Articles
<![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.]]>
<![CDATA[An Analysis of Language Learning Strategies Used by EFL Student Teachers at English Language Education Program Universitas Negeri Padang ]]>
<![CDATA[Trinanda Mahdiyah Lestari]]>;
<![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.v9i1.108314
<![CDATA[The current study was carried out with the intention of investigating the EFL student teachers’ Language Learning Strategies (LLS) in learning English. This study also aims for exploring the level of using LLS and identifying the most and least preferred strategy employed by EFL student teachers at English Language Education Program, Universitas Negeri Padang. This research used a descriptive quantitative method. The total sampling technique is used to all participants of EFL student teachers grouped at International classes enrolled in 2017-2019. The data were gathered through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 developed by Oxford and administered to all 82 international EFL student teachers. SILL consists of 50 statements which have six categories as well as Memory, Cognitive, Compensation, Metacognitive, Affective, and Social. The data were analyzed through M.Excel and SPSS version 25. The result indicated all international EFL student teachers employed all strategies categorized as the High level with the average Mean score (M=3.80). The most frequently used is Metacognitive strategy (M=4.01) and the least frequently used is Affective strategy (M=3.53). It can be concluded that language learning strategies are important in raising the learners’ learning awareness and improve educators’ teaching preference.]]>
<![CDATA[An Analysis of English Language and Literature Department Students’ Ability in Constructing Adjective Clause in Essay Writing ]]>
<![CDATA[Efrina Haryani]]>;
<![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.v9i1.107881
<![CDATA[Grammar is an essential language component that should be concerned to create a good writing, no exception to the use of adjective clause. However, there are still some problems identified in the adjective clause construction. The purpose of the research is to figure out students’ ability in constructing adjective clause. The design used in this research is descriptive research with second year students of English Language Education Program of UNP as the research population. There were 31 students taken as the research sample selected by using stratified sampling technique out of 162 students. The data were collected through document analysis and Hortatory Exposition essays were chosen as the source of the data. The essays were analyzed by two raters and the score was classified based on score classification. Then, the problems were identified from the students’ adjective clause construction in the essays. The result of the study showed that the students’ ability in constructing adjective clause is categorized into excellent with the average percentage 87. 94%. The common problem found in the students’ adjective clause construction is in sentence element which has total 37.04% problems identified. Students tend to disregard the element of the sentence, such as subject and verb.]]>
<![CDATA[Teaching Writing Procedure Textby Using "JOT Thoughts" Technique to Junior High School Students ]]>
<![CDATA[Istiqamah Rahmadani]]>;
<![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.v8i1.103488
<![CDATA[Berdasarkan kurikulum 2013 yang digunakan di Indonesia, siswa diwajibkan untuk bisa menulis. Namun, mengajarkan siswa menulis bukanlah hal yang mudah, dan mengajarkan mereka menulis dengan menggunakan teknik biasa dan konvensional kadang terasa kurang efektif. Oleh karena itu, guru harus memiliki inisiatif untuk menggunakan teknik mengajar khusus yang diharapkan bisa membuat siswa menulis. Guru dalam hal ini perlu memilih teknik mengajar yang menyenangkan dan tidak membosankan. Salah satu teknik mengajar yang cocok untuk digunakan adalah Jot Thoughts. Teknik ini bisa digunakan untuk semua jenis text, khusus nya procedure text. Dalam penerapannya, guru harus membagi siswa menjadi beberapa kelompok kecil. Setiap anggota dalam satu kelompok harus membantu anggota yang lainnya karena tujuan harus lah dicapai secara berkelompok. Dengan kata lain, Jot Thoughts adalah kegiatan kelas yang dilakukan secara berkelompok. Awalnya, siswa diberikan beberapa pertanyaan dan waktu berpikir untuk menjawab pertanyaan-pertanyaan tersebut. Setiap siswa harus terlibat dengan menuliskan jawaban dari setiap pertanyaan di kertas kecil. Setelah semua pertanyaan terjawab, siswa secara berkelompok mengumpulkan jawaban dan berdiskusi. Mereka memilah dan memilih mana jawaban yang bisa digunakan dan mana yang pantas untuk dibuang. Jawaban-jawaban tersebut kemudian disusun menjadi sebuah text yang padu. Teknik ini bagus untuk digunakan dan sangat disarankan. Banyak manfaat yang bisa diambil dari kegiatan ini. Namun, dari itu semua yang paling penting adalah, siswa setelah melalui kegiatan tersebut akan beranggapan bahwa menulis adalah kegiatan yang menyenangkan.]]>
