2026-06-15T20:41:18Z https://ejournal.unp.ac.id/index.php/jelt/oai

oai:ojs.ejournal.unp.ac.id:article/114903 2023-03-03T06:55:14Z jelt:ART

The Effect of Fishbone Method on Students Writing Ability of Report Text Emilda, Ilza Hamzah, Hamzah Writing, report text, and fishbone method This research was a quasi-experimental study, which aimed to find out the empirical evidence of the effect of using Fishbone method on students’ writing ability of report text. The population of this research was all students of class XI of SMA Negeri 1 Tanjung Raya. The researcherused the sample of two classes that were chosen as the sample by using cluster random sampling. The samples were taken from 25 students of experimental group (class XI MIA-1) and 25 students of control group (class XI MIA-3). The instrument of this research was a writing test. T-test was used to analyze the data collected in this research. The result of T-test indicated thatsig (2-tailed) of the experimental class (0.000) was lower than sig  or tobservedwas higher than ttable (). While sig (2-tailed) of the control class (0.000) was lower than sig  or tobservedwas higher than ttable(. It can be concluded that the students who are taught by using the Fishbone method have higher results than the students who are taught by using the conventional teaching method. It means the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Thus, Fishbone method produces higher results on students' writing ability of report text rather than conventional teaching method. Universitas Negeri Padang 2021-12-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/114903 10.24036/jelt.v10i4.114903 Journal of English Language Teaching; Vol 10, No 4 (2021); 715-723 2302-3198 10.24036/jelt.v10i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/114903/105835 Copyright (c) 2021 Ilza Emilda https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/120548 2023-01-30T03:24:23Z jelt:ART

An Analysis of Students’ Writing Ability on Writing Descriptive Text in New Normal Era at Grade Eleven of SMAN 10 Padang Putri, Riyanti Aulia Tiarina, Yuli English Language Education Writing Ability, New Normal Era, Descriptive texts. This research was conducted to analyze the ability of students on writing descriptive text in a new normal era through content, organization, vocabulary, language use, and mechanical aspect at students grade eleven of SMAN 10 Padang. This research used quantitative descriptive methods to analyze the students’ writing ability. The sample was taken by using simple random sampling of 57 respondents who were students. Data was obtained from writing tests done by the students in grade eleven and interviews with the English teacher of SMAN 10 Padang. The data is analyzed by combining Heaton's theory of assessment and Jacob's scale of writing. The result of the research concluded that students' ability in writing the descriptive text was at a good level with mean score in 67. Meanwhile, students' ability in writing content, language feature and mechanic were fair to poor. Then, students' ability in writing organization and vocabulary  was good to average.  The highest score from the aspect was  in organization aspect with the percentage of 74%. It concluded that students had difficulty in developing the content, students lack understanding of simple present tense structures, and errors in mechanics.  In addition. The interview result with the english teacher also explain some problem faced by the students in writing  such as difficult to organized the text because they do not understand the component of descriptive text and difficult to make a sentence.  Universitas Negeri Padang english education program, english department 2022-12-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/120548 10.24036/jelt.v11i4.120548 Journal of English Language Teaching; Vol 11, No 4 (2022); 319-327 2302-3198 10.24036/jelt.v11i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/120548/107138 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/120548/5645 Copyright (c) 2022 Riyanti Aulia Putri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/136201 2026-01-29T03:16:23Z jelt:ART

Error analysis in using gerunds and infinitives among English Education students at Universitas Negeri Padang Sendra, Agung Rizqilla Rani, Yati Aisya error analysis, gerunds, infinitives, misformation, grammatical errors Grammar plays a crucial role in English learning as it helps students construct accurate sentences. Among various grammatical components, gerunds and infinitives are particularly challenging. A preliminary observation showed that 69.2% of students who had completed the Intermediate Grammar course considered these topics difficult to master. This research aims to analyze the types and dominant type of errors made by fifth-semester English Education students at Universitas Negeri Padang in using gerunds and infinitives. The study used a descriptive design with a translation test consisting of 24 items. Students’ answers were analyzed using Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The analysis found 123 total errors. Misformation was the most dominant (89 errors or 72.35%), followed by omission (19 errors or 15.44%), misordering (11 errors or 8.94%), and addition (4 errors or 3.25%). These findings indicate that students still struggle to select the correct form between gerunds and infinitives, showing limited understanding of verb patterns and grammatical structures. Universitas Negeri Padang 2025-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/136201 10.24036/jelt.v14i4.136201 Journal of English Language Teaching; Vol 14, No 4 (2025); 456-468 2302-3198 10.24036/jelt.v14i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/136201/110834 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/136201/9546 Copyright (c) 2025 Agung Rizqilla Sendra, Yati Aisya Rani https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/2593 2013-10-29T14:06:19Z jelt:ART

ENGLISHSPEAK.COM AS MEDIA FOR TEACHING PRONUNCIATION OF JUNIOR HIGH SCHOOL STUDENTS Gusrina, Gusrina Amri, Zul English Language Teaching; Speaking English Laguage Teaching AbstrakArtikel ini berisi tentang media pembelajaran bahasa inggris melalui E-Learning. Media ini merupakan solusi untuk siswa SMP dalam melatih pengucapan bahasa inggris mereka. Englishspeak.com adalah situs baru yang gratis yang dapat membuat belajar bahasa Inggris mudah dan menyenangkan. Situs ini menyediakan ribuan file audio yang berisi frasa-frasa dan dialog-dialog yang paling umum digunakan dalam kehidupan sehari-hari. Audio dalam rekaman ini berisi tentang rekaman suara penutur asli yang dapat membantu mereka melatih pengucapan bahasa Inggris mereka.Key Words: Pronunciation, Englishspeak.com, Junior High School Students. Universitas Negeri Padang 2013-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2593 10.24036/jelt.v2i1.2593 Journal of English Language Teaching; Vol 2, No 1 (2013): Serie B; 94-102 2302-3198 10.24036/jelt.v2i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2593/2193

oai:ojs.ejournal.unp.ac.id:article/7271 2017-04-10T04:36:08Z jelt:ART

IMPROVING STUDENTS NARRATIVE READING COMPREHENSION THROUGH GUIDED READING FOR JUNIOR HIGH SCHOOL Suryanta, Rahadian Fitrawati, Fitrawati ELT Teaching Reading, Narrative text, Guided Reading Strategy This paper explains about the implementation of “Guided Reading” startegy in teaching reading especially in teaching narrative text. In this stategy, the teacher chooses the text which is appropriate with the students’ ability and the teacher uses a picture to develop their background knowledge. Guided Reading strategy is begun by dividing the students into some groups that consist of 3-4 members. After that, the teacher distributes the text to each member of the group and prepares students to read the text by developing their background knowledge, knowing the vocabulary from the text, and knowing the purpose of reading the text. After knowing the purpose of reading the text, students read the text silently in order to increase the students’ concentration. After reading the text, the teacher provides worksheets that contain assignments to connect the story (narrative text) with the students’ experience and discuss it in group. Then, the student asks to rewrite the story which is helped by answering some questions that have been provided by the teacher. The last, the teacher gives tests to the students to find out their understanding and comprehending about the text. By using this strategy, the students are hoped having better English reading skill especially in reading narrative text. Universitas Negeri Padang 2016-09-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/7271 10.24036/jelt.v5i1.7271 Journal of English Language Teaching; Vol 5, No 1 (2016): Serie A; 64-71 2302-3198 10.24036/jelt.v5i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/7271/5703 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/125858 2023-11-13T09:09:26Z jelt:ART

The correlation between Growth Mindset and Score of English Language Proficiency Test in the English Department of UNP Putri, Melisa Sari, Senorica Yulia This study aims to determine the correlation between growth mindset and English proficiency scores, such as TOEFL, IELTS, English score, duolinggo, and others. This research is a correlation study using a quantitative approach. This study used a questionnaire as a research instrument. The questionnaire consists of 15 statements with 6 alternative answers related to growth mindset. The number of respondents in this study were 50 students from the English Department at UNP who were selected using purposive sampling method. Based on the results of the study, it was found that the level of students' growth mindset was at a high level, the majority of students' English proficiency scores were at the A2 (Elementary level) and B1 (Intermediate level) levels, the correlation coefficient value was 0.030 which was greater than 0.05. So it can be concluded that there is a positive correlation between growth mindset and English proficiency scores with the correlation coefficient being at a weak level of correlation. Universitas Negeri Padang 2023-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/125858 10.24036/jelt.v12i4.125858 Journal of English Language Teaching; Vol 12, No 4 (2023); 1041-1045 2302-3198 10.24036/jelt.v12i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/125858/108432 Copyright (c) 2023 Melisa Putri, Senorica Yulia Sari https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/109351 2020-10-01T08:19:02Z jelt:ART

Correlation between EFL Students’ Speaking Anxiety and Self-Efficacy in Public Speaking Class at English Department of Universitas Negeri Padang Qurnia, Annisa Marlina, Leni EFL Speaking, Speaking Anxiety, Speaking Self-Efficacy This study investigated the correlation between EFL students speaking anxiety and self-efficacy. The participants of this study were 63 students of Public Speaking class at English Department of UNP in academic year 2018. Two questionnaires were administered to the students to measure the correlation between the two aspects. The questionnaires were Foreign Language Speaking Anxiety Scale and General and Academic Self-Efficacy Scale. The results show that there is positive correlation between EFL students’ speaking anxiety and self-efficacy. The correlation between the two aspects are low, significant, and in the same direction. Students’ speaking anxiety and self-efficacy stand in the medium level. They are not high and also not low. Based on gender, there is no significant differences between female and male speaking anxiety. And, the female and male’s speaking self-efficacy also do not have significant differences. Key words: Speaking, Speaking Anxiety, Speaking Self-Efficacy Universitas Negeri Padang 2020-08-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/109351 10.24036/jelt.v9i3.109351 Journal of English Language Teaching; Vol 9, No 3 (2020); 566-571 2302-3198 10.24036/jelt.v9i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/109351/103981 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/100321 2018-09-27T07:45:49Z jelt:ART

ALUMNI’S PERCEPTION ON EXPECTED LEARNING OUTCOMES OF ELT PROGRAM AT UNP (BASED ON AUN-QA CRITERIA) Novianti, Sri Refnaldi, Refnaldi Adnan, Aryuliva English Language Teaching Program at UNP is trying to improve its curriculum in order to get certification from AUN-QA (ASEAN University Network-Quality Assurance). One requirement needed is getting feedback from Alumni on some criteria set by AUN-QA. This study aimed to find the alumni’s perception on Expected Learning Outcomes of English Language Teaching Program at UNP and to find what improvement needed based on the alumni’s perception. The data were collected through an online questionnaire given to 74 alumni who were divided into two groups: the alumni who work in education field (46 participants) and the ones who work in non-education field (28 participants). The questionnaire given consists of 29 items. The data were analyzed by finding the mean scores for each item. Then, the mean scores were converted into degree of perception. As the results, the mean scores got were 3.58 for vision, missions, and profile of the alumni; 3.66 for purposes of the program; and 3.60 for expected learning outcomes. Even though there are few comments given by the alumni who gave negative responses, most of them have very good perception on English Language Curriculum at UNP. From the finding, it can be concluded that there is slight improvement needed based on the alumni’s perception. Key words: ELT Curriculum, AUN-QA, Alumni’s Perception Universitas Negeri Padang 2018-09-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/100321 10.24036/jelt.v7i3.100321 Journal of English Language Teaching; Vol 7, No 3 (2018); 453-464 2302-3198 10.24036/jelt.v7i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/100321/100310 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/131378 2025-07-12T06:28:57Z jelt:ART

The Correlation Between Students’ Self – Efficacy and Their Public Speaking Ability at Politeknik Pertanian Negeri Payakumbuh Rizfa, Azzahradhea Permata Ratmanida, Ratmanida The purpose of this study is to examine the correlation between self-efficacy and public speaking skills among students in the Food Technology program at Politeknik Pertanian Negeri Payakumbuh. This research is a quantitative, correlational, and descriptive study. The population includes all students of the 2023 cohort at the Polytechnic. A sample of 33 students was selected using purposive sampling. Data collection was done through two methods: a questionnaire to measure students' self-efficacy and a test to assess their public speaking skills. Data were analysed using multiple regression in SPSS 25. Results from the T-test indicated that only the strength component (X1) contributed to public speaking skills (Y) with a p-value of 0.042 (p < 0.05). In contrast, the generality (X2) and magnitude (X3) components had p-values of 0.745 and 0.190 (p > 0.05), showing that X2 and X3 did not contribute significantly to public speaking skills. The correlation coefficient (r) was 0.469, suggesting a moderate correlation between self-efficacy and public speaking skills, with an Adjusted R Square of 0.469. Universitas Negeri Padang 2024-11-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://ejournal.unp.ac.id/index.php/jelt/article/view/131378 10.24036/jelt.v13i4.131378 Journal of English Language Teaching; Vol 13, No 4 (2024); 1417-1422 2302-3198 10.24036/jelt.v13i4 en Copyright (c) 2024 azzahradhea PERMATA RIZFA https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1740 2013-10-28T08:44:03Z jelt:ART

TEACHING ACTION VERBS THROUGH COLLOCATION PRACTICE AT THE 7TH GRADE OF JUNIOR HIGH SCHOOL STUDENTS Hermayani, Dian Sri Narius, Don English Language Teaching;Vocabulary English Language Teaching This article explains about teaching Action Verbs through Collocation Practice at the 7th Grade of Junior High School Students. Collocation Practice is one of techniques that combine pieces of Action Verbs with Noun and Adjective, where this technique can be done in the class as individual and group of work. Collocation Practice is a teaching technique that motivates and helps the students in understanding of Action Verbs. The students will be more active in learning process, and they can also give response well about material that has given by the teachers in the classroom.  Abstrak Artikel ini menjelaskan tentang pengajaran Action Verbs melalui teknik Collocation Practice yang diperuntukkan bagi siswa tingkat pertama Sekolah Menengah Pertama (SMP). Collocation Practice merupakan sebuah teknik pengajaran yang  menggabungkan potongan- potongan Action Verbs dibantu dengan Noun dan Adjective, yang nantinya teknik ini bisa dilakukan secara individu maupun berkelompok di kelas. Teknik Collocation Practice ini merupakan teknik pengajaran yang memotivasi dan membantu siswa dalam memahami Action Verbs. Siswa akan lebih aktif dalam kegiatan pembelajaran dan merespon dengan baik materi yang diajarkan oleh guru di kelas. Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1740 10.24036/jelt.v1i2.1740 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie B; 148-156 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1740/1492

oai:ojs.ejournal.unp.ac.id:article/121840 2023-05-14T02:19:50Z jelt:ART

The Accuracy and Acceptability of Students’ Post Editing of Idiomatic Expression Translation from English into Indonesia by Using U Dictionary Yeswari, Cici Prima Ardi, Havid Accuracy, Acceptability, Post-Editing, Idiomatic Expression, U Dictionary This study aims to identify the accuracy and the acceptability of students’ post-editing of idiomatic expression translation from English into Indonesia by using U Dictionary. In this study, researchers used English students at Padang State University who had taken translation courses. Researchers use the translation test as a research instrument. This research method is descriptive qualitative. To analyze the data, the researcher identified the accuracy and acceptability of the students' post-editing results against the results of the U Dictionary. Then, the researcher calculates the average accuracy and acceptability. The researcher found that the level of accuracy and acceptability of post-editing for English students who have taken translation courses in translating idiomatic expressions is at the "almost accurate and less acceptable" level. With an average accuracy level of 2.3107. As for the level of acceptance, it is at an average of 2.3764. Universitas Negeri Padang 2023-03-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/121840 10.24036/jelt.v12i1.121840 Journal of English Language Teaching; Vol 12, No 1 (2023); 31-49 2302-3198 10.24036/jelt.v12i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/121840/107560 Copyright (c) 2023 Cici Prima Yeswari https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/103441 2020-10-01T04:18:55Z jelt:ART

The Use of Quiding Questions in Teaching Writing Procedure Text for Senior High Schools Noviarti, Suci Adnan, Aryuliva Language Teaching Guiding Question, Teaching Writing, Procedure Text Writing is a process that allows students to elaborate their ideas and background knowledge creatively through written expression. In the 2013 curriculum, several text genres learned by Senior High School Students are divided into two parts. Those are functional text and monolog text. One of them is procedure text which belongs to a monologue text. However, there are some problems faced by students in writing procedure text. They are not able to organize their idea, do not understand the generic structure and language feature of the procedure text, not able to write an assignment and get distracted easily during writing task and the students also have other problems such as lack of vocabulary and find difficulty with sentence structure and word order. The other problems also come from the teacher itself. In order to help the students in writing a procedure text, the teachers should prepare a new method which creates the different learning style in the classroom. Moreover, the method given should be appropriate and effective for the students. In this case, guiding question technique is the appropriate applied in teaching writing procedure text. This technique presents the interesting way in the process of learning. Universitas Negeri Padang 2019-02-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/103441 10.24036/jelt.v8i1.103441 Journal of English Language Teaching; Vol 8, No 1 (2019); 206-216 2302-3198 10.24036/jelt.v8i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/103441/101414 Copyright (c) 2019 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/2625 2013-10-29T18:54:08Z jelt:ART

USING TURN TAKING STRATEGY TO UPGRADE STUDENTS’ TOLERANCE IN SPEAKING Oktisa, Suciani Ardi, Havid English Language Teaching; Speaking English Laguage Teaching AbstractIn the acceleration class, which students have higher intellegence than common students, some of them tend to dominate talk when they are asked to deliver their opinion about a problem given. Because of that, the writer want to improve English use spread evently and give the same opportunity to all students by using turn taking strategy. This strategy is done in group based on the topic given by teacher.Keywords: Speaking, Turn Taking, Teaching Tolerance Universitas Negeri Padang 2013-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2625 10.24036/jelt.v2i1.2625 Journal of English Language Teaching; Vol 2, No 1 (2013): Serie E; 374-380 2302-3198 10.24036/jelt.v2i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2625/2225

oai:ojs.ejournal.unp.ac.id:article/7329 2017-04-13T06:44:14Z jelt:ART

TEACHING SPEAKING BY USING AUSTRALIA – ASIA DEBATE STRATEGY AT SENIOR HIGH SCHOOL Solihati, Solihati Narius, Don ELT Speaking, Australia – Asia Debate strategy Speaking is a basic skill that should be mastered by students besides the other skills. However, they find difficultes to speak English. it is caused lack sel-self confident, lack vocabulary, they are difficult to pronounce the words, they have interest to learn English. Therefore, the writer chooses Australia - Asia Debate strategy as a form of speaking practice to encourage students to be active, and confident in a discussion. So, they accustomed to express their ideas in English. In Australia - Asia Debate strategy, students are divided in two teams. They discuss the topic that is given by the teacher. The first team agrees with the topic and the second team disagrees about the topic. Each of team is given an opportunity to tell their ideas and responds the other arguments. By using this strategy, students are expected to improve their ability in speaking. Universitas Negeri Padang 2016-09-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/7329 10.24036/jelt.v5i1.7329 Journal of English Language Teaching; Vol 5, No 1 (2016): Serie E; 313-318 2302-3198 10.24036/jelt.v5i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/7329/5758 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/127792 2024-03-04T09:17:05Z jelt:ART

Students' Perception on The Use of Project-Based Learning in Writing Activity at SMAN 7 Padang Zulfi, Nurul Febiola Fitrawati, Fitrawati Teaching EFL, Project-based learning, writing activity Project-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. Universitas Negeri Padang 2024-03-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/127792 10.24036/jelt.v13i1.127792 Journal of English Language Teaching; Vol 13, No 1 (2024); 437-446 2302-3198 10.24036/jelt.v13i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/127792/108969 Copyright (c) 2024 Nurul Febiola Zulfi https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/127148 2024-03-04T09:17:04Z jelt:ART

Analysis of Teacher Techniques for Teaching Speaking Skills at SMAN 1 IV Koto Aur Malintang Melani, Yultri Syafei, An Fauzia Rozani Teaching, Techniques, Speaking skill This 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. Universitas Negeri Padang 2024-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/127148 10.24036/jelt.v13i1.127148 Journal of English Language Teaching; Vol 13, No 1 (2024); 45-52 2302-3198 10.24036/jelt.v13i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/127148/108839 Copyright (c) 2024 Yultri Melani https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/111376 2021-03-02T08:34:39Z jelt:ART

The Implementation of Discovery Learning for Reading Skill in EFL Classroom at SMPN 8 Padang Zalviani, Nadya Zainil, Yetti Many research about Discovery Learning revealed that implementing Discovery Learning in senior high school gave positive impact. Meanwhile, Curriculum also mentioned Discovery Learning as one of learning model. SMPN 8 Padang is one of excellent school in Padang City. English teachers there said that they implemented Discovery Learning in their teaching learning process. This research conducted to describe the implementation of Discovery Learning in junior high school. This research was a descriptive qualitative research. The sample was one of English teacher who taught in SMPN 8 Padang. The instruments were video recorder, observation checklist, and note-taking. The findings showed the teacher implemented six steps from preparation procedure of Discovery Learning and six steps from implementation procedure of Discovery Learning. Universitas Negeri Padang 2021-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/111376 10.24036/jelt.v10i1.111376 Journal of English Language Teaching; Vol 10, No 1 (2021); 61-74 2302-3198 10.24036/jelt.v10i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/111376/104700 Copyright (c) 2021 Nadya Zalviani https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/101503 2018-11-13T06:26:05Z jelt:ART

Teaching Reading Descriptive Text by Using Tree Mapping for Senior High School Students Vabiola, Katrina Fitrawati, Fitrawati The teacher can use tree mapping in teaching reading descriptive text in the teaching and learning process. By applying this technique, the students can get interest and understand the descriptive text well. The objective of this paper is to help the students to organize their ideas and write the ideas in a good order. Besides that, the teacher also has to give more time for teaching reading especially in teaching text in order to increase the students’ ability in reading descriptive text. Reading descriptive text through tree mapping brings the students to new kind of situation. It would help both the teacher and the students to revise the students’ reading method and made reading more fun than the way it used to be. Universitas Negeri Padang 2018-11-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/101503 10.24036/jelt.v7i4.101503 Journal of English Language Teaching; Vol 7, No 4 (2018) 2302-3198 10.24036/jelt.v7i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/101503/100681 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/133208 2025-08-04T03:42:35Z jelt:ART

Pre-service language teachers perceived career aspiration at Universitas Negeri Padang Putri, Nurul Rachmanika Mairi, Salam career aspiration, pre-service language teacher, perception, motivation Pre-service English teachers may have different motives in choosing a career aspiration. This study aims to explore students’ career aspirations, the type of motivation for choosing it, and its relationship with their learning. This study was conducted at a private university in Padang, Indonesia. 21 students as the total population were selected to complete a questionnaire consisting of 20 questions distributed online to 21 respondents. From the results of the questionnaire, the two students with the strongest responses were purposively selected to participate in an interview regarding their motivations in determining their career aspirations and their relationship with learning. The findings show that there are students whose career aspirations have changed and those whose career aspirations have not, there are six factors that motivate career aspirations, and there is a relationship between career aspirations and successful learning. Universitas Negeri Padang 2025-03-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/133208 10.24036/jelt.v14i1.133208 Journal of English Language Teaching; Vol 14, No 1 (2025); 133-142 2302-3198 10.24036/jelt.v14i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/133208/110349 Copyright (c) 2025 Nurul Rachmanika Putri, Salam Mairi https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1972 2013-08-10T07:40:43Z jelt:ART

The Analysis of English Department Students’ Ability in Using Transition Signals at Padang State University Yally Yolanda, Fani Jufri, Jufri Fitrawati, Fitrawati English Language Teaching; Grammar English Language Teaching This research aims to describe the students’ ability in using transition signals. This research used descriptive qualitative. The population of this research was the second year students of English Department of Padang State University, Faculty of Languages and arts, who registered on 2011. This research sample is K2 (Educational Class) which is 25 students. Samples were taken using cluster sampling technique. Data were collected using written test. Based on data obtained, the students’ ability in using transition signals is average (60%) Abstrak Penelitian ini bertujuan untuk mendiskripsikan kemampuan mahasiswa dalam menggunakan transisi. Penelitian ini menggunakan deskriptif kualitatif. Populasi penelitian adalah mahasiswa tingkat II Jurusan Bahasa dan Sastra Inggris tahun masuk 2011, Fakultas Bahasa dan Seni, Universitas Negeri Padang. Sampel penelitian adalah K2 (Kelas Kependidikan) yang berjumlah 29 orang. Sampel diambil dengan menggunakan teknik cluster sampling. Data dikumpulkan dengan menggunakan tes tertulis. Berdasarkan data yang diperoleh, hasil kemampuan mahasiswa dalam menggunakan sinyal transisi adalah sedang (60%). Keywords: ability, transitions. Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1972 10.24036/jelt.v1i2.1972 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie E; 358-368 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1972/1687

oai:ojs.ejournal.unp.ac.id:article/121917 2023-05-14T02:19:50Z jelt:ART

Students Perception on Online and Offline Learning : a Comparative Study in English Proficiency Class in English Departmen Universitas Negeri Padang Nasution, Nurul Hanisah Sari, Senorica Yulia Online and offline learning, Comparative Study, English Proficiency Nowadays, education system is conducted through  online to the offline learning since COVID-19 decreased. Both are neccesary for learning process in EFL students. This reasearch was conducted in English Proficiency Class in English Department at Padang State University. The responden in this research were two hundred students. This reaserch used quantitave descriptive. This research aimed to see students' perceptions on comparing online and offline learning. Based on the results of the students' learning outcomes showed that the mean score of the students who learned over offline learning in English Proficiency class was 72.96 and who learned in online learning was 62.29. This score indicated that students learning outcomes in  offline learning is more effecient compared to the online learning in English Proficiency Class at Padang State University. Universitas Negeri Padang 2023-03-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/121917 10.24036/jelt.v12i1.121917 Journal of English Language Teaching; Vol 12, No 1 (2023); 343-349 2302-3198 10.24036/jelt.v12i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/121917/107608 Copyright (c) 2023 Nurul Hanisah Nasution https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/106679 2020-09-30T15:24:19Z jelt:ART

Reading Questions Analysis: English Textbook for SMAN Kota Padang Yana, Elsy Fitri Zainil, Yetti ELT Reading comprehension questions in English textbook, Higher Order Thinking Skill, Bloom’s Taxonomy This research was a descriptive research that aimed to analyze the reading comprehension questions in English textbook by using Higher Order Thinking Skill. The data used in this research is reading comprehension questions of English textbook grade X, XI, and XII which is used in SMAN Kota Padang. There are four schools to be inspected and the writer found 10 English textbooks. This study used instrument in the form of indicators from HOTS criteria and Bloom’s Taxonomy Revision criteria. From the result of the reading comprehension question in English textbook by using Higher Order Thinking Skill at SMAN Kota padang, it showed that the reading comprehension questions had used the HOTS criteria. As a result of the analysis in reading comprehension questions, 425 questions (23,09%) Higher Order Thinking Skill questions were found in the reading comprehension questions in 10 English textbooks. The result of this research also found that mostly-used HOTS criteria in the reading comprehension questions is evaluating category. Universitas Negeri Padang 2019-11-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/106679 10.24036/jelt.v8i4.106679 Journal of English Language Teaching; Vol 8, No 4 (2019); 549-556 2302-3198 10.24036/jelt.v8i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/106679/102558 Copyright (c) 2019 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/3712 2015-02-25T17:26:21Z jelt:ART

THE CORRELATION BETWEEN STUDENTS’ LANGUAGE LEARNING STRATEGIES IN READING & THEIR READING COMPREHENSION AT THE SECOND YEAR OF ENGLISH DEPARTMENT OF THE STATE UNIVERSITY OF PADANG Fourdini, Hervil Radjab, Desmawati Refnaldi, Refnaldi English Language Teaching: Reading English Language Teaching Abstrak Tujuan penelitian ini adalah untuk mengidentifikasi penggunaan strategi belajar reading oleh mahasiswa Bahasa Inggris tingkat dua Universitas Negeri Padang dan melihat hubungan penggunaan strategi belajar reading tersebut dengan reading comprehension mereka. Penelitian ini termasuk penelitian korelasi karena penelitian ini melihat tingkat hubungan antara dua variable yaitu strategi belajar reading siswa dengan reading comprehension mereka. Populasi penelitian adalah mahasiswa tingkat dua Jurusan Bahasa & Sastra Inggris Universitas Negeri Padang. Tekhnik pengambilan sample adalah simple random sampling. Instrument yang digunakan adalah angket untuk melihat strategi belajar reading siswa, dan reading comprehension test untuk melihat reading comprehension siswa, kemudian dianalisis uji normalitas dan uji hipotesis. Dari hasil penelitian didapat strategi belajar reading yang paling banyak dipakai siswa adalah cognitive strategies dan affective strategies. Sedangkan strategi yang paling sedikit digunakan siswa adalah memory strategies. Tingkat hubungan antara strategi belajar reading siswa dengan pemahaman reading mereka sangat positif. Kata Kunci      : Language Learning Strategies in Reading, Reading Comprehension. Universitas Negeri Padang 2014-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/3712 10.24036/jelt.v2i2.3712 Journal of English Language Teaching; Vol 2, No 2 (2014): Serie B; 103-110 2302-3198 10.24036/jelt.v2i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/3712/2949

oai:ojs.ejournal.unp.ac.id:article/9662 2020-10-25T03:46:47Z jelt:ART

AN ANALYSIS OF THE IMPLEMENTATION OF ASSESSMENT TECHNIQUES IN ENGLISH SUBJECT BASED ON KURIKULUM 2013 IN SMPN 1 2X11 KAYUTANAM Sugiarti, Desi Zaim, Muhammad Refnaldi, Refnaldi Education Implementasi, Teknik Penilaian, Bahasa Inggris, Kurikulum 2013 AbstractPenelitian ini dimaksudkan untuk menjawab pertanyaan penelitian (1) Apa saja teknik penilaian yang digunakan guru Bahasa Inggris di SMPN 1 2X11 Kayutanam berdasarkan kurikulum 2013, dan (2) Bagaimana guru Bahasa Inggris di SMPN 1 2X11 Kayutanam menerapkan teknik penilaian berdasarkan kurikulum 2013. Penelitian ini merupakan penelitian deskriptif. Data dikumpulkan melalui telaah dokumen serta angket guru dan siswa. Data dari hasil penelitian menunjukkan bahwa: (1) Teknik penilaian yang digunakan adalah tes tertulis, tes lisan, penugasan, unjuk kerja, proyek dan portofolio. Meskipun seluruh teknik penilaian digunakan oleh guru, akan tetapi tidak semuajenis teknik penilaian yang digunakan. Untuk teknik tes tertulis guru hanya menggunakan jenis soal pilihan, isian ganda dan esai. Untuk penugasan, guru memilih penugasan secara berkelompok. Sementara untuk unjuk kerja, guru sering meminta siswa untuk berbicara daripada menulis, dan (2) Implementasi teknik penilaian berdasarkan angket guru dan siswa masing-masing adalah 80,16% dan 65,94% dengan kategori baik Universitas Negeri Padang 2018-02-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/9662 10.24036/jelt.v6i1.9662 Journal of English Language Teaching; Vol 6, No 1 (2017): Serie E; 370-380 2302-3198 10.24036/jelt.v6i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/9662/7146 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/127526 2024-09-30T03:12:11Z jelt:ART

An Analysis of Student’s at SMKN 4 Padang Difficulties in Reading Comprehension Ramadhana Kusnawan, Luthfi Izazi Hilmi, Lafziatul English Education Reading Difficulties , Reading comprehension, Vocational school This research intended to know students’ problems at SMKN 4 Padang their reading comprehension. This program is implemented especially for grade twelve, that carried out for two days in first semester. This research includes a review of theories linked to the research concerns as well as the conceptual framework of the study. also, the researcher had done do practical field on this school before. so the researcher believed it was important to to analyze how the students’ perception on reading and teacher's methods. This study employed a quantitative methodology. The data were collected through questionnaire and interview. The questionnaire consisted 30 statements given to 53 students and interview consisted 13 questions given to 4 students. As a result of the study, most of the students not only gave the positive responses. but, also honest review about this problems in developing their reading skill. Providing the best advice for the new generation and how teachers teach students for the future. Most of They also hope in next future the teacher use the media for teaching like projector or something media, because of this learning activities which are more attractive and interesting. also, the student still think English lesson especially reading is difficult. Universitas Negeri Padang 2024-08-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/127526 10.24036/jelt.v13i3.127526 Journal of English Language Teaching; Vol 13, No 3 (2024); 770-784 2302-3198 10.24036/jelt.v13i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/127526/109485 Copyright (c) 2024 Luthfi Izazi Ramadhana Kusnawan https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/113523 2021-11-14T07:04:14Z jelt:ART

An Analysis of the Second Year Students’ Barriers in Listening Comprehension at SMP N 12 Padang Augustin, Rani Dade Trisno, Edi This research belongs to descriptive research. Based on the English syllabus of curriculum 2013 for Junior High School, most basic competencies are concerning listening and reading skills. For transactional and interpersonal texts, listening competencies are dominant. Furthermore, many students have lower concentration during listening. Students assumed that it is difficult to comprehend the point of the speaker. The educator has a responsibility to know and solve the obstacles faced by students. This research aims to find out the barriers to students listening comprehension. The subject of this research was the second-year students of SMP N 12 Padang. In this case, the writer takes 20% of the population sampling. They were 66 students. There were two research instruments used to obtain the data along with this study. Those were questionnaires and interviews. The questionnaire was used to identify the barriers of the students while the interview was used to make sure the proof of the questionnaire. In analyzing the data, the writer used the descriptive quantitative technique with percentage, as formulated below:P =  × 100 %Based on the data analysis, the students' barriers in listening comprehension were related to two factors. They were external barriers and internal barriers. The external barriers faced by students are the quality of the recording, temperature of the classroom, speaker accents, speaker speed, noises around, and unfamiliar words. While, internal barriers faced by students are anxiety, boredom, unable to concentrate, and loss of focus. Universitas Negeri Padang 2021-09-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/113523 10.24036/jelt.v10i3.113523 Journal of English Language Teaching; Vol 10, No 3 (2021); 390-396 2302-3198 10.24036/jelt.v10i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/113523/105468 Copyright (c) 2021 Rani Dade Augustin https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/117082 2022-08-05T08:39:44Z jelt:ART

An Analysis of Eleventh-Grade Students’ Grammatical Mistakes in Using Present Perfect Tense through Communicative Test at SMAN 1 Batipuh Fitri, Kurnia Al Hafizh, Muhd. Grammatical Mistakes, Present Perfect Tense, Communicative Test This study was aiming at finding out the most mistakes in using present perfect tense and knowing the causes why the students at SMAN 1 Batipuh made mistakes in using present perfect tense. The students grade XI from social class were the population of this study and the samples of were 58 students taken from IPS 2 and IPS 3 classes at SMAN 1 Batipuh. The cluster random sampling technique was used to determine the samples. The mixed method research was used in this study. Then, test and interview guide were used to collect the data of this study. Finally, the findings showed that omission, addition, misformation, and misordering were the four types of mistakes made by the students. From the frequency of each mistake, misformation was the most frequently mistakes produced by the students. It took 51.61% of the total mistakes. Moreover, 24.19% of mistakes fell into omission and 14.51% of mistakes fell into addition; whereas misordering took 9.67%. From the result of interview, these mistakes were conducted because most of the students did not comprehend the formula and the concept of present perfect tense. Then, they were less practice at home and they did not focus while studying. This topic was also less interesting to the students and they were still lacked of the vocabularies to produce the sentence with the right form of present perfect tense. Thus, it can be concluded it is difficult for the students to use the present perfect tense in a communicative test. Universitas Negeri Padang 2022-06-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/117082 10.24036/jelt.v11i2.117082 Journal of English Language Teaching; Vol 11, No 2 (2022); 198-204 2302-3198 10.24036/jelt.v11i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/117082/106506 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/117082/4977 Copyright (c) 2022 Kurnia Fitri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/135338 2026-01-21T14:38:22Z jelt:ART

The Correlation between Students’ Habit of Listening English Songs on Spotify and their Vocabulary Mastery Febriani, Feby Addinna, Ainul Education, ELT Correlation, Listening habit, English songs, Vocabulary mastery Vocabulary mastery plays a crucial role in English language proficiency, yet many students still face challenges in acquiring and using new vocabulary effectively. With the increasing use of digital platforms, Spotify has become a familiar application for listening to English songs, offering potential as a learning medium. The purpose of this study is to investigate the correlation between students’ Spotify English songs listening habit and mastery of vocabulary at 2023 academic year of English educational study program at UNP. This research employed a quantitative with correlational design. The researcher was use questionnaire and Vocabulary Test Level (VLT) as the instruments of this research. The participants of this research were 37 students which were chosen using purposive sampling. The result findings indicated that the average level of listening habit was high (M = 80.97) and vocabulary mastery was categorized as very good (M = 81.86). However, the Pearson Product Moment correlation analysis indicated a weak and statically non-significant negative correlation (r = -0.220, p > 0.05) between the variable X and variable Y. In conclusion, this research found there is no significant correlation between students’ Spotify English songs listening habit and mastery of vocabulary. Universitas Negeri Padang Universitas Negeri Padang, Faculty of Languages and Arts 2025-09-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/135338 10.24036/jelt.v14i3.135338 Journal of English Language Teaching; Vol 14, No 3 (2025); 15-21 2302-3198 10.24036/jelt.v14i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/135338/110642 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/135338/9306 Copyright (c) 2025 Feby Febriani, Ainul Addinna https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/2004 2013-08-10T09:44:02Z jelt:ART

TEACHING VOCABULARY THROUGH MEDIA “CRAZY FACE” AT ELEMENTARY SCHOOL STUDENTS Mustika Wati, Diana Fauzia Rozani Sy., An English Language Teaching; Vocabulary English Language Teaching ABSTRAK This article discussed about the learning media which is unique and little bit crazy. Through this crazy face media, students will be directed to write the vocabulary in English. In the beginning of learning process, teacher will show the media (picture) to the students. Furthermore, the teacher will show how to pronounce and write the word on the picture. Crazy face media is intended to help the teacher for teaching english to young learner. Besides that the students are hoped to be motivated in learning english and they will change their opinion about the difficulties of learning vocabularies.   Key words: Vocabulary, Media crazy face Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2004 10.24036/jelt.v1i2.2004 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie H; 665-670 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2004/1713

oai:ojs.ejournal.unp.ac.id:article/4301 2015-02-25T19:57:46Z jelt:ART

USING PICTORIAL STORY MEDIA IN TEACHING WRITING RECOUNT TEXT AT JUNIOR HIGH SCHOOL Bastian, Amanda Yefi Al-Hafizh, Muhammad English Language Teaching; Media English Language Teaching Abstrak Makalah ini membahas tentang penggunaan Pictorial Story sebagai media pengajaran dalam menulis sebuah recount text yang difokuskan pada siswa kelas 2 Sekolah Menengah Pertama (SMP). Siswa Sekolah Menengah Pertama (SMP) pada umumnya kesulitan dalam membuat sebuah recount text. Hal ini disebabkan karena siswa Sekolah Menengah Pertama (SMP) kesulitan mencari ide yang akan dikembangkanmenjadisebuahteks. Tidak adanya aktivitas dan media pembelajaran yang menuntun dan memotivasi siswa untuk menggunakan imajinasi dalam menemukan dan menyusun ide-ide tersebut juga menjadi penghalang dalam membuat recount text. Maka dari itu makalah ini mengusulkan penggunaan Pictorial Story untuk membantu siswa mengumpulkan ide-ide dan meningkatkan motivasi siswa dalam menulis sebuah recount text. Pictorial Story adalah salah satu media yang bisa membantu siswa dalam menulis bahasa Inggris. Pictorial Story ini terdiri dari beberapa gambar dan dijelaskan oleh sebuah cerita sehingga siswa akan termotivasi untuk menulis. Dengan memanfaatkan Pictorial Story sebagai media pembelajaran menulis recount text, siswa akan termotivasi untuk membuat cerita yang lebih menarik. Selain itu guru dapat membuat recount text sendiri sebagai materi pembelajaran dengan menggunakan Pictorial Story sehingga pembelajaran akan lebih menarik. Kata Kunci: pengajaran menulis, teks recount, pengajaran di SMP, pictorial story media Universitas Negeri Padang 2014-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/4301 10.24036/jelt.v3i1.4301 Journal of English Language Teaching; Vol 3, No 1 (2014): Serie A; 47-51 2302-3198 10.24036/jelt.v3i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/4301/3364

oai:ojs.ejournal.unp.ac.id:article/123234 2023-08-29T13:29:28Z jelt:ART

Learning Loss in Speaking Skill from Psychology Point of View Aisyah, Siti Tiarina, Yuli The purpose of this study is to describe the impact of learning loss on the psychological condition of students in the speaking class of the Department of English Education, Faculty of Language and Arts, Universitas Negeri Padang during the Corona Pandemic. The design of this research is descriptive research. The population for this study was all first-year students of the 2021 academic year of the Department of English Education, Faculty of Languages and Arts, Universitas Negeri Padang and the sample was 22 students from the international class. This study used an online questionnaire and the questionnaire was made of close-ended questions. The most used platforms by students and lecturers are LMS/E-Learning and Zoom Meeting. Students do not experience learning loss in terms of student psychology because students can master learning and reflect on it during online learning, and students can adapt to learning changes that occur due to the pandemic, students master the knowledge and can reflect on the learning process, and students can associate new information with relevant concepts in their cognitive structure. Learning loss has no impact on students' psychological conditions. Learning loss does not have an impact on students because students have ways to overcome the psychological stress that arises during online learning and students who have a high level of resilience in dealing with their problems have a smaller risk of experiencing depression. Students with a high level of resilience will recover faster from pressure and cope with their problems more actively. Universitas Negeri Padang 2023-08-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/123234 10.24036/jelt.v12i3.123234 Journal of English Language Teaching; Vol 12, No 3 (2023); 650-656 2302-3198 10.24036/jelt.v12i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/123234/108193 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/123234/6259 Copyright (c) 2023 SITI AISYAH https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/108174 2020-07-20T01:29:45Z jelt:ART

An Analysis of Speaking Anxiety Experienced by Tourism And Hospitality Department Students of SMKN 6 Padang Ningsih, Laksmi Riadi Fatimah, Sitti ELT Speaking, Speaking anxiety, Tourism and Hospitality Students Speaking is one of the ways to communicate that is mostly used by people to interact with others. However, some people feel anxious to speak in English. This research was conducted to find out the factor and the level of speaking anxiety experienced by Tourism and Hospitality students of SMKN 6 Padang. The subject of this research was 59 students from grade 12th of tourism and hospitality department. The data was collected by using quantitative descriptive method. The research instruments were questionnaire and interview. There were two questionnaires used such as FLCAS and FLSAS questionnaire. Each questionnaire consists of 33 statements. Based on the data analysis, it was found the dominant factors of students’ speaking anxiety was fear of speaking test. On the other hand, the level of students’ speaking anxiety from two questionnaires were in medium level with percentage from FLCAS was 75%, and from FLSAS questionnaire was 71%. It can be concluded that students felt anxious because of some causes such as mispronunciation, afraid of making mistakes, lack of vocabulary, and think that friend is better than themselves. Universitas Negeri Padang 2020-03-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/108174 10.24036/jelt.v9i1.108174 Journal of English Language Teaching; Vol 9, No 1 (2020); 241-251 2302-3198 10.24036/jelt.v9i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/108174/103306 https://ejournal.unp.ac.id/index.php/jelt/article/view/108174/103310 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/8896 2018-03-20T04:07:09Z jelt:ART

STUDENTS’ ABILITY IN WRITING AN ANALYTICAL EXPOSITION TEXT AT ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI PADANG Irwan, Annisa Fitri Syafei, An Fauzia Rozani Marlina, Leni ELT Third semester English Department students, ability, writing, analytical exposition text Analytical exposition text is one of genre text that is learned by english department students of Universitas Negeri Padang. The students must be able to write this genre text. The aim of this study is to analyze the ability of students in writing an analytical exposition text.  It was a descriptive quantitative research conducted for third semester English departments students of Universitas Negeri Padang. This research focused on how is the students’ ability in writing the thesis statement, argumentation, organization and writing, and the use of evidence of analytical exposition text. The population of this research is third semester English department of Unicersitas Negeri Padang, and the sample was from educational class, it was K-3 class which consists of 20 students. the students were asked to write analytical exposition text and then students’ writing were analyzed by using the rubric of analytical exposition text which consists of four aspect, that are thesis statement, argumentation, organization and writing, and the use of evidence. Based on the findings, there are four students who are in excellent level, five students in proficient level, ten students in fair level, and one student in inadequate level. Overall, the ability of third semester English department students of Universitas Negeri Padang is in proficient level. Universitas Negeri Padang 2018-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/8896 10.24036/jelt.v7i1.8896 Journal of English Language Teaching; Vol 7, No 1 (2018); 169-176 2302-3198 10.24036/jelt.v7i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/8896/7283 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/130834 2024-09-30T03:12:12Z jelt:ART

Exploring Teacher Difficulties and Strategies in Teaching English at Islamic Boarding School of Nurmanisy Hikmatusallam Saputra, Ogie Winas Fatimah, Sitti Difficulties, Strategies, Teaching English, Islamic Boarding School This study aims to understand the teacher's difficulties and strategies in teaching English at Islamic boarding school of Nurmanisy Hikmatusallam which are influenced by the environment and regulations that applied to Islamic boarding school. The design of this research is case study, while the research method used is qualitative. The participants in this research are three English teachers in Islamic Boarding School of NurmanisyHikmatusallam. The data were obtained from two technique, class observation and interview. The results showed that there three challenges faced by the teacher. First, the lack of students’ speaking skill. Based on interview it was found that the reason for student lack of ability in speaking English is that they have never learned English before. Second, the lack of training given to English teachers. It is difficult for teachers to provide students with integrates Islamic value to the English material. Last, the lack of teaching media and school facilities. When teaching English in the class, English teachers use teaching strategies. There are three strategies used by the teachers: inquiry learning, role play, direct instruction. Universitas Negeri Padang 2024-09-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/130834 10.24036/jelt.v13i3.130834 Journal of English Language Teaching; Vol 13, No 3 (2024); 1095-1103 2302-3198 10.24036/jelt.v13i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/130834/109701 Copyright (c) 2024 Ogie Winas Saputra https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/925 2013-03-08T20:44:26Z jelt:ART

Bernard Bear Cartoon Movies as Media in Writing Narrative Text Utami, Yeski Putri Mukhaiyar, Mukhaiyar Rozimela, Yenni English, Education English Language Teaching The purpose of this research was to test whether the effect of using Bernard Bear cartoon movies as media had better achievement on students’ writing ability of narrative text. The research used Posttest Only Control Group Design, which means that students’ ability in writing narrative text was measured after the students were given a treatment. The population and samples of this research was students of VIII grades in SMP Negeri 1 Payakumbuh. The instrument of this research was a test, that the students were given some amount of time to write a narrative text. The result of this research  showed that there were significant effects in both experiment and control groups after the treatment was given which showed that using Bernard bear cartoon movies had better achievement on students’ writing. It had been proven by students’ scores in the end of the research. So that, using Bernard Bear cartoon movies as media could give better effect to students’ writing ability in writing narrative text.AbstrakPenelitian ini bertujuan untuk mengujikan apakah penggunaan Bernard Bear Cartoon movies dalam proses pembelajaran menulis teks narrative dapat memberikan pengaruh yang lebih baik. Penelitian ini adalah sebuah penelitian eksperimen dengan rancangan Posttest only control group design, yaitu kemampuan siswa dalam menulis teks narratif (narrative text) dapat diuji setalah penelitian diterapkan. Populasi dan sampel dari penelitian ini adalah siswa kelas VIII di SMP Negeri 1 Payakumbuh. Instrumen yang dipakai dalam penelitian ini adalah test, dimana siswa diberikan sejumlah waktu untuk menulis. Hasil penelitian menunjukan terdapat perbedaan kemampuan menulis yang signifikan antara kedua kelas, kelas control dan kelas eksperimen setelah diberikan perlakuan. Hal ini dapat dilihat dari hasil tes mengarang siswa yang di berikan pada kedua kelas di akhir penerapan penelitian yang menunjukkan bahwa hasil tulisan siswa dengan pada eksperiment group hasilnya lebih baik. Oleh karena itu, dapat disimpulkan bahwa Penggunaan Bernard Bear Cartoon movies sebagai media dapat meningkatkan kemampuan siswa dalam menulis teks naratif. Universitas Negeri Padang 2012-09-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/925 10.24036/jelt.v1i1.925 Journal of English Language Teaching; Vol 1, No 1 (2012): Serie B; 161-168 2302-3198 10.24036/jelt.v1i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/925/773

oai:ojs.ejournal.unp.ac.id:article/2369 2013-09-13T08:39:39Z jelt:ART

Teaching Reading Narrative Text by Using Directed Inquiry Activity (DIA) Technique at Junior High School Hamidi, Ahmad Adnan, Aryuliva English Language Teaching; Reading English Language Teaching AbstractReading is one of the English skills taught at all different levels of education. There are various texts that should be mastered by students. They are transactional dan interactional, monologue, and short functional text. One of monologue texts found at the junior high school level is a narrative text. Students of Junior High School are expected to comprehend this text very well; however, there are still students who do not have good comprehension of this text. This might be caused by the students themselves or by the uninteresting techniques used by teachers to teach this text. Among the techniques applied to teach narrative texts, there is DIA (Directed Inquiry Activity) which is expected to help increase the students’ comprehension of the texts. This technique provides students with activities directing them to develop their own comprehension by using their own efforts. Teachers will explain some difficult vocabularies to the students and through a class discussion, the students are going to answer the questions and do the inquiries to the generic structure of the text. Kata kunci : Teaching Reading, Narrative Text, Directed Inquiry Activity (DIA) Universitas Negeri Padang 2013-06-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2369 10.24036/jelt.v1i3.2369 Journal of English Language Teaching; Vol 1, No 3 (2013): Serie A; 68-72 2302-3198 10.24036/jelt.v1i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2369/1983

oai:ojs.ejournal.unp.ac.id:article/7132 2017-04-13T01:50:37Z jelt:ART

THE ABILITY OF THE FIRST YEAR STUDENTS OF SMKN 2 PARIAMAN IN WRITING INQUIRY LETTERS Turrahmah, Latifah Rusdi, Rusdi Narius, Don Education, ELT English, writing ability, inquiry letter, letter’s organization This research is about students’ ability in writing a business letter, especially an inquiry letter. This research was aimed at analyzing students’ ability in writing inquiry letters deal with its letter organization. This research used descriptive research. The population of this research were all of the first year Office Administration students from two classes, X AP1 and X AP2. There were seventy-four students. The samples were twenty-five students taken by using random sampling technique. The instrument applied in this research was a written test about inquiry letter. Students were asked to write inquiry letter based on three topics that they have chosen in the previous week for sixty menutes. The data was analyzed by using a rubric score of the inquiry letter deal with its letter organization. The result of this research showed that students got 4 (well) in writing the inquiry letter deal with its letter organization. However, there were some organization of letter that did not write properly. Students were expected to have more understanding in writing a proper inquiry letter deal with its letter organizaton Universitas Negeri Padang Rusdi, Universitas Negeri Padang Don Narius, Universitas Negeri Padang 2017-04-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/7132 10.24036/jelt.v6i1.7132 Journal of English Language Teaching; Vol 6, No 1 (2017): Serie A; 16-24 2302-3198 10.24036/jelt.v6i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/7132/5649 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/124986 2023-08-29T13:29:28Z jelt:ART

An Analysis of Teachers’ Beliefs and Practices in Vocabulary Teaching at Junior High Schools Gunuang Omeh Putra, Metria Dicky Putri, Nofrina Eka Education, ELT Teacher Beliefs, Teacher Practices, Vocabulary Teaching, Graves Theory This research aimed to analyze of teacher beliefs and practices in vocabulary teaching at Junior High Schools Gunuang Omeh. This research used Graves theory with which teachers’ beliefs and practices in teaching vocabulary are seen, including, providing rich and varied language experiences, teaching individual words explicitly, teaching word-learning strategies, and fostering word consciousness. This research employed qualitative approach. The participants of this study were four English teachers. The instruments of this research were interviews and observations. The result of this research shows that teachers generally hold similar beliefs in four of indicators, except in one aspect. One teacher believes that teachers should teach definition of new words directly to students while others prefer to teach them implicitly. The research also found that in certain aspect, teachers’ beliefs and practices are not aligned. Only two teachers taught vocabulary used various kinds of game. The researcher suggest that teacher should improve the quality of theirs by using games to teach vocabulary. This research can be addition reference for the same field. Universitas Negeri Padang 2023-08-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/124986 10.24036/jelt.v12i3.124986 Journal of English Language Teaching; Vol 12, No 3 (2023); 953-967 2302-3198 10.24036/jelt.v12i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/124986/108234 Copyright (c) 2023 Metria Dicky Putra, Nofrina Eka Putri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/109227 2020-10-01T08:19:02Z jelt:ART

An Analysis of Causes of Students' Problems in Writing Recount Text Nurkholijah, Nurkholijah Hafizh, Muhd Al Education, ELT Analysis, writing, recount text The objectives of this research were to know how were the causes of the students’ problems in writing recount text and the most dominant causes of problems in writing recount text. The online research was conducted on 21 Mei 2020 at google form. In this research, the Senior High Schools’ Students of West Sumatera that had studied recount text as the subject, with the total of respondents are 80 students. The researcher used questionaire as the instrument of this research and using descriptive qualitative method. To analyze the result of this research, the researcher used descriptive analysis. The finding of this research shows that there were four indicators of causes that made students had problems in writing recount text, they were interference first language, lack knowledge in grammatical rules, lack of vocabulary and difficult in organization. Then, the most dominant causes that made students had problems in writing recount is interference first language with the percentage is 86.3%, followed by lack of vocabulary with the percentage is 74.5%, lack knowledge in grammatical rules with the percentage is 68%, and the last is difficult in organization with 48.45%. Universitas Negeri Padang Nurkholijah, Universitas Negeri Padang English Department 2020-08-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/109227 10.24036/jelt.v9i3.109227 Journal of English Language Teaching; Vol 9, No 3 (2020); 470-479 2302-3198 10.24036/jelt.v9i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/109227/103971 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/112215 2021-10-11T05:59:38Z jelt:ART

EFL Teachers Critical Thinking Behaviors and the Challenges Facing them in Classrooms Masadeh, Thouqan Saleem Yakoub The main aim of the present study was to investigate EFL teachers critical thinking behaviors and the kinds of challenges they meet inside English language classrooms. A two-part questionnaire with twenty seven teaching behaviors and sixteen challenges was administered to sixty one Saudi EFL teachers at the secondary and intermediate teaching stages. Results showed that they regularly perform teaching behaviors that nurture their students' critical thinking skill. The most practiced behaviors were related to creating critical thinking-based student response while the least practiced behaviors were belonging to developing students' analysis and synthesis skills. Moreover, challenges related to English language school textbooks, classroom size, training and extra-curricular activities were all significant challenges that need urgent solutions. Universitas Negeri Padang 2021-05-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/112215 10.24036/jelt.v10i2.112215 Journal of English Language Teaching; Vol 10, No 2 (2021); 185-203 2302-3198 10.24036/jelt.v10i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/112215/105046 Copyright (c) 2021 Thouqan Saleem Yakoub Masadeh https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/131264 2025-07-12T06:28:57Z jelt:ART

Variation and Distribution of Tasks in the Textbook “Bahasa Inggris: Work in Progress” Khairati, Aci Sulthanal Syafei, An Fauzia Rozani Education; ELT Task; Task type; Variation of task; Distribution of task. This study aims to examine the various types of tasks presented and distributed throughout the textbook “Work in Progress”. Specifically, this study aims to analyse the types of tasks to assess their diversity and to examine how these tasks are distributed throughout the chapters. By addressing these two aspects, the research seeks to determine whether the textbook provides a balanced and comprehensive approach to language learning, covering a range of skills such as cognitive, interpersonal, linguistic, affective, and creative abilities. A descriptive, qualitative approach was used in this study.  The data was collective though checklist format from Nunan's (1999) classification task types. The findings reveal the textbook features a variety of tasks but there are significant gaps in certain areas. All types of cognitive tasks are included. However, within the interpersonal category, only cooperating tasks are present, with role-playing missing. For linguistic tasks, the textbook includes conversational patterns, using context, selective listening, and skimming, but excludes practicing and summarizing. In affective tasks, personalizing and reflecting are present, but self-evaluating is absent. Brainstorming is the only creative task included. While, the distribution of tasks throughout the textbook showed an imbalance in the occurrence of different task types. Cognitive tasks are the most frequent, making up 36% of the total and appearing in every chapter. Interpersonal tasks account for 25%, linguistic tasks for 19%, and affective tasks for 19% as well. Creative tasks constitute only 2% and found solely in Chapters 2 and 5. The textbook demonstrates a strong focus on cognitive and interpersonal tasks, with a more modest inclusion of linguistic and affective tasks, and very limited creative tasks. Addressing the gaps in variation of task could enhance the balance and effectiveness of the textbook in supporting comprehensive language development. Furthermore, the distribution reflects a potential imbalance in the variety of tasks provided, which may affect the overall effectiveness of the textbook in developing a comprehensive range of language skills. Universitas Negeri Padang 2024-11-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/131264 10.24036/jelt.v13i4.131264 Journal of English Language Teaching; Vol 13, No 4 (2024); 1316-1321 2302-3198 10.24036/jelt.v13i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/131264/109787 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/131264/8090 Copyright (c) 2024 Aci Sulthanal Khairati, An Fauzia Rozani Syafei https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1175 2013-03-14T08:30:48Z jelt:ART

Using Fieldwork and Outdoor Visits in Teaching Vocabulary to Young Learners Nur, Muhammad Ali Rosa, Rusdi Noor English, Education English Language Teaching Kosakata merupakan bagian terpenting dalam berkomunikasi, oleh karena itu, setiap orang yang akan interaksi di tuntut untuk memiliki cukup kosakata. Pada makalah ini akan membahas tentang metode yang dapat membantu seseorang dalam meningkatkan  perbendaharaan kosakata, disini penulis memfokuskan untuk murid SD. Umumnya para murid SD cenderung lebih menyukai metode belajar sambil menikmati langsung bendanya. Mereka akan lebih termotivasi dengan hal tersebut, selain lebih menarik tentunya juga dapat membantu mereka dalam mengingat setiap kosakata sesuai dengan penggunaanya.Salah satu metode yang bisa digunakan untuk meningkatkan kosakata pada murid SD adalah dengan menerapkan fieldwork and outdoor visits ini. Dalam kegiatan ini siswa diajak ke kelur kelas atau ke alam bebas dan guru menyebutkan nama – nama benda yang mereka temukan di tempat tersebut terlabih dahulu dan siswa harus mengingatnya karena mereka akan membahas kembali di kelas setelah pembelajaran di luar kelas selesai. Disamping lebih menarik, tentunya juga meningkatkan motivasi mereka untuk menguasai perbendaharaan kata untuk semua benda yang mereka lihat. Kata kunci: Fieldword and Outdoor Visits, Teaching Vocabulary, Teaching Vocabulary to Young Learners Universitas Negeri Padang 2012-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1175 10.24036/jelt.v1i1.1175 Journal of English Language Teaching; Vol 1, No 1 (2012): Serie D; 262-268 2302-3198 10.24036/jelt.v1i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1175/1015

oai:ojs.ejournal.unp.ac.id:article/120551 2023-01-30T03:24:23Z jelt:ART

An Analysis of Students’ Self-efficacy In Writing at MAN 1 Padusunan Safitri, Yolanda Dian Wahyuni, Delvi Writing, Self-efficacy The analysis of students' writing skills at MAN 1 Padusunan. This study intends to show how students' self-efficacy was in writing English language learning at State MAN 1 Padusunan. The researcher utilized SPSS 22.0 and Microsoft Excel to analyze the data for this descriptive qualitative research study. Six courses were randomly chosen to make up the 87 student study samples. The research's data came from a survey given to grade X students at MAN 1 Padusunan. According to the data analysis, the majority of students (56.3%) fell into the category of medium level selfefficacy in English writing. Some of them (43.7%) pupils had the highest degree of self-efficacy in learning the English language, while (0%) of the students had the lowest level. Based on the study's findings, it can be said that State MAN 1 Padusunan students had a medium level of self-efficacy. Universitas Negeri Padang 2022-12-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/120551 10.24036/jelt.v11i4.120551 Journal of English Language Teaching; Vol 11, No 4 (2022); 603-611 2302-3198 10.24036/jelt.v11i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/120551/107272 Copyright (c) 2022 Yolanda Dian Safitri, Delvi Wahyuni https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/103348 2020-10-01T04:15:19Z jelt:ART

Using Write Pair Square Technique in Teaching Writing at Junior High School Chaniago, Rizkiyuni Yuni Zainil, Yetti Language Teaching Writing, Write Pair Square Technique ABSTRACTChaniago, Rizki Yuni. 2019. Using Write Pair Square Technique in Teaching Writing at Junior High SchoolThis paper discusses how to use Write Pair Square Technique in teaching writing at Junior High School. Based on the writers’ experience in teaching English, many students find the difficulties in teaching writing. Many students have difficulties in teaching writing, such as they lack of idea to write; they have less grammar; inappropriate technique when doing teaching and learning process. Write pair square is a cooperative learning that can motivate students in learning. The teacher divides the student for a small group of four that can be divided into pairs. In the first, each member in a group of four work individually to write answers. After that, students pair with a partners and share their work or answers. Then, two pairs of the foursome combine (squaring), and take turns to share and discuss what they had just thought or written. The team members try to help one another by giving comments to improve their works. By applying Write Pair Square Technique in teaching writing, the teacher can reach the goal of teaching writing to junior high school students. Keywords:Writing, Write Pair Square Technique Universitas Negeri Padang 2019-02-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/103348 10.24036/jelt.v8i1.103348 Journal of English Language Teaching; Vol 8, No 1 (2019); 139-145 2302-3198 10.24036/jelt.v8i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/103348/101403 Copyright (c) 2019 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/2616 2013-10-29T18:11:42Z jelt:ART

TEACHING READING AN ANALYTICAL EXPOSITION TEXT THROUGH HERRINGBONE TECHNIQUE TO SENIOR HIGH SCHOOL STUDENTS Eka Putri, Rahmi Isyam, Amri English Language Teaching; Reading English Laguage Teaching AbstrakDalam makalah ini penulis membahas teknik pengajaran membaca menggunakan metode Herringbone. Siswa bekerja berpasangan atau berkelompok misalnya terdiri dari tiga orang. Kemudian siswa di perbolehkan memilih teks bacaan yang merek asukai. Setelah itu siswa membahas tentang isi teks tersebut dan mengisi kolom Herringbone yang telah diberikan guru. Selanjutnya siswa di minta untuk mengisi kolom tersebut sesuai dengan pemahaman mereka tentang teks yang telah mereka baca. Dan kemudian siswa diharapkan mampu menceritakannya kembali berdasarkan pemahaman mereka dengan menggunakan teknik herringbone. Universitas Negeri Padang 2013-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2616 10.24036/jelt.v2i1.2616 Journal of English Language Teaching; Vol 2, No 1 (2013): Serie D; 289-294 2302-3198 10.24036/jelt.v2i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2616/2216

oai:ojs.ejournal.unp.ac.id:article/7310 2017-04-11T03:09:52Z jelt:ART

USING SONGS TO TEACH ENGLISH TO YOUNG LEARNERS Fransischa, Aulia Syafei, An Fauzia Rozani ELT Teaching English, Young Learners, Songs This paper explains about the implementation of using songs to teach English to young learners. The songs that can be used are popular songs for young learners. At the beginning of the activity, teacher introduces the lyrics that will be sung.  The lyrics of the song should be compared with the topic. The activity of singing a song can be followed by another activities which the activities can improve their confidence. There are some advantages in teaching English through songs like various activities in the classroom, fun, and alive, also the young learners be active and confidence. Then, songs can improve the young learner’s skill in memorizing new words and pronouncing clearly. Using songs as the activity in teaching English help the teacher to build an active and interesting class.  Universitas Negeri Padang 2016-09-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/7310 10.24036/jelt.v5i1.7310 Journal of English Language Teaching; Vol 5, No 1 (2016): Serie D; 251-258 2302-3198 10.24036/jelt.v5i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/7310/5741 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/127519 2024-03-04T09:17:05Z jelt:ART

Analyzing Students' Dubbing Performance Quality on SEA Subtitling and Dubbing Project in English Department of Universitas Negeri Padang Aqilah, Putri Ashma Hilmi, Lafziatul The 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. Universitas Negeri Padang 2024-02-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/127519 10.24036/jelt.v13i1.127519 Journal of English Language Teaching; Vol 13, No 1 (2024); 303-312 2302-3198 10.24036/jelt.v13i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/127519/108883 Copyright (c) 2024 Putri Ashma Aqilah https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/125986 2023-11-13T09:09:26Z jelt:ART

Code Switching of Female & Male Lecturers In English Language Learning Of Fourth Year Students Of English Education Program At Universitas Negeri Padang Daffiza, Nazhira Putri Rosita, Nur Education, ELT Gender Differences, Code-Switching, Functions of Code-Switching This research was aimed to know the functions of code-switching in the classroom practised by female and male lecturers and investigated gender differences between female and male lecturers in the use of code-switching in the classroom. The researcher observed the classroom using audio recorder. Then, the data was analysed using mixed method research to measure the frequency of code-switching used by female and male lecturers in the classroom. The research subjects in this study were English education lecturers at Universitas Negeri Padang. Two female lecturers and two male lecturers. Universitas Negeri Padang 2023-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/125986 10.24036/jelt.v12i4.125986 Journal of English Language Teaching; Vol 12, No 4 (2023); 1325-1335 2302-3198 10.24036/jelt.v12i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/125986/108473 Copyright (c) 2023 Nazhira Putri Daffiza https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/110560 2021-07-30T07:51:50Z jelt:ART

Analysis of Theme in Discussion Text Written by the Second Year Students of English Department of UNP Putri, Susi Guslita Rosa, Rusdi Noor Discussion Text, Theme and Rheme, This research aims at finding out the type of theme dominantly used in the students’ discussion texts written by the second year students of English Department of Universitas Negeri Padang. This study used a descriptive research method. The population of this research was the second year students of English Department of Universitas Negeri Padang. They were selected because they had taken a course on essay writing. The sample was 30 students taken using a cluster random sampling. The data were collected using a test that has been administered twice in order to get the more representative data. The results show that the dominant theme types used in the students’ discussion text are simple unmarked theme (44.61 %), and multiple unmarked theme (42.35 %), and the types of theme least frequently used are simple marked theme (10.14 %), and multiple marked theme (2.90 %). The dominant used of unmarked theme is motivated by the students’ desire to emphasize on the points of the arguments which are indicated by used of nominal groups Universitas Negeri Padang 2020-12-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/110560 10.24036/jelt.v9i4.110560 Journal of English Language Teaching; Vol 9, No 4 (2020); 759-766 2302-3198 10.24036/jelt.v9i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/110560/104295 Copyright (c) 2020 Susi Guslita Putri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/101317 2018-11-09T08:00:15Z jelt:ART

Tongue Twister as a Technique to Help Students Solve Their Difficulties in Pronouncing /s/, /∫/ at Junior High School Nurhasanah, Nurhasanah Zainil, Yetty Education, ELT Pronunciation, Pronouncing /s/ and /∫/, Tongue Twister, Junior High School AbstractThis paper is aimed at describing the use of ‘Tongue Twister’ to improve students’ pronunciation of /s/ and /∫/ consonants at junior high school students. This technique is applied to help junior high school to pronounce words that have similar sounds. This technique enables students to solve the problem by using tongue twister sentence given to them. ‘Tongue Twister’ allows students to practice the sentence repeatedly and to determine the appropriate sounds to each word. Universitas Negeri Padang 2018-11-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/101317 10.24036/jelt.v7i4.101317 Journal of English Language Teaching; Vol 7, No 4 (2018) 2302-3198 10.24036/jelt.v7i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/101317/100605 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/132861 2025-08-04T03:42:35Z jelt:ART

Students Attitude Towards Oral Corrective Feedback During Roleplay Activities at SMAN 23 Batam Firdaus, Alvi Ghani Rani, Yati Aisya Education, ELT Attitude, Oral Corrective Feedback, Roleplay Role-play activities are widely used in language learning to improve students' speaking skills. However, students will inevitably make mistakes in areas such as pronunciation, grammar and word choice. One strategy to address these speaking errors is Oral Corrective Feedback (OCF). When students receive OCF during role-playing activities, their reactions can vary, with some responding positively while others otherwise. This study aims to analyze students' attitudes towards oral corrective feedback during role-playing activities at SMAN 23 Batam. The researcher used a quantitative approach, involving a total population of 193 students from grade 12 at SMAN 23 Batam. The research sample, which was obtained through proportional random sampling, consisted of 25% of the student population, which amounted to 50 students. The quantitative research was conducted using questionnaires and interview to analyze students' attitudes towards Oral Corrective Feedback during roleplay activities. The findings showed that students had a very positive attitude towards the affective, cognitive, and behavioral components of receiving OCF. Therefore, it can be concluded that students agreed that Oral Corrective Feedback improved their understanding and performance, also fostered a supportive learning environment that reduced their anxiety and their increased confidence. Universitas Negeri Padang 2025-02-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/132861 10.24036/jelt.v14i1.132861 Journal of English Language Teaching; Vol 14, No 1 (2025); 193-208 2302-3198 10.24036/jelt.v14i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/132861/110577 Copyright (c) 2025 ALVI GHANI FIRDAUS https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1963 2013-08-10T06:58:24Z jelt:ART

THE SECOND GRADE STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE TEXT AT SMP N 1 CANDUANG Mardiyah, Denil Saun, Saunir Refnaldi, Refnaldi English Language Teaching; Writing English Language Teaching Abstrak Tujuan penelitian ini adalah (1) melihat kemampuan siswa dalam menulis teks deskriptif berdasarkan struktur generik (identifikasi dan deskripsi) dan tata bahasa (simple present tense)(2) melihat permasalahan yang dihadapi siswa dalam menulis teks deskriptif. Data penelitian ini menggunakan testulis dan angket.Data dikumpulkan dengan menggunakan teknik cluster sampling. Sampel penelitian adalah siswa kelas 2 SMP yang berjumlah 42 orang. Temuan penelitian yaitu kemampuan siswa dalam menulis identifikasi masih rendah,  menulis deskripsi masih rendah dan dalam menggunakan simple present tense juga rendah   Key words: Ability, writing, descriptive text Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1963 10.24036/jelt.v1i2.1963 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie D; 280-290 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1963/1678

oai:ojs.ejournal.unp.ac.id:article/121547 2023-05-14T02:19:50Z jelt:ART

The Correlation between Reading Anxiety and Students' Critical Reading Ability at English Department of UNP Erdiansyah, Erdiana Fitrawati, Fitrawati English Education; English Language Literature Reading English, Critical Reading Ability, Foreign Language Reading Anxiety This study investigates the possible relationship between reading anxiety and the critical reading ability of students majoring in English. Thirty-two students majoring in English education were selected as the research sample. The instrument used by the researcher was the form of a TOEFL test consisting of 30 questions which were used to measure students' ability to read critically. In addition, the researcher also developed a questionnaire based on the theory of experts consisting of 20 statements used to measure students' reading anxiety. Pearson Product-Moment investigates the relationship between reading anxiety and students' critical reading ability. This research found several results; 1) Most students experience anxiety at the intermediate level, with a percentage of 62.50%. 2) The level of students' critical reading ability is at the average level, with a percentage of (75%). 3) There is a relationship between students' reading anxiety and critical reading ability, as indicated by r = .0.375. This shows that H0 is rejected and Ha is accepted. The results imply that the higher or lower reading anxiety students experience, the lower or higher their scores in critical reading. In addition, there is a significant effect of reading anxiety on students' critical reading skills. Lastly, this research is expected to have implications for English teachers, students, and future researchers. Universitas Negeri Padang 2023-03-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/121547 10.24036/jelt.v12i1.121547 Journal of English Language Teaching; Vol 12, No 1 (2023); 270-279 2302-3198 10.24036/jelt.v12i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/121547/107593 Copyright (c) 2023 Erdiana Erdiansyah https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/106239 2020-09-30T15:20:58Z jelt:ART

An Analysis of Students’ Grammatical Errors on Speaking at SEA Debate at English Department of Faculty of Languages and Arts of Universitas Negeri Padang Chania, Stephanie Amri, Zul ELT Speaking, Grammatical Error, Debate The purpose of this study was to analyze students’ grammatical errors on speaking at SEA Debate at English Department of Faculty of Languages and Arts of Universitas Negeri Padang. It employed qualitative research method with the Debate class of 2017 students as the research population. There were six students taken as the research sample selected through purposive sampling technique. The data were collected through smart-phone video recorder and interview guideline. The video recording was transcribed and analyzed from the first speaker until the last speaker. After analyzing the data, the students were interviewed to support the data in order to answer the research question of the study. The collected data were mainly in the form of transcription texts mined from the recordings of the debate as well as the interview of each student. The results of the study showed the most type of errors made by the SEA Debate students was omission error which consisted of 77 errors or 50.66% of errors. The causes of errors were affected by the students were inadequate learning, overgeneralization, and simplification. Key words: Speaking, Grammatical Error, Debate Universitas Negeri Padang 2019-10-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/106239 10.24036/jelt.v8i4.106239 Journal of English Language Teaching; Vol 8, No 4 (2019); 515-521 2302-3198 10.24036/jelt.v8i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/106239/102475 Copyright (c) 2019 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/3703 2015-02-25T17:26:10Z jelt:ART

USING A TIME TOKEN STRATEGY TO INCREASE STUDENTS’ PARTICIPATION IN SPEAKING FOR JUNIOR HIGH SCHOOL Aziz, Auliatisny Ratmanida, Ratmanida English Language Teaching: Speaking English Language Teaching Abstrak Penulisan artikel ini bertujuan untuk mendiskusikan tentang bagaimana meningkatkan partisipasi siswa dalam pembelajaran speaking di Sekolah Menengah Pertama (SMP) dengan menggunakan Time token strategy. Speaking merupakan salah satu keahlian yang harus dikuasai siswa dalam mempelajari bahasa Inggris. Dalam pengajaran speaking, siswa dituntut untuk dapat berbicara secara akurat dan lancar serta mampu berpartisipasi aktif dalam pelaksanaan kegiatan belajar-mengajar. Akan tetapi, siswa sering mengalami beberapa masalah diantaranya masalah yang terkait  dengan strategi yang digunakan guru di kelas. Dalam mengajar speaking, guru cenderung menggunakan strategi yang bersifat teacher-centered, sehingga siswa memiliki keterbatasan untuk berpartisipasi aktif di kelas. Untuk mengatasi masalah tersebut, penulis memperkenalkan time token strategy. Dalam strategi ini, siswa menjadi fokus utama dari pengajaran (student-centered). Pengajaran menggunakan time token strategy dimulai dengan guru membagikan empat kupon kepada masing – masing siswa. Setiap kupon bernilai ± 15 detik. Setiap selesai berbicara, siswa harus menyerahkan satu kupon kepada guru. Guru akan memberi siswa nilai sesuai dengan jumlah waktu yang digunakan. Jika siswa sudah menggunakan seluruh kuponnya, mereka tidak diperbolehkan untuk berpartisipasi lagi. Demikian seterusnya sampai semua siswa berbicara. Sehingga tidak ada siswa yang tidak aktif dan tidak ada juga siswa yang mendominasi untuk berbicara di dalam kegiatan belajar. Penerapan time token strategy akan meningkatkan kemampuan dan partisipasi siswa, terutama dalam speaking. Key words: speaking, participation, time token strategy, junior high school students Universitas Negeri Padang 2014-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/3703 10.24036/jelt.v2i2.3703 Journal of English Language Teaching; Vol 2, No 2 (2014): Serie A; 30-36 2302-3198 10.24036/jelt.v2i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/3703/2940

oai:ojs.ejournal.unp.ac.id:article/9770 2018-03-20T04:07:09Z jelt:ART

THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION IN LEARNING SPEAKING AND SPEAKING ABILITY OF ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS NEGERI PADANG ACADEMIC YEAR 2017 Putra, Tio Eka Ratmanida, Ratmanida Narius, Don This research is a quantitative-correlational research that measures the stage of the motivation of the students in learning speaking subject and their speaking ability in English. In addition the population of this research is the under-graduate students of English for education department, Faculty Language and Arts academic year 2017, Universitas Negeri Padang and the sample is chosen by using cluster sampling. Furthermore, the problem backgrounded this research is how the relationship between students’ motivation in learning speaking and the speaking ability. For this research, motivation is treated as the x variable and speaking ability as y variable. The instruments used in this research are questionnaire and test. The questionnaire is used to measure the motivation and test for the speaking ability. The questionnaire used is adapted from the The Attitude/Motivation Test Battery (AMTB) by Gardner. The questionnaire was analyzed by using likert scale and speaking test by using speaking rubrics by Brown. The result of this researchshows that there is a relationship between the motivation and speaking ability of tye students. It is shown by the correlational coefficient (rxy) with number 0,002. However, the relationship is not significant because when it is compared with rtable with (α) 5%, the number is 0,3494. It means that rtable > rxy. Thus, it can be concluded that the relationship between x variable and y variable is not significant, Keywords: speaking ability, motivasion, correlational research Universitas Negeri Padang 2018-03-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/9770 10.24036/jelt.v7i1.9770 Journal of English Language Teaching; Vol 7, No 1 (2018); 303-330 2302-3198 10.24036/jelt.v7i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/9770/7431 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/128545 2024-07-27T08:46:13Z jelt:ART

Students’ ability in Analyzing Passive Voice in Explanation and Report Texts at Second Year of SMAN 1 Padang Bolak Siregar, Sarwan Fitrawati, Fitrawati education Passive Voice; Explanation Text; Report Text. This study was aimed to describe students’ abilty in anlyzing passive voice in Explanation and Report Texts at second year of SMAN 1 Padang Bolak. The research design was quantitative descriptive. The population of this research was the second grade students of SMAN 1 Padang Bolak. The population was 120 students from four classes ; XI MIA I, XI MIA II, XI MIS I, XI MIS II. The sample was taken by simple random sampling technique so that the number of sample obtained was 30 students. The instrument that was used in this research was grammar test consisted 40 questions. The first 15 questions was in the form of analysis and the rest question was in the form of short answer. The finding of the research reveals that students’ ability in analyzing passive voice in Explanation and Report Text at second year of SMAN 1 Padang Bolak was in poor classification with avarage score 35.73. The research also reveals some most difficulties that were faced by students in analyzing passive voice in Explanation and Report texts. These difficulties were changing active voice into passive voice, determining and arranging the subject and the object (agent or doer) in the passive voice, changing infinitive verb into verb 3 (past Participle), changing modal auxiliary verb into passive voice form. Universitas Negeri Padang 2024-06-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/128545 10.24036/jelt.v13i2.128545 Journal of English Language Teaching; Vol 13, No 2 (2024); 678-686 2302-3198 10.24036/jelt.v13i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/128545/109222 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/128545/7503 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/128545/7504 Copyright (c) 2024 sarwan siregar https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/112079 2021-11-14T07:04:14Z jelt:ART

Reading Ability of International Class Students of PGSD 2019 of Universitas Negeri Padang An-Nashir, Abdullah Azzam Syafei, An Fauzia Rozani Education EFL student, reading ability, reading difficulty Using English as a medium of instruction for students who do not understand that language makes the learning process is not running well. Many obstacles faced by the students in understanding the course dealing with low English ability. They faced difficulties in both written and spoken language. However, university students are much more interactive with written language; reading English texts will be more harmful to them, due to their low ability to catch the information from what they read. This study aims to find out students reading ability and difficulty in reading English text. Data were collected from 22 international class students of PGSD 2019 of Universitas Negeri Padang. In collecting data, the students were asked to do a reading test consist of 50 questions for 55 minutes. The result shows that the students have the low reading ability in reading English texts. Furthermore, the students have difficulties in several aspects of reading consist of finding the main idea, answering stated detail questions, answering implied detail questions, finding unstated detail, finding pronoun referents, determine where specific information, answering transition questions and answering vocabulary questions. Universitas Negeri Padang UPT Bahasa Universitas Negeri Padang 2021-09-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/112079 10.24036/jelt.v10i3.112079 Journal of English Language Teaching; Vol 10, No 3 (2021); 290-296 2302-3198 10.24036/jelt.v10i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/112079/105411 Copyright (c) 2021 Abdullah Azzam An-Nashir https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/116155 2022-04-05T15:05:18Z jelt:ART

Students’ Perceptions toward the Use of Short Videos based Social Media in Learning English at Universitas Negeri Padang Natasa, Nurul Solusia, Carbiriena This research purpose to examine students’ perceptions toward the use of short videos based social media in learning English. The writer used an online questionnaire and interview for this research, which included 33 statements for questionnaire and 8 key questions for interview. The participants were 34 students from third year at English Department Universitas Negeri Padang. The findings from the data analysis, most of the students give a positive perception on the use of social media in learning English. The students used social media for learning and improving their English skill. They chose YouTube as the most frequently used application to improve their English skill. Then, they stated that using social media make them happy, challenged and helped when learning English. The students also mentioned that learning English can add new knowledge, develop their skills in speaking and writing and social media can improve their listening skill. Besides, there were several perspective faced by students, they get confused when learning English and do not know who to ask and they feel bothered with advertisement suddenly appeared when their learning English in social media. Universitas Negeri Padang 2022-03-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/116155 10.24036/jelt.v11i1.116155 Journal of English Language Teaching; Vol 11, No 1 (2022); 114-120 2302-3198 10.24036/jelt.v11i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/116155/106116 Copyright (c) 2022 Nurul Natasa https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/134190 2025-08-04T05:50:37Z jelt:ART

Students’ Perception on Parental Involvement to their English Learning of Tenth Grade Students of SMAN 1 2x11 Kayu Tanam Pramesti, Wina ardhia Safitri, Dian Education, ELT Parental Involvement, Academic Achievement, English Learning This study aims to determine students' perceptions of their parents' involvement with students' English Learning at school. The sample used in this study were 35 students from a public high school in Padang Pariaman, West Sumatra, Indonesia, precisely at SMAN 1 2X11 Kayu Tanam. This study used a descriptive with a quantitative method, in this method the researcher collect data on students' perceptions of their parents' involvement with academic achievement results by linking it to students' grades at school. This study revealed that parental involvement in their children's academic results is still very low, this is indicated by the negative results of students' perceptions of their parents' participation coupled with the low academic achievement scores of students. Several reasons support why the students have negative perception on their parental involvement to their English academic achievement. The low academic achievement scores in English subjects can be caused by factors lack of attention and support from parents such as rarely telling them to study at home, advising when children get low grades, not monitoring children's grades and assignments at home, and even not facilitating children's study space at home and not caring about students' grades makes students indifferent and do not care about learning at school. This shows that not only parental involvement can improve students' academic achievement, but attention, support, and spending a lot of time for children can improve their achievements Universitas Negeri Padang 2025-06-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/134190 10.24036/jelt.v14i2.134190 Journal of English Language Teaching; Vol 14, No 2 (2025); 206-215 2302-3198 10.24036/jelt.v14i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/134190/110611 Copyright (c) 2025 Wina ardhia Pramesti, Dian Safitri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1995 2013-08-10T09:27:35Z jelt:ART

STUDENTS’ WRITING DESCRIPTIVE TEXT ABILITY IN RELATION TO THEIR PERSONALITY TYPES Study Case: Second Grade Students of MAN/MAKN Koto Baru Padang Panjang Etika, Indah Mukhaiyar, Mukhaiyar Saun, Saunir English Language Teaching; Writing English Language Teaching Abstrak Penelitian ini bertujuan melihat kemampuan menulis teks deskriptif siswa ditinjau dari tipe personalitinya menggunakan metode deskriptif kuantitatif. Sampel penelitian ini adalah 31 siswa kelas XI Keagamaan Putra dan 33 siswa kelas XI Keagamaan Putri MAN/MAKN Koto Baru Padang Panjang. Metode pengumpulan data menggunakan kuesioner untuk mengetahui tipe personaliti (melankolis, plegmatis, sanguin, dan koleris) siswa dan tes kemampuan menulis deskriptifnya. Dari kuesioner diberikan, mayoritas siswa bertipe melankolis, 30 orang. Sedangkan plegmatis menjadi minoritas hanya 6 orang. Sementara dari tes kemampuan menulis teks deskriptif, skor rata-rata tertinggi, 77,30, diperoleh dari siswa kelompok melankolis. Kemudian, skor rata-rata terendah diperoleh dari kelompok koleris, 60,55.   Key Words: Personality types, melancholic, phlegmatic, sanguine and choleric Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://ejournal.unp.ac.id/index.php/jelt/article/view/1995 10.24036/jelt.v1i2.1995 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie G; 573-581 2302-3198 10.24036/jelt.v1i2 en

oai:ojs.ejournal.unp.ac.id:article/4292 2015-02-25T19:27:47Z jelt:ART

MOTIVATING JUNIOR HIGH SCHOOL STUDENTS THROUGH “WATCH AND ACT ACTIVITY” Arfierahman, Arfierahman Amri, Zul English Language Teaching; Listening English Language Teaching Abstrak Kemampuan berbicara dalam bahasa Inggris (speaking) adalah satu dari  kemampuan  yang penting dipelajari dan bahkan dikuasai siswa. Namun pada kenyataannya banyak kendala yang menghambat perkembangan pembelajaran kemampuan ini. Beberapa kendala yang terlihat adalah sulitnya siswa untuk memunculkan ide apa yang akan di bicarakan. Hal ini juga diperburuk dengan sedikitnya perbendaharaan kata pada setiap peserta didik. Kendala berikutnya adalah kurang nyamannya, atau sulitnya siswa menikmati proses belajar mengajar. Hal ini terlihat dengan masih banyaknya siswa yang terlihat lemas, atau juga bermain-main dan tidak memperhatikan pelajaran. Berikutnya adalah tidak adanya model yang membantu siswa mendapatkan contoh untuk kemampuan berbicara. Guru mungkin mendiktekan, namun tidak memberikan situasi yang lebih nyata kepada siswa. Beberapa kendala di atas menjadi picu atas menurunnya minat siswa mengembangkan kemampuan berbicara bahasa Inggris.  Hal ini kemudian membuat motivasi siswa merosot, dan mereka cenderung malas mempelajari speaking. Untuk membantu menyelesaikan masalah di atas, kemudian muncul gagasan untuk menggunakan “Watch and Act Activity”. Aktivitas ini muncul dari kebiasaan masyarakat menonton, kemudian secara sadar ataupun tidak menirukan apa yang mereka tonton, tidak terkecuali pada siswa setingkat SMP.  “Watch and Act Activity ini sangatlah sederhana, yaitu dengan menyajikan tontonan dalam bentuk video, yang kemudian ditirukan oleh siswa  setelah beberapa kali di putarkan. Hal ini bertujuan agar siswa mendapatkan gambaran yang jelas dari kegiatan speaking yang mereka tonton, sehingga mereka dapat meniru semirip mungkin seperti aktor atau aktris yang mereka saksikan. Pada kegiatan ini diharapkan siswa termotivasi untuk memunculkan ide dalam berbicara setelah mereka mendapat gambaran dari video yang mereka tonton. Kemudian juga  siswa diharapkan dapat menikmati kegiatan menonton yang disajikan dalam aktivitas ini Kata Kunci: Speaking, Motivation, Watch and Act Activity Universitas Negeri Padang 2014-06-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://ejournal.unp.ac.id/index.php/jelt/article/view/4292 10.24036/jelt.v2i3.4292 Journal of English Language Teaching; Vol 2, No 3 (2014): Serie A; 17-23 2302-3198 10.24036/jelt.v2i3 en

oai:ojs.ejournal.unp.ac.id:article/123128 2023-08-16T07:26:20Z jelt:ART

An Analysis of Questions on Reading Tasks in the English Textbook “Work in Progress” in Merdeka Curriculum Ripalga, Ripalga Fitrawati, Fitrawati Education, ELT Marzano and Kendall’s Taxonomy, Level of Thinking, Textbook, Reading Questions, Merdeka Curriculum. This research aimed to analyze the distribution of the level of thinking on questions on reading tasks in the English textbook “Work in Progress” in Merdeka curriculum using Marzano and Kendall’s Taxonomy. There are three system or knowledge in this theory which are the self-system, the meta cognitive system, and the cognitive system. The cognitive system in this theory is divided into four level. 1) Level 1 or retrieval level. (2) Level 2 or comprehension level, (3) Level 3 or analisis level, and (4) level 4 or knowledge utilization level. Descriptive qualitative research design used in this research. The first two level, retrieval and comprehension, belong to lower level question while other levels, analysis and knowledge utilization, belong to higher level questions. The researcher examined all reading questions in this textbook and used table analysis to classify them based on the level of thinking. The results showed that lower level questions were found more than higher level questions. Although, higher level questions were also found in the textbook, their number was far below lower level questions. There are several explanation for why lower level questions appear more than high level questions. First, learning should begin from basic to more complex. Second, it can prevent students from being overwhelmed. Universitas Negeri Padang 2023-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/123128 10.24036/jelt.v12i2.123128 Journal of English Language Teaching; Vol 12, No 2 (2023); 570-581 2302-3198 10.24036/jelt.v12i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/123128/107956 Copyright (c) 2023 Ripalga Ripalga https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/108150 2020-09-30T11:42:18Z jelt:ART

An Analysis of Errors by the Third Year English Department Students in Pronouncing English Vowel Putri, Dinda Salsabila Rosa, Rusdi Noor ELT Mispronounced, vowel This research was a descriptive research that aimed to identify the vowels that mostly mispronounced and the ability of third year English department students of Universitas Negeri Padang. This study also aimed to find out the factors leading to the students’ difficulties to pronounce English vowels. The sample in this study was K1 2017 class which consisted of 29 students selected by using cluster random sampling technique. The technique of data collection was pronunciation test that consists of 60 words and questionnaire that consists of 7 question. In analyzing the data, the researcher used Cambridge Advanced Learner Dictionary. From the result of the test, the researcher found that the common type of stress error that made by the students was vowel /æ/ (66.2%) from all the errors occurred. The mean of students’ level of error in English vowel was 66,1%.  Universitas Negeri Padang 2020-03-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/108150 10.24036/jelt.v9i1.108150 Journal of English Language Teaching; Vol 9, No 1 (2020); 202-209 2302-3198 10.24036/jelt.v9i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/108150/103179 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/8909 2018-03-20T04:07:09Z jelt:ART

Using Realia in Teaching Speaking to Junior High School Harmawan, Violintikha Amri, Zul ELT Teaching Speaking, Teaching Speaking to JHS, Realia This paper describes the use of realia in teaching speaking. The purpose of this paper is to explain how to use realia in increasing the ability and motivation of junior high school students in teaching speaking. The main problems that faced by students are low of motivation and lack of vocabulary. As a result, the students will afraid to speak. The teachers have to find some strategies or media to solve those problems. One of the media can be used by teacher is realia. Realia is a real object used in the classroom to build background knowledge and vocabulary of the students. This media can be an alternative media in teaching English to the students because it allows the students to use their senses. It simply means that students can see and touch the objects directly and it will be last longer in students mind.. The use of realia as a media in teaching speaking English to junior high school students brings many advantages to the English classroom. For example it creates a lively and enjoyable classroom that will increase students’ interest and motivation to speak. Universitas Negeri Padang 2018-02-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/8909 10.24036/jelt.v7i1.8909 Journal of English Language Teaching; Vol 7, No 1 (2018); 106-111 2302-3198 10.24036/jelt.v7i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/8909/7221 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/130312 2024-09-30T03:12:12Z jelt:ART

The Correlation between Vocabulary Mastery and Self-Confidence in Speaking English Safitri, Merry Dian Trisno, Edi correlational, speaking skills, vocabulary mastery, self-confidence This research aims to determine the correlation between vocabulary mastery and self-confidence in speaking English. This research was a correlational design. The population of this research was ten classes of second-year students enrolled in the Public Speaking course in the English Language Education Study Program at Universitas Negeri Padang from K1 2022-K10 2022. By using cluster random sampling, two classes were chosen; K6 2022 and K7 2022 as the sample of this study. The instruments of this research were a speaking test, vocabulary test, and self-confidence questionnaire. This research used quantitative research methods and the data was analyzed using SPSS 26 for Windows. The data were analyzed using the Pearson Product Moment and Multiple Linear Regression analysis techniques. It was found that the Sig. 0.212 which is more than 0.05 (> 0.05). Therefore, based on the result above, the null hypothesis was accepted and the alternative hypothesis was rejected. Thus, it can be concluded that there is no simultaneous correlation between vocabulary mastery and self-confidence in speaking English in the Public Speaking class. Universitas Negeri Padang 2024-08-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/130312 10.24036/jelt.v13i3.130312 Journal of English Language Teaching; Vol 13, No 3 (2024); 1003-1016 2302-3198 10.24036/jelt.v13i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/130312/109581 Copyright (c) 2024 Merry Dian Safitri https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/4367 2015-03-10T02:20:12Z jelt:ART

DEVELOPING SENIOR HIGH SCHOOL STUDENT’S READING COMPREHENSION BY USING PROPOSITION SUPPORT OUTLINE Susanti, Tri Deka Amir, Zainuddin English Language Teaching; Reading English Language Teaching Abstrak Makalah ini bertujuaan untuk menjelaskan teknik yang dapat diaplikasikan dalam pengajaran pemahaman yaitu Poposition Support Outline. Teknik ini dapat membantu siswa menentukan point inti atau ide pokok dari sebuah teks dan fakta yang mendukung ide pokok tersebut. Dalam menggunakan Proposition support outline strategi guru membimbing siswa untuk menentukan ide pokok dari teks dan menemukan kalimat pendukung ide pokok tersebut. Dalam mengaplikasikan strategi Proposition Support Outline ada beberapa langkah yang harus dilakukan yaitu memberikan teks yang akan dipelajari, menemukan ide pokok dari setiap paragraf, setelah siswa menemukan ide pokok dari setiap paragraf, siswa harus menemukan ide pokok dari teks tersebut atau yang disebut sebagai proposition. Kemudian, siswa mencari pendukung propostion tersebut. Pendukung dari ide pokok tersebut dapat dikategorikan sebagai fakta, statistic, pendapat para ahli dan contoh. Guru memperlihatkan contoh dari kerangka Proposition Support Outline dan meminta siswa melengkapi kerangka  tersebut berdasarkan dari proposition dan pendukung dari proposition yang mereka temukan dari teks. Setelah siswa melengkapi kerangka tersebut, siswa melakukan diskusi dari proposition support outline tersebut. Pada tahap akhir siswa menampilkan tentang apa yang mereka pahami dari teks setelah membuat Proposition support outline.  Strategy ini cocok digunakan untuk mengembangkan kemampuan membaca pemahaman siswa karena siswa bisa menemukan ide pokok yang penulis berikan dan menemukan kalimat yang mendukung ide pokok penulis tersebut. Universitas Negeri Padang 2014-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/4367 10.24036/jelt.v3i1.4367 Journal of English Language Teaching; Vol 3, No 1 (2014): Serie B; 126-131 2302-3198 10.24036/jelt.v3i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/4367/3425

oai:ojs.ejournal.unp.ac.id:article/114968 2023-03-03T06:55:14Z jelt:ART

The Analysis of Teacher’s Wait Time 1 in EFL Classroom at Junior High Schools in Padang Kemalasari, Hanifha Zainil, Yetti Abstract They are still teachers who do not know the effectiveness of wait-time 1 in EFL classes, especially at junior high school in Padang. The purpose of this study aims to observe how the teacher's wait-time 1 implementation in the classroom and also what are the teacher's obstacles in implementing wait-time 1 in the classroom using stimulated recall interview (SRI). The participants of this study were 18 teachers at junior high school in Padang. The findings show that the average wait-time for 1 teacher at junior high school in Padang is 3.49 seconds, besides that the study also found that the wait-time for 1 teacher with English questions is longer than Indonesian. The study also found that the obstacles to implementing wait-time 1 came from the teachers themselves. Key words: wait-time 1, obtacles, stimulated recall interview Universitas Negeri Padang 2021-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/114968 10.24036/jelt.v10i4.114968 Journal of English Language Teaching; Vol 10, No 4 (2021); 630-637 2302-3198 10.24036/jelt.v10i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/114968/105708 Copyright (c) 2021 Hanifha Kemalasari https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/118942 2022-11-21T09:20:46Z jelt:ART

Students' Reading Comprehension Ability in New Normal Situation at Senior High School In Padang Qholbi, Ainun Fitrawati, Fitrawati Keywords: New Normal, Reading Comprehension Ability, Reading Strategy Normalization has been carried out as a new step in reducing Covid-19 cases. Researchers want to see students' reading comprehension in New Normal situations. This study aims to analyze students' understanding in reading comprehension texts at SMAN 10 Padang. This type of research is descriptive quantitative. The subject of this research is the tenth grade of SMAN 10 Padang while the object of this research is students' understanding in reading comprehension texts. The author uses a simple random sampling technique to take a sample, there are 53 students as a sample of this study. To collect data, the author uses tests and questionnaires. The test was conducted to determine students' understanding in reading comprehension texts and a questionnaire was used to determine the factors that influence students' understanding in reading comprehension texts. Based on the data analysis, the writer found that the average result of students' understanding in reading comprehension texts was 60.90. The result of data analysis is that their understanding of reading comprehension is categorized into an average level. Meanwhile, the percentage result of the questionnaire given about reading strategies is 66.4% in the strong category. The writer also found that there are factors that influence students' understanding in reading comprehension texts, namely bottom-up reading strategies, top-down reading strategies and student grades.  Universitas Negeri Padang 2022-09-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/118942 10.24036/jelt.v11i3.118942 Journal of English Language Teaching; Vol 11, No 3 (2022); 230-247 2302-3198 10.24036/jelt.v11i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/118942/106846 Copyright (c) 2022 Ainun Qholbi https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/135627 2026-01-21T14:38:22Z jelt:ART

Investigating Secondary School Pre-service Teachers’ Perspectives on Utilizing ICT in Teaching English Language Skills Deyura, Gean Hanifa, Rizaldy Academic discipline and sub-disciplines Pre-service teachers, ICT utilization, perspectives, English language skills The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has significantly influenced how English is taught and learned, particularly in the context of teaching the four main skills: listening, speaking, reading, and writing. In modernization initiatives, pre-service teachers are increasingly expected to incorporate ICT into their practicum teaching. This study aims to explore the perspectives of secondary school pre-service English teachers regarding the use of ICT in teaching English language  skills.  This  research  used  a  qualitative descriptive method and the data were collected through semi-structured interviews involving pre-service teachers from Universitas Negeri Padang who completed their teaching practicum in secondary schools. The research focused  on  the  utilization  of  ICT  tools  that  they implemented. Especially about the management, application, and impression of ICT in teaching English language skills based on their experience. The findings indicated that while most participants acknowledge the pedagogical value of ICT in increasing student engagement and improving lesson delivery, they also face challenges and issues while using ICT in teaching process. Furthermore, pre-service teachers exhibit a positive attitude toward ICT but require more institutional support to optimize its integration. These insights can help teacher training institutions enhance their programs and better prepare future educators for technology-driven classrooms. Universitas Negeri Padang 2025-08-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/135627 10.24036/jelt.v14i3.135627 Journal of English Language Teaching; Vol 14, No 3 (2025); 335-344 2302-3198 10.24036/jelt.v14i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/135627/110704 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/135627/9381 Copyright (c) 2025 Gean Deyura, Rizaldy Hanifa https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/124782 2023-08-29T13:29:28Z jelt:ART

Digital Children's Literature Storynory.Com Impact to English Department UNP's Listening Anxiety of EFL College Students Ahwida, Ahlal Marlina, Leni ELT Digital Children’s Literature, Storynory.com, Listening, Listening Anxiety Digital children's literature is a listening and reading medium that can be accessed not only by children but also adults. The aims of this study to determine whether using digital children's literature Storynory.com has a good impact on reducing students' listening anxiety. A collection of digital children's literature stories from Storynory.com is used in this research. A quantitative technique and a quasi-experimental research design are used in this research. This research has a population of EFL students, especially students enrolled in the (UNP) for the 2022/2023 academic year. Data is collected by using pre-test which is has 20 question, daily treatment which is contain 15 stories (1 day one stories), and post-test which is has 20 questions. Data was analyzed by SPSS 20. Based on the study's findings, digital children's literature Storynory.com help students feel less anxious about listening. This proves that the utilization of children's digital literature is a successful medium that has a positive effect and can be a solution in reducing listening anxiety of EFL college students in the English Department, UNP. Universitas Negeri Padang 2023-08-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/124782 10.24036/jelt.v12i3.124782 Journal of English Language Teaching; Vol 12, No 3 (2023); 804-812 2302-3198 10.24036/jelt.v12i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/124782/108217 Copyright (c) 2023 Ahlal Ahwida, Leni Marlina https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/108554 2020-09-30T11:29:44Z jelt:ART

A Study on English Department Students’ Reading Barriers at English Department UNP Mariani, Ade Fitrawati, Fitrawati Education Key words: reading, reading barriers, factor in reading barriers This study aimed to find out students reading barriers at English Department UNP. This research was done through the descriptive qualitative method with 212 populations. The samples of this study were 63 students chosen by using random sampling techniques. The data were collected through questionnaire adapted from Thong and Hao (2017). The findings of this research indicate that in language factors the most barriers chosen by students are the cultural background with percentage score 66,48% included as a high category, then, discourse included in an average category with 50,63 of the total percentage score of barrier that was chosen by students. Moreover, in the non-language factor, the psychological is the most barrier mostly chosen by the students that have the highest percentage score with 73,46% included in the high category, next, the indicator that is rarely chosen is reading habit with 59,56% of the total barriers which means it included in average criteria. Key words: reading, reading barriers, factor in reading barriers Universitas Negeri Padang 2020-06-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/108554 10.24036/jelt.v9i2.108554 Journal of English Language Teaching; Vol 9, No 2 (2020); 391-399 2302-3198 10.24036/jelt.v9i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/108554/103539 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/8914 2018-03-20T04:07:09Z jelt:ART

The Implementation of Student Teams-Achievement Division (STAD) in Teaching Reading Comprehension in Discussion Text for Senior High School Student Oktarina, Ririn Fitrawati, Fitrawati Education, ELT STAD technique, reading comprehension, discussion text This paper is aimed to discuss about the use of Student Teams-Achievement Division (STAD) technique in teaching reading comprehension in discussion text for senior high student. This strategy is expected to help the student to understand the text. The activity done by the teacher and students can be classified into four steps. First, the teacher presents a lesson via textbook, picture, or using laptop or in focus. Second, the teamwork consists of four or five students who represent a cross-section of the class in terms of academic performance, sex, and race or ethnicity. Each teamwork presents their material. Third, students take quiz. Fourth, the teacher gives the score for each group from their discussion in front of the class and members’ individual quiz scores. Finally, the teacher gives the reward, such as certificate for the group who get the highest score. After applying this strategy, the students are expected to comprehend the discussion text. Universitas Negeri Padang 2018-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/8914 10.24036/jelt.v7i1.8914 Journal of English Language Teaching; Vol 7, No 1 (2018); 286-290 2302-3198 10.24036/jelt.v7i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/8914/7300 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/131064 2025-07-12T06:28:57Z jelt:ART

Students’ Perception on the Twitter Fandom Community Auliaturrahmi, Chintia Solusia, Carbiriena Education, ELT Perception, Reading Comprehension, Fandom Community There are several problems faced by EFL students in reading English such as media and material-related problems. The fandom community on Twitter provides the fans with the English reading from the fan's activity. This research aims to describe the students’ perception of the impact of the Twitter fandom community on their reading comprehension and any impact of the fandom community on students’ reading comprehension. The research was conducted using descriptive research with a quantitative approach. The population of this study was English Department Students of the Faculty of Language and Arts, Universitas Negeri Padang. Purposive sampling was employed to choose the participants, the requirements of this research were for the students who have fan accounts on Twitter (X) to associate with the fandom community and use Twitter to do fan activities. A 4-point Likert scale questionnaire was employed to obtain the data. This study has provided an analysis of students' perceptions identifying the impact of the Twitter fandom community on their reading comprehension, which showed an overall strongly positive result. All of the indicators, background knowledge, language abilities, thinking abilities, emotional aspects, and reading purposes, also showed strongly positive perception.   Universitas Negeri Padang Carbiriena Solusia, Universitas Negeri Padang, English Department 2024-11-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/131064 10.24036/jelt.v13i4.131064 Journal of English Language Teaching; Vol 13, No 4 (2024); 1232-1245 2302-3198 10.24036/jelt.v13i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/131064/109777 Copyright (c) 2024 Chintia Auliaturrahmi https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1165 2013-03-13T07:38:15Z jelt:ART

The use of BCCT (Beyond Centre and Circle Time) Approach to Teach English Vocabulary to Kindergarten’s Pupils Fitriani, Yelni Isyam, Amri English, Education; vocabulary, BCCT English Language Teaching The purpose of this paper is to explain one of the approaches that can be used in teaching vocabulary at kindergarten. One of the approaches is BCCT (Beyond Centre and Circle Time). BCCT is a approach which is used to train children development by using playing approach which creates in center form. Centre form consists of block centre, nature centre, art and creativity centre , sensorymotor centre dan sociodrama centre. Teachers can choose one of the centres that is suitable with material that will be taught. In this paper the writer chose the block centre as approach to teach vocabulary to the children, so children will not fell bored because they learn with something that is interesting to them. Penulisan makalah ini bertujuan untuk memaparkan salah satu pendekatan  pengajaran yang dapat digunakan dalam mengajarkan vocabulary untuk Taman kanak-kanak. Salah satu pendekatan tersebut adalah BCCT (Beyond Centre and Circle Time). Pendekatan pembelajaran melalui BCCT ialah pendekatan yang digunakan untuk melatih perkembangan anak dengan mengunakan pendekatan bermain yang di design dalam bentuk sentra. Sentra bermain terdiri atas block centre, nature centre, art and creativity centre , sensorymotor centre dan sociodrama centre. Guru memilih sentra yang akan digunakan sesuai dengan materi vocabulary yang akan diajarkan. Dalam makalah ini penulis memilih block centre dalam pengajaran vocabulary kepada anak. Jadi anak tidak merasa bosan karena mereka belajar melalui hal-hal yang mereka senangi. Universitas Negeri Padang 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1165 10.24036/jelt.v1i1.1165 Journal of English Language Teaching; Vol 1, No 1 (2012): Serie C; 246-254 2302-3198 10.24036/jelt.v1i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1165/986

oai:ojs.ejournal.unp.ac.id:article/119999 2023-01-30T03:24:23Z jelt:ART

The Students’ Techniques In Translating Swear Words In The Novel Fight Club (1996) by Chuck Palahniuk Savelia, Raesa Ardi, Havid Education, ELT Translation, Technique in Translating, Translating Swear Words The purpose of this research is to find out the translation techniques used by English department students in translate swear words in the Fight Club novel. This is descriptive qualitative research. Students from the translation class were chosen for this study using a cluster random sampling technique. Techniques for collecting data include translation tests. Translation technique was classified based on Molina and Albir theory. The result of this research indicate that students’ techniques in translating swear words in novel were literal translation, adaptation, discursive creation, reduction, borrowing, established equivalent, explicitation, description, modulation, and substitution. This finding is aplies that swear words is best translated in established equivalent technique. Universitas Negeri Padang 2022-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/119999 10.24036/jelt.v11i4.119999 Journal of English Language Teaching; Vol 11, No 4 (2022); 500-511 2302-3198 10.24036/jelt.v11i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/119999/107199 https://ejournal.unp.ac.id/index.php/jelt/article/downloadSuppFile/119999/5546 Copyright (c) 2022 Raesa Savelia, Havid Ardi https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/103147 2020-10-01T04:11:01Z jelt:ART

Teaching Reading through “The Power of Two” Strategy for Senior High School Students Andini, Rahmah Ulfa Ratmanida, Ratmanida Language Teaching Reading, Reading Comprehension, “The Power of Two” strategy  Reading is an important skill that is needed to get information from written text. In reading skill, students not only  have to read but they have to comprehend the text in order to get the meaning from the text that they have been read.  Although, many students still have difficulties in comprehending the text and low motivation in reading. It caused that there is a tendency the teacher does not use teaching strategy appropriately. That is why this paper is conducted in order to explain how to use “The Power of Two” strategy in teaching reading for senior high school students’. “The Power of Two” strategy is conducted to help students in comprehending the text by work in pairs so that students can change their mind with each other. This strategy will facilitate students to figure out their problems in reading. It also can make students enjoy and relax in reading process. Thus, students can improve their reading skill ability.  Universitas Negeri Padang 2019-02-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/103147 10.24036/jelt.v8i1.103147 Journal of English Language Teaching; Vol 8, No 1 (2019); 33-41 2302-3198 10.24036/jelt.v8i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/103147/101320 https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/2607 2013-10-29T15:35:43Z jelt:ART

WRITING A DISCUSSION TEXT TO SENIOR HIGH SCHOOL STUDENTS Gusdiana, Metri Noor Rosa, Rusdi English Language Teaching; Writing English Laguage Teaching AbstrakPenulisan makalah ini bertujuan untuk menjelaskan penggunaan brainstorming activity dalam pengajaran menulis discussion text. Brainstorming adalah teknik yang terdapat dalam step prewriting. Pada implementasinya, brainstorming activity merupakan hal utama dalam satu kali pertemuan di kelas, karena prewriting merupakan fondasi penciptaan suatu teks. Brainstorming activity bertujuan untuk memudahkan siswa dalam menciptakan dan mengembangkan ide. Brainstorming dapat di aplikasikan secara berkelompok ataupun individual. Proses pengajaran terbagi kedalam tiga tahapan, yakni Pre Teaching, Whilst Teaching, dan Post Teaching. Pada Pre Teaching, guru mengaktifkan latar belakang pengetahuan siswa tentang topik yang akan dibangun jadi teks pada tahap berikutnya. Pada Whilst Teaching, guru memodelkan sebagian teks (the issue) sebagai contoh, kemudian siswa melakukan brainstorming secara berekelompok. Pada Post Teaching, guru menyimpulkan pembelajaran dan memberikan tugas pada siswa.Key words: Brainstorming, Prewriting, Discussion text. Universitas Negeri Padang 2013-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/2607 10.24036/jelt.v2i1.2607 Journal of English Language Teaching; Vol 2, No 1 (2013): Serie C; 203-211 2302-3198 10.24036/jelt.v2i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/2607/2207

oai:ojs.ejournal.unp.ac.id:article/7300 2017-05-22T09:54:36Z jelt:ART

The Effectiveness of CSR (Collaborative Strategic Reading) Strategy toward VIII Grade Students’ Ability in Reading at SMP N 11 Padang Melco, Putri Jufri, Jufri Ratmanida, Ratmanida ELT Collaborative Strategic Reading (CSR), Reading comprehension. This research aimed to figure out whether CSR gives positive effect toward VIII Grade students’ ability in reading at SMP N 11 Padang. Since this reserach was experimental research, the sample of this research were VIII B as the control group and VIII C as the experimental group selected by using cluster sampling. The data of this research was reading test (posttest) scores which were analyzed by using t-test. It was found that there was significant difference on student’ reading comprehension of grade VIII students who were taught by using Collaborative Strategic Reading (CSR) and the students taught by using conventional technique. The result showed that tcount was 6.7 and ttable was 2.00 in the level of significant 0.05 which means tcount was higher than ttable. Therefore, the null htpothesis (H0) was rejected and research hyphothesis (H1) was accepted. Finally, it could be concluded that CSR (Collaborative Strategic Reading) gives possitive effect toward students’ ability in reading.  Universitas Negeri Padang 2016-09-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/7300 10.24036/jelt.v5i1.7300 Journal of English Language Teaching; Vol 5, No 1 (2016): Serie C; 169-174 2302-3198 10.24036/jelt.v5i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/7300/5731 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/125751 2023-11-13T09:09:26Z jelt:ART

Teachers’ Techniques in Providing Reading Material for Junior High School Kardila, Fujinda Zainil, Yetti descriptive study, adopting reading material, adapting reading material This research was purposed to find out the technique that the teachers use in providing reading material and also their reasons why they choose that technique. This research was descriptive research. A total of 7 English teachers at junior high schools in sub-district of Lembang Jaya were chosen as the participants. Questionnaire, interview guideline, and document analysis were used as the instruments to collect the data. The questionnaire consisted of 20 close-ended questions related to the techniques of providing reading material. The interview guideline consisted 5 leading questions about the techniques of providing reading material and the reason why choosing that technique. According to the result of this study, 74% of English teachers a junior high school in sub-district of Lembang Jaya use adapting reading material technique in providing reading material for the students. The English teachers use 5 techniques of adapting reading material: modifying content, adding/deleting content, addressing omission, extending task, and reorganizing content. According to the further interview with the English teachers, there are three reasons why teachers adapt reading material: to help the students understand the reading material, to match the ability of the students, and to make the students interested to learn the material by making it more contextual. Even though the result of this research which was conducted in sub-district of Lembang Jaya is mostly all English teachers at junior high school use adapting reading material technique in providing reading material, this research was not purposed to generalize that result will be the same if the same research is conducted in other schools, area, and places. Universitas Negeri Padang 2023-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/125751 10.24036/jelt.v12i4.125751 Journal of English Language Teaching; Vol 12, No 4 (2023); 1195-1199 2302-3198 10.24036/jelt.v12i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/125751/108448 Copyright (c) 2023 Fujinda Kardila https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/110208 2021-07-30T07:51:50Z jelt:ART

Teachers' Question Types and Students' Speaking Performance in EFL Classroom Fadilah, Dinda Zainil, Yetty Education, ELT Questions types, speaking, HOTS, LOTS Questioning could help students in improving their speaking skills along with critical thinking skills. Thus, this study was aimed to find most asked question type used by teachers and what type of question that could encourage students to speak more in EFL classroom in SMAN Kota Padang. The data were collected from classroom observation and stimulated recall interviews with the teachers. From the data analysis, it was found that LOTS questions were the most asked question. However, HOTS questions were able to encourage students to speak more compared to LOTS questions. From the interview, it was found that students’ could answer longer with the help of stimulus or the questions helped them to relate with daily life surrounding. On the other hand, some active students and their background could affect the questioning activity in classroom. Students with limited knowledge of vocabularies or timid personality found it harder to speak longer so they tend to answer the questions with few keywords only. The finding suggested that question type could encourage students to speak longer under some circumstances. Universitas Negeri Padang 2020-12-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/110208 10.24036/jelt.v9i4.110208 Journal of English Language Teaching; Vol 9, No 4 (2020); 661-671 2302-3198 10.24036/jelt.v9i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/110208/104275 Copyright (c) 2020 Dinda Fadilah, Yetti Zainil https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/101093 2018-09-27T07:45:49Z jelt:ART

THE USE OF LYRICSTRAINING WEBSITE TO IMPROVE STUDENT’S LISTENING COMPREHENSION IN SENIOR HIGH SCHOOL Azhari, Ozi Adnan, Aryuliva Listening, Technique listening, Online Learning Website, LyricsTraining Among the four language skills, listening is one of the language skills that must be mastered and is important to be taught by a teacher to students in learning English. In line with the importance of listening, a teacher must be creative to make listening learning more enjoyable. One of them is by applying interesting and appropriate technique and media in listening learning. So, students are interested and motivated to learn it. In this paper, the author discusses how to improve student listening comprehension through the LyricsTraining.com online site. This website uses music video as a more interesting learning tool to practice English language skills, especially Listening. LyricsTraining provides authentic, complete, new and interesting listening learning materials from various types of music videos on YouTube. In addition to students, the teacher can also make his own material by creating an account on the Lyricstraining.com site. Through writing this paper the authors hope to introduce listening learning media that can motivate students and apply English in their daily lives. Universitas Negeri Padang 2018-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/101093 10.24036/jelt.v7i3.101093 Journal of English Language Teaching; Vol 7, No 3 (2018); 578-586 2302-3198 10.24036/jelt.v7i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/101093/100492 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/132819 2025-08-04T03:42:35Z jelt:ART

The Implementation of Culturally Responsive Teaching (CRT) in Teaching Practice Program of English Education Students at West Sumatra Province Hendriva, Nurul Khaira Oktavia, Witri Culturally Responsive Teaching, CRT, local cultures, teaching materials, lesson plan This study aims to explore how student teachers design and implement Culturally Responsive Teaching (CRT) in English learning materials and activities and examine their perceptions of CRT integration in English language instruction. This research is descriptive qualitative research. The research involved 20 student teachers from the English Education Study Program at Universitas Negeri Padang, all of whom conducted their teaching practice in high schools across West Sumatra. An observation checklist, document checklist, and interview guide were the instruments in this research. The research showed that out of 20 student teachers, only 4 student teachers implemented CRT in their teaching practices.  Local cultures were implementing in teaching materials designed by student teachers as a one-dimensional product. Interview data indicated that the student teachers claim that it is important to integrate local culture into their learning activity. In addition, incorporating cultural elements helped students better understand and relate to the material. Furthermore, many student teachers reported that including local culture in the learning process increased student engagement and participation by making the lessons more relevant and stimulating. Universitas Negeri Padang 2025-03-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/132819 10.24036/jelt.v14i1.132819 Journal of English Language Teaching; Vol 14, No 1 (2025); 82-90 2302-3198 10.24036/jelt.v14i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/132819/110143 Copyright (c) 2025 Nurul Khaira Hendriva, Witri Oktavia https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1954 2013-08-10T05:47:37Z jelt:ART

USING HANGMOUSE ONLINE GAME TO INTRODUCE NEW VOCABULARY TO ELEMENTARY SCHOOL STUDENTS Noverta, Putri Sunaryo, Sunaryo English Language Teaching; Vocabulary English Language Teaching Abstrak Artikel ini ditulis bertujuan untuk mendeskripsikan salah satu strategi pengajaran kosa kata bahasa Inggris di Sekolah Dasar dengan menggunakan Hang Mouse online game yang terdapat pada www.Spellingcity.com. Permainan ini merupakan jenis permainan tebak kata yang dikhususkan untuk anak-anak yang baru memulai belajar bahasa Inggris. Melalui permainan ini guru dapat mengajarkan kosa kata bahasa Inggris berdasarkan topik-topik yang telah disediakan yangmana penerapannya akan mendasari seluruh tahapan mengajar: elaborasi, eksplorasi dan konfirmasi. Dengan menggunakan permainan ini sebagai media untuk mengajarkan kosa kata bahasa Inggris akan membuat siswa lebih tertarik untuk belajar karena belajar melalui permainan adalah salah satu kriteria belajar yang sangat dibutuhkan oleh siswa. Key Words: Elementary school students, game, HangMouse online game, vocabulary Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1954 10.24036/jelt.v1i2.1954 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie C; 196-204 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1954/1669

oai:ojs.ejournal.unp.ac.id:article/121625 2023-05-14T02:19:50Z jelt:ART

Students' Perception of Canva as a Media in Learning English: A Descriptive Study at SMA Negeri 6 Sijunjung Nanda, Mey Nanda Fatimah, Sitti This study aimed to determine how SMA Negeri 6 Sijunjung students felt about using Canva as a teaching tool. This study used a quantitative method to collect data and was a descriptive study with 32 statements on a Likert scale with five scales: 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5 (strongly agree). The statements were divided into four categories: interest, concern, object, and environment. A total of 19 students from SMA Negeri 6 Sijunjung composed the study's sample. Item validity, namely the product moment, is used in the validity test. Cronbach's alpha was used to test the instrument's reliability, and the reliability value was 0.906. The descriptive method of data analysis was presented as a percentage. The findings showed that students had a positive view of Canva as a tool for learning English. In particular, the positivity of the statements for the sake of interest (7 statements) was above the mean total (4.23%), the positivity of the statements for the sake of concern (8 statements) was above the mean total (4.22%), the positivity of the statements for the object (7 statements) was above the mean (4.16%), and the positivity of the statements for the environment (10 statements) was above the mean (3.90%). As a result, Canva was seen positively by the students at SMA N-6 Sijunjung as a media for learning English. Universitas Negeri Padang 2023-03-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/121625 10.24036/jelt.v12i1.121625 Journal of English Language Teaching; Vol 12, No 1 (2023); 176-187 2302-3198 10.24036/jelt.v12i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/121625/107582 Copyright (c) 2023 Mey Nanda Nanda https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/105628 2019-08-14T03:39:12Z jelt:ART

Teaching Writing Comparison Contrast Essay by Using Venn Diagram to Second Year Sudents of English Department Mustika, Sinta Adnan, Aryuliva Education, ELT Teaching Writing, Comparison-Contrast Essay, Venn Diagram This paper aims to  explain how to teach writing comparison contrast essay by using Venn diagram. Comparison contrast essay is an essay that compares and contrasts two different topics focusing on the similarities and differences. The most common problem faced by students in writing comparison contrast essay is stating and organizing ideas to start writing. Considering this problem, teachers need to apply a teachnique in teaching and learning process. Venn diagram is a model that can be used to help students in stating and organizing the ideas in order to start writing. There are three stages in writing comparison contrast essay (Oshima and Hogue, 1999) : prewriting, planning (outlining), writing and revising. Venn diagram is used in the planning stages which help the students to state and organize ideas. In addition, this model also help the students to visualize the concept of comparison contrast essay. Universitas Negeri Padang Sinta Mustika, Aryuliva Adnan Universitas Negeri Padang, English Department 2019-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/105628 10.24036/jelt.v8i3.105628 Journal of English Language Teaching; Vol 8, No 3 (2019); 380-390 2302-3198 10.24036/jelt.v8i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/105628/102191 Copyright (c) 2019 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/4375 2015-03-10T02:48:00Z jelt:ART

DEVELOPING MULTIPLE INTELLIGENCES IN TEACHING ENGLISH FOR YOUNG LEARNERS Fitriani, Dila Rozani Syafe'i, An Fauzia Education English Language Teaching Abstrak   Multiple Intelligences merupakan sebuah teori yang diperkenalkan oleh Howard Gardner (1983), di dalam teori ini di jelaskan bahwa untuk mengembangkan kecerdasan dan kemampuan siswa lebih baik tidak cukup hanya mengandalkan kecerdasan intelektual(IQ) saja. Ada delapan kecerdasan lainnya yang perlu dikembangakn oleh pengajar untuk mencapai tujuan pembelajaran dengan baik yaitu : (1) Linguistic Intelligence (2) Logical/Mathematical Intelligence (3) Musical Intelligence (4) Body/Kinesthetic Intelligence (5) Interpersonal Intelligence (6) Visual/Spatial Intelligence (7)  Intrapersonal Intelligence dan (8) Naturalist intelligence. Pada akhirnya penulis berharap agar guru bisa mengembangkan teori pembelajaran ini sebagai salah satu alternatif dalam proses belajar dan mengajar Bahasa Inggris pada anak-anak.   Key words: Multiple Intelligences, Young Learner. Universitas Negeri Padang 2014-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/4375 10.24036/jelt.v3i1.4375 Journal of English Language Teaching; Vol 3, No 1 (2014): Serie C; 189-194 2302-3198 10.24036/jelt.v3i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/4375/3433

oai:ojs.ejournal.unp.ac.id:article/8101 2018-01-01T02:26:43Z jelt:ART

AN ANALYSIS OF GENERIC STRUCTURE IN STUDENTS’ WRITING OF AN ANALYTICAL EXPOSITION TEXT AT GRADE XI OF MAN 2 PADANG IN THE 2015/2016 ACADEMIC YEAR MAHMUDAH, RIFA'ATUL Rozimela, Yeni Saun, Saunir ELT menulis, teks analytical exposition, generic structure. Penelitian ini adalah penelitian deskriptif yang bertujuan untuk menganalisis bagaimana tulisan siswa di dalam menulis teks analytical exposition di lihat dari struktur teks analytical exposition itu sendiri, yaitu Thesis, Argument, dan Reiteration. Dalam penelitian ini penulis menggunakan rubrik penilaian yang di adaptasi dari teori Hamp-Lyons yang digunakan oleh tim assessors yang ahli di bidang writing dan penulis sendiri untuk menilai tulisan siswa tersebut. Instrumen yang digunakan adalah menulis teks analytical exposition berdasarkan tiga buah topik berbeda. Penelitian ini dilakukan di MAN 2 Padang untuk siswa kelas XII tahun ajaran 2015/2016. Jumlah tulisan siswa yang terkumpul adalah 100 buah teks, dan 25 buah teks di ambil secara acak sebagai sampel untuk di analisis. Hasil analisis menunjukkan bahwa kemampuan siswa dalam menulis thesis, argument dan reiteration termasuk kedalam kategori good. Untuk hasil yang lebih baik lagi, guru Bahasa Inggris diharapkan untuk banyak memberikan latihan menulis  kepada siswa untuk berbagai jenis teks di dalam Bahasa Inggris, khususnya teks analytical exposition. Bagi peneliti selanjutnya dapat menggunakan penelitian ini sebagai referensi untuk mengembangkan penelitian berkaitan dengan teks analytical exposition yang lebih baik lagi kedepannya. Universitas Negeri Padang 2017-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/8101 10.24036/jelt.v6i1.8101 Journal of English Language Teaching; Vol 6, No 1 (2017): Serie B; 84-93 2302-3198 10.24036/jelt.v6i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/8101/6192 Copyright (c) 2017 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/128225 2024-07-27T08:46:13Z jelt:ART

EFL College Students’ Perception on Physical and Psychological Aspects toward the Use of Cake Application as Autonomous Learning Activitiy Ranger, Raply Marlina, Leni The perceptions of English as a Foreign Language (EFL) college students regarding the Cake Application vary depending on their proficiency levels, with both low and high-ability students having distinct viewpoints. The Cake Application, known for its accessible features, serves as a convenient tool for English learning, particularly for those seeking autonomous learning opportunities. This study aims to explore how students perceive the Cake Application as a means to enhance motivation in learning English. Using a descriptive quantitative approach, the research was conducted among students enrolled in the Advanced Listening class at Universitas Negeri Padang, Faculty of Language and Arts. The sample comprised 29 students from the K5 Advanced Listening class within the English Language Education Program. Employing a total sampling technique, data were collected through a questionnaire consisting of 8 closed statements rated on a 4-point Likert scale. The findings indicated positive perceptions across various aspects, encompassing both physical and psychological dimensions, with an overall mean score of 3.15. Based on these encouraging results, it is recommended for other classes to consider adopting the Cake Application as an autonomous learning tool to enrich English learning experiences. Universitas Negeri Padang 2024-05-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/128225 10.24036/jelt.v13i2.128225 Journal of English Language Teaching; Vol 13, No 2 (2024); 577-586 2302-3198 10.24036/jelt.v13i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/128225/109192 Copyright (c) 2024 Raply Ranger, Leni Marlina https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/127554 2024-03-04T09:17:05Z jelt:ART

EFL College Student’s Perception in Using Movie Animations from Little Fox Youtube Channel as Autonomous Learning Activities Zahra, Nadafa Namira Marlina, Leni The 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. Universitas Negeri Padang 2024-02-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/127554 10.24036/jelt.v13i1.127554 Journal of English Language Teaching; Vol 13, No 1 (2024); 184-197 2302-3198 10.24036/jelt.v13i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/127554/108859 Copyright (c) 2024 Nadafa Namira Zahra https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/108310 2021-07-30T07:51:50Z jelt:ART

An Analysis of Translation Techniques of Modality in Hortatory Text by English Department Students of UNP Ilham, Yogi Oktavia, Witri Key words: Translation Technique, Translation Accuracy, Modality, Hortatory Exposition Text This study analyzes the translation technique of modality in hortatory text  and translation accuracy of hortatory text made by the students in academic year 2017 at the English Language and Literature Department. The purpose of this research is to find out the translation techniques used in translation of modality in hortatory text and translation accuracy in translating hortatory text entitled "Defend the forest". This study was descriptive qualitative research used in analysing the technique and the accuracy in translating hortatory exposition text. The instrumentation of this research was translation test. The translating techniques  found were as follows: Established equivalence (86.8%) or 243 data, variation (6.8%) or 19 data, reduction (4.3%) or 12 data, and amplification (2.2%) or 6 data. The results of this study indicate that English Language and Literature Department students use the Established equivalence technique as a technique mostly used to translate hortatory text entitled "defend the forest". For the accuracy in translating hortatory text, the average score is 2,67 that is categorized as an accurate translation. Universitas Negeri Padang 2020-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/108310 10.24036/jelt.v9i4.108310 Journal of English Language Teaching; Vol 9, No 4 (2020); 789-798 2302-3198 10.24036/jelt.v9i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/108310/105048 Copyright (c) 2021 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/133801 2025-08-04T05:50:37Z jelt:ART

The Analysis of Students’ Difficulties in Mastering Vocabulary at SMAN 2 Rantau Utara Aditya, Yogi Ayudhia, Honesty Yonanda Education; ELT Students; Difficulties; Mastering; Vocabulary Vocabulary is the basic aspect to learn and master in English. This study aimed to analyze student’s difficulties in mastering vocabulary. Descriptive qualitative research was employed in this study. The eleventh-grade students were the population of this research. There were 100 students obtained as the sample through the simple random sampling method. Data were collected through a questionnaire including 4 aspects. The collected data were analyzed using the descriptive technique. The results revealed that pronunciation become their main problem when they are going to master the vocabulary, followed by teaching and learning process, students’ attitude and behavior, grammar, word meaning, and spelling. Universitas Negeri Padang 2025-06-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/133801 10.24036/jelt.v14i2.133801 Journal of English Language Teaching; Vol 14, No 2 (2025); 117-127 2302-3198 10.24036/jelt.v14i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/133801/110598 Copyright (c) 2025 Yogi Aditya, Honesty Yonanda Ayudhia https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/1986 2013-08-10T09:12:22Z jelt:ART

TEACHING SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS THROUGH FOUR CORNERS GAME Rahayu, Ayu Jufri, Jufri English Language Teaching; Speaking English Language Teaching Abstrak This article discusses about a technique in teaching English, that is, expressing student’s idea and opinion in English. The technique is Four Corners game. The goal is to train the students to speak English by discussing and expressing their opinion. The way is students devided into four groups that is stood in each corners of the class and ask them to discuss the topic that is given, also express their opinion in front of the class. This technique is considered to give some benefits for English teacher. And for the students, it can be interesting to gain students’ abilitity in learning English. Key words: speaking, Four corners game Universitas Negeri Padang 2013-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/1986 10.24036/jelt.v1i2.1986 Journal of English Language Teaching; Vol 1, No 2 (2013): Serie F; 490-497 2302-3198 10.24036/jelt.v1i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/1986/1701

oai:ojs.ejournal.unp.ac.id:article/3722 2015-02-25T17:26:28Z jelt:ART

TEACHING WRITING A RECOUNT TEXT BY USING A MR. BEAN VIDEO TO JUNIOR HIGH SCHOOL STUDENTS Rulia, Nila Al-Hafizh, Muhammad English Language Teaching: Writing English Language Teaching Abstrak Tujuan penulisan artikel ini adalah untuk menjelaskan bagaimana cara menggunakan media Mr.Bean video dalam mengajarkan recount text untuk siswa SMP. Kemampuan menulis adalah salah satu keterampilan yang harus diajarkan di sekolah. Namun pada kenyataannya masih banyak siswa yang mempunyai masalah  dalam menulis. Permasalahan tersebut yaitu ada sebagian siswa yang memiliki keterbatasan ide dalam menulis. Selanjutnya, hampir seluruh siswa beranggapan menulis itu membosankan, sehingga mereka tidak tertarik untuk menulis. Kemudian, menulis adalah suatu hal yang sulit karena mereka harus memikirkan tenses dan pemilihan kosakata yang benar di dalam sebuah kalimat. Berawal dari kenyataan ini, penulis tertarik untuk mengangkat dan mengajukan media Mr. Bean video sebagai salah satu media yang efektif dalam meningkatkan pemahaman siswa dalam menulis recount text. Video “ Mr Bean ini diaplikasikan tidak hanya menarik dan lucu, tetapi juga karena ini merupakan media yang tepat untuk memperkenalkan kepada siswa tentang unsur-unsur yang ada pada recount text. Khususnya pada video “ Mr. Bean was at the library ” dalam video  ini tidak terdapat dialog atau percakapan, sehingga dengan menggunakan video ini siswa tersebut dapat menulis recount text dengan baik tanpa harus mendengarkan percakapan atau membaca running text nya. Selain itu, siswa juga akan jauh lebih fokus kepada “content” dari video nya tersebut. Video ini dapat digunakan untuk mengajar penulisan teks recount kepada siswa  SMP kelas delapan. Kata Kunci : Teks Recount, Keterampilan Menulis, Video Mr. Bean Universitas Negeri Padang 2014-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/3722 10.24036/jelt.v2i2.3722 Journal of English Language Teaching; Vol 2, No 2 (2014): Serie C; 186-191 2302-3198 10.24036/jelt.v2i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/3722/2959

oai:ojs.ejournal.unp.ac.id:article/122784 2023-08-16T07:26:20Z jelt:ART

An Analysis of EFL Students’ Reading Ability at SMA Pembangunan Padang Belinda, Alisya Isra Syafei, An Fauzia Rozani This study aimed to describe the students’ reading ability and the causes of problems in reading English at SMA Pembangunan Padang. The population of this research was the 12th grade of natural science students of SMA Pembangunan Padang consist of 92 students. The sample was taken through proportional random sampling and the number was 30 students. The instruments of this research were the reading test and interview. Result of the analysis showed that the students’ reading abilities were at in inadequate and failing category and they have problems with determining main idea, making inference, reference, understanding vocabulary, detail information, factual and negative factual information. Then, the factors that cause their reading problems are literal comprehension (trouble in identifying the main idea from a long text and the location of main idea, trouble in differentiating the main idea from the supporting details), inferential comprehension (trouble in understanding the content of the text and figure the conclusion of the text), vocabulary knowledge (vocabulary limitation, don't understand pronouns), critical thinking (trouble in understanding implied information, hard to determine the information referred to in a pronoun, trouble in determine which statement is true or false), and classroom environment that dealt with quality of teaching (teacher doesn’t teach new vocabulary specifically and unclear explanation to help them able to make the inference). The findings suggest pedagogical implications for the promoting the EFL learners’ reading ability. Universitas Negeri Padang 2023-05-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/122784 10.24036/jelt.v12i2.122784 Journal of English Language Teaching; Vol 12, No 2 (2023); 448-455 2302-3198 10.24036/jelt.v12i2 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/122784/107868 Copyright (c) 2023 Alisya Isra Belinda https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/107957 2020-07-20T01:29:45Z jelt:ART

An Analysis of Students’ Difficulties in Listening Comprehension: A Descriptive Study at English Language and Literature Department FBS UNP Diora, Lini Rosa, Rusdi Noor ELT listening comprehension, listening difficulties. This research was aimed to find out the difficulties that mostly faced by students in listening comprehension and the factors which cause the difficulties at English language and literature department FBS UNP. This study employed descriptive qualitative research method. The subjects of this research were K-2 Class which consists of 32 students selected by using cluster sampling technique. The data was collected from questionnaire and interview. The researcher distributed the questionnaire to all members of the class.  After that, the researcher chose six students to be interviewed. The results of this study showed that the difficulties that the students faced in listening comprehension were related into three categories, they were the listening material, the listener, and the physical setting. Besides, the factors which cause students’ difficulties in listening comprehension were depend on others, shame to ask the lecturer about the material, having emotional disturbances, the lecturer explains the material too quickly, lack of reward and reinforcement, and unfocused. Universitas Negeri Padang 2020-03-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/107957 10.24036/jelt.v9i1.107957 Journal of English Language Teaching; Vol 9, No 1 (2020); 85-98 2302-3198 10.24036/jelt.v9i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/107957/103192 Copyright (c) 2020 Journal of English Language Teaching https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/8797 2018-03-20T04:07:09Z jelt:ART

Using Karuta Game in Teaching Vocabulary to young Learners Fachriyani, Indah Rozani Syafe'i, An Fauzia ELT Vocabulary, Young Learners, Karuta Game This article explains the implementation of Karuta game in helping Elementary School students’ grade 5 and 6 in mastering vocabulary. Vocabulary is the important basic part to be mastered by students who learn English in order to facilitate them to communicate in English. However, there are some problems faced by the teacher while teaching vocabulary to young learner. Teacher should be creative in choosing media or technique in teaching vocabulary to young learners. Using game in classroom activity is best solution for young learners due to one of their characteristics who tend to like learning by playing. Karuta Game can help teacher to teach vocabulary in fun way. This game is expected to motivate and stimulate the students to engage in learning process. Universitas Negeri Padang 2018-02-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/8797 10.24036/jelt.v7i1.8797 Journal of English Language Teaching; Vol 7, No 1 (2018); 32-39 2302-3198 10.24036/jelt.v7i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/8797/7210 Copyright (c) 2018 Journal of English Language Teaching http://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs.ejournal.unp.ac.id:article/130427 2024-09-30T03:12:11Z jelt:ART

An Analysis Classroom Interaction: A Case Study of International Class of Physic Department at Universitas Negeri Padang Nabila, Shaza Inash Ratmanida, Ratmanida Education, ELT Classroom Interaction Pattern, Students’ Attitude, International Class. This study examined classroom interactions within the International Class of the Physics Department at Universitas Negeri Padang, emphasizing both student attitudes and the characteristics of these interactions. A descriptive quantitative analysis was utilized, with data collected through observations, questionnaires, and interviews. The Flanders Interaction Analysis Categories System (FIACS) was employed to categorize the interactions between teachers and students. The sample comprised 15 students and one lecturer.The study emphasized fostering a positive and interactive classroom environment, revealing distinct interaction patterns: lecturers primarily engaged in explaining (44%) and questioning (28%), while students exhibited minimal instances of accepting feelings (11%) or giving directions (12%). Student interactions with lecturers involved more accepting feelings (33%) and responding (28%), along with questioning (16%) and initiation (23%). The study concludes that interactive teaching practices enhance the educational experience and suggests that encouraging critical engagement and improving teacher facilitation can further enrich classroom interactions and learning outcomes. Universitas Negeri Padang 2024-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/130427 10.24036/jelt.v13i3.130427 Journal of English Language Teaching; Vol 13, No 3 (2024); 908-915 2302-3198 10.24036/jelt.v13i3 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/130427/109532 Copyright (c) 2024 Shaza Inash Nabila https://creativecommons.org/licenses/by-nc/4.0

oai:ojs.ejournal.unp.ac.id:article/356 2012-12-16T00:40:29Z jelt:ART

The Effect of Using KWL Technique toward Students’ Reading Comprehension: An experimental research in teaching hortatory exposition text at SMAN 1 Batipuh Husna, Nurul Syahrudin, Jufri Fitrawati, Fitrawati Tujuan penelitian yaitu meninjau pengaruh penggunaan teknik KWL (Know Want Learned) dalam kegiatan sebelum dan sedang membaca  terhadap pemahaman membaca siswa. Jenis penelitian ini adalah eksperimen dengan populasinya yaitu siswa kelas XI tahun pelajaran 2011/2012. Sampel penelitiannya yaitu kelas XI IPS 3 sebagai kelas eksperimen dan XI IPS 2 sebagai kelas kontrol. Instrumen yang digunakan adalah Reading Comprehension Test berbentuk pilihan ganda sebanyak 40 soal. Nilai tes di analisis dengan hasil t-hitung sebesar 4,42 dan t-tabel 2,00, yang berarti  t-hitung > t-tabel. Sehingga disimpulkan bahwa penggunaan teknik KWL dapat memberikan pengaruh yang lebih baik terhadap pemahaman siswa dalam membaca. Keywords: KWL, reading comprehension Universitas Negeri Padang 2012-09-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/356 10.24036/jelt.v1i1.356 Journal of English Language Teaching; Vol 1, No 1 (2012): Serie A; 57-64 2302-3198 10.24036/jelt.v1i1 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/356/290

oai:ojs.ejournal.unp.ac.id:article/114218 2023-03-03T06:55:14Z jelt:ART

The Students’ Accuracy in Translating Positive Politeness Markers in English Department of Universitas Negeri Padang Anggia, Rizky Ardi, Havid ELT Accuracy Translation, Politeness, Positive Politeness markers This research was aimed to find out the students’accuracy in translating positive politeness markers in the novel “Dilan 1990” at third year students of English Department of Universitas Negeri Padang. The subject of this research was the third year students of English department of Universitas Negeri Padang. The focus is the students’ accuracy in translating positive politeness markers. This research is qualitative descriptive study. Out of 60 students, 35% of them were chosen to be the sample by using cluster random sampling. The data were collected by using test. The results of this research show the students’ accuracy was (76%). Related to the result found, the students’ accuracy in translating positive politeness markers was good. The difficulty in translation cannot be seen from the type of strategy used only, but also many aspects affect the result of students’ translation. Based on the research that the author did, students need to know about the context and situation appear in each utterance. The most commonly problems that the students did in their translation process is they did not pay attention to the whole context. There were also some changes in the strategy used in politeness. It is shown by the utterances strategy change in their translation product. The understanding politeness strategy gives an advantage for the students in producing accurate translation product. Universitas Negeri Padang 2021-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ejournal.unp.ac.id/index.php/jelt/article/view/114218 10.24036/jelt.v10i4.114218 Journal of English Language Teaching; Vol 10, No 4 (2021); 536-546 2302-3198 10.24036/jelt.v10i4 eng https://ejournal.unp.ac.id/index.php/jelt/article/view/114218/105699 Copyright (c) 2021 Rizky Anggia https://creativecommons.org/licenses/by-nc/4.0 3ac3079f5046928f88af4cad812b2cec