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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Proceedings of ISELT FBS Universitas Negeri Padang Ta'dib

Aryuliva Adnan

FBS UNP

Author-ID : 2721081

Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 48 Documents Claim Missing Document

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PENGAJARAN MENYIMAK BAHASA INGGRIS: MASALAH DAN SOLUSINYA Adnan, Aryuliva
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

For along time language teachers tend to ignore teaching listening. Among the four skills (listening, speaking, reading and writing) that are recognized as the keys to â€˜knowingâ€™ the language, Â Â listening is probably the least important to be taught. Actually speaking and listening are always interrelated. However listening is the most underdeveloped skill. In Indonesia the teachers tend to ignore to teach this skill by skipping it eventhough it is clearly stated in curriculum. Many reasons are mentioned by the teachers for not teaching listening, such as lack of teaching material, lack of school facilities, the speakers in the recorded material speak too fast, the students do not understand the vocabularies and the sentences used by the speakers. Basically, they realized that listening cannot be separated from other language skills like speaking, reading and writing. Listening is important since students may receive much of their information of their school through listening to instructors and to another. Listening has been regarded as the most frequently used language skills in the classroom. Besides, listening skill is important in the workplace, the family and the community. Furthermore nowadays listening skill is included in national examination for the level of Senior High School. The teachers then have no reasons to ignore and skip teaching listening, for they can vary their teaching materials, tasks, techniques and activities. Kinds of authentic materials can be taken from many recources, and kinds of activities to support teaching listening in the classroom can be done as well. Key words: teaching listening, listening materials, listening activities

ASSIGNING STUDENTS TO LISTEN TO THE ENGLISH NEWS IN LISTENING COURSE Adnan, Aryuliva
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 7, No 1 (2013)
Publisher : English Department FBS UNP

This paper presents one of the ways to improve studentsâ€™ listening ability in Listening 2 Course. At the English Department of Universitas Negeri Padang listening skill is taught in three different subjects, Listening 1, Listening 2 and Advanced Listening. Listening 2, provides students with the materials of oral communication by English native speakers and English nonnative speakers. Looking at the materials used for Listening 2, it seems that the book does not have enough tasks for the students for it has only two or three tasks for each unit. Those tasks are done in the classroom, and there is no task for homework. Learning Listening as a language skill needs practice inside and outside the classroom.Â To overcome the lack of task for Listening subject, assigning students to listen to the English news is one of the ways that can be done by the teachers. By assigning students to listen to the English news, whether radio or TV news, will give them real experiences in understanding spoken language. To ensure the students listen to the news, they have to record and submit the news and the tape script of the news as well Keywords: assigning, English radio/TV news

An Analysis of Hospitality Students’ Speaking Difficulties in the Hotel Front Office at SMKN 1 Sintuk Toboh Gadang Iva Octi R. Ramli; Aryuliva Adnan
Journal of English Language Teaching Vol 9, No 3 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i3.109312

This study analyzes hospitality students’ speaking difficulties in hotel front office and the causes of the speaking difficulties in grade eleven at SMKN 1 Sintuk Toboh Gadang. The purpose of this research are to find out hospitality students’ speaking difficulties in front office grade eleven at SMKN 1 Sintuk Toboh Gadang and the causes of hospitality students’ difficulties in speaking. This research used descriptive qualitative method in order to analyze hospitality students speaking difficulties and the causes in hotel front office. The instrumentation of this research is questionnaire sheets. Based on the findings of the study it was found that hospitality students ‘speaking difficulties namely (1) lack of vocabulary 50.00%, 15 students, (2) difficult to understand 47.58%, 15 students, (3) poor in grammar 54.03%, 17 students, (4) poor in pronunciation 51.61%, 16 students, and (5) fluency 65.32%, 20 students. The researcher also found the causes of hospitality students’ speaking difficulties: (1) lack of confident 40.32%, 12 students, (2) anxiety 62.90%, 19 students, (3) inhibition 45.15%, 14 students, (4) nothing to say 46.23%, 14 students, (5) mother tongue use 37.63%, 12 students. The results of this research indicate that hospitality students grade eleven faced difficulties in speaking at hotel front office.

COMBINING MASTERMIND QUESTION AND QUICK INTELLIGENT QUIZ TO IMPROVE THE CONTENT SPEAKING ABILITY OF THE SENIOR HIGH SCHOOL STUDENTS Febrina Febrina; Aryuliva Adnan
Journal of English Language Teaching Vol 1, No 2 (2013): Serie E
Publisher : Universitas Negeri Padang

Abstract The purposes of this paper were to (1) describe the most problem faced by students in learning speaking (2) explain the combination of mastermind question and quick intelligent quiz to solve the most problem faced by students (3) implement the combination of mastermind question and quick intelligent quiz in teaching speaking at school. The most problem faced by students in this paper is the lack of students’ content in speaking. The way to solve this problem can be done by implementing mastermind question and quick intelligent quiz. Through giving a question from mastermind question and implementing it in quick intelligent quiz, it can improve students’ critical thinking then develop students’ content in speaking. Key word : Speaking, Mastermind Question, Quick Intelligent Quiz, Critical Thinking, Content.

The Correlation between EFL' Students Listening Anxiety with Listening Motivation in Intermediate Listening Classes Sinta Chairani Hutapea; Aryuliva Adnan; Leni Marlina
Journal of English Language Teaching Vol 9, No 3 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i3.109348

Motivation has important rules in listening skills because it can make students more independent to reach their goal. This research deals with the correlation between listening motivation and anxiety of students. The purpose of this research to examine the students’ listening motivation and whether it is in correlation with their listening anxiety or not. This research involved 60 students in English Department of Universitas Negeri Padang who have already taken intermediate listening class. This study was conducted in correlational research. The random sampling used in this research. There will be used two kinds of open direct questionnaire; ELCMS and FLLAS questionnaire which contain the rating scale.The result of the study showed that they have no correlation between listening anxiety and listening motivation (r= -160). The finding of this research revealed that the high listening motivation the students have do not close probability the low listening anxiety they have. It is also possible they have a high listening motivation.

THE EFFECT OF PROBLEM BASED LEARNING STRATEGY TOWARD STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMAN 1 ENAM LINGKUNG Ridho Angga Mulya SY; Aryuliva Adnan; Havid Ardi
Journal of English Language Teaching Vol 2, No 1 (2013): Serie D
Publisher : Universitas Negeri Padang

AbstrakThis study was to see the implementation of Problem Based Learning as one of strategies in learning descriptive text toward students speaking ability in describing people, things or places. It was done to the students at the first grade of X2 and X6 at SMAN 1 Enam Lingkung registered in 2012/2013. The data of the study were collected through tests. The findings of the study showed that experimental group taught by the problem based learning methods have better ability than control group which is taught by the conventional method. So, it can conclude that the used of Problem based learning in teaching descriptive text can improve students’ speaking ability in expressing description about people, things and places.Keyword: implementation, Problem Based Learning, speaking ability, descriptive

An Analysis of Teacher’s Oral Corrective Feedback on Student’s Speaking Performance at SMPN 1 Bukittinggi Regina Henner; Aryuliva Adnan
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i1.108287

This descriptive research aimed to find out how do English teachers at SMPN 1 Bukittinggi give oral corrective feedback on student’s speaking performance, the ways of teacher giving oral corrective feedback and which types of oral corrective feedback are appropriate and inappropriate. The sample of this research was 4 English teachers at SMPN 1 Bukittinggi. The sample was taken by using total sampling. The techniques of data collection were observation and interview. The instruments used were observation checklist, field note, and audio recording. The data was analyzed based on the theory proposed by Ellis (2009). Based on the findings, it was found that English teachers at SMPN 1 Bukittinggi gave oral corrective feedback in different ways; direct and indirect. Each teacher also had different reasons about the ways they gave oral corrective feedback. Moreover, it was found that each teacher also gave different types of oral corrective feedback. After analyzing the data from the observation and the interview, the types of oral corrective feedback which are appropriate to the students are repetition, explicit correction, and paralinguistic signal. Meanwhile, the types of oral corrective feedback which are inappropriate to the students are recast and clarification request.

The Analysis of Listening Anxiety of Advanced Listening Class Students of English Department in Universitas Negeri Padang Amalya Shawfani; Aryuliva Adnan; Leni Marlina
Journal of English Language Teaching Vol 9, No 3 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i3.109359

Plenty of students in Department of English in Universitas Negeri Padang have experience of anxiety in advanced listening classes. Based on the observation, related with the anxiety during the listening class, they cannot comprehend the listening very well and it results toward listening anxiety. As a result, every time listening class begins; most students tend to have perspective that they cannot do the listening practice due to their anxiety. That is why this research needs to be conducted. The aim of this research was to analyse the listening anxiety of the students in Advanced Listening class of English Department. This research used qualitative research and the population was from all the students who were having Advanced Listening class. The sampling of this research was purposive sampling by using sample 50 students from class K1-K5 in batch 2018 that took advanced listening class. The data were collected through questionnaire and interview. This result of this showed that the students’ anxiety resulted from the students’ factor and had high anxiety level when they were in the advanced listening class and there were two other factors that caused the listening anxiety. They were listening material and lecturers’ factor. So, it is known that no matter the level of listening skill they are in, the students still keep the high level of listening anxiety.

An Analysis of the Second Year Students’ Ability of SMAN 3 Sijunjung in Transferring Active Voice into Passive Voice in Simple Sentence Niki Lesmana; Aryuliva Adnan
Journal of English Language Teaching Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

This study aimed to describe the ability of second year students of SMAN 3 Sijunjung in transferring active voice into passive voice in simple sentences. This research was limited to students' ability to transfer active into passive voice in simple past tense and present tense. The research design was descriptive quantitative. The population of this research was the second grade students of SMAN 2 Sijunjung. The population was 96 students from 3 classes, XI IPA, XI IPS1 and XI IPS2. The sample was taken by cluster random sampling technique so that the number of sample obtained was 29 samples. The instrument used was a grammar test for 60 minutes. Based on this research, the ability of second year students of SMAN 3 Sijunjung to transfer active into passive voice was in the category B (good). While, there were some questions that students have not understood how to transfer. It can be seen that 13% of students transfer incorrectly based on the placement of subject, 15% of students transfer incorrectly based on inappropriate use of be, and 28% of students transfer incorrectly based on verb changes. So, the most difficult aspect in transferring active into passive voice based on verb changes. Students were expected to better understand how to transfer active to passive voice by not paying attention to forming sentences properly.

THE USE OF DICTOGLOSS METHOD IN TEACHING LISTENING A HORTATORY EXPOSITION TEXT AT SENIOR HIGH SCHOOL Eka Juwita Sari; Aryuliva Adnan
Journal of English Language Teaching Vol 2, No 1 (2013): Serie A
Publisher : Universitas Negeri Padang

AbstrakTerdapat beberapa masalah yang sering ditemukan di lapangan dalam pengajaran keterampilan mendengar teks hortatory exposition. Diantara masalah tersebut ialah kurangnya kosa kata dari siswa untuk memahami teks serta media yang kurang menarik. Hal ini berdampak negatif terhadap kemajuan belajar siswa. Untuk pemecahan masalah tersebut dibutuhkan metoda dan media yang dapat memotivasi siswa belajar. Metoda dictogloss dan video dianggap cocok untuk memecahkan permasalahan yang ada. Dalam pelaksanaannya, dictogloss terdiri atas empat tahapan; preparation, dictation, reconstruction, dan analysis and correction. Video sebagai media akan digunakan pada tahap reconstruction. Pada tahap reconstruction siswa dituntut untuk menulis sebuah teks berdasarkan apa yang telah mereka dengar dan tulis di tahap dictation. Video yang diputarkan pada tahap reconstruction merupakan visualisasi dari apa yang telah di dengar oleh siswa pada tahap dictation. Video tersebut dapat membantu siswa memperoleh informasi penting untuk menulis teks di tahap reconstruction yang mana informasi tersebut mugkin mereka lewatkan di tahap dictation. Selain itu video juga dapat memotivasi siswa untuk menyelesaikan tugas mereka di tahap reconstruction. Makalah ini membahas penggunaan dictogloss method dalam pengajaran keterampilan mendengar hortatory exposition text di sekolah menengah atas.Key words: dictogloss method, hortatory exposition text, teaching listening

Co-Authors Abdullah Zaid Addinu Rahmah Agia Lupita Mufi Ahmad Hamidi Amalya Shawfani Caca Yunisari Caca Yunisari Delvi Wahyuni Don Narius Ega Giana Eka Juwita Sari Faidhur Rahmat FAIRISTYA EMBRYANY Febrina Febrina Ghirah Mediska Harwati Hashim Havid Ardi Herlina julia Intan Krisna Juliati Iva Octi R. Ramli Jonggoria Najogi Juliance Primurizki Khaira Liza Leni Marlina Media Rahmi Mega Gusna Yenti Milda Sari Hadi Niki Lesmana Paradise Princess Refnaldi Refnaldi Regina Henner Retno Astagina Ridho Angga Mulya SY Rizka Oktavia Damanik Rusdi Thaib Saunir Saun Saunir Saun Senny Plantika Sinta Chairani Hutapea Sinta Mustika Sisri Ovalina Sri Novianti Suci Noviarti Suci Rahma Annisa Vinda Fauzia HP Winda Safitri Yahya Sidiq Yanita Rahmadeni Yayang Anjarsit Yenni Rozimela Yolanda Andriany Yosannia Arnaz Yuli Tiarina Yulia Dewi Suryani Zul Amri

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