Articles
<![CDATA[Personal Word Lists: Strategy to Build Learners' Vocabulary ]]>
<![CDATA[Fudhla, Nora]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol 1 No 2 (2018): Edu-Ling ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v1i2.337
<![CDATA[Vocabulary learning is one of the major challenges second/foreign language learners find during the process of learning a language. One way to alley the burden is to assist students in becoming independent learners during the process of vocabulary learning. It could be achieved through instructing learners to apply vocabulary learning strategies as efficient as possible. The main pursuit of the present article is to suggest a vocabulary learning strategy for training EFL learners in acquiring the target words. The vocabulary learning strategy meant here named Personal Word Lists. This strategy helps the learners to enrich their vocabulary acquisition considering the multiple forms of strategies, such as cognitive, memory, metacognitive, activation and affective strategies. The multiple forms of those strategies are implied through note-taking, imagery mediation, background knowledge relations, semantic mapping/elaboration, senses, rehearsal and encoding strategies. In doing so, the basic concepts of vocabulary learning strategies and rationale or sample for strategy application are presented. It is assumed that this strategy may lead the learners to reach meaningful representation and enhance their vocabulary acquisition. ]]>
<![CDATA[ENHANCING STUDENT’S VOCABULARY BY USING JUMBLED-LETTER GAME IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Fudhla, Nora]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 2 (2013) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v6i2.7405
<![CDATA[This paper aims at discussing the ways to enhance student’s vocabulary by using jumbled-letter For some language teachers, teaching vocabulary is challenging, especially in English Language Teaching classroom. Nowadays, the teacher should provide a vocabulary teaching which avoiding vocabulary list memorization or vocabulary translation. Besides, the teacher also should consider about the students’ different ability to master vocabulary. Some language students may master new vocabulary faster than others and some of them may find many difficulties to master new vocabulary. On the other side, some students may master or memorize some vocabulary but they cannot spell the word correctly. ]]>
<![CDATA[A Study of Google Form as an Assessment Tool in English Subject at SMAN 2 Solok ]]>
<![CDATA[Johan Pratama]]>;
<![CDATA[Nora Fudhla]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i1.116235
<![CDATA[This article deals with the use of google form as an assessment tool in english subject at SMAN 2 SOLOK. The research undertaken aimed to know how do teachers and students perceive about google form as an assessemnt tool in english subject. This study was descriptive qualitatie research. The participants of the research were 70 students as representative of Natural science class in XI grade at SMAN 2 SOLOK. The instrumentation of this research were collected from interview with teachers and questionnaire for students. As for the points to the instrumentations there were aspect of validity, reliability, efficiency, economical, direction, and interest. The findings of this research shows that both teachers and students have good perception about the use of google form as assessment tool in english.]]>
<![CDATA[An Analisis of Students’ Perception of Online Learning in Micro-Teaching Class at English Department UNP ]]>
<![CDATA[Veni Rozela Arfi]]>;
<![CDATA[Nora Fudhla]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i4.114635
<![CDATA[The purpose of this study was to analyze students' perception of online learning in micro-teaching class at English department of UNP. The sort of study that will use a survey approach to perform quantitative descriptive research. The population in this study were all students of the 2018 English Department UNP entrance year. This study uses a proportional random sampling technique, proportional random sampling is a sampling technique where all members have the same opportunity to be sampled according to their proportions, large or small population. From the slovin formula, it can be seen that 105 students will be sampled in this research by distributing questionnaires using a Likert scale. In addition, the data obtained were described, then a description of the research results was carried out using SPSS and the categorization based on the Mean and Standard Deviation.]]>
<![CDATA[Fostering Learners' Vocabulary through Jumbled-Letter Game ]]>
<![CDATA[Nora Fudhla]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 1 (2018): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v2i1.465
<![CDATA[This article is written based on a research done to solve students’ difficulties in improving their vocabulary skill in MKU classes at Universitas Negeri padang. According to some English teachers and students, teaching vocabulary through memorizing the list was very boring and should be avoided. Besides, it was difficult for the students to write correct spelling for certain vocabularies. To overcome these issues, gamification strategy namely Jumbled-Letter game was applied in an experimental study. The design used in this study was one group pre-test post-test design and the sample was chosen through simple random sampling technique. The data was collected through pre-test and post-test. The data then was analyzed using T Paired test (SPSS 23). Based on the data calculation, the mean score of pre-test was 50.87 and the mean score of post-test was 76.23, and sig. 2 tailed test was < 0.05. Based on T Paired test analysis and interpretation, it was found that the mean score on post-test was increased and the significance score shows that the strategy was significantly effective. Thus, Jumbled-Letter Game was effective to boost learners’ interest and improve their vocabulary mastery.]]>
<![CDATA[Personal Word Lists: Strategy to Build Students’ Vocabulary ]]>
<![CDATA[Nora Fudhla]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 1 No. 2 (2018): July ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/0z4hwf89
<![CDATA[Vocabulary learning is one of the major challenges second or foreign language learners find during the process of learning a language. One way to alley the burden is to assist students in becoming independent learners during the process of vocabulary learning. It could be achieved through instructing learners to apply vocabulary learning strategies as efficient as possible. The main pursuit of the present article is to suggest a vocabulary learning strategy for training EFL learners in acquiring the target words. The vocabulary learning strategy meant here named Personal Word Lists. This strategy helps the learners to enrich their vocabulary acquisition considering the multiple forms of strategies, such as cognitive, memory, metacognitive, activation and affective strategies. The multiple forms of those strategies are implied through note-taking, imagery mediation, background knowledge relations, semantic mapping/elaboration, senses, rehearsal and encoding strategies. In doing so, the basic concepts of vocabulary learning strategies and rationale or sample for strategy application are presented. It is assumed that this strategy may lead the learners to reach meaningful representation and enhance their vocabulary acquisition.]]>
<![CDATA[IMPLEMENTING COLLABORATIVE LEARNING LSLC BASED INSTRUCTION TO ENHANCE TEACHERS` PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Syamwil Syamwil]]>;
<![CDATA[Nora Fudhla]]>
<![CDATA[ Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 20, No 1 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni UNP ]]>
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DOI: 10.24036/komposisi.v20i1.102689
<![CDATA[Even thought collaborative learning is not new in learning English, there are indications that there are still many teachers who do not understand the concept and cannot implement it properly. This article presents the results of the introduction / training of LSLC-based collaborative learning concepts in two Senior High School at Padang for two subjects. The training was conducted in two stages. The first stage was the introduction of concepts. The second stage was training by following the LSLC learning steps: Plan, Do, See. All teachers who participated in the training of the two schools took part in these stages. The results of the implementation indicate that the teacher understood the concepts of collaborative learning and lesson study and they can be considered skillfull enough in implementing collaborative learning.]]>
<![CDATA[MALL IN LEARNING ENGLISH GRAMMAR FOR HIGHER EDUCATION STUDENTS ]]>
<![CDATA[Nur Rosita]]>;
<![CDATA[Nora Fudhla]]>;
<![CDATA[Bayu Hadi Saputro]]>
<![CDATA[ Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 20, No 1 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni UNP ]]>
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DOI: 10.24036/komposisi.v20i1.102282
<![CDATA[The 21stcentury learning trend with mobile devices has made significant impacts on the educational setting. It promotes students’ autonomous learning attitude to have their own learning setting anytime, anywhere, and in any way as the purpose of lifelong learning. It is also applied to build students’ 21stcentury skills known as 4-Cs; collaboration, communication, critical thinking, and creativity as well as digital literacy. On the other hand, there are some questions and concerns being echoed around the matter of balancing pedagogy and technology on the grammar learning content for university level students. This article is a part of developmental research that focuses on an analysis of the principles and features of mobile technology support tools for learning English grammar in higher education. A questionnaire using online Google form is administered to the 79 students to see their perspective on learning grammar in 21stcentury mode. Further, the data are gathered in qualitative-descriptive method to find the appropriate criteria. This study meets a basic model preference to build a MALL-Based educational app that can support English grammar learning in Universitas Negeri Padang. It can be concluded that the MALL for grammar should cover all teaching-learning elements like sources and assessments. ]]>
<![CDATA[Students' Challenges in Writing Personal Letter ]]>
<![CDATA[Yelvi Rahmadani]]>;
<![CDATA[Nora Fudhla]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i2.117306
<![CDATA[The Corona Virus Disease (Covid-19) pandemic has spread all over the world including Indonesia. There are many aspects affected by this virus, one of which is educational activities. Education in Indonesia has a big change caused by this virus. Schools or educational facilities have to close to prevent the spread of this virus. So that, the students cannot come to classroom and they have to run online learning. This research aimed to find out the challenges faced by eleventh grade students of SMA Pertiwi 1 Padang in writing personal letter during online learning. This research is a descriptive research. The samples of this research were 157 students of eleventh grade students of SMA Pertiwi 1 Padang, where the samples were selected by using proportional random sampling technique. The technique of data collection was using questionnaire. The students were given 24 questions related to process of writing, aspects of writing, gen eric structure of personal letter and language features of personal letter to find out their challenges in writing personal letter during online learning. The result showed that mostly the students have challenges in writing personal letter during online learning. It can be proved from the result of this study where the mean score of process indicator was 2.72, the mean score of aspect of writing indicator was 2.78, the mean score of generic structure of personal letter was 2.65 and the mean score of language features of personal letter was 2.75. The highest mean score was 2.78 in the aspect of writing, which was in the difficult category. So, the students’ challenges in writing personal letter during online learning were in difficult category. ]]>
<![CDATA[An Analysis of Students’ Ability in Writing Recount Text at the Tenth Grade Students’ ]]>
<![CDATA[Jenap Akdwi Fisya]]>;
<![CDATA[Nora Fudhla]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i4.120232
<![CDATA[The goal of this study is to understand the students' strengths and challenges with regard to linguistic elements and general structure when creating recount texts. The researcher takes a quantitative method in this study. The questionnaire and writing test were the two tools employed in this study. There were 150 students in all, 110 students participated in the questionnaire sample, and 24 students took the writing test. The sampling method used for this study's sample selection was proportional stratified random sampling with the Slovin formula.Questionnaires and writing test were used to find out the ability and difficulty that the students found in writing recount text, especially the generic structure and language features. The average percentage for the questionnaire were 64,13%. It means that the ability of the students’ was in the “Easy” level. Average scores of the student’s writing test were 65,45%. It means that the ability of the students’ were in the “Good“ level. For generic structures, it is quite difficult for students to make generic structures correctly when writing recounts, namely orientation, event, and reorientation. For language features, students have difficulty in distinguishing between nouns and pronouns. As the results, it turns out that the students' ability in writing recount texts is quite good with a “Good” scale and there are no significant difficulties faced by the student’s in SMA N 2 Gunung Talang ehen writing recount text in terms of generic structure and language features.]]>
