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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 1,016 Documents
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Noun Phrase Errors Made by Students in SMAN 1 Rupat Utara Poppyosa Poppyosa; Dian Safitri
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.121833

Abstract

This study aimed to find out the noun phrase errors and the dominant element errors, including determiner, pre-modifier, head, and post-modifier. This study's population consisted of students in grade eleven at SMAN I, Rupat Utara. The sample was taken using the purposive random sampling technique. In this study, 60 students were used as samples. The researcher used quantitative research. Then, the data were collected by a grammar test. The result of this research was that most students made errors in using noun phrase. There were 59 students made errors in determiner with 410 errors or 28,4%. The errors of pre-modifier were found in 60 students, with 603 errors or 40,2%. The errors of head was found in 52 students with 154 errors or 9,1%. The errors of post-modifier were found in 53 students with 117 errors or 39%. In conclusion, most of all students made noun phrase errors in determiner, pre-modifier, head, and post-modifier, with the dominant element error was pre-modifier with 40,2%.
Gender Differences in Performing Refusal Strategies to an Invitation by Students at SMAN 4 Padang. Nadia Agustina; Hamzah Hamzah
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.122961

Abstract

One of the most fundamental English skill is speaking. To practice all of those subjects correctly, the students not only have to understand the grammatical aspect but also the pragmatic aspect espescially for second language lerners. In this context the students not only focus on what is written but also what is happen, whom they talking to and what are they situation they face. The aimed of this research is to find out the refusal strategies used by gender to an invitation and what the differences between them. This research used descriptive study. Through random sampling, twenty male and female from the 12 grade of the students were selected. Data were collected through discourse completion test (DCT). The result showed that both gender is mostly using indirect strategy to refuse an invitation. However, male tend to give the shorter refusal and not pay attention to the context of the interlocutor, for example the power and social distance of the interlocutor.  Beside, female students used more indirect and longer answer and strategy to refuse an invitation and make it clear by combined some refusal strategy, such as statement of regret, wish and statement of alternative. 
The Use of Boosters in Written and Spoken Discourses by Indonesian ELT Students Risda Asfina; Ririn Ovilia; Rindilla Antika
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123725

Abstract

This study aimed to delineate the use of by Indonesian English Language Teaching (ELT) graduate students boosters in written and spoken discourses. This study was a descriptive qualitative study involving 20 participants. The data were collected from the graduate students’ thesis background and their presentations in thesis proposal seminar. To calculate the frequency of boosters, corpus-based approach using a concordance software, i.e. AntConc (3.4.4) was used. The use of boosters was classified according to boosters taxonomy adapted from Hinkel (2005) and Hyland (2005). This study discovered that the patterns of the use of boosters in both discourses were alike: E–P–A. Second, more boosters were more applied in spoken discourse. Based on the total number of booster variant in taxonomy, roughly 65% was applied in both discourses. Therefore, discourse modes, written and spoken, can influence the use of boosters in academic discourse.
An Analysis of Higher-Order Thinking Skill Questions in Reading Exercises of Pathway to English (2022 Edition) for the Tenth Grade of Senior High School Iqbal Fathoni C Sihombing; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 2 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i2.123458

Abstract

This research aimed to analyze Higher-Order Thinking Skill (HOTS) questions in reading exercises of the Pathway to English textbook for the tenth grade of senior high school. Higher-Order Thinking Skill (HOTS) refers to advanced cognitive abilities that involve analyzing, evaluating, and creating, which are the three levels of thinking in the revised Bloom's taxonomy. This research employed a quantitative descriptive design. The researcher collected data from the textbook and used a checklist table to gather a list of questions. The researcher used Revised Bloom's Taxonomy indicators to categorize the reading questions. The results showed that the total number of HOTS questions was 73 or 28.74% out of 254 reading questions. Then, the total for each HOTS level question was 37 questions or 14.56% for the Analyzing level, 29 questions or 11.41% for the Evaluating level, and seven questions or 2.75% for the Creating level. The total number of LOTS questions was 181 or 71.26% out of 254 reading questions. The percentage of Higher-Order Thinking Skill (HOTS) questions was lower than the total Lower-Order Thinking Skill (LOTS) questions. However, the percentage of HOTS levels in this textbook, which adopts the Merdeka Curriculum, is higher than in textbooks adopting the previous curriculum, the 2013 Curriculum.
Using Teacher – Made Videos in Learning Speaking Maharatul Prismulanda; Witri Oktavia
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124781

Abstract

Speaking is one of the important skills in learning English. Teacher - made videos are the right method for learning in this digital age, with teachers being able to make videos according to the abilities of their students. The purpose of this study was to investigate what the sixth-grade SMP Muhammadiyah students in Padang thought about using videos made by teachers to teach speaking. SMP Muhammadiyah 6 Padang students contributed to the study's population. The population consisted of 128 students, class VIII 1 was selected to be the sample in this study through the cluster random sampling method. Two sessions were held for conducting this research, and two videos were made accessible. Researchers used a questionnaire with two indicators—perceived effectiveness and perceived interest—to collect data. Students at SMP Muhammadiyah 6 Padang feel that using teacher-produced videos helps them recognize the lessons and increases their interest in learning to speak English, which means the result in this study is very positive perspective.
An Analysis of Reading Comprehension Questions in the Final English Test Given by English Teachers Based on Barret’s Taxonomy at SMAN in Kota Padang Selvina Salsabila; Yetti Zainil
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125150

Abstract

This research aims to analyse the reading comprehension questions given by English Teachers at SMAN Kota Padang based on Barrett’s Taxonomy. This taxonomy has five levels, namely: Literal Comprehension, reorganization, Inferential Comprehension, Evaluation, and Appreciation. This study is being done using a descriptive qualitative research design. To gather the necessary data and information, the observation checklist and interview questions are used as instrumentation. The stages of Barrett's taxonomy were used to categorize the questions that were analysed. The results of this studyindicate that from all the reading questions gathered and observed at six schools and three grades, Inferential Comprehension level has the most questions with 40,07% of the total reading comprehension found in grade X, XI, and XII. It is followed by reorganization level at 35,91%, literal comprehension level at 23,01%, evaluation level at 0,39%, and appreciation level at 0,19%. While the conclusive English assessment at SMAN Kota Padang encompasses all facets of Barrett's taxonomy, its implementation is not necessarily reflected in the formulation of reading inquiries. This discrepancy arises from the dissimilarity between the question distribution across taxonomy stages and the advised proportional distribution. Correspondingly, insights gathered from discussions with the teachers indicated that Barrett's taxonomy had not been integrated into the question development process for the final English test. This affirmation further reinforces the notion that the reading comprehension questions given by English teachers have remained detached from the application of Barrett's taxonomy.
The Relationship between Students' Paraphrasing Ability, Reading Comprehension, and Vocabulary Mastery Adek Enggar Rinjani; Ririn Ovilia
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125092

Abstract

To complete academic papers, students are expected to write it based on ideas obtained in reading various sources. While doing so, paraphrasing can be done and it is considered as a higher academic skill than quoting. However, in practice, most of students still find it difficult to paraphrase and their ability in paraphrasing is still low. Several studies investigated the problems experienced by students when paraphrasing and it showed that vocabulary and text comprehension are the most frequent problems in this regard. This correlational study aims to identify the relationship and to measure the contribution of students’ reading comprehension and vocabulary mastery to their paraphrasing ability. The population of this study is eight classes of second-year English Language Education students enrolled in the Academic Writing course in English Language Education study program at Universitas Negeri Padang. By using cluster random sampling, two classes were chosen as the sample of this study. The instruments used were in the form of tests which are reading comprehension test, vocabulary level test, and paraphrasing test. This study used quantitative research methods with multivariate and bivariate correlation analysis technique. The findings show that students’ reading comprehension and vocabulary mastery, both separately and simultaneously, are correlated positively with students’ paraphrasing ability. The results also indicate that reading comprehension contributed 10.1% to paraphrasing ability and vocabulary mastery contributed 22.5%.
An Analysis of Problems in Translating Descriptive Text from Indonesian to English by Sixth Semester of English Department Students of Universitas Negeri Padang Yulisa Aprianti; Havid Ardi
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124418

Abstract

Translation might be challenging for some people studying English as a second language. In translation process, many students faced some problems. They do not know what factors cause it. Many factors arise during the Indonesian-to-English translation. The goal of this research is to examine the problems faced by students in translating descriptive texts from Indonesian to English, and the factors that contribute to those problems. A descriptive qualitative method was used in analysis data. Students from the English Department who were in their sixth semester participated in this study. The sample was taken by the using cluster random sampling. Data were collected by using translation test and interview. The result shows that, there are five components to the students' problems during the Indonesian to English translation of descriptive text. Word choice, grammatical. rhetorical, pragmatic, and cultural problems are some of them. The result indicates that there five problems in the students’ translation test that should be anticipated in translation class.  
Analyzing the 8th Grade Students’ Mastery of Verb Tenses in English Grammar at SMP Angkasa Lanud Sutan Sjahrir Padang Zulfadli Zulfadli; An Fauzia Rozani Syafei
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124777

Abstract

This research intends to identify the eighth grade students’ mastery of verb tenses in simple present, simple past, and present continuous and the factors that contributed to the eighth grade success or failure in mastering the verb tenses at SMP Angkasa Lanud Sutan Sjahrir Padang. This research used mixed-method research design where interview and grammar test about verb tenses were applied to collect the data. The finding showed that most of the students’ mastery of verb tenses were categorized as failing. that teaching methods and materials, motivation, lack of exposure to English outside the classroom, and students’ language background considered as the main factors that contributed to students’ failure in mastering verb tenses. On the other hand, the key factors that contributed to students’ success in mastering verb tenses can be seen on the students’ much exposure to English outside the classroom, motivation, assessment, and students’ language background which have learned English earlier than the others. This research is expected to English language teaching and learning process in SMP Angkasa Lanud Sutan Sjahrir Padang.
The Effect of Using Duolingo Application on Students’ English Learning Motivation and Vocabulary Enrichment : An Experimental Research at SMKN 1 Padang Vinni Nasrul; Sitti Fatimah
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.125020

Abstract

This research aimed to determine the effect of using  Duolingo application on English learning motivation and vocabulary enrichment for the 10th grade  students at SMKN 1 Padang. This research used a Quantitative Research Method which is pre-experimental. The population of this research was the 10th  grade students at SMKN 1 Padang, which was X TKP A is the experiment class and the total sample was 22 students. The data collection techniques were motivation questionnaire and vocabulary enrichment test. The results of the study used IBM SPSS Statistics 29.0.1.0. and also Paired Sample T-Test formula was used by researcher to analyze the data.  The Mean score for motivation before using Duolingo is 47.86 and after using it is 81.82. Then, the mean for vocabulary enrichment students before using Duolingo is 48.91 which is higher than the mean score after using it is 82.50. The result shows there is a positive effect of English learning motivation and vocabulary enrichment students through using Duolingo. Thus, both of the sig. score  = < .001 which means it is smaller than α.005. So, the alternative hypothesis (Ha) for English learning motivation and vocabulary enrichment for the 10th grade students were accepted and those null hypothesis (Ho) were rejected in this research. In addition to this result, using the Duolingo Application had significant effect for the 10th grade students on English learning motivation and vocabulary enrichment  in teaching-learning activities in classroom. 

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