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Using Cubing Strategy in Teaching Explanation Text for Eleventh Grade Students of Senior High School Ayu Putri Nulmi; Yetty Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

This paper discusses how to use Cubing Strategy in teaching Explanation text at Senior High School. Based on the writers’ experience in teaching English, many students find difficulties in writing explanation text. Considering this problem, the teacher needs to apply a strategy in teaching and learning process to help the students understand the text. Cubing Strategy is a creative, hands-on activity which develops critical thinking and promotes deeper understanding and in-depth exploration of a topic. It uses a cube-shaped graphic organizer to prompt students to look at a topic from many different angles and levels. On each side of a cube, the student writes answers to prompts or questions. By applying the Cubing Strategy in writing an explanation text, the students may create a better explanation text.

Teachers' Question Types and Students' Speaking Performance in EFL Classroom Dinda Fadilah; Yetty Zainil
Journal of English Language Teaching Vol 9, No 4 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v9i4.110208

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.

Tongue Twister as a Technique to Help Students Solve Their Difficulties in Pronouncing /s/, /∫/ at Junior High School Nurhasanah Nurhasanah; Yetty Zainil
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

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.

The Analysis of Types and Functions of Interjections Used in Webtoon Digital Comic Nurhalima Tanjung; Yetty Zainil; Delvi Wahyuni
English Language and Literature Vol 9, No 1 (2020)
Publisher : Universitas Negeri Padang

The aims of this research is to describe the types and function of interjections used in Webtoon Digital Comic, the differences of used between primary that has 4 subdivided and secondary interjection. The type of this research was a descriptive qualitative research. The data were taken from five genre of Webtoon Digital Comic, they were drama, fantasy, romance, sci-fi and comedy. The data were collected by download 1 title in each 5 genres and then used highlighter to identifying the types and function of interjection. The researcher used table instrument to categories the types and function of interjection used. It is found there are primary and secondary interjection, but the most commonly used is primary interjection that has appeared with 333 (65.81%), while for secondary interjection it just appeared in 173 (34,18%). The results showed that in primary interjection the most frequently found was Expressive function with 167 times, followed by Phatic that has frequency 95 times, and the lowest frequency was comes from Conative that appeared 71 times. Furthermore, in Secondary Interjection result showed there was no significance difference in the use of noun, adjectives, verb and adverb functions.

Stimulated Recall Interview (SRI): Teacher’s Self Reflection Yetty Zainil
English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH
Publisher : English Language Teaching and Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (352.213 KB)

Many researchers have preferred to use questionnaire and interview only in their investigation, however Golato (2002) reports that the data from teachers’ perception and interview may or may not be accurate, as there is often a considerable gap between what people think they do and what they actually do (Tian & Hennebry, 2016). This paper presents the investigation on teacher code-switching from the point of view of teachers’ understandings and beliefs about effective language teaching and learning. The study was carried out in an EFL classroom in four junior high schools in Padang, West Sumatra, Indonesia where the teacher and the students share Bahasa Minang (L1) and Bahasa Indonesia (L2). Conversation analysis was used as a tool to investigate the function teachers’ code-switching and stimulated recall interviews with five teachers which focused on instances of code-switching. The analysis showed that although code-switching clearly helped teachers and students in the teaching and learning process, it was often done on an ad hoc basis. The use of stimulated recall interview provides a powerful insight into the way teachers code-switch in the classroom. The findings suggest the incongruence between what the teacher thinks and they do in practice and resulted in stimulated self-reflection which may help teachers to develop pedagogical self-reflexivity.Key words: Stimulated recall, self-reflection, EFL classrooms

Exploring Nursing Students’ Perception on Online Class with the Implementation of TPACK Framework within Task-based Language Teaching Fitri Handayani; M. Zaim; Hermawati Syarif; Yetty Zainil
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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The purpose of this study is to explore nursing students' perceptions of the use of the TPACK Framework within Task-based Language Teaching in an online class. The study employed a one-shot survey design. The participants of this study were 40 undergraduate nursing students at the nursing study program Poltekes Solok, West Sumatera. To avoid teacher-centered learning, this study implemented the TPACK Framework within Task-based Language Teaching, which has the potential to modify the way students learn. The questionnaire was delivered to the students using Google forms after the online learning activities were completed. The questionnaire was statistically analyzed using descriptive statistics such as frequency and percentage. The findings showed that most nursing students had positive perceptions of the use of the TPACK Framework within Task-based Language Teaching in online classes. Thus, incorporating the TPACK Framework into Task-based Language Teaching may become one of the potential methods of teaching English for nursing in an online class.

Promoting Contextual Teaching and Learning Method of EFL Students in Post Pandemic for 21st Century Skill: Teachers’ Perception Vina Fathira; M. Zaim; Hermawati Syarif; Yetty Zainil
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Contextual teaching and learning is one of the best method to gain the real experiences for EFL students in post pandemic for promoting learning method of 21st century skill. The aim of this study is to find out the teachers’ perception for promoting contextual teaching and learning for English as Foreign Language. The method of this research was quantitative. In collecting data, the researchers were set a questionnaire about 12 items and distributed it to the teachers in any education level by Google form. After getting the data, the researcher counting the percentage of the respondents’ answer and analyze based on the needs of contextual teaching and learning. The result showed that teachers’ perception for language learning that contextual teaching and learning is very valuable for the students in develop many things like knowledge, curiosity, information and many others for 21st century skill in post pandemic. However, there was only a limited lack of promoting contextual teaching and learning for teaching English, like not providing new knowledge. In conclusion, the teachers’ perception on contextual teaching and learning should be applied in the real classroom to explore more the knowledge in contextual meaning

Emerging an Innovation through Blended Learning Method in Post Pandemic Era: EFL Learner's Perception M. Fadhly Farhy Abbas; M. Zaim; Hermawati Syarif; Yetty Zainil
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Blended learning method requires online and offline classroom instruction. In English language class particularly for EFL learners in Indonesia, blended learning become one of the best methods which can be implemented by teacher to assist learners. By having blended learning method, learners are able to do discussion with teacher/lecturer and other students beside face-to-face interaction. This study aims at investigating EFL learner’s perception about blended learning method in language class. This research was a descriptive research. There were 84 learners in university level of English department involved as participants of this study. A questionnaire containing 20 statements about blended learning was used to collect data. The result showed that, EFL learner’s perception about blended learning method was in a positive and good respond. Mostly, EFL learners give respond “agree” and “strongly agree” towards the statement available in the questionnaire. Furthermore, blended learning method can also be implemented by using certain application or platform such as: zoom meeting, google meet, microsoft teams, and others in order to emerge an innovation in a language classroom. In conclusion, blended learning method can create effective and efficient learning.

An Analysis of Students’ Error in Pronouncing Dental Fricative Consonant [/ð/, /θ/] Tahniah Eldika; Yetty Zainil
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.119788

This research was conducted to measure the students’ ability, to find out the types of error and its cause in pronouncing English dental fricative consonants produced by students’ of 2020 class at the English education program of Universitas Negeri Padang. This research was design using descriptive quantitative method. In this study, the researcher focused on the second-year English education students from K2-K5 class who had taken phonetic and phonology class. There are 30 students as the sample of this study. To collect the data, pronunciation test and Stimulated Recall Interview were used as the instrument where students’ voices were being recorded and being transcript. The findings of this study were students’ ability in pronouncing dental fricative consonants was fair with the percentage of 60%. The dominant type of error that happened in this study was misformation with 89,21% or 645 error out of 723 error. While for the cause of pronunciation error, based on the interview, the dominant reason was ineffectiveness of online learning due to Covid-19 pandemic.

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