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All Journal Journal of English Language Teaching English Language and Literature Proceedings of ISELT FBS Universitas Negeri Padang

Jufri Jufri

Universitas Negeri Padang

Author-ID : 2721262

Education Languange, Linguistic, Communication & Media

Published : 8 Documents Claim Missing Document

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Articles

The Use of Reap Technique in Teaching Reading at Junior High School Annida Nur Dewi Arifah; Jufri Jufri
Journal of English Language Teaching Vol 8, No 4 (2019)
Publisher : Universitas Negeri Padang

This paper aims to explain how to teach reading at junior high school by implementing REAP technique. REAP technique is the appropriate technique to teach reading. Reading is an activity to get information from printed or written text. In reading, the students not only read a text but also they need to grasp the meaning of the text. However, many students still find difficulties in understanding the text. It becomes the reason why this paper is conducted. REAP technique can help students to overcome the problem. It is because every step in REAP technique helps the students to understand a text. REAP Technique is conducted by providing the students to read a text that is selected by a teacher. Then, the students try to encode by putting the gist of what they read. After that, the students annotate the text by writing down the ideas. Last, the students ponder what they read by thinking and talking to connect their reading with others. This technique also can improve their critical thinking, attention, and motivation during the reading process.

Applying Schema Theory in Teaching Reading Comprehension Jufri Jufri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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This paper is aimed at discussing reading strategies used by teachers in teaching reading. One of strategies discussed here is schema theory. In this theory, teachers implement types of connections in reading. The connections can be divided into three categories, namely: text-to self connections, text-to world connections and text-to text connections. By applying this schema theory, the students are involved actively in reading activities. The more they are involved in reading, the more they can comprehend the reading text. For this reason, the students should do total involvement, that is, physical and psychological involvements. These involvements are very important because the students will try to comprehend three levels of comprehensions, namely, literal level, inferential level and evaluational level. Reading literally is often called reading on the lines or reading stated information. Meanwhile, reading inferentially is reading between the lines or implied meaning. The last one reading critically is reading beyond the lines or making evaluation toward the writer’s message. These levels of comprehension will affect the students’ comprehension about a reading text. By applying three types of connections in reading, it is expected that the students will be able to increase their reading comprehension.

An Analysis of Students’ Perception towards Scaffolding Model in Reading at the First Grade Students of SMAN 7 Padang Merry Adrian; Jufri Jufri
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

This research is aimed to investigate students’ perception towards scaffolding model in reading viewed from seven indicators: making connection, graphical aids analysis, vocabulary enrichment, reading aloud, language analysis, prompting activities and integration activities. The accessible population of this research was the first grade of SMAN7 Padang. While, the sample was taken by using cluster random sampling. The number of sample of this research was 36 students of the first grade of SMAN 7 Padang. The research instrument was students’ perception towards scaffolding model questionnaire. The finding of the research indicated that majority of students showed positive perception toward scaffolding model viewed from making connection, graphical aids analysis, vocabulary enrichment, reading aloud, language analysis, prompting activities and integration activities perspective. To prove it the researcher used percentage formula and interpreting likert scale of questionnaire.

TEACHING READING BY MAKING PREDICTIONS AT SENIOR HIGH SCHOOL Evonda Kendari; Jufri Jufri
Journal of English Language Teaching Vol 6, No 1 (2017): Serie D
Publisher : Universitas Negeri Padang

Reading is a process to review the contents understanding of a Text. Then, This paper writing aims to help teachers overcome one of problem in teaching reading atStudents Junior High School students. In addition, this paper also purpose to explain application of making predictions strategy in order to invite students to reading english text. This strategy is taught so that students were able to predict the information of the text in accordance with the students' knowledge. By using this strategy, students are trained to organize information obtained before reading the text, compared with the information that they had heard, and combine both the information after reading to make a conclusion. This strategy is expected to increase the ability of students understanding a text for teaching and learning process.

Using Aesop's Fable to Teach Reading Comprehension of Narrative Text at Junior High School Della Puspita Sari; Jufri Jufri
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

This paper discusses using Aesop’s fable to teach reading comprehension of narrative text at junior high school. Based on the writers’ experience the students get difficulties in reading, especially reading narrative text. The teacher can use Aesop’s Fable to teach reading comprehension in teaching and learning process. Fable is the short stories that happen in the past which is the characteristic by animal. Fable is created by Aesop’s, that it is why called Aesop’s fable. By applying in media, the students can interest and comprehending reading narrative text. The aim of this paper is to help the students to more understanding narrative text well. Moreover, the teacher also gets effective to teach reading comprehension of narrative text in order to increase the students’ ability in reading narrative text. Reading narrative text through Aesop’s fable gets the students to new kind of media in teaching reading process. It would help both the teacher and students to improve the students’ reading comprehension and made teaching and learning process more fun than the way it used it.

An analysis of Teachers' Perception toward Scaffolding Model in teaching Reading at Senior High School in Padang Ajnia Fahlista; Jufri Jufri
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

This research is aimed to describe teachers’ perception toward Scaffolding Model in teaching reading at Senior high School in Padang viewed from making connection,Graphical Aids Analysis, Vocabulary Enrichment, Reading Aloud, Language Analysis, Prompting activities and Integration Activities. . The population of this research was teachers in SMAN 1, SMAN 7, and SMAN 8 Padang. The sample of this research was 6 teachers. Two teachers in each schools. The instrument used in this research was Questionnaire and Interview. The questionnaire and interview made based on seven aspects on Scaffolding Learning ModelKey words: Scaffolding, Perceptions

An Analysis of Students' Ability to Answer Reading Questions with HOTS Afifatul Mahfuzah; Jufri Jufri; Fitrawati Fitrawati
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

This article is aimed to describe the students’ ability in answering reading questions with HOTS and the mistakes made by the students in answering those questions. The population of this research was the eleven grade students at SMA N 3 Bukittinggi. The Students at XI MIPA 3 were chosen to be the sample of the research by using cluster random sampling. There were 36 students involved in this research. The instrument used in this research was reading test. In the reading test, the researcher provided the sample students five analytical exposition test with forty five multiple choice questions which is surrounded by analyzing, evaluating and creating questions. The indicators of the test were adopted from Bloom (1956) and Anderson Taxonomy (2001). Based on the result of this research, it was found that the students’ ability to answer reading questions with HOTS was fairly good. It was proved by the average score obtained by the students which are analyzing (75.78), evaluating (75.05) and creating (72.19). Furthermore, the most mistake made by the students was producing idea to solve problem.

An Analysis of the Use of Verbal and Nonverbal Messages in WhatsApp Group Chats Done By Nk Students of English Department of Universitas Negeri Padang Ramel Nadia Chesca; Jufri Jufri; Saunir Saun
English Language and Literature Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

Language is the oldest tool of communication which already exists from the first time humans were created. The use of language, at first and with the simplest form, is the form of nonverbal, which is language of symbol, sign, body language, face expression, and gesture forms. However, the study of language as a field of linguistics is the language in the form of words, or can be called as academic language. But, even academic language also has errors in their written conversation. Even less, these errors are done by the academic people itself. Based on the analysis of the data, it can be seen that there are 6 types of conversations occur in WhatsApp Group Chats “SASING UNP” and has 24% of error from total data that analysed was 118 utterances. However, another result of this research proved the hypothesis of researcher, which the dominant conversation happened, was used both verbal and nonverbal.

Co-Authors Afifatul Mahfuzah Ajnia Fahlista Annida Nur Dewi Arifah Della Puspita Sari Evonda Kendari Fitrawati Fitrawati Merry Adrian Ramel Nadia Chesca Saunir Saun

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