenth grade students of SMAN 2 Sumatera Barat. This research was a descriptive research with quantitative approach. There were 125 students chosen as the population of this research and the sample were 30 students who selected by using random sampling method. The instrument used in this research was a writing test. To analyze the data the researcher did some steps such tabulating the data, counting the number, interpreting the result, and drawing conclusion. Furthermore, the result of this research shows that the students are able to use four types of grammatical cohesion in their writing. Those four types found are reference, conjunction, ellipsis, and substitution. Reference and conjunction were found most frequent in students’ texts with the percentage of occurring those types were 78% and 20%. In addition, ellipsis and substitution, each of them gives contribution to students’ texts just 1.5 % and 0.6%. Students tend to use the inappropriate personal reference when they try to refer between the subject and object in their sentences. From 1002 times of using grammatical cohesion, the most inappropriate use was located in using reference. The frequency of using the inappropriate reference was 72 times.

USING SKIT STRATEGY IN TEACHING SPEAKING AT SENIOR HIGH SCHOOL Lindo Mardian; Zul Amri
Journal of English Language Teaching Vol 2, No 1 (2013): Serie C
Publisher : Universitas Negeri Padang

AbstrakArtikel ini menjelaskan tentang bagaimana menggunakan skit strategi dalam pengajaran speaking atau berbicara pada siswa sekolah menengah atas. Melalui metode ini, siswa diharapkan bisa meningkatkan kemampuan berbicara dan rasa percaya diri mereka. Langkah-langkah dalam pengajaran kemampuan berbicara ini adalah Preparation, dimana guru telah menyediakan sebuah teks narasi misalnya sebuah cerita “the frog Prince” setelah itu,guru akan masuk kepada activities I, melalui tahap ini, guru akan membangkitkan pemahaman dasar akan materi yang dipelajari, setelah itu, guru akan masuk kepada activities II, dimana siswa diminta untuk membaca teks tersebut dan mencari berapa banyak tokoh yang ada yang nantinya akan menjadi pedoman kepada siswa untuk membuat naskah drama serta menjadi penentu bagi siswa yang akan duduk di dalam satu kelompok.Guru akan menjelaskan kepada siswa generic structure yang ada dalam sebuah teks tersebut, lalu memberikan penjelasan bagaimana menulis naskah drama atau skit dengan contoh sebuah teks narasi yang telah diberikan sebelumnya. Kemudian, guru akan memberikan beberapa buah teks yang sebelumnya telah dipersiapkan oleh guru dan membentuk beberapa kelompok berdasarkan benyaknya tokoh yang ada didalam sebuah teks. Setelah itu, siswa yang telah diberi kelompok akan menulis naskah drama. Setelah siswa selesai menulis drama, mereka akan langsung menampilkan hasil naskah drama atau skit tadi dengan cara bermain peran.Key words: Speaking, Skit strategy

TEACHING SPEAKING BY USING MAKE A MATCH TECHNIQUE FOR JUNIOR HIGH SCHOOL STUDENTS Yetti Kurnia; Rusdi Rusdi
Journal of English Language Teaching Vol 6, No 1 (2017): Serie B
Publisher : Universitas Negeri Padang

Speaking is one of the most difficult skills in learning English. Therefore, students need daily practices either inside or outside the classroom to make students fluent in speaking. This paper describes how to use Make a Match techniques in teaching of speaking to junior high school students.Make a Match technique is one of technique that can be used by teachers in teaching English especially speaking because Make a Match is a kind of techniques in the form of a game that will make students feel happy and can build motivation to learn. In addition, this technique can increase students’ interest in learning speaking skills because Make a Match is a technique of looking for a partner using the card and picture as well as the award of prizes to the winners.

THE CORRELATION BETWEEN READING COMPREHENSION AND TRANSLATION ABILITY: A Correlational Study on Fourth Year Students at English Department of UNP Elsa Fadica Rahemi; Jufri Jufri; Havid Ardi
Journal of English Language Teaching Vol 1, No 2 (2013): Serie C
Publisher : Universitas Negeri Padang

Abstract The purpose of this research was to reveal the correlation between reading comprehension and translation ability of fourth year students in English department of UNP. The population and samples of this research was the fourth year students who took translation subject in the seventh semester of academic year 2012 in English Department of UNP. The instrument of this research was a reading comprehension test and translation test. The result of this research showed that the r-calculated (0,677) > r-table (0,355). The hypothesis was tested by using t-test formula and found that t-observed (4,952) > t-table (1,699) with df= n-2 (29) in the level of significance 0,05. In short, the research hypothesis which stated that there was a significant correlation between students’ Reading Comprehension and their Translation Ability was accepted. Kata kunci : Correlation, Translation, Translation ability, Reading Comprehension

Error Analysis on Classroom Language Made by Pre-service Teachers of English Education Program UNP Mir-atul Aufa; Hermawati Syarif
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

This study aimed to analyse the errors on pre-service teachers’ classroom language while having field practice in senior high schools. The analysis was conducted by adapting James (1998) Target Modification Taxonomy. Classroom language including the simple instructions and the questions given by pre-service teachers. The participants of this research are five pre-service teachers from four different schools. This study was descriptive qualitative research. The instrumentation of this research were observation, document and interview. The study analyzed pre-service teachers’ classroom language by categorizing the errors into types followed by the causes of each error. Some problems related to pre-service teachers’ classroom language were also found. The problems found hindered the optimal use of classroom language. The findings of the research showed that there were grammatical and lexical errors occured. The grammatical errors were omission (50%), overinclusion (21.73%), misselection (8.70%) and misplacement (4.34%). Some ellipsis (15.21%) were also detected.

AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS’ ABILITY IN USING NOMINALIZATION IN ACADEMIC WRITING AT STATE UNIVERSITY OF PADANG Yulianti Yulianti; Refnaldi Refnaldi; Rusdi Noor Rosa
Journal of English Language Teaching Vol 2, No 2 (2014): Serie C
Publisher : Universitas Negeri Padang

Abstrak Nominalisasi merupakan salah satu karakteristik dalam bahasa Inggris yang sering muncul dalam teks akademik. Sangat penting bagi mahasiswa jurusan Bahasa Inggris untuk mampu menguasai dan menggunakan nominalisasi karena pengetahuan ini berguna ketika mereka akan menulis dan membaca teks-teks bergenre akademik. Penelitian ini dilakukan dengan tujuan untuk mengetahui kemampuan mahasiswa dalam menggunakan nominalisasi dengan memberikan tes menulis kepada tiga puluh empat mahasiswa tahun keempat jurusan Bahasa Inggris Universitas Negeri Padang. Bentuk tes menulis yang diberikan yaitu siswa merubah denominalized teks ke dalam versi nominalisasi. Hasil jawaban siswa dinilai dengan menggunakan teknik kuantitatif yang berpatokan pada scoring rubrik tentang nominalisasi, dan kesalahan – kesalahan yang muncul dalam jawaban siswa kemudian dianalisis dengan menggunakan metode kualitatif. Hasil penelitian ini mengungkapkan bahwa kemampuan siswa dalam menggunakan nominalisasi masih rendah yang ditunjukkan dengan rata-rata Mean pada angka 52,05. Masalah yang muncul ketika jawaban siswa dianalisis adalah ketidakmampuan siswa dalam merubah bentuk kata kerja dan kata sifat ke dalam bentuk kata benda dan ketidakmampuan siswa dalam memahami informasi dalam versi denominalized teks sehingga hasil jawaban siswa dalam versi nominalisasi sulit dipahami. Keywords: Nominalisasi, Denominalized Texts, Nominalized texts,Teks akademik.

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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