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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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The Causal Relationship between EFL Student’s Self Efficacy and EFL Student’s Writing Ability in Paragraph Writing Class at English Department of Universitas Negeri Padang Pratiwi, Dian; Ovilia, Ririn
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127340

Abstract

This research discusses the challenges students face in writing English, which are characterized by anxiety, worry, and perceived deficiencies in linguistics, grammar, and vocabulary. This study investigates the causal relationship between student self-efficacy and writing ability in the context of English as a Foreign Language (EFL) students. Using causality design and quantitative descriptive methodology, researchers from Padang State University found a significant correlation between self-efficiency and writing ability from the ideation and convention dimensions. The study concluded that 26.3% of the variance in writing ability was caused by self-efficacy, supported by a high correlation value (0.222) and a significance level below 0.05. Acceptance of the hypotheses (H1, H2 and H3) underlines the influence of the role of self-efficacy on students' writing abilities. In essence, this research confirms that students' confidence in themselves has a significant impact on their effectiveness in writing English. Simply put, increased self-efficacy correlates with improved English writing ability among students.
An Analysis of the Implementation of Differentiated Instruction in English Teaching in Sekolah Penggerak : A Case Study at SMPN 1 Batusangkar Hendra, Jihan Febriani; Sari, Senorica Yulia
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135093

Abstract

Differentiated instruction emerges as a solution to accommodate the diversity of students. This approach emphasizes adjusting the materials, activities, and assignments of learning to the individual characteristics of students. The purpose of this study is to analyze in depth the implementation of differentiated instruction at SMPN 1 Batusangkar. This study used a qualitative research with a case study design. Observation and interview with teacher A at SMPN 1 Batusangkar are used to collect the data. The findings showed that differentiated instruction in this school is carried out systematically and structured. First, in the aspect of understanding, teacher A has a deep and comprehensive understanding. Second, teacher A’s lesson planning is based on data from the diagnostic assessment, and managed systematically. Next, teacher A uses varied strategies, technology in delivering materials, consistent use of active and collaborative learning models. Last, in support system aspect, there are special training for the teachers, intensive assistance from supervisors and education offices, and having the Merdeka Teaching Platform.
Discovering English Pre-Service Teachers' Perception of ICT-Based Media Used in ELT Rivaldo, Muhammad Frederick; Sari, Senorica Yulia
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.134728

Abstract

This study aimed to explore the perceptions of EFL pre service teachers regarding the use of ICT-based media as a teaching tool. A quantitative, descriptive research design was employed, using a Likert scale questionnaire consisting of 27 positively worded statements across four indicators: interest, concern, object, and environment. Each item was rated on a four-point scale (1 = strongly disagree to 4 = strongly agree). The sample included 106 pre-service teachers. Descriptive statistical analysis was conducted to determine the percentage scores for each indicator. The findings indicate that pre-service teachers generally hold positive perceptions of ICT based media in English language teaching. The highest mean score was in the "interest" indicator (3.43), categorized as very positive. The "object" aspect, referring to the use of ICT tools in teaching, also received a high mean score (3.38). The "environment" and "concern" indicators scored 3.27 and 3.10, respectively, both falling into the positive category. Overall, the results suggest that EFL pre service teachers view ICT based media as a beneficial and effective tool for teaching English.
Reading Strategies Used By English Education Students At Universitas Negeri Padang Oktaria, Rinda; Syafei, An Fauzia Rozani
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.134724

Abstract

This study aimed to identify the types of reading strategies used and the most frequently used of reading strategies among 2022 students of English Education at Universitas Negeri Padang. This study is descriptive method with quantitative analysis. The data was collected from 60 students of English education at Universitas Negeri Padang. The instrument of this study was a questionnaire of the used of reading strategy adapted from Mokhtari & Sheorey (2002). The strategies were divided into three groups: support, problem-solving, and global. The findings indicate that the use of all three reading strategies among students is high, with an overall frequency level of 77%. Specifically, problem-solving strategies are the most frequently used at 85%, followed by global strategies at 75%, and support strategies at 70%. This suggests that students frequently utilize reading strategies, with problem-solving strategies being the most commonly used.
Students’ Perception on the Use of Teachers’ Verbal and Nonverbal Immediacy Toward Students’ Motivation Mayada, Aisya; Addinna, Ainul
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135281

Abstract

This study aims to investigate students' perception on the use of teachers' verbal and nonverbal immediacy toward their motivation. This study employed a descriptive quantitative approach. The population of this study was third-grade students at SMA Negeri 1 Nan Sabaris, consisting of 8 classes. Thus, the total population is 240 students. The researcher decided to use cluster random sampling with two classes as a sample of the population, with a total of 60 students. A questionnaire and an interview were selected as the instruments to collect the data. There are two types of questionnaires used: questionnaires for teachers' verbal and nonverbal immediacy and student motivation. The data from each questionnaire comprises 20 closed-ended statements rated on a 4-point Likert Scale. Students' motivation was measured using the ARCS theory of motivation model, which consists of several motivation indicators such as attention, relevance, confidence, and satisfaction. The findings showed that  students had very high motivation of verbal and nonverbal immediacy employed by the teachers in the classroom. Therefore, the results of the teachers' immediacy questionnaire showed that the most frequently used verbal immediacy by the teacher was questioning. Meanwhile, the most frequently used nonverbal immediacy by the teacher was body movements. 
NON-NATIVE ENGLISH TEACHERS’ STRATEGIES ON TEACHING CULTURE IN AN EFL YOUNG LEARNERS’ CLASSROOM Marsha, Putri Nydia; M.A., Ph.D., Prof. Dra. Yetti Zainil,
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135079

Abstract

The present study identified the NNESTs’ strategies to integrate culture in their teaching of the target language. This research was conducted by using descriptive research design which are observation classroom and interview for support observation data. The data source from this research is five NNESTs, who teach Story Kids Level in ELSI Padang. From the findings of observation classroom, it reveals that only five of these strategies were consistently implemented by all teachers at ELSI Padang. These strategies included teachers explicitly presents cultural information, uses authentic materials to teach culture, and encourages students to discuss a document or event from another culture then relate it to one’s own. Furthermore, the teacher also facilitates discussions on students personal and critical opinions about the topic related to culture and encourages students to explain or describe their feelings and attitudes about the text, the characters, and the events. In addition, from the total of sixteen identified strategies, four were not implemented by any of the five teachers during their culture teaching at ELSI Padang. The data indicates that these unimplemented strategies include asking students to identify and explain cultural references found in the learning materials and encouraging students to identify areas of misunderstanding in intercultural interactions in their learning materials. Additionally, the teachers did not implement strategies such as guiding students to analyze cultural stereotypes and leads discussions on differences in cultural values and beliefs across cultures.                                                                                                                                                       
Exploring Music Integration for Motivating EFL Students in English Language Learning Rahmalisa, Fifta; Solusia, Carbiriena
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135314

Abstract

This classroom action research investigates the impact of music integration on the motivation of 34 tenth-grade students studying English as a Foreign Language (EFL) at SMAN 1 Solok Selatan in learning recount texts, by answering two research questions: Does music integration have an impact on student motivation, and how does this impact occur? Conducted over three cycles, this study used songs such as “Fifteen” by Taylor Swift, “The Climb” by Miley Cyrus, and “Perfect” by Ed Sheeran to teach the structure of recount texts through activities such as lyric analysis, group collaboration, scaffolding, and role-playing. Pre-test and post-test questionnaires, adapted from AMTB Gardner, measured motivation levels, while an observation checklist assessed engagement using the ARCS model (Attention, Relevance, Confidence, Satisfaction). Research results indicate that integrating music significantly enhances motivation, with average scores increasing from an average of 2.77 on the pre-test to 3.48 on the post-test, an increase of 14.46%. Observational data showed an increase in engagement from 56.94% in Cycle 1 to 85% in Cycle 3. Music enhances motivation by reducing affective barriers, fostering intrinsic engagement through enjoyable tasks, and promoting collaborative learning. Repeated improvements addressed challenges such as low verbal participation, increasing self-confidence (75% in Cycle 3) and satisfaction (100% in Cycles 2 and 3). This study highlights music as an accessible and low-cost tool to transform passive EFL classrooms in rural settings with limited resources into dynamic, student-centered learning environments, offering practical insights for educators in similar contexts.
An Analysis of Translation Quality and Challenges Faced by English Student of UNP in Translating English-Indonesian Onomatopoeia Syukrina, Dinda; Oktavia, Witri
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135117

Abstract

This study aims to analyze the translation quality and challenges faced by English Department students at Universitas Negeri Padang (UNP) in translating onomatopoeia from English into Indonesian. The research focuses on two key aspects of translation quality: accuracy and acceptability, as well as the common challenges encountered during the translation process. A descriptive qualitative method was used, employing a translation test and a questionnaire as instruments, with 24 students from the 2022 Translation class serving as participants. The findings show that the students' translations were generally categorized as almost accurate and almost acceptable. The study also revealed several key challenges, including subjectivity in interpretation, phonological differences, and differences in register and style between the source and target languages. These results suggest that translating onomatopoeia requires not only linguistic competence but also cultural awareness and creative strategy use. The study is expected to contribute to improving translation pedagogy and serve as a reference for future research focusing on translation strategies for onomatopoeia.
Correlation between Students’ Vocabulary and Grammar Mastery to Reading Comprehension in Analytical Exposition Texts Salsabila, Vanny; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135369

Abstract

Reading comprehension plays a crucial role in academic success, particularly at the university level, where students are often exposed to complex texts, such as analytical expositions. This study investigates the correlation between students' vocabulary and grammar mastery and their reading comprehension of analytical exposition texts. The population of this study consisted of 7 classes with 176 students in the fourth semester of the English Education program at Universitas Negeri Padang. The sample consisted of 35 students selected through proportional random sampling, where 5 students were chosen from each class using the Wheel of Names website. Three tests had been used to gather the data: a vocabulary mastery test, a grammar mastery test, and a reading comprehension test based on analytical exposition texts. The findings revealed no significant correlation between vocabulary mastery and reading comprehension (r = 0.184, p > 0.05). However, a moderate and significant correlation was determined between grammar mastery and reading comprehension (r = 0.508, p < 0.05). Due to the non-normal distribution of the data, regression analysis could not be performed. These outcomes imply that grammar performs a extra crucial role than vocabulary in students’ capacity to recognize analytical exposition texts. The study recommends that instructors emphasize grammar education in academic reading classes while still keeping vocabulary improvement.
Students' Perceptions of Using 'ChatGPT' as a Tool to Help Comprehend English Texts in International Classes for Non-English Students at UNP Muthi'ah, Haya; Sari, Senorica Yulia
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.134801

Abstract

One of the famous AI technologies among students, ChatGPT, can be used as a tool in education particularly in language learning. As for non-English students, they use ChatGPT to help them when they are struggling in comprehending English texts. With quantitative approach, this study aims to identify International Classes for Non-English Students in UNP’s perception with using ChatGPT as a tool to help in the process of reading English text. To collect the data, the researcher shared a close-ended questionnaire consisting of 20 questions through google forms to 40 non-English students in various study programs in UNP as a sample. In conclusion, the findings showed that ChatGPT did help them in reading texts in English as its simple interface and user-friendly give students the ease of using it. Moreover, text simplified technology in GPT is useful for students’ reading process and overall perception showed positive perception. Thereafter, the researcher suggests students to use it wisely as it is a new technology that is better for reading assistance for their learning.

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