https://ejournal.unp.ac.id/index.php/jelt/issue/feedJournal of English Language Teaching2024-03-05T10:29:35+07:00Havid Ardihavid_a@fbs.unp.ac.idOpen Journal Systems<p><strong><em>Journal of English Language Teaching</em> </strong>is an open-accessed and peer-reviewed journal published by <span>Jurusan Bahasa dan Sastra Inggris, FBS, Universitas Negeri Padang</span>. The journal has the focus and scope on ocuses on the publication of articles that appeal to involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, and psychology to increase the quality or innovate methodologies in the English Language Teaching. The <strong>JELT</strong> aims to foster the dissemination of scientific information in the field of English Language Teaching. Articles published in the <em>Journal of English Language Teaching </em>encompass a broad range of research or paper related to teaching English. This journal is published four times a year (March, June, September, and December). 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.</p>https://ejournal.unp.ac.id/index.php/jelt/article/view/126192Does Students’ Habit in Watching English Movies and Ability in Translating English Idioms Correlate?2024-03-04T16:17:04+07:00Ifal Sukatriifalsukatri@gmail.comHavid Ardihavid_a@fbs.unp.ac.idMost previous researchers found out that students have difficulties in transalting some expressions from a source language to a target language. This research has a purpose to reveal correlation between the students’ habit in watching English movies and their ability in translating English idiom expressions. The population and sample of this research was the third year who are taking translation subject in their fifth semester of academic year 2021 in English Department of Universitas Negeri Padang. The instruments of this research were questionnaire and translation test. The result of this research showed that the r-calculated (0.549) > r-table (0.333). The hypothesis was accepted by the calculation of t-test which is t-calculated (3.773) > t-table (1.692) with df = n-2 (33) in the level of significance 0.05. The research hypothesis stated that there is a significant correlation between students’ watching habits and their ability in translating English idioms was accepted.2024-02-15T12:35:22+07:00Copyright (c) 2024 Ifal Sukatri, Havid Ardihttps://ejournal.unp.ac.id/index.php/jelt/article/view/126729Teachers' Perceptions of Teacher-Centered Learning (TCL) in Learning English at Senior High Schools in Agam Regency2024-03-04T16:17:04+07:00Nella Wahyuninellawahyuni.nw@gmail.comFitrawati Fitrawatifitra_bing@fbs.unp.ac.idThis research was conducted to determine teachers' perceptions of teacher-centered learning and their reasons for using it when learning English. The researcher used descriptive methods with questionnaires and interview instruments to get answers about perceptions and reasons. The sample used in this research to fill out the questionnaire was 20 teachers and interviewed three English teachers in Agam Regency. The researcher provided a questionnaire with 20 statements that teachers had to fill in by choosing answers between strongly agree, agree, disagree, and strongly disagree. After that, the researcher will also interview three teachers. The findings show that teachers have a positive view of teacher-centered learning. In particular, the positivity of the characteristics category statements with seven statements with an average of 3.13, the positivity of the benefits category statements with four statements with an average of 3.20, and the positivity of statements regarding implementation with six statements with an average of 3.13. Meanwhile, the interview results stated that teachers use teacher-centered learning because it makes it easier for them to control the class, focuses students, and facilitates them to convey material in detail. From the results of this research, it can be concluded that teachers still use teacher-centered learning because of the convenience and benefits they experience. Through this research, the findings can help English teachers to be more creative and change teaching techniques to student-centered learning because it is better for students in the 21st century.2024-02-15T12:35:22+07:00Copyright (c) 2024 Nella Wahyuni, Fitrawati Fitrawatihttps://ejournal.unp.ac.id/index.php/jelt/article/view/126462A State of Technology Use in English Language Learning at SMAN 1 Suliki2024-03-04T16:17:04+07:00Anggi Noviantiangginovianti1211@gmail.comDelvi Wahyunijelt.fbs.unp@gmail.com<p>The lack of the technology use is one of the crucial aspects that form two camps of students who have privilege and expertise in using technology and students who have less opportunity to use technology in English language learning environment. This study aimed to find out student students’ perception on digital divide in English language learning at SMAN 1 Suliki. Furthermore, this research conducted by using descriptive method. There were 91 students of SMAN 1 Suliki that were chosen as the sample by using simple random sampling technique. Quantitative analyses were employed in this research using liker scale approach to measure the questionnaire and calculated the mean score. From the data analysis of the questionnaire, the writer found that the mean score of the students’ perception on digital divide was in a good or positive perception category which means that most all of the students get the beneficial of the use of the technology in English language learning. In addition, almost all of the students agree that the use of the technology is beneficial in English language learning.</p><p>Keywords: Technology, ICT, English Language Learning</p>2024-02-15T12:35:22+07:00Copyright (c) 2024 Anggi Noviantihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127039Students’ Perception on the Use of Visual Media to Increase Their Motivation and Creativity in Writing Narrative Text2024-03-04T16:17:04+07:00Dini Puspita Putridini.dpp3@gmail.comDian Safitrijelt.fbs.unp@gmail.com<span style="font-size: 11pt; line-height: 115%; font-family: 'Times New Roman', serif; position: relative; top: 0.5pt;" lang="EN-GB">The aim of this research is to reveal students' perception on the use of visual media to increase their motivation and creativity in writing narrative text. This research uses descriptive research with a quantitative approach. The population of this research is class VIII at SMP Negeri 22 Padang with a sample of class VIIID-VIIIG. This research used a purposive sampling technique because the classes applied for learning using visual media were only class VIIID-VIIIG. The instrument used to collect data was a questionnaire with 23 close-ended statements using 4 Likert scales, including strongly agree, agree, disagree, and strongly disagree. The results of this research show that students are interested in learning using visual media. This can be seen from the research tabulation results which show a total mean of motivation indicators of 3.26 (Very Positive) and creativity indicators of 3.34 (Very Positive). The total of the two indicators is 3.30, which means Very Positive. Even though there were differences of opinion on students' responses. Some students gave disagreeing and strongly disagree responses to the statements in the questionnaire because some factors. So, suggestions for further researcher are investigating what factors contribute to the weaknesses of using visual media in teaching English for EFL students.</span><table class="MsoNormalTable" style="margin-left: -5.4pt; border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: cell-none;" width="562" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 68.1pt;"><td style="width: 266.05pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 68.1pt;" valign="top" width="355"><p class="MsoNormal" style="margin: 0cm; text-align: justify; text-indent: -.1pt; line-height: normal; border: none; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; mso-border-shadow: yes;"><span style="font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; color: black;" lang="EN-GB">The aim of this research is to reveal students' perception on the use of visual media to increase their motivation and creativity in writing narrative text. This research uses descriptive research with a quantitative approach. The population of this research is class VIII at SMP Negeri 22 Padang with a sample of class VIIID-VIIIG. This research used a purposive sampling technique because the classes applied for learning using visual media were only class VIIID-VIIIG. The instrument used to collect data was a questionnaire with 23 close-ended statements using 4 Likert scales, including strongly agree, agree, disagree, and strongly disagree. The results of this research show that students are interested in learning using visual media. This can be seen from the research tabulation results which show a total mean of motivation indicators of 3.26 (Very Positive) and creativity indicators of 3.34 (Very Positive). The total of the two indicators is 3.30, which means Very Positive. Even though there were differences of opinion on students' responses. Some students gave disagreeing and strongly disagree responses to the statements in the questionnaire because some factors. So, suggestions for further researcher are investigating what factors contribute to the weaknesses of using visual media in teaching English for EFL students.</span></p></td></tr></tbody></table>2024-02-15T12:35:22+07:00Copyright (c) 2024 Dini Puspita Putrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/126117An Analysis of Students’ Reading Comprehension Ability of 2022 International Class Students of Geographic Education Department at Universitas Negeri Padang2024-03-04T16:17:04+07:00Frilance Sinamofrilancesinamo3@gmail.comAn Fauzia Rozani Syafeienglish@fbs.unp.ac.idReading comprehension ability is the crucial and a fundamental skill for academic success. This study aimed to find out the reading comprehension ability and to investigate the factors that contribute to variations of reading comprehension ability of the students of Geography Education Department international class. This research is a descriptive mixed-method research. The data were collected from 28 international class students of Geography education department of <em>Universitas Negeri Padang</em>. The instrument of this research was reading comprehension test which is TOEFL reading test and interview. The result shows that the students have an insufficient reading comprehension ability in reading English text, and there are some factors that contributed to the insufficient of reading comprehension ability of the students such as, home environment, socioeconomic status, prior academic experience and motivation. As the result, the reading comprehension ability were 57% failed, 36% inadequate, and 7% adequate. Furthermore, for the factors that contribute to their reading comprehension ability which are from the total of 28 students, 19 students said that they don’t have supportive home environment in developed reading habits, 11 students said that their socioeconomic status are not appropriate enough, 20 students claimed the lack of prior academic experience and 19 student confess that they are not enjoy reading or less motivation in read. The findings suggest some program that needed to be improve in the international class program of Geography education department to provide more efficient and creative reading activities for the student to developed their reading interest and reading habits.2024-02-15T12:35:23+07:00Copyright (c) 2024 Frilance Sinamo, An Fauzia Rozani Syafeihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127148Analysis of Teacher Techniques for Teaching Speaking Skills at SMAN 1 IV Koto Aur Malintang2024-03-04T16:17:04+07:00Yultri Melaniyultrimelani269@gmail.comAn Fauzia Rozani Syafeijelt.fbs.unp@gmail.comThis study aimed to find out the techniques employed by the teacher and how the teacher implements techniques for teaching speaking skills at SMAN 1 IV Koto Aur Malintang. This study was focused on one English teacher as an object of the study. The data in this study were the results of the observation checklist when teaching speaking in the classroom. The observation of this study was conducted to check whether the activities mentioned in the observation checklist are available in the classroom. The result of the analysis showed that the techniques employed by the teacher in teaching speaking at SMAN 1 IV Koto Aur Malintang were brainstorming, discussion, and role-play. Moreover, there are few activities that the teacher passes over crucial aspects in different teaching techniques employed that may impact teaching and they are short time limits, lack of reminders for the next session, lack of attention to the discussion topic, reflection on vocab in the story, and feedback from other groups. The findings suggest the teacher gains a better understanding of the activities associated with the techniques being applied. This knowledge would enable the teacher to take more appropriate actions in the classroom. This can be done by joining the training, seminars or workshops facilitated by the school.2024-02-15T12:35:23+07:00Copyright (c) 2024 Yultri Melanihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127197Students’ Perception on the Implementation of Jumbled Words to Reinforce Their Grammar Mastery at the Eighth Grade of SMPN 15 Padang2024-03-04T16:17:04+07:00Nurmela Nurmelanurmela103@gmail.comYati Aisya Ranijelt.fbs.unp@gmail.comThis study aimed to find out the students’ perception on the implementation of Jumbled Words to reinforce their grammar mastery at the eighth grade of SMPN 15 Padang. This research used descriptive method. The sample of this study was the students of VIII.5 class who were selected used purposive sampling. Questionnaires and interviews were used to collect the data. Questionnaires as the main instrument and interviews as the strengthening instrument. The results of this study showed that most of the students had a positive perception on the implementation of Jumbled Words to reinforce their grammar mastery. Despite the fact that the perception of most of the students was very positive, there were still some students who disagreed with this thing. After conducting interviews, it was discovered that the reason they gave a negative perception of jumbled words was because basically they did not understand grammar. Their lack of understanding of grammar made them hated the lesson, which ultimately caused them to have a negative perception on the learning activity implemented in teaching grammar itself. Therefore, teachers are expected to pay more attention to students who give negative perceptions, in other words those who do not understand grammar. Apart from that, teachers are also expected to be able to provide great learning activities in teaching grammar to students. Thus, whatever learning activities are applied in grammar learning later, they can enjoy it.2024-02-15T12:35:23+07:00Copyright (c) 2024 Nurmela Nurmelahttps://ejournal.unp.ac.id/index.php/jelt/article/view/127223The Effectiveness of English Score Application on Pre-Teaching Activities to Improve Vocabulary Mastery at SMAN 8 Padang2024-03-04T16:17:04+07:00Tika Syahadatikasyahada2512@gmail.comSenorica Yulia Sarisenorica.ys@fbs.unp.ac.idThis research is pre-experimental research that is aimed to try out whether the use of the EnglishScore application is effective in improving students’ vocabulary mastery. The population of the research was tenth-grade students at SMAN 8 Padang. The population consists of 339 students who are classified into ten classes. X.E2 was selected as the experimental class through cluster sampling method. This research was conducted over eight meetings during school hours. In order to collect the data, the researcher used multiple-choice test for pre-test and post-test. The test questions based on the two adapted narrative texts. The data analysis result shows that the significant value of the two-tailed paired sample t-test is 0.000 which means that the value of the two-tailed less than 0.05. So, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. In conclusion, the result of this research proved that the use of EnglishScore application had a good impact in improving students’ vocabulary mastery.2024-02-15T12:35:23+07:00Copyright (c) 2024 Tika Syahada, Senorica Yulia Sarihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127284Exploring the Students’ Perception on Peer Feedback in Writing Class: A Study of Undergraduate Students in English Department of UNP2024-03-04T16:17:04+07:00Yusra Handesca Putra Tanjungyusrahandesca@gmail.comSenorica Yulia Sarijelt.fbs.unp@gmail.com<p><em>Th</em><em>is</em><em> </em><em>research aimed to </em><em>the perception of the students in essay writing class about peer feedback</em><em> </em><em>in english department of UNP</em><em>.</em><em> </em><em>The study focuses on student perceptions, the role of peer feedback, and a comprehensive literature review on writing skills. Employing a quantitative methodology, data on students' perceptions of peer feedback in writing classes were collected through a questionnaire based on Farrah (2012). Using descriptive quantitative methods, the findings reveal that participants possess a positive perception of peer feedback's contribution to the enhancement of critical thinking, writing abilities, creativity, motivation, and the creation of a relaxed learning environment. The research suggests that peer feedback serves as a valuable tool in fostering the improvement of writing abilities among undergraduates</em></p>2024-02-15T12:35:23+07:00Copyright (c) 2024 Yusra Handesca Putra Tanjunghttps://ejournal.unp.ac.id/index.php/jelt/article/view/127244Students' Perception of Writing Division of UKBA to Organize Idea in Writing2024-03-04T16:17:04+07:00Dena Rahmadani Putridenarpu@gmail.comM. Affandi Ariantojelt.fbs.unp@gmail.comWriting has always been included in most difficult English language courses as one of the four language skills. Although writing skills especially in organizing idea is hard to master, but there are ways to support writing skills. One of them is joining a writing community. This research discovered non-English major students’ perception of the writing division of UKBA to organize idea in writing This research was quantitative design with the data collection technique using an online close-ended questionnaire. The respondents in this study were 30 non-English members of the writing division of UKBA. They were given 7 close-ended questions. The result showed that non-English major students have a positive perception with values integration showing 77,50% in the criteria ‘very high percentage’. Thus, the Writing division can be established by other universities to improve students’ writing skills. In addition, further research related to non-English members' perception toward other components of writing is suggested to do2024-02-15T12:35:23+07:00Copyright (c) 2024 Dena Rahmadani Putrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127196The Effect of Using Digital Children’s Literature on Storynory.com to EFL College Students’ Vocabularies at English Department, FBS, UNP2024-03-04T16:17:04+07:00Qaula Harisya Gumayqaula2710@gmail.comLeni Marlinalenimarlina@fbs.unp.ac.idChildren's digital literature is a platform that can be used as an innovative learning media, especially for reading. The objective of this research is to examine whether incorporating digital literature for children from the website storynory.com can enhance the vocabulary of college students studying English as a Foreign Language (EFL). Quasi-experimental was used as a research design in this study with quantitative methods. The population of this research were students of Introduction to Literature classes, English Department, FBS, Universitas Negeri Padang (UNP). Then, using a cluster random sampling technique, the researchers selected two classes in the Introduction to Literature course for the 2022/2023 academic year at the English Department, FBS, UNP as an experimental class and a control class. The data in this research was gathered from the outcomes of both the pre-test and post-test tests of vocabulary. Researchers chose 100 vocabulary words from a selection of 15 stories available on the storynory.com website for testing. The results of this research show an increase in vocabulary in the post-test score of 0.23 after using the storynory.com website in the experimental class. This provides evidence that incorporating children's digital literature, particularly from storynory.com, positively influences the vocabulary of EFL students at UNP.2024-02-15T12:35:24+07:00Copyright (c) 2024 Qaula Harisya Gumayhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127315Character Education Implementation: A Students’ Perception2024-03-04T16:17:04+07:00Husnuzhan Husnuzhanhusnuzhan6@gmail.comDian Safitridiansafitri@fbs.unp.ac.idCharacter education becomes a crucial part in educational system in Indonesia. The problems face by late generations which can degrade their character make it more important. The Integration of Character Education with Project-Based Learning (PjBL) in Paragraph Writing class become one of many ways to fix students problem. This research was a quantitative-research which employed questionnaire as the measurement toll. There were 18 items distributed to the samples with 2 different aspects. There were 125 students from academic year 2022/2023 which enrolled Paragraph Writing class in English Department, Universitas Negeri Padang participated as the samples of this research. Students were given a treatment by the lecturer for a whole semester and the researcher found the samples’ perceptions. To find the students’ perceptions, Likert Scale 1 to 4 was used in this study. This study found that the integration of Character Education and PjBL shows very positive result to increase students’ character.2024-02-15T13:06:00+07:00Copyright (c) 2024 Husnuzhan Husnuzhan, Dian Safitrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127351ELEP Students' Experiences in Reading English Journal Articles: Do they Have Difficulties?2024-03-04T16:17:04+07:00Siska Saputrisiskasaputri2023@gmail.comNora Fudhlajelt.fbs.unp@gmail.com<em>English Language Education Program (ELEP) students at Universitas Negeri Padang are burdened with complex English journal articles. This research investigates the difficulties and factors influencing their comprehension of these demanding texts and dominant difficulties and factors. This research uses a descriptive qualitative approach; the research involved 96 participants who answered the questionnaire and two from each class for in-depth interviews. The results of this research showed that are seven main factors contributing to students' difficulties: Difficulty understanding idea, Main idea, Supporting idea, Complicated sections of English journal article, Concluding English journal article, Topic-related vocabulary/technical terms/ difficult words, Inability to read quickly to find information, Complex language style and sentence structure, and challenging topics. Among these difficulties, vocabulary problems emerged as the most dominant aspect, posing a significant barrier to comprehension. In particular, the research identified an emerging trend of over-reliance on translation tools that hinders independent comprehension. The findings have valuable implications for future research, directing efforts to increase students' interest in reading English journal articles and developing effective strategies to overcome vocabulary challenges. By addressing these underlying issues, we can empower ELEP students to navigate the world of English academic literature confidently.</em>2024-02-15T13:11:03+07:00Copyright (c) 2024 Siska Saputrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127215Students’ Perception on Use of The PC Game: “Big City Adventure Sydney Australia” At MAN 2 Bukittinggi English Club Extracurricular to Improve Vocabulary Mastery2024-03-04T16:17:04+07:00Irvink Fachrul Pratama de Naldiirvinkfachrul@gmail.comYuli Tiarinajelt.fbs.unp@gmail.comThis research aims to know the students’ perception on use of the PC game: <em>“Big City Adventure Sydney Australia”</em> at MAN 2 Bukittinggi English Club Extra-curricular to improve vocabulary mastery. Vocabulary is essential in a language. Since learning vocabulary is the main point for learning other skills in a language. There is no doubt that vocabulary mastery plays an important role in the four language skills. Students can master English vocabulary in various interesting ways. One way is to use games as an attractive learning tool. Students can play the <em>“Big City Adventure Sydney Australia”</em> game to improve vocabulary mastery when they take part in extracurricular activities, namely English Club. English Club is the place for students to improve their English ability outside of regular classes. There are several benefits to join English Club at the school. One of them, mastering vocabulary in interesting way by playing game. English Club students play “<em>Big City Adventure Sydney Australia</em>” game to help them for mastering vocabulary. Descriptive research with quantitative method was used to assess the data in this research. Total sampling was used by the researcher to choose the sample of this study. The sample consisted of 93 English Club students. The questionnaire was used as the research instrument of this study. The finding showed that the students had positive perception on PC game: <em>“Big City Adventure Sydney Australia”</em> to improve vocabulary mastery the English Club students. It was represented by the total mean of the questionnaire (3.25). The results of this research showed that <em>“Big City Adventure Sydney Australia”</em> game helps the English Club students to improve their vocabulary mastery in the school extracurricular.2024-02-15T13:12:23+07:00Copyright (c) 2024 Irvink Fachrul Pratama de Naldihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127387Student Engagement in Small Group Discussion for English Language Learning at SMAN 1 Salimpaung2024-03-04T16:17:04+07:00Puja Restu Ilahiilahipujarestu@gmail.comRatmanida Ratmanidajelt.fbs.unp@gmail.comThis study aims to find out the level of student engagement in small group discussions during English learning at SMAN 1 Salimpaung. The research design was conducted using descriptive research; 61 twelfth-grade students were selected using the cluster random sampling method. Questionnaires and observation checklists were used to collect data. The questionnaire consisted of 40 closed questions relating to students' engagement in small group discussions. The results showed that student engagement in small group discussions at SMAN 1 Salimpaung can be high, with an overall mean of 2.94. Specifically, the cognitive engagement dimension showed the highest level of engagement, indicating students' active engagement in critical thinking, analyzing information, developing an understanding of the material discussed, monitoring progress and self-evaluation during small group discussions. In addition, the behavioral engagement dimension also showed significant levels of engagement, with students exhibiting behaviors that reflected active participation and interaction. Although the emotional engagement dimension showed high levels of engagement overall, there was considerable variation in students' emotions within the small group discussions2024-02-15T13:19:44+07:00Copyright (c) 2024 Puja Restu Ilahihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127393Students' Attitude in Joining English Course at SMAN 2 Painan2024-03-04T16:17:04+07:00Sri Mayang Indahsrimayangindah23@gmail.comSyafitri Ramadhanisyafitri_syara@fbs.unp.ac.id<em>This research was conducted to determine students' attitude in joining English course. The researcher used descriptive quantitative methods with questionnaire to get answers about students’ attitude. The purpose of this study is to find out what students' attitudes towards joining English courses are. The sample of this research was 30 students at SMAN 2 Painan. There were 30 statements that students had to fill in by choosing answers between strongly agree, agree, disagree, and strongly disagree. The findings show that of the 30 students who were sampled for the English course, most students gave a positive attitude in attending the English course. In particular, the positivity of the cognitive component with ten statements with an average of 3.30 (82.50%), the positivity of the affective component with eight statements with an average of 3.15 (78.85%), and the positivity of statements regarding conative component with twelve statements with an average of 3.18 (79.51%). From the results of this research, it can be concluded that students' attitude in joining English course based on the three components which are cognitive, affective, and conative reveal a positive attitude. Through this research, the findings also concluded that English courses have many benefits, especially for students who have joined English course in improving their English</em>.2024-02-15T13:22:27+07:00Copyright (c) 2024 Sri Mayang Indah, Syafitri Ramadhanihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127014English Teachers’ Perception toward Milealab (Virtual Reality) as Teaching Media for English Subject in SMPN 3 Solok Selatan2024-03-04T16:17:04+07:00Rifka Hafizhahrifkahfz10@gmail.comLafziatul Hilmilafziatul.hilmi@fbs.unp.ac.id<em>The aim of this study is to analyze teachers' viewpoints regarding the utilization of virtual reality technology as an instructional tool in the context of learning. This study utilized qualitative research methodologies. Four English teachers from SMPN 3 Solok Selatan participated in this study. The data were collected through an interview after the participants tried out the MILEALAB-based materials. This study used Fred Davis's Technology Acceptance Model (TAM) theory (1996) as the theoretical framework. The data analysis in this study involved the examination of four indicators, specifically perceived usefulness, perceived ease of use, attitude to use, and intention to use. The researcher chose to employ Miles and Huberman's flow model in order to analyze the data obtained from the interview. The result showed that many viewpoints existed about virtual reality equipment. Thus, nearly all teachers approve of the utilization of virtual reality in educational settings. According to teachers, the use of virtual reality has been found to enhance English language proficiency as well as increase interest and enthusiasm among individuals who participate in English language learning activities. Also, certain teachers share the viewpoint that improvements should be made to virtual reality course material.</em>2024-02-21T13:48:29+07:00Copyright (c) 2024 Lafziatul Hilmihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127340The Causal Relationship between EFL Student’s Self Efficacy and EFL Student’s Writing Ability in Paragraph Writing Class at English Department of Universitas Negeri Padang2024-03-04T16:17:04+07:00Dian PratiwiDian898999@gmail.comRirin Oviliajelt.fbs.unp@gmail.com<span>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.</span>2024-02-21T14:52:24+07:00Copyright (c) 2024 Dian - Pratiwihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127501Using Selected Stories from Storycanada.ca Website: The Effect of Using Digital Children’s Literature on EFL College Students’ Vocabularies at UNP2024-03-04T16:17:05+07:00Tri Mulyatitrimulyati656@gmail.comLeni Marlinajelt.fbs.unp@gmail.com<p>Digital children’s literature is one of the media that can be used in learning as a way to improve EFL students vocabulary . The purpose of this study is to ascertain whether or not using the digital children’s literature help to improve the vocabulary at Universitas Negeri Padang . A collection of digital childrens literature stories from <em>storybookscanada.com</em>was used in this experimental study<em> .</em>This study used quasi-experimental research and quntitative approach. The popuation was English languange education major students who enrolled in Introduction to Literature subject for the 2022/2023 academic year . The sample was two classes consisting 63 students from K3 and K7 which were selected using cluster random sampling . The information for the vocabulary test was acquired via pre-test and post-test of EFL college students’ vocabularies and consisting of 100 vocabularies taken from 14 selected stories on <em>storybookscanada.com</em> . A collection of 14 stories completed with vocabulary exercises and vocabulary list was used as the reading daily treatment within 14 days. Based on the results, the experimental class’s vocabulary before treatment was 339,57 or 67,92 % and students vocabulary after treatment was 379,42 or 75,88 % . Conversely, with regard to the control group , they did not experience much change in their pre-test and post-test results which were for vocabulary level from 356,97 or 71,39 % to 361,71 or 72,34 % . This research proves that employing digital children’s literature in the form of picture books on storybookscanada.comwith structural exercises has a significant effect on improving EFL college students’ vocabularies at UNP.</p>2024-02-21T15:18:56+07:00Copyright (c) 2024 Tri Mulyatihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127554EFL College Student’s Perception in Using Movie Animations from Little Fox Youtube Channel as Autonomous Learning Activities2024-03-04T16:17:05+07:00Nadafa Namira Zahranadafanamirazahraaa@gmail.comLeni Marlinajelt.fbs.unp@gmail.comThe aim of this research is to reveal students' perceptions of the use of movie animations from the "Little Fox" YouTube channel as an autonomous learning activity. This research uses descriptive research with a quantitative approach. The population of this study was the Advanced Listening class at Faculty of Language and Arts, Universitas Negeri Padang with a sample of the K5 Advanced Listening class (Prodi K5 English, Language Education Program). This research used a total sampling technique because the class where learning using visual media was implemented was only the K5 Advanced Listening class. The research instruments used to collect the data were a questionnaire with 30 closed statements using 4 Likert scales, and an interview with 5 main questions about students’ perception in using movie animations from “Little Fox” YouTube Channel as autonomous learning activities. The results of this research are from a physical aspect and a psychological aspect. Firstly, from the physical aspect the results showed that the majority of students liked and felt involved in watching animated videos from the YouTube channel "Little Fox," with positive perceptions of their impact on comprehension, visual and auditory senses, and enjoyment in learning English. The total average of perception indicators in the physical aspect is 3.03 (Positive). Secondly, from the psychological aspect the results showed that the use of animated videos from the YouTube channel "Little Fox" significantly increased students' interest, self-confidence and engagement in English learning, reflecting the positive psychological impact of the channel's content. The total average of perception indicators in the psychological aspect is 3.05 (Positive). Since the students' perceptions on both physical and psychological aspects are Positive, the other classes are suggested to use the Little Fox YouTube channel in a similar way as an autonomous learning activity.2024-02-23T14:21:10+07:00Copyright (c) 2024 Nadafa Namira Zahrahttps://ejournal.unp.ac.id/index.php/jelt/article/view/127509An Investigation on Teaching Approaches in Teaching English Speaking Skill at Harau Valley English School2024-03-04T16:17:05+07:00Fajar Ibrahimfajaribrhmm@gmail.comDelvi Wahyunijelt.fbs.unp@gmail.comThis study aimed to investigate the teaching approaches used to enhance English speaking skills at Harau Valley English School. This studay was used qualitative research method to gather data through observation and interviews with tutors and students at the school. The analysis used direct approach theory adapted by Bean (2011) and indirect approach theory adapted by Woolfolk (2018). The findings revealed that Harau Valley English School employs teaching approaches that incorporate strategies used in direct approach such as emphasizes clear learning objectives, guided practice, reinforcement and review, and structured lesson plans. This approach ensures a focused learning environment with specific goals communicated to students, active participation in structured activities, and opportunities for consolidation of learning through reinforcement and review activities. In addition, in indirect approach such as Socratic questioning and problem-based learning to empower students in their learning process. These findings highlighted the strengths of various teaching approaches in the context of English language learning. Thus, this study provided valuable insights into effective teaching practices in a specific educational setting and can serve as a basis for the development of improved teaching approaches in the future. These approaches created a dynamic and participatory learning environment at Harau Valley English School. Tutors employ a student-centered approach that not only develops language skills but also nurtures critical thinking, creativity, and practical application of knowledge2024-02-24T12:33:01+07:00Copyright (c) 2024 Fajar Ibrahimhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127229The Analysis of Reading Strategies Used by Teachers in Teaching Reading Comprehesion at MAN 4 Pesisir Selatan2024-03-04T16:17:05+07:00Agfa Efendiefendiagfa06@gmail.comYati Aisya Ranijelt.fbs.unp@gmail.comThe purpose of this study is: (1) To find out the implementation of beginning reading of reading strategies used by teachers in teaching reading comprehension at MAN 4 Pesisir Selatan. (2) to find out the implementation of during reading of reading strategies used by teachers in teaching reading comprehension at MAN 4 Pesisir Selatan. (3) to find out the implementation of after reading of reading strategies used by teachers in teaching reading comprehension at MAN 4 Pesisir Selatan. This research used descriptive research. The sample of this study were English teachers. Observations checklist and interview guidelines were used to collect data. In the reading strategies, there are three steps in applying reading strategies, they are: beginning reading step, during reading step, and after reading step. The analysis of reading strategies in this school was not implemented well. It still needs improvement. The problems found are the teacher's lack of knowledge regarding reading strategies themselves, the teacher's lack of approach to students, which causes the teacher's relationship with students to not be established well, and the application of time in which learning is ineffective.2024-02-24T12:46:12+07:00Copyright (c) 2024 AGFA EFENDIhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127433Students’ Self-Efficacy and English-Speaking Skills in Advanced Speaking Class: Do They Correlate?2024-03-04T16:17:05+07:00Yelli Wijayantiyellywijayanti@gmail.comDinovia Fannil Kherjelt.fbs.unp@gmail.comThis research aims to determine the correlation between students' self-efficacy and English-speaking skills at Advanced Speaking. This research was a correlational design. The population of this research is the English Literature Department 2022 Universitas Negeri Padang from NK2-NK5, and the sample is the NK 2 class which was chosen by using cluster random sampling. The instruments of this research were a Self-efficacy questionnaire and a speaking test, and the data were analyzed using SPSS 25 for Windows. The data were analyzed using the Spearman Rank test. It was found that the sig. (2 tailed) 0.454 higher than sig. 0.05. As a matter of fact, the null hypothesis was accepted. Therefore, the results of this research showed that there was no correlation between self-efficacy and students’ speaking skills in Advanced Speaking classes.2024-02-24T13:29:49+07:00Copyright (c) 2024 Yelli Wijayantihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127470Students’ Attitude Toward the Use of Reading Aloud in Learning Reading Skills at SMP Muhammadiyah 6 Padang2024-03-04T16:17:05+07:00Sri Hikmahsrimadhani.nh@gmail.comYetti Zainiljelt.fbs.unp@gmail.com<p>This study aims to analyze students' attitudes towards the use of reading aloud in learning reading skills at SMP Muhammadiyah 6 Padang. The researcher employed a mixed-methods approach, involving a total population of 204 students from grades 7, 8, and 9, as well as English teachers at SMP Muhammadiyah 6 Padang. The research sample, obtained through simple random sampling, comprised 25% of the student population, totaling 51 students, and two English teachers. Quantitative research was conducted using a questionnaire to analyze students' attitudes towards the use of reading aloud in learning reading skills at SMP Muhammadiyah 6 Padang. Meanwhile, qualitative research was carried out to analyze the extent to which teachers utilize reading aloud in teaching reading skills. The research findings indicate that students have positive attitude towards affective, cognitive, and behavioral components in learning reading skills. Therefore, it can be concluded that students feel that reading aloud helps and motivates them in learning English reading skills. Interviews with two English teachers also revealed skillful practices of reading aloud, aligning with best practices in reading aloud.</p><p> </p>2024-02-24T14:01:13+07:00Copyright (c) 2024 Sri Hikmahhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127422The Effectiveness of FluentU Application on Students’ Vocabulary Mastery2024-03-04T16:17:05+07:00Fani Rahmadinifanirahma567@gmail.comSyafitri Ramadhanijelt.fbs.unp@gmail.com<em>The purpose of this research is to identify the effectiveness of FluentU application in improving students’ vocabulary mastery at the tenth-grade students. This is a pre-experimental research design. The population of the study was tenth-grade students at SMA N 2 Sungai Limau. The population consist of 171 students that are classified into five classes. X FASE E 5 was selected as a sample through cluster random sampling method. The total number of the students in this class is 34 students. The research is conducted in six meetings. The researcher used pre-test and post-test to collect the data. The instrument of this research is vocabulary test. There are 25 questions with multiple choice questions. The result of the study shows that the significant value of the two-tailed paired sample t-test was less than 0.05. It means that the null hypothesis (H<sub>0</sub>) in this research was rejected and the alternative hypothesis (H<sub>1</sub>) was accepted. It proved that the use of FluentU application to improve students’ vocabulary mastery is effective. </em>2024-02-25T16:54:01+07:00Copyright (c) 2024 Fani Rahmadinihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127484The Effect of Using English Speaking Practice Application on the First Year Students’ Speaking Ability at SMA S Adabiah Padang2024-03-04T16:17:05+07:00Rizky Oktavianooktavianorzk@gmail.comDinovia Fannil Kherjelt.fbs.unp@gmail.com<p>Many high school students were not interested in speaking. It is due to the difficulties to do so. However, there was a mobile phone application named English Speaking Practice application as the solution to those issues. This study aimed to investigate the effect of using <em>English Speaking Practice</em> application on the first year students’ speaking ability at SMAS Adabiah Padang.This study was a pre-experimental one sample pre-test post-test design. The population was all of 10<sup>th</sup> grade students at SMAS Adabiah Padang and the sample was 34 students of XE1 at SMAS Adabiah Padang chosen with cluster sampling technique. The instrument was a read-aloud speaking test adapted by Brown (2004). The data was analyzed by using SPSS. It was discovered that the sig. values was 0.001 less than 0.05 which means the hypothesis null was rejected. Therefore, the result of this study shown that there was an effect of using <em>English Speaking</em><em> </em><em>Practice</em> application on the first year students’ speaking ability at SMAS Adabiah Padang.</p>2024-02-25T17:05:57+07:00Copyright (c) 2024 Rizky Oktavianohttps://ejournal.unp.ac.id/index.php/jelt/article/view/127623Students’ Interest in Learning English with Teachers who Use Humor in Teaching and Learning Process at SMKN 53 Jakarta2024-03-04T16:17:05+07:00Ade Rinaldirinaldi2410@gmail.comZul Amriamri_zul@yahoo.comThe English learning process was considered difficult and boring for students. This made students lose interest in learning English. Students' interest in learning could emerge through a fun learning process. One way that teachers could use to create a fun learning process was to use humor. In this study, researcher tried to find out students' interest in learning English with teachers who used humor in the teaching and learning process. The population was 12<sup>th</sup> grade students from SMKN 53 Jakarta while the sample was four classes of 12<sup>th</sup> grade students at SMKN 53 who were collected using purposive sampling technique. The total participants in this study were 100 students who were collected using questionnaires and strengthened by interviews. This study used a descriptive quantitative method. The data analysis technique used for the questionnaire was the basic method of descriptive statistical analysis while in analyzing interview data researcher used data presentation. Based on the data obtained and analyzed, it was known that students' interest in learning English with teachers who used humor was very high. This could be seen from the average value of 3.352 for feeling pleasure, 3,138 for students’ engagement, 3.2 for students’ attention, and 3.0925 for students’ involvement. The results of the interview data also supported this statement.2024-02-26T11:30:36+07:00Copyright (c) 2024 Ade Rinaldi, Zul Amrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127259Teachers’ Strategies in Teaching Speaking at MAN 2 Padang2024-03-04T16:17:05+07:00Fany Tri Utami EZfanytriutami2000@gmail.comZul Amrijelt.fbs.unp@gmail.com<span class="TextRun SCXW13904997 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract" data-ccp-parastyle-defn="{"ObjectId":"8b9db75a-9f3b-4aa9-a6dc-2ea0c4e845f3|95","ClassId":1073872969,"Properties":[469775450,"Abstract",201340122,"2",134234082,"true",134233614,"true",469778129,"Abstract",335572020,"1",469777841,"Times New Roman",469777842,"Times New Roman",469777843,"Calibri",469777844,"Times New Roman",469769226,"Times New Roman,Calibri",268442635,"22",335559705,"1033",335551547,"2057",335559685,"-108",335559740,"240",201341983,"0",335559739,"0",335551550,"6",335551620,"6",469777929,"Abstract Char",469778324,"Normal",469778325,"[\"Keywords\"]"]}" data-ccp-parastyle-linked-defn="{"ObjectId":"8b9db75a-9f3b-4aa9-a6dc-2ea0c4e845f3|97","ClassId":1073872969,"Properties":[469775450,"Abstract Char",201340122,"1",134233614,"true",469778129,"AbstractChar",335572020,"1",134231262,"true",469777841,"Times New Roman",469777842,"Times New Roman",469777843,"Calibri",469777844,"Times New Roman",469769226,"Times New Roman,Calibri",268442635,"22",335551547,"2057",469777929,"Abstract",469778324,"Main Text Char",469778325,"[\"Keywords Char\"]"]}">Speaking is one of the language skills that students must master, even though it is not easy. Teacher must implement </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">appropriate teaching</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> strategies to overcome students’ speaking difficulties. This study aimed to find out the teachers' strategies in teaching speaking at MAN 2 Padang and the students’ </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perceptions</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> of the strategies in teaching speaking. This research was descriptive research with a mixed approach that combines qualitative and quantitative data. The samples for this research were three English teachers and the students of three classes where the observations were carried out. The instrument were observation, interviews, and questionnaire. Observation and interview data were </span><span class="NormalTextRun SpellingErrorV2Themed SCXW13904997 BCX8" data-ccp-parastyle="Abstract">analyzed</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> by activating data, making transcripts, and drawing conclusions. </span><span class="NormalTextRun SpellingErrorV2Themed SCXW13904997 BCX8" data-ccp-parastyle="Abstract">Quesinoer</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> data was </span><span class="NormalTextRun SpellingErrorV2Themed SCXW13904997 BCX8" data-ccp-parastyle="Abstract">analyzed</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> using Excel. The results of this research </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">indicate</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> that teacher A used live listening, </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">drilling</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> and chant, writing task, discussion, presentation, and outside-class speaking strategies. The students’ </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perceptions</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> of Teacher A’s strategies were good with average </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perception</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> results ≥76%. Teacher B uses recording and transcript, live listening, drilling, writing task, dialogue, role-play, and discussion strategies. The students’ </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perceptions</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> of Teacher B’s strategies were quite good with average </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perception</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> results ≤75%. Teacher C uses live listening, writing task, dialogue, role-play, discussion and debate, and presentation strategies. The students’ </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perceptions</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> of Teacher C’s strategies were good with average </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perception</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> results ≥76%. It can be concluded that the teachers at MAN 2 Padang use recording and transcript, live listening, </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">drilling</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> and chant, writing task, dialogue, role-play, discussion and debate, presentation, and outside-class speaking strategies in teaching speaking and students’ </span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract">perceptions</span><span class="NormalTextRun SCXW13904997 BCX8" data-ccp-parastyle="Abstract"> of the strategies were good.</span></span><span class="EOP SCXW13904997 BCX8" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559685":-108,"335559739":0,"335559740":240}"> </span>2024-02-26T11:37:14+07:00Copyright (c) 2024 Fany Tri Utami EZhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127729The Correlation between Student’s Motivation in Choosing English Education Study Program at Universitas Negeri Padang and Student’s Learning Achievement in Microteaching Class2024-03-04T16:17:05+07:00Anita Yunisanitayunis001@gmail.comNofrina Eka Putrinofrinaekaputri@fbs.unp.ac.id<em>Every person has their motivation in choosing something, and so do the students who have graduated from high school. The students might choose an English education Program Study as their major in a university. The choosing major can be influenced by what kinds of motivation they have, there are five kinds of motivation in this research: intrinsic, extrinsic, instrumental, integrative, and altruistic. Furthermore, since the major is related to the education field, the English education curriculum will have a Microteaching class as a subject that trains the education-based students to feel how teaching situations look. Hence, this research aims to find out what motivation types motivate the students the most to choose English education and how it correlates with students' English learning achievement in Microteaching classes. There are 31 participants from the same program study in entry year 2020, who have taken Microteaching class in this research. To collect the data, a questionnaire with 25 statements and a document about students’ results in Microteaching classes were used in this study. Then, the method used in this research was the correlational method. The findings of this study stated that the highest motivation type that motivated students to choose English Education was intrinsic. Yet, the correlation between students’ motivation in choosing English Education and students’ learning achievement in micro-teaching classes was displayed in a low level of correlation.</em>2024-02-26T11:55:09+07:00Copyright (c) 2024 Anita Yunis, Nofrina Eka Putrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127520Writing Strategies Used by Male and Female Students in Writing Their Undergraduate Theses2024-03-04T16:17:05+07:00Wynneke Putri Shabirahshabirahwynneke@gmail.comDian Safitrijelt.fbs.unp@gmail.com<span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: ZH-CN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;" lang="ZH-CN">This study aimed to </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: JA; mso-bidi-language: AR-SA;">investigate the most used </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: JA; mso-bidi-language: AR-SA;" lang="EN-GB">writing strategies by undergraduate students</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: JA; mso-bidi-language: AR-SA;"> that have been finished writing their thesis, the differences in strategies used across their gender, and </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">to ascertain the extent to which these strategies impact the persistence of these students</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">.</span><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: ZH-CN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;" lang="ZH-CN">This study was used </span><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">quantitative descriptive</span><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: ZH-CN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;" lang="ZH-CN"> research method to gather data through </span><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">questionnaire. The participants were 44 students who have completed their theses and already had done comprehension exam in academic year 2023-2024. </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">The data </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">was</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB"> collect</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">ed</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB"> by using 42-items with 4 point Likert scale questionaire adapted from Abdollahzadeh (2012) and Nopmanotham (2016) based on Oxford’s LLS (1990) Theory</span><span style="font-size: 10.0pt; mso-bidi-font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: ZH-CN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="ZH-CN">.</span><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: ZH-CN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;" lang="ZH-CN"> The findings revealed</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB"> that each participant</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">s</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB"> used six writing strategies. The three types of strategies they utilize most frequently are metacognitive strategies (82%), social strategies (82%), and affective straretgies (77%) followed by compensation strategies (75%), cognitive strategies (71%) and memory strategies (71%). As can be observed, there is not much of a difference in any category’s proportion.</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> The</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">findings also revealed </span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">frequent strategies employed by male and female student was different. 21 Male students out of 44 participants (48%) reported used social strategy as most frequently and cognitive strategy as least frequently, while 23 Female students out of 44 participants (52%) reported used metacognitive strategy as the most and memory strategy as the least</span><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: SimSun; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">. The findings also revealed that students who compiled their thesis in duration one semester, two semester, three semester used metacognitive strategy as the most frequently one.</span><table class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black;" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 68.1pt;"><td style="width: 303.05pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 68.1pt;" valign="top" width="404"><p class="Abstract"><span style="mso-ansi-language: ZH-CN; mso-bidi-font-weight: bold;" lang="ZH-CN">This study aimed to </span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN; mso-fareast-language: JA;">investigate the most used </span><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: JA;" lang="EN-GB">writing strategies by undergraduate students</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN; mso-fareast-language: JA;"> that have been finished writing their thesis, the differences in strategies used across their gender, and </span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB">to ascertain the extent to which these strategies impact the persistence of these students</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">.</span><span style="mso-ansi-language: ZH-CN; mso-bidi-font-weight: bold;" lang="ZH-CN">This study was used </span><span style="mso-ansi-language: IN; mso-bidi-font-weight: bold;">quantitative descriptive</span><span style="mso-ansi-language: ZH-CN; mso-bidi-font-weight: bold;" lang="ZH-CN"> research method to gather data through </span><span style="mso-ansi-language: IN; mso-bidi-font-weight: bold;">questionnaire. The participants were 44 students who have completed their theses and already had done comprehension exam in academic year 2023-2024. </span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB">The data </span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">was</span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB"> collect</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">ed</span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB"> by using 42-items with 4 point Likert scale questionaire adapted from Abdollahzadeh (2012) and Nopmanotham (2016) based on Oxford’s LLS (1990) Theory</span><span style="font-size: 10.0pt; mso-bidi-font-size: 11.0pt; mso-ansi-language: ZH-CN;" lang="ZH-CN">.</span><span style="mso-ansi-language: ZH-CN; mso-bidi-font-weight: bold;" lang="ZH-CN"> The findings revealed</span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB"> that each participant</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">s</span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB"> used six writing strategies. The three types of strategies they utilize most frequently are metacognitive strategies (82%), social strategies (82%), and affective straretgies (77%) followed by compensation strategies (75%), cognitive strategies (71%) and memory strategies (71%). As can be observed, there is not much of a difference in any category’s proportion.</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;"> The</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">findings also revealed </span><span style="mso-bidi-font-size: 12.0pt;" lang="EN-GB">frequent strategies employed by male and female student was different. 21 Male students out of 44 participants (48%) reported used social strategy as most frequently and cognitive strategy as least frequently, while 23 Female students out of 44 participants (52%) reported used metacognitive strategy as the most and memory strategy as the least</span><span style="mso-bidi-font-size: 12.0pt; mso-ansi-language: IN;">. The findings also revealed that students who compiled their thesis in duration one semester, two semester, three semester used metacognitive strategy as the most frequently one.</span></p></td></tr></tbody></table>2024-02-26T12:03:53+07:00Copyright (c) 2024 Wynneke Putri Shabirahhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127519Analyzing Students' Dubbing Performance Quality on SEA Subtitling and Dubbing Project in English Department of Universitas Negeri Padang2024-03-04T16:17:05+07:00Putri Ashma Aqilahputriashmaaqilah@gmail.comLafziatul Hilmijelt.fbs.unp@gmail.comThe purpose of this research is to analyze the quality of student dubbing projects in the SEA subtitling-dubbing class, as well as to see how dubbing activities impact the motivation of students to learn English. This research employed descriptive and quantitative methods. The researcher used a transcription table to collect data, which included documentation of students' dubbing project results in the SEA subtitling-dubbing course in the form of a table, and also used a questionnaire with ten statements about students' motivation through dubbing activities. The participants were 20 students who took the SEA subtitle-dubbing class period from January to June 2023. According to research findings, the quality of student dubbing performance in the SEA class is fairly good. Furthermore, based on the questionnaire completed by the students, the researcher discovered that the students' motivation to carry out this dubbing project was quite high, with the students feeling enthusiastic about learning English through several steps of dubbing processes that they had completed.2024-02-26T12:17:39+07:00Copyright (c) 2024 Putri Ashma Aqilahhttps://ejournal.unp.ac.id/index.php/jelt/article/view/127319Teachers’ Collaborative Learning Strategies in Teaching Reading Comprehension at SMPN 2 Sungai Penuh2024-03-04T16:17:05+07:00Hafizah Meidya Fitrihafizahmeidyaf@gmail.comFitrawati Fitrawatijelt.fbs.unp@gmail.comThis research aimed to find out the specific types of collaborative learning strategies teachers used when teaching reading comprehension at SMPN 2 Sungai Penuh and challenges that teachers faced when teaching reading comprehension by using collaborative learning strategies. It is a descriptive qualitative study. Observation and interviews were utilized as instruments by the researcher to collect data. Teachers who teach in grade eight and students in grade eight at SMPN 2 Sungai Penuh took part in this research. There are 35 students consisting of seven classes. This research does not require any special treatment during the teaching and learning process. Based on analyzing data, the researcher found that collaborative learning strategies that teachers used in teaching reading comprehension were group discussion, think-pair-share, partner reading, shared reading, collaborative strategic reading, and jigsaw reading. There are many challenges that teachers faced when implementing collaborative learning strategies in teaching reading comprehension. They are, students do not have their own awareness of the assignments that have been given, many students have low abilities in reading skills, such as pronunciation and vocabulary, many students do not understand vocabulary, and misunderstand the meaning of text, such as adjectives, nouns, verbs, and adverbs, and limited time in teaching reading comprehension.<em> </em>2024-02-26T12:22:22+07:00Copyright (c) 2024 Hafizah Meidya Fitrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127515Relationship Between Paraphrasing Ability and Grammar Mastery of English Education Students at Universitas Negeri Padang2024-03-04T16:17:05+07:00Elika Oktavia Saputrielikaoktaviasaputri@gmail.comRirin Oviliajelt.fbs.unp@gmail.comIn order to fulfil the requirements of academic papers, students are intended to compose their works by drawing upon concepts acquired from a range of sources that they have studied. Paraphrasing is one of the advanced academic skills which it can be employed during academic writing. Nevertheless, in reality, the majority of students continue to struggle with paraphrasing and their proficiency in this skill remains limited. Multiple studies have examined the difficulties encountered by students in the process of paraphrasing, revealing that grammar mastery is one of the predominant challenges in this context. This correlational study seeks to ascertain the correlation and quantify the impact of students' grammar mastery toward their ability to paraphrase. The study population consists of eight classes of second-year students in the English Education study-program at Universitas Negeri Padang who are enrolled in the Academic Writing course. The sample for this study was selected using cluster random selection, with two classes being chosen. Grammar test (TOEFL) and paraphrasing test (articles from reputable journal) are the instrument for this study. This study employed quantitative research methodology, utilizing bivariate correlation analysis technique. The results indicate a positive correlation between students’ paraphrasing ability and their grammar mastery. The findings also demonstrate that grammatical mastery accounted for 29.2% of the variation in paraphrase ability.2024-02-26T14:39:33+07:00Copyright (c) 2024 Elika Oktavia Saputrihttps://ejournal.unp.ac.id/index.php/jelt/article/view/126534An Analysis of Students’ Difficulties in Making Inferences at English Department Universitas Negeri Padang2024-03-04T16:17:05+07:00Heri Wahyudiheriwaahyudi@gmail.comYetti Zainiljelt.fbs.unp@gmail.comMaking inferences is an essential component of reading. Besides that, when the text asks the reader to know the facts behind it, the inference must be considered when reading. Inference becomes an important part of reading to be fluent. It is one of the key components to become fluent in reading. English language education students usually learn and apply inference when they are in advanced reading classes; they will learn a lot about it and make inferences from given text. However, when the researcher was in the class, he noticed that a few other students complained because they felt difficult when making inferences from the text. Some researchers have examined case studies about inference. However, prior research on comprehension of reading texts focused more on making inferences and inference strategies. This study aims to find out students’ difficulties in making inferences at English Language Education Universitas Negeri Padang. The researcher employs a descriptive quantitative research design that integrates quantitative and qualitative methodologies. This research involved 30 students of English Language Education at Universitas Negeri Padang from K4-2019. The random sampling was implemented in this research. The results showed that comprehending the role of grammatical in unknown words, having the highest percentage at 63.3%, then recognizing the author's bias at 60%, understanding the author's point of view at 56.6%, and making a conclusion from the facts in the text at 50%. The results indicate that almost all sixth-semester students at English Language Education Universitas Negeri Padang have difficulty in making inferences.2024-02-27T14:35:13+07:00Copyright (c) 2024 Heri Wahyudihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127718Differentiated Teaching and Learning Applied in English Classes of Phase F of Senior High School2024-03-04T16:17:05+07:00Zakiyurrahman Azharizakiyurrahman05@gmail.comYetti Zainiljelt.fbs.unp@gmail.com<p>This study aims to describe how teachers applied differentiated teaching and learning in English classes of phase F Senior High Schools based on the Merdeka curriculum and figure out the problems they commonly encountered in this type of instruction. The data was gathered by interviewing and observing English teachers who taught phase F grade XI of SMA Negeri 7 and SMA Negeri 10 Padang in the first semester of the 2023-2024 academic year representing English teachers of batch I and II <em>Sekolah Penggerak</em> in Padang who were selected by applying purposive sampling. First interview was conducted to investigate how teachers identified student’s learning needs and observation was conducted to investigate how teachers applied differentiated teaching and learning in the classes. Another interview was conducted to find out and describe the problems commonly encountered in this type of instruction. The results show that both teachers A and B identified students' learning needs (readiness) by applying initial formative assessments and taking the data provided by counselling teachers about students' interests and learning profiles. Both teachers adjusted their instruction with relatively similar content differentiation strategies due to the level of student readiness and language barriers. Each teacher applied various processes of differentiations in the types of activity, tasks, media and the level of assistance provided. However, teacher B showed more engagement in personal assistance, scaffolding and tiered tasks. Teacher A offered less consistent product alternatives while teacher B was more consistent and challenged student’s creativity in working by utilizing technology. Accordingly, teacher A faced more obstacles than teacher B.</p><p> </p>2024-02-27T14:52:59+07:00Copyright (c) 2024 Zakiyurrahman Azharihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127521English Language Educational Program Students' Motivation in Learning English Grammar after Covid-19 Pandemic2024-03-04T16:17:05+07:00Ayuda Rahmadaniayudarahmadani0601@gmail.comDinovia Fannil Kherdinovia.rezi@fbs.unp.ac.idThis study aims to know the English Language Educational Program Students’ motivation in learning English Grammar after Covid-19 pandemic viewed from their intrinsic and extrinsic motivation. The sample in this study were 37 students enrolled in the English Educational Program at Universitas Negeri Padang 2021. Researcher used a quantitative research. Data was collected through a questionnaire and interview. Based on this study, the students’ intrinsic motivation was high (73,51%) and the students’ extrinsic motivation was also high (71,31%). The result of the study showed that both of intrinsic and extrinsic motivation was high. This was due to several reasons, namely the students have desire in learning advanced grammar after pandemic to improve their skills, the changing from online learning to offline learning made them feel challenged to learn advanced grammar, student motivation can come from the teaching materials provided by lecturers who teach advanced grammar in class, student said that a punishment from the lecturer can influence them to active at class, and the students’ motivation in learning advanced grammar after pandemic also influenced by the lecturer’ attendance at the class.2024-02-27T15:41:07+07:00Copyright (c) 2024 Ayuda Rahmadanihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127695Students’ Perception of Content Language Integrated Learning (CLIL) Approach in International Classes at Universitas Negeri Padang2024-03-04T16:17:05+07:00Rusdi Pandu Hidayatrusdipanduhidayat@gmail.comFitrawati Fitrawatijelt.fbs.unp@gmail.comThe importance of English is the reason to develop international class in the university. To make sure the use of English efficiently the right approach needs to be done. The approach known as Content and Language Integrated Learning (CLIL) involves learning academic subjects using a foreign language. This method has shown great potential in higher education, as it helps enhances students' analytical and reasoning skills. This article explores the perceptions of international class students in Universitas Negeri Padang on benefit and challenge in implementing CLIL approach. This study aimed to find the students’ perception of the benefits and the challenges in implementing CLIL approach in international class at Universitas Negeri Padang. The study collected data from students through close-ended and open-ended questionnaire using a descriptive quantitative method. The participant of this study were 83 international class students from 17 different program study in Universitas Negeri Padang. The findings showed that mostly the students have very positive perception that CLIL provides many benefits related to the 4Cs of CLIL. However, due to some language proficiency to understanding the target language and the subject at the same time, some students find this approach to be hard and challenging.2024-02-27T16:13:48+07:00Copyright (c) 2024 Rusdi Pandu Hidayathttps://ejournal.unp.ac.id/index.php/jelt/article/view/127587The Effectiveness of Experience, Generalization, Reinforcement Application (EGRA) Technique toward Students’ Vocabulary Achievement: A Study at SMPN 1 Batang Anai2024-03-04T16:17:05+07:00Harfitri Ulfa Jayahulfajaya@gmail.comDian Safitrijelt.fbs.unp@gmail.comThis study aimed to evaluate the effectiveness of the EGRA learning model in improving the vocabulary. The research followed a quasi-experimental design, specifically a two-group pretest-posttest design. The population of the study consisted of 62 students from seventh classes of SMP 2 Batang Anai. A sampling method was used to select a sample of 32 students from class 7.1 as the experimental group and another 30 students from class 7.2 as the control group. The results indicated that the EGRA learning model was effective in enhancing the Vocabulary skill in class 7.1 as experimental class. The findings of this study provide evidence that the EGRA learning model can be beneficial in teaching vocabulary skills in foreign languages.2024-03-01T15:17:36+07:00Copyright (c) 2024 Harfitri Ulfa Jayahttps://ejournal.unp.ac.id/index.php/jelt/article/view/127778Lecturers’ Perception of Content Language Integrated Learning in Teaching International Class at Universitas Negeri Padang2024-03-04T16:17:05+07:00Adelia Delarosaadeliadelarosa25@gmail.comFitrawati Fitrawatifitra_bing@fbs.unp.ac.id<p>Content Language Integrated Learning (CLIL) is an educational approach that is appropriate to be implemented in international class since the aims are to help the students mastering the content subject and the target language. This study aimed to find the lecturers’ perception of the benefits and the obstacles in implementing CLIL approach in international class at Universitas Negeri Padang. The method used in this study was survey research that used closed-ended questionnaire which consists of 47 items of statements and open-ended questionnaire which consists of 8 questions to collect the data. The samples of this study were 18 lecturers who teach in different international classes at Universitas Negeri Padang. The findings showed that mostly the lecturers have very positive perception that CLIL provides many benefits for themselves. CLIL improve lecturers’ language proficiency, lecturers’ attitudes, lecturers’ understanding on the subject, and lecturers’ cultural awareness. In addition, the results of this study showed that most of the lecturers do not have big problems that can obstruct CLIL implementation. However, there were still lecturers who have problems in implementing CLIL approach related to the lesson planning, materials development, understanding on the target language and communication skills.</p>2024-03-01T15:25:31+07:00Copyright (c) 2024 Adelia Delarosa, Fitrawati Fitrawatihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127792Students' Perception on The Use of Project-Based Learning in Writing Activity at SMAN 7 Padang2024-03-04T16:17:05+07:00Nurul Febiola Zulfinurul.zulfi@gmail.comFitrawati Fitrawatijelt.fbs.unp@gmail.comProject-based learning is intended to provide opportunities for students to advance their English skills. Writing is one of the English abilities that students should learn in their English classes. This research intended to figure out the students’ perception on the use of project-based learning in writing activity. This was a survey study with a quantitative methodology, with data collected through a questionnaire. There was 51 students from 11th-grade students of SMAN 7 Padang who learned English using Project-based learning for writing activities became the sample of this study. They were given 25 questions to find out their perception of the use of project-based learning in writing activity. The result indicated that most of the students had positive perceptions about the use of project-based learning in their writing activity. In addition, the use of project-based learning received a positive view that involves engaging the students to produce English texts.2024-03-04T09:10:15+07:00Copyright (c) 2024 Nurul Febiola Zulfihttps://ejournal.unp.ac.id/index.php/jelt/article/view/127558An Analysis of Project-Based Learning Teaching Module by English Teachers of Senior High Schools in Lembah Gumanti2024-03-04T16:17:05+07:00Annisa Elmida Rizmaannisaelmida@gmail.comYetti Zainiljelt.fbs.unp@gmail.com<em>This study is a descriptive study aimed at investigating project-based learning teaching modules compiled by English teachers as well as their problems in compiling them in the senior high school in Lembah Gumanti on the Merdeka curriculum. A total of six English teachers at senior high school in Lembah Gumanti were chosen as the participants. Qualitative analysis was used to describe the analysis of the teaching modulus compiled by an English teacher. The data from the interview was transcribed, classified, and concluded. The results of the qualitative analysis showed that the design of the project-based learning teaching module by three English teachers in Lembah Gumanti was quite appropriate. Three teachers are able quite capable to write project-based learning teaching modules by writing their entire syntax according to their characteristics. The results of the interviews showed that the other three teachers who do not use a project-based learning module faced some problems in compiling the project-based learning teaching modules on the Merdeka curriculum, the teachers are not familiar with stages the project-based learning and have difficulty determining the project topic as well as its activities in the classroom. It was concluded that the teachers need training in designing the specialized project-based learning teaching module so that they will be better for the design of teaching module based on the Merdeka curriculum</em>2024-03-04T11:52:15+07:00Copyright (c) 2024 Annisa Elmida Rizma, Annisa Elmida Rizmahttps://ejournal.unp.ac.id/index.php/jelt/article/view/127171Grammatical Errors in Thesis Backgrounds Written by Students at the English Language Education Program of Universitas Negeri Padang2024-03-05T10:29:35+07:00Muhammad Habib Azzuhudihabibazzuhudi@gmail.comYuli Tiarinajelt.fbs.unp@gmail.comErrors are common occurrence made by students when they are learning which In this case, students’ error in learning English. Error analysis is a methodology to find these errors. This study aimed to describe students’ errors in writing thesis backgrounds who took Paper Thesis Writing class in Universitas Negeri Padang. Descriptive research was implemented to this study using quantitative method. The population and sample of this research was K1-K5 2019 students. By using cluster random sampling to decide the sample, K1 was the chosen sample of this research. This study was conducted by using the 23 students’ final project in Paper Thesis Writing class which is thesis proposal backgrounds as the data. Students’ errors were classified into four types which was omission, addition, misformation and misordering. After analyzing the data, three out of four types of error were found in students’ thesis background. Among the total of 97 errors found, misformation had the highest occurrence of 62 errors, followed by addition with 18 errors, omission with 17 errors and no misordering error.2024-03-04T16:13:02+07:00Copyright (c) 2024 Muhammad Habib Azzuhudi