Articles
<![CDATA[Hubungan Kebiasaan Menonton Anime dengan Penguasaan Kosakata (Goi) Siswa Kelas XII IPS SMA Negeri 12 Padang Tahun Ajaran 2017/2018 ]]>
<![CDATA[Talia Oktaviana Sari Nasution]]>;
<![CDATA[Sitti Fatimah]]>;
<![CDATA[Nova Yulia]]>
<![CDATA[ Omiyage : Jurnal Bahasa dan Pembelajaran Bahasa Jepang Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/omg.v1i1.36
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada hubungan atau tidak ada hubungan yang signifikan antara kebiasaan siswa menonton anime dan penguasaan kosakata (goi) bahasa Jepang mereka. Desain penelitian ini adalah desain korelasi. Populasi dalam penelitian ini adalah siswa kelas XII IPS SMA Negeri 12 Padang. Jumlah total populasi adalah 165 orang. Sampel dipilih menggunakan teknik purposive sampling, yaitu kelas XII IPS 1 yang berjumlah 29 siswa. Penelitian ini menggunakan kuesioner untuk mengetahui kebiasaan menonton anime siswa dan uji kosakata untuk mengetahui penguasaan goi siswa. Ada tiga rumusan masalah yang harus dijawab pada penelitian ini. Hasil dari rumusan masalah pertama adalah nilai rata-rata angket kebiasaan menonton anime adalah 44,51. Hasil dari rumusan masalah kedua adalah penguasaan goi siswa mendapat nilai rata-rata 68,27. Hasil perhitungan rumusan masalah yang ketiga adalah nilai korelasi dari dua variabel; kebiasaan menonton anime dan penguasaan goi adalah 0,769. Hal ini membuktikan bahwa H0 ditolak dan H1 diterima, itu berarti ada hubungan yang signifikan antara kebiasaan menonton anime dengan penguasaan goi siswa.Kata Kunci : Kebiasaan, Menonton Anime, Kosakata (Goi)]]>
<![CDATA[Hubungan Penguasaan Goi dengan Kemampuan Sakubun Mahasiswa Semester III Tahun Ajaran 2017/2018 Program Studi Pendidikan Bahasa Jepang Universitas Negeri Padang ]]>
<![CDATA[Nurul Annisac]]>;
<![CDATA[Sitti Fatimah]]>;
<![CDATA[Hendri Zalman]]>
<![CDATA[ Omiyage : Jurnal Bahasa dan Pembelajaran Bahasa Jepang Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/omg.v1i1.35
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada hubungan atau tidak ada hubungan yang signifikan antara penguasaan goi dengan kemampuan sakubun mahasiswa semester III tahun ajaran 2017/2018 Program Studi Pendidikan Bahasa Jepang Universitas Negeri Padang. Desain penelitian ini adalah desain korelasi. Populasi penelitian ini adalah mahasiswa semester III tahun ajaran 2017/2018 Program Studi Pendidikan Bahasa Jepang Universitas Negeri Padang. Jumlah total populasi dan sampel adalah 30 orang. Sampel dipilih menggunakan teknik total sampling. Pengumpulan data pada penelitian ini menggunakan 2 tes, yaitu tes objektif pilihan ganda untuk penguasaan goi dan tes esai untuk kemampuan sakubun mahasiswa. Hasil dari rumusan masalah pertama adalah skor penguasaan goi mahasiswa berada pada klasifikasi dengan pujian dengan nilai 89,76. Hasil dari rumusan masalah kedua adalah kemampuan sakubun mahasiswa berada pada klasifikasi sangat baik sekali dengan nilai 84,47. Hasil perhitungan rumusan masalah yang ketiga adalah nilai korelasi dari dua variabel; penguasaan goi dan kemampuan sakubun adalah 0,3225. Hal ini membuktikan bahwa H0 ditolak dan H1 diterima, itu berarti ada hubungan yang signifikan antara penguasaan goi dengan kemampuan sakubun siswa.Kata Kunci : Goi, Sakubun]]>
<![CDATA[Collaborative Learning Activities through MoE in Engaging EFL Learners and Diminishing their Foreign Language Anxiety ]]>
<![CDATA[Sitti Fatimah]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 2 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i1.925
<![CDATA[Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have  proven the approach to be effective in enhancing student’s learning experience and vary teacher’s teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities has shown positive major impacts, two of them are students’ increased engagement and decreased speaking anxiety. ]]>
<![CDATA[Common Grammatical Errors in Oral Communication Made by Indonesian EFL Learners ]]>
<![CDATA[Nurillah Najla]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i4.110341
<![CDATA[As EFL learners who learn English as their major at school, they still face difficulties to speak with appropriate and correct grammar. It causes some mistakes and errors with grammar when they speak. The purposes of this research are to identify and classify the type of errors in students’ speaking performance based on linguistic category in morphological and syntactical level, and to find out the causes of EFL learners make grammatical errors based on intralingual aspect. The research design was qualitative descriptive research. The sources of this research data is from students' voice recordings when the researcher interviewed them by phone one by one. The participant of this research was thirty second year students majoring English in Universitas Negeri Padang which enrolled in 2019. The interview was used to collect the data, and the data were analyzed by using Linguistic Category Classification from Politzer and Ramirez. Based on the result of data analysis, 16 kinds of grammatical errors were found. The dominant kind of grammatical error which if found in EFL learners’ speaking was simple past tense. Then, for the causes of EFL learners’ error in intralingual transfer aspect based on James theory was incomplete rule application, overlooking co-occurrences restriction, overgeneralization, and exploiting redundancy.]]>
<![CDATA[Implementing Interactive Writing Strategy in Teaching Writing to Young Learners ]]>
<![CDATA[Senya Putri Suarmi]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i3.105641
<![CDATA[This paper aims to explain how to teach writing to young learners by implementing Interactive Writing strategy. Interactive writing is an instructional writing method used for young learners; it is a collaborative writing experience where the teacher and the students workas a team to create a piece of writing. This strategy is known as sharing pen because the teacher guides the students to fix the word or sentences directly. Interactive Writing is a good strategy that supports strong reading and writing connections. Because during interactive writing students are encouraged to read a text and say words slowly before they begin writing the text. The process of analyzing new words by saying them slowly allows students to link sounds and letters together. Then, one by one student comes to write, the teacher guides the student at spelling the word, forming the letter, arranging the letter, adding the appropriate capitalization or punctuation and spacing the word.By using this strategy, the teacher can make the writing activity more fun and they will know all of their student's needs. Then, the young learners will easily organize their ideas and feel confident with their writing because students write a text by the teacher’s help beside them. Also, it will make young learners more interested in writing.]]>
<![CDATA[An Analysis of English-Speaking Anxiety Experienced by the Second Year Students of English Language and Literature Department of Universitas Negeri Padang and Its Causal Factors ]]>
<![CDATA[Tri Handayani]]>;
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.109649
<![CDATA[This study aimed to investigate the level of speaking anxiety among the second-year students of the English Department at Universitas Negeri Padang, who enrolled in 2017/2018 academic year. Descriptive quantitative approach was applied in this study by collecting both quantitative and qualitative data to be analyzed and presented through a simple statistics formula. Stratified random sampling was employed to determine the sample; meanwhile, the data were collected by using a close-ended and an open-ended online questionnaire that was distributed through SurveyMonkey platform. The findings revealed that most of the students were experiencing a high level of speaking anxiety (68.85%). This study also discovered that among the six principles of the causal factors of speaking anxiety, the classroom management factor had been the most chosen factor that the students experienced during the learning speaking process. Meanwhile, the least chosen factor was the instructor beliefs about the language teaching.]]>
<![CDATA[Shadowing as a Technique to Practice English Pronunciation during Classroom Oral Activities in Senior High School ]]>
<![CDATA[Sindy Tia Ulfa]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i1.103462
<![CDATA[This paper is aimed to explain how to use shadowing as a technique to practice English pronunciation during classroom oral activities in senior high school. As for the background of this paper teacher cannot find an appropriate technique in teaching pronunciation and lack motivation of the students so that pronunciation learning is not achieved. Before implementing shadowing technique to the students, the teacher explains shadowing technique and gives the example to the students. After that the teacher divides the students into 4 groups. One student of each group chooses the dialogue that the teacher has prepared and then they practice in their seat. Next, the teacher asks a pair from group A to do shadowing technique in front of the class without look at to the transcript and so on until all students do shadowing technique. Finally, the teacher assesses the students’ pronunciation and announces which group is the winner. In conclusion, shadowing technique can help the teachers to teach pronunciation to the students and for students, this technique can improve their pronunciation and motivation in learning English pronunciation.]]>
<![CDATA[The Impact of PPG Program on the Performance of Pre-Service and In-Service English Teachers Based on Teacher’s Self-Assessment ]]>
<![CDATA[Nurhaini Widia Putri]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i3.113809
<![CDATA[The PPG (Pendidikan Profesi Guru) program is a government effort to improve the quality of education in Indonesia by increasing teacher professionalism. The purpose of the PPG program itself is to overcome problems in the world of education. This research is conducted to obtain information from English teachers in West Sumatra who have graduated from the PPG Program at least two years ago (from 2019 backwards) regarding the impact of PPG program on English teachers’ pedagogical and professional competencies. 45 in-service and 11 pre-service English teachers have been involved as the sample of this research. The type of this research is survey research with quantitative method. The data were collected by using close-ended and open-ended questionnaire distributed through Google-form. The findings of this research show that UNP PPG Program has impacted decently on English teachers' performance and improved their professional and pedagogical competencies. Although there are some teachers who assess their teaching performance as not good enough in several points of the statement in the questionnaire, most of the results show that the UNP PPG Program has improved the teaching performance of English teachers. The results and findings from this study are expected to improve the process of conducting PPG program and pay more attention to the impact that will be received by PPG graduates.]]>
<![CDATA[Perception of Hospitality Management Student about the Quality of English Teaching Materials at Universitas Negeri Padang ]]>
<![CDATA[Ridho Afif]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i1.107903
<![CDATA[The prevalent use of the English language as an international means of communication is in constant expansion. This fact is reflected in different fields and in various domains where English is considered as a working tool or ESP. The ESP subject, which provides profession/discipline-related language education to undergraduate students studying hospitality in Faculty of Tourism Universitas Negeri Padang. A questionnaire was design and distributed to 40 Hospitality Management student to discover their perception about the quality of the English teaching materials. To support the data, 7 respondents were also interviewed to support the questionnaire. The results were obtained through analysis of the data obtained. Students feedback were categorized into four issues namely, input, content focus, language focus, and task. Generally, the study proves that the student showes positive attitude toward the Englsh teaching materials which means that the quality of the English teaching materials was able to fulfill the students need.]]>
<![CDATA[Using “Fishbone Diagram” to Teach Writing Discussion Text to Senior High School Students ]]>
<![CDATA[Melza Sufeni]]>;
<![CDATA[Sitti Fatimah]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i3.101102
<![CDATA[Discussion text is one of the texts taught in SeniorHighSchool. Students often find it is difficult to understand the text. Fishbone diagram is diagram showing two side of view which is contrasted each other. Due to its structure which contains of two parts, this diagram can also be used in organizing ideas before writing a discussion text.In order to teach discussion text by using fishbone diagram, the writer uses four steps of teaching. First, teacher gives template of fishbone diagram to the students. Second, teacher asks students to start writing the first draft of discussion text. Third, students compare with friends what they have written. Fourth, the teacher guides students to check their friends’ work. In conclusion, fishbone diagram can help teacher in teaching writing a discussion text to the students.]]>
