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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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Using Cubing Strategy in Teaching Explanation Text for Eleventh Grade Students of Senior High School Ayu Putri Nulmi; Yetty Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (624.095 KB) | DOI: 10.24036/jelt.v7i4.101538

Abstract

This paper discusses how to use Cubing Strategy in teaching Explanation text at Senior High School. Based on the writers’ experience in teaching English, many students find difficulties in writing explanation text. Considering this problem, the teacher needs to apply a strategy in teaching and learning process to help the students understand the text. Cubing Strategy is a creative, hands-on activity which develops critical thinking and promotes deeper understanding and in-depth exploration of a topic. It uses a cube-shaped graphic organizer to prompt students to look at a topic from many different angles and levels. On each side of a cube, the student writes answers to prompts or questions. By applying the Cubing Strategy in writing an explanation text, the students may create a better explanation text.
Teaching Writing Narrative Text by Using Story Pyramid Strategy for Senior High School Students Shintya Ferina Putri; Fitrawati Fitrawati
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.098 KB) | DOI: 10.24036/jelt.v9i1.107933

Abstract

Writing is an important skill that is needed in order to share  and convey ideas into written form. As a writer, the students should be able to give their thoughts through writing. However, many students have difficulties in writing the text and they do not know how to generate adn develope their ideas. It is because they are confused to develope their ideas into a paragraph. That is why this paper is conducted on order to explain how to use Story Pyramid Strategy in teaching writing narrative to senior high schools students. Story pyramid is pre-writing activity that is done before writing. It is an outline that contains some instructions to describe the important information from a story such as the main character, the setting and the major events in the plot. It means that this strategy assists students to produce and arrange the ideas clearly before they start writing. it believed that this strategy can help many students in improving their writing ability.
TEACHING SPEAKING FLUENCY BY USING READERS’ THEATRE STRATEGY TO STUDENTS AT SENIOR HIGH SCHOOL Ratih Kemala Martha; Havid Ardi
Journal of English Language Teaching Vol 2, No 1 (2013): Serie D
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.323 KB) | DOI: 10.24036/jelt.v2i1.2618

Abstract

AbstrakTujuan penulisan dari artikel ini adalah untuk menjelaskan penerapan Readers’ Theatre sebagai salah satu strategi yang mampu meningkatkan kelancaran siswa dalam berbicara Bahasa Inggris pada satuan Sekolah Menengah Atas (SMA). Di dalam strategi tersebut terdapat 4 aspek pendukung yang saling terintegratif dalam proses pembelajaran, yaitu: listening, writing, reading dan speaking.Langkah awal, siswa mendengarkan sebuah cerita pendek berbentuk narrative. Selanjutnya, siswa menjawab beberapa pertanyaan dari cerita yang ditampilkan. Langkah kedua, siswa secara berkelompok menulis naskah drama sesuai dengan cerita yang mereka dengarkan atau siswa memilih dari naskah yang telah ada. Langkah ketiga, siswa membaca dialog tersebut. Poin yang paling penting yakni kemampuan siswa dalam berbicara dengan memperhatikan kecepatan, pausing, volume,dan keterbataan dalam berbicara. Kegiatan ini dilakukan berulang kali. Hasil akhir dari readers’ theatre adalah siswa mampu menampilkan drama di depan kelas. Dengan adanya strategi ini, siswa akan mampu berbicara dalam bahasa Inggris secara lancar.Keywords: speaking, fluency, readers’ theatre, teaching speaking at Senior High School
IMPROVING STUDENT’S READING COMPREHENSION OF DESCRIPTIVE TEXT BY USING COLLABORATIVE STRATEGIC READING (CSR) TO EIGHT GRADE STUDENTS AT JUNIOR HIGH SCHOOL Mira Febtisari; Fitrawati Fitrawati
Journal of English Language Teaching Vol 6, No 1 (2017): Serie E
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.22 KB) | DOI: 10.24036/jelt.v6i1.9663

Abstract

In this paper, the writer use a strategy known as the Collaborative Strategic Reading (CSR), which is taught in the classroom. This paper was written because there are some problems faced by the students while they are reading comprehension, which are: the students have read the low interest, low vocabulary and low critical thinking skill. Finally, students are lazy to read and reading strategies that are less good. Other factors are teachers’ less creative in selecting strategies for teaching. Collaborative Strategic Reading is a technique that teaches students to work cooperatively on a reading assignment to improve better comprehension. This strategy can maximize the development of students to think critically consisting of four phases, such as: Preview, click and clunk, Get the Gist, and Wrap Up. This paper is also contained a description of how the implementation of teaching reading by using CSR strategies. The writer hopes this strategy can help English teachers in teaching reading in an effort to improve students' reading ability.
TEACHING WRITING BY USING ROLL SENTENCES TO SIXTH GRADE STUDENTS OF ELEMENTARY SCHOOL Desi Ratnasari; An Fauzia Rozani Sy.
Journal of English Language Teaching Vol 1, No 2 (2013): Serie D
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.769 KB) | DOI: 10.24036/jelt.v1i2.1965

Abstract

This article discuss about technique in teaching writing to elementary school students. The technique is roll sentences, roll sentences can develop the students cognitive but also affective, and psychomotor, because this media can make the students more creative. Roll sentences allow children to manipulate sentences pattern. ABSTRAK Artikel ini membahas tentang sebuah teknik dalam mengajar writing pada anak sekolah dasar (SD) teknik yang digunakan adalah roll sentences. Roll sentences dapat membangun perkembangan kognitif,affektif, dan psikomotor anak, karena media ini membuat lebih aktif dan kreatif serta mereka bisa belajar dan bermain. Dalam roll sentences anak dapat menulis kalimat yang benar dalam variasi yang baru. Kata kunci: Roll sentences, Teaching writing, teaching for elementary school.
An Analysis of English Teacher's Classroom Management at SMKN 3 Padang Ayuni Putri; Aryuliva Adnan
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.529 KB) | DOI: 10.24036/jelt.v9i1.108289

Abstract

This research aimed to analyze the typical classroom management of an English teacher in a vocational high school in Padang. The sample of this research was two English teachers, teacher A, and teacher B. They taught the tenth-grade students, once a week, for 3x45minutes. The data were analyzed by using the theory of Wright and collected by taking video and field notes. This study limited the day to gain the data in six days. Finally, it showed that teachers in SMK 3 Padang were having a different style of classroom management personally, and found was a teacher in SMKN 3 Padang has issue in time management and discipline.
TEACHING WRITING A DESCRIPTIVE TEXT BY USING TOOTHPICK GAME TO JUNIOR HIGH SCHOOL STUDENTS Gita Yolanda; Muhammad Al-Hafizh
Journal of English Language Teaching Vol 3, No 1 (2014): Serie A
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.782 KB) | DOI: 10.24036/jelt.v3i1.4302

Abstract

Abstrak Penulisan makalah ini bertujuan untuk menjelaskan penggunaan toothpick game sebagai salah satu kegiatan yang menarik dalam menulis sebuah descriptive text yang difokuskan pada siswa kelas 8 Sekolah Menengah Pertama (SMP). Siswa Sekolah Menengah Pertama (SMP) pada umumnya kesulitan dalam membuat sebuah descriptive text. Siswa seringkali kesulitan menciptakan ide tentang topik yang diberikan. Kurangnya kreatifitas dalam pengajaran menulis descriptive text, menjadi penyebab lain menulis kurang begitu menarik bagi siswa. Toothpick game merupakan salah satu permainan yang diaplikasikan dalam pengajaran menulis teks deskriptif di kelas untuk mempermudah siswa untuk menemukan ide-ide dalam mendeskripsikan suatu topik. Toothpick game dilengkapi dengan gambar-gambar yang menarik dan beberapa tusuk gigi sehingga siswa akan termotivasi untuk menulis. Dalam permainan ini siswa berlomba dalam menulis kalimat yang menggambarkan tentang bagian gambar yang disentuh oleh tusuk gigi. Didalam melakukan permainan ini siswa melakukan secara berkelompok. Permainan ini digunakan dalam kegiatan whilst-teaching activity. Dengan menggunakan permainan ini diharapkan siswa mampu menulis teks deskriptif dengan baik dan benar. Kata Kunci: pengajaran menulis, teks deskriptif, pengajaran di SMP, toothpick game
APPLYING QUANTUM TECHNIQUE IN TEACHING GRAMMAR TO SENIOR HIGH SCHOOL STUDENTS Dwinanda Puspika; Don Narius
Journal of English Language Teaching Vol 2, No 2 (2014): Serie A
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.722 KB) | DOI: 10.24036/jelt.v2i2.3705

Abstract

Abstrak Tujuan penulisan artikel ini adalah untuk menjelaskan bagaimana cara menggunakan teknik Quantum dalam mengajar simple past tense kepada siswa SMA. Di dalam prosesnya, teknik ini meliputi menumbuhkan (enroll), mengalami (experience), menamakan (label), mempertunjukkan (demonstrate), memeriksa (review), and merayakan (celebrate). Di awal pembelajaran (enroll), guru memberikan gambar dan beberapa pertanyaan tentang gambar tersebut. Kemudian guru memberikan teks recount yang berisi beberapa kalimat simple past tense sesuai gambar. Pada tahap experience, guru menceritakan pengalamannya atau orang lain berdasarkan topik yang diberikan yang mengandung simple past tense. Kemudian pada tahap label guru menjelaskan tentang penggunaan Simple past tense. Pada tahap demonstrate guru menyuruh siswa membuat contoh penggunaan simple past tense. Selanjutnya, pada tahap review guru memeriksa pemahaman siswa tentang simple past tense. Di akhir pembelajaran (celebrate) guru memberi tepuk tangan, kata-kata motivasi, dan memuji siswa. Melalui teknik ini siswa akan mampu menggunakan simple past tense dengan lebih baik dan benar. Key words: simple past tense, mengajar grammar, teks recount, teknik Quantum
Teaching Reading Comprehension by Using Question-Answer Relationship (QAR) Strategy for Senior High School Student Rhama Putra; Jufri Jufri
Journal of English Language Teaching Vol 1, No 2 (2013): Serie F
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v1i2.1988

Abstract

ABSTRAK Artikel ini membahas penggunaan strategi Question-Answer Relationship (QAR) pada pengajaran membaca dalam bahasa Inggris. Dalam artikel ini dibahas bagaimana pengaplikasian strategi QAR dalam proses pembelajaran yang dapat membantu meningkatkan pemahaman siswa dalam membaca. Strategi ini terdiri dari 2 tipe pertanyaaan yaitu In-the-Book questions yang dilakukan dengan menanyai pertanyaan dan mencari jawabannya di dalam teks bacaan dan In-My-Head questions yang dilakukan dengan menanyai pertanyaan dan memikirkan jawaban berdasarkan apa yang telah mereka ketahui yang berhubungan dengan teks bacaan dan berdasarkan pengetahuan atau pengalaman yang telah dialami siswa sebelumnya. Strategi ini dapat digunakan untuk mengintrogasi teks bacaan agar lebih difahami karna antara pertanyaan dan jawabannya saling berhubungan untuk meningkatkan pemahaman siswa dalam membaca.   Kata Kunci: reading comprehension, QAR strategy, teaching at senior high school student
AN ANALYSIS ON SPELLING ERRORS MADE BY THE SECOND GRADE STUDENTS OF OFFICE ADMINISTRATION DEPARTMENT OF SMK N 3 PADANG IN WRITING A PERSONAL LETTER Alfi Rahmi Rusvid; Saunir Saun; Fitrawati Fitrawati
Journal of English Language Teaching Vol 5, No 1 (2016): Serie A
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.565 KB) | DOI: 10.24036/jelt.v5i1.7258

Abstract

This research discusses about spelling errors which are committed by the students in writing a personal letter. Participants in this research are Office Administration Students in SMK N 3 Padang, XI AP 1 class which consists of 24 students. The identified problems of this research are what kinds of spelling errors—insertion, omission, substitution, and transposition errors—which are committed by the students in writing a personal letter, and what kinds of parts of speech from spelling errors which are committed by the students. The objectives of this research are to find out what kinds of spelling error which are committed by the students, and what kinds of part of speech from spelling errors which are committed by the students. Writing test is an instrument that is used in this research. The result of this research shows that students commit all kinds of spelling errors in their writing, and students’ spelling errors also occur in all kinds of parts of speech. Students’ spelling errors mostly occur in substitution error in their writing. Then, noun part is the highest part which occurs from students’ spelling errors.

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