Articles
<![CDATA[STUDENTS’ NEED ON CREATIVE WRITING BASED – CHILDREN LITERATURE COURSE FOR EFL COLLEGE LEARNERS ]]>
<![CDATA[Leni Marlina]]>;
<![CDATA[Don Narius]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v1i02.130
<![CDATA[It is a big challenge to college language study programs in developing courses designed to equip students with the competencies that can be used to take part in the creative industries for instance creative writing. This research aims to find problems and to gather informasi needed to develop teaching-learning materials of creative writing based Children Literature course for EFL college students. This course is necessary to be developed in accordance to the need of creative writing as part of creative industry in responding the trend of world economy whish is lead to the creative industry. To develop teaching-learning materials of creative writing based Children Literature course effectively, the first research needed is to conduct students’ need analysis by using questioner. This article describes (1) students’ problems in understanding explanations of concepts and examples of Children Literature; (2) students’ responses to the importance of various topics in the course of Children Literature; (3) students problems in learning subjects of Children Literature; (4) students’ responses to the importance of diverse exercises and tasks in Children Literature; (5) students’ responses to topics related to creative writing and Children Literature; (6) students’ need to the media of learning creative writing-based Children Literature course.]]>
<![CDATA[Using Brainstorming Technique in Speaking Activity for Senior High School Students ]]>
<![CDATA[Tuti Srihandayani]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i1.102983
<![CDATA[AbstractMany EFL students tend to have difficulties in speaking practice related to a recount text, such as no interest in speaking; lack of grammar and vocabulary; lack of background knowledge and do not know how to pronounce the word; inappropriate technique in teaching and learning process. Considering such problems, an appropriate teaching technique is needed to help students improve their ability in speaking practice related to a recount text. Brainstorming technique is the technique that makes students active to convey the idea about the topic spontaneously in learning classroom. This paper aims to explain how to implement a brainstorming technique in speaking activity especially in recount text (personal recount). It also aims to encourage and motivate students’ speaking activity in front of the class. Brainstorming technique is conducted by making several groups to be four students. After that, the teacher asks the students to brain and storm the list of ideas in a small group by using mind mapping and story mapping.The students use mind mapping as an alarm word about the topic that happened in the past by finding the keyword in small group. After that, the students use story mapping to develop the word into story by creating the main idea. Finally, the students present the recount text (personal recount) in front of the class. Futhermore, brainstorming technique can be an alternative technique in speaking activity related to a recount text.Key words: Brainstorming Technique, Mind Mapping, Story Mapping, Speaking, Recount Text.]]>
<![CDATA[The Correlation between EFL' Students Listening Anxiety with Listening Motivation in Intermediate Listening Classes ]]>
<![CDATA[Sinta Chairani Hutapea]]>;
<![CDATA[Aryuliva Adnan]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.109348
<![CDATA[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. ]]>
<![CDATA[The Analysis of Listening Anxiety of Advanced Listening Class Students of English Department in Universitas Negeri Padang ]]>
<![CDATA[Amalya Shawfani]]>;
<![CDATA[Aryuliva Adnan]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.109359
<![CDATA[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.]]>
<![CDATA[USING INSTAGRAM AS A TOOL FOR ONLINE PEER-REVIEW ACTIVITY IN WRITING DESCRIPTIVE TEXT FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Jepri Bobby Sirait]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v7i1.9771
<![CDATA[This paper is purposed to explain the procedure in using Instagram for online peer-review activity toopl in writing descriptive text for senior high school students (SMA). Instagram is chosen as the media because instagram is one of social media that is recently popular among people, expecially the teenagers. Thus, instagram is developed as the tool for online peer-review activity in writing descriptive text. There are some peer-review stages that will be applied in this paper namely self-, pair and group-revising. The instagram will be used in the group-revising stage. In using instagram as the tool, the students will give their writing to an admin, and the admin will post it on the class account. Thus, other students will give their comments then. There are some advantages in using instagram as a tool for online peer-review activity in writing descriptive text. The first advantage is using this technique will motivate students in writing. Second, using instagram will give convenient and easy to use. Then, using instagram needs less paper. After that, using instagram is more flexible in time. Using instagram allows for multimedia interaction. Last, the students will take responsibility for their works.]]>
<![CDATA[An Analysis of Students’ Speaking Anxiety Faced by the EFL Freshman Students at English Department of Universitas Negeri Padang ]]>
<![CDATA[Nur Maulina Putri]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 4 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i4.106565
<![CDATA[This research was conducted to find out the type and the level of speaking anxietyfaced by the EFL freshmen students in English Language Educational Program of English Department at Universitas Negeri Padang. This descriptive research used a quantitative descriptive method. The research instruments are questionnaire and interview. The questionnaire used in this research is adapted from the Foreign Language Anxiety Scale (FLCAS) designed by Horwitz. It consists of 33 statements which have three categories as well as communication apprehension, fear of speaking test, and fear of feedback by peers and lecturer. Based on the research analysis, it was found that the level of students’ speaking anxiety is in the middle level with the percentage was 82%. It was significantly different with other levels which had 9% for low level and also 9% for high level. The types faced by the respondents were in the fear of speaking test (44%), communication apprehension (34%), and feedback by peers and lecturer (22%). The dominant type of speaking anxiety was fear of speaking test. However, after having the depth interview about their speaking anxiety, the research showed that all types ofspeaking anxiety were in the relationship. ]]>
<![CDATA[Using Buzz Group Technique in Teaching Writing Analytical Exposition Text for EFL Students at Senior High Schools ]]>
<![CDATA[Selvie Larasanti]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v8i1.103322
<![CDATA[This paper aims to explain how to teach writing analytical exposition text by using the buzz group technique. Buzz group technique is a discussion technique which consists three to six members for gathering ideas in a brief time. For implementing this technique, the EFL students will have a small discussion before the larger one to discuss a topic of analytical exposition text. They are asked to gather ideas from some diverse sources and create a new text together. Buzz group technique will be applied in collecting information stage or pre-writing stage. The students will be divided into some small groups to discuss a topic in 15-20 minutes. After that, the group’s members will select a leader, a note taker and a time keeper. However, buzz group technique is very useful to help the teacher in teaching writing. It is also helpful for the students in finding ideas at the beginning of writing activity. Moreover, it makes the students actively participate in the learning process and build a positive interaction among the students. In addition, the students will be more confident to express their points of view through the discussion. Therefore, buzz group technique can be an alternative technique for the English teachers to teach writing analytical exposition text.]]>
<![CDATA[EFL Students’ Speaking Motivation in Speaking for Informal Interaction Class at English Department UNP ]]>
<![CDATA[Vivit Tania Agnes]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v10i1.111534
<![CDATA[This study aims to determine the level of speaking motivation of EFL students. The sample of this study consisted of 31 students who had participated in the Speaking Informal Interaction class in the English Department of UNP in the 2019 academic year. This research was a survey by distributing questionnaires and the results of the questionnaire were analyzed quantitatively and descriptively. Students were given a questionnaire to find out their level of speaking motivation. The questionnaire used is the Attitude / Motivation Test Battery (AMTB). The results of this study indicate that in grades K5-19 in the course Speaking for Informal Interaction they have a high level of speaking motivation and few of them have a moderate level. None of them are at a low level of motivation. It can be concluded that this class has very high speaking motivation.]]>
<![CDATA[Correlation between EFL Students’ Speaking Anxiety and Self-Efficacy in Public Speaking Class at English Department of Universitas Negeri Padang ]]>
<![CDATA[Annisa Qurnia]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 9, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v9i3.109351
<![CDATA[This study investigated the correlation between EFL students speaking anxiety and self-efficacy. The participants of this study were 63 students of Public Speaking class at English Department of UNP in academic year 2018. Two questionnaires were administered to the students to measure the correlation between the two aspects. The questionnaires were Foreign Language Speaking Anxiety Scale and General and Academic Self-Efficacy Scale. The results show that there is positive correlation between EFL students’ speaking anxiety and self-efficacy. The correlation between the two aspects are low, significant, and in the same direction. Students’ speaking anxiety and self-efficacy stand in the medium level. They are not high and also not low. Based on gender, there is no significant differences between female and male speaking anxiety. And, the female and male’s speaking self-efficacy also do not have significant differences. Key words: Speaking, Speaking Anxiety, Speaking Self-Efficacy]]>
<![CDATA[TEACHING NARRATIVE READING TEXT BY USING VERY IMPORTANT POINT (VIP) STRATEGY TO SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Aulia Sari Rusdi]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ Journal of English Language Teaching Vol 6, No 1 (2017): Serie D ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v6i1.9658
<![CDATA[Reading (membaca) merupakan salah satu keterampilan bahasa yang perlu dikembangkan pada berbagai jenis pendidikan agar siswa mampu memahami isi bacaan dengan baik. Teks naratif adalah salah satu teks yang harus diajarkan pada siswa menengah atas. Namun, kenyataan dilapangan masih banyak siswa mengalami kesulitan dalam memahami teks naratif. Hal ini disebabkan oleh beberapa faktor seperti strategi yang digunakan siswa dalam membaca teks naratif kurang efektif, kurangnya kosa kata yang dimiliki siswa, teks yang diberikan oleh guru kurang menarik perhatian siswa, dan kesulitan siswa dalam mengembangkan pengetahuan dasar yang mereka miliki. Dikarenakan oleh beberapa hal ini, penulis tertarik untuk mengangkat dan mengajukan Very Important Point (VIP) sebagai salah satu strategi yang dapat meningkatkan pemahaman siswa dalam membaca khususnya teks naratif. Dalam penerapan strategi ini, guru memberikan sebuah teks dan sticky note sebanyak enam potongan. Kemudian siswa diminta membaca teks dan menandai hal-hal penting seperti ide pokok dan kalimat pendukung dengan menggunakan sticky note yang telah disediakan guru. Setelah selesai, guru kemudian akan meminta siswa untuk membuat tabel pada buku catatan mereka dan menuliskan apa poin-poin penting yang mereka pilih dan menuliskan alasan mereka atas pilihan tersebut. Pada tahap akhir, siswa akan duduk berkelompok dan mengemukakan pendapat dan alasan mereka terhadap poin-poin penting yang mereka pilih dan guru akan membimbing siswa selama diskusi berlangsung. Kemudian guru akan memberikan siswa beberapa soal pertanyaan terkait dengan teks bacaan. Siswa diharapkan mampu menjawab soal pertanyaan dengan benar dengan adanya bantuan sticky note yang memudahkan siswa untuk melihat poin-poin penting pada teks bacaan. Strategi ini diharapkan mampu meningkatkan kemampuan siswa dalam memahami isi teks terutama teks naratif secara lebih mendalam.]]>
