Articles

USING AESOP'S FABLE TO TEACH READING COMPREHENSION OF NARRATIVE TEXT AT JUNIOR HIGH SCHOOL Sari, Della Puspita; Jufri, Jufri
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

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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.
TEACHING READING COMPREHENSION OF NARRATIVE TEXT BY USING “STORY RE-ENACTMENT” TECHNIQUE AT SENIOR HIGH SCHOOL Yusismi, Yusismi; Jufri, Jufri
Journal of English Language Teaching Vol 6, No 1 (2017): Serie B
Publisher : Universitas Negeri Padang

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Dalam memahami teks naratif siswa sering mendapatkan kesulitan, diantaranya kurangnya kosa kata yang mereka miliki sehingga mereka tidak bias memahami teks naratif dengan cepat mudah. Selanjutnya, teknik yang digunakan guru tidak menarik bagi siswa yang mengakibatkan rendahnya minat siswa dalam kegiatan membaca. Untuk mengatasi masalah tersebut, salah satu cara melalui Story Re-enactment. Makalah ini bertujuan untuk mengetahui sejauh mana Story Re-enactment berdampak pada pemahamn siswa terhadap teks naratif. Story Re-enactment adalah sebuah teknik untuk mendorong siswa agar lebih memahami teks yang mereka baca atau yang mereka dengarkan. Story Re-enactment ini dapat dilakukan dalam bentuk grup atau pasangan untuk mendiskusikan teks terlebih dahulu lalu dipraktekkan sesuai dengan langkah-langkah yang ada dalam Story Re-enactment. Langkah pertama adalah guru memberikan teks naratif kepada siswa, lalu bacakan teks naratif kepada siswa atau siswa baca sendiri teks tersebut. Langkah kedua, Siswa menceritakan kembali teks naratif berdasarkan pemahaman mereka sesuai dengan alur cerita dan menyiapkan alat-alat atau perlengkapan sebelum menampilkan kembali cerita (teks naratif). Langkah ketiga, guru menyediakan teks naratif untuk siswa dan siswa membuat alat-alat atau perlengkapan dari teks naratif yang diberikan guru. Langkah keempat, siswa menghiasi ala-alat atau perlengkapan yang dibuat sebelumnya untuk lebih mudah memahami jalannya cerita. Langkah kelima, siswa menggunakan alat-alat atau perlengkapan untuk menampilkan kembali cerita. Langkah terakhir, guru menilai penampilan siswa dengan cara mendengarkan cerita yang ditampilkan siswa, apakah siswa masih menggunakan bahasa buku atau kosa kata mereka sendiri.
AN ANALYSIS OF STUDENTS' ABILITY TO ANSWER READING QUESTIONS WITH HOTS Mahfuzah, Afifatul; Jufri, Jufri; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

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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.
USING EXPERIENCE TEXT RELATIONSHIP (ETR) IN TEACHING READING RECOUNT TEXT TO SENIOR HIGH SCHOOLS’ STUDENT Triani, Fedlysya; Jufri, Jufri
Journal of English Language Teaching Vol 7, No 4 (2018)
Publisher : Universitas Negeri Padang

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Abstract Triani, Fedlysya. (2018). Using Experience Text Relationship (ETR)  to teach Reading Recount Text to Senior High Schools? Student.This paper discusses about using experience text relationship (ETR) in teaching reading recount text to senior high schools? student. Based on writer observation, many students had low ability in reading. This problem comes from both teacher?s side and students? side. The teacher can use Experience Text Relationship (ETR) method in teaching and learning process. ETR is a method that works by connecting the student's experience with the text that will be studied. In order to teach reading recount text by using ETR method, the writer uses three steps of teaching. This can be called conventional method where the teaching and learning process is distributed by pre- reading at experience stage, whilst-reading at text stage, and post reading at relationship stage. It would help the students in improving their reading ability. thus, both teacher and students would not get bored when teaching and learning process.Key words: Reading, Recount Text, Experience Text Relationship
THE EFFECT OF USING PEER-ASSISTED LEARNING STRATEGY TOWARD STUDENTS’ READING COMPREHENSION AT SMKN 1 TANJUNG RAYA Utama, Rama Wahyu; Jufri, Jufri
Journal of English Language Teaching Vol 8, No 2 (2019)
Publisher : Universitas Negeri Padang

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This is quasi experimental research by using quantitative approach which is aimed to investigate the effect of using PALS toward reading comprehension.  The writer used test in form of multiple choice to collect the data. The population of the research was 55 students of the tenth grade students at SMKN 1 Tanjung Raya and the sample was X TITL 1(25 students) as control grup  and X TKJ 1(30 students) as experimental class with PALS. To determine the sample, the writer used cluster sampling. In order to analyze the data, the writer used the normality test by using Liliefors test and tested the homogeneity of the data by using f test. The writer used z test formula to test the hypothesis and consulted its result with the z table with a = 0.05. The result of this research showed that the hypothesis was accepted. It showed that Tobtained > Ttable or 2.14 > 1.645. So, the reading comprehension of the students who were taught with PALS better than the students who were taught without PALS. 
USING PARTNER PREDICTION STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT SENIOR HIGH SCHOOL Handani, Yelci Elvi; Jufri, Jufri
Journal of English Language Teaching Vol 6, No 1 (2017): Serie B
Publisher : Universitas Negeri Padang

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Membaca dalam bahasa Inggris merupakan kegiatan yang membosankan bagi siswa. Padahal, membaca adalah salah satu keterampilan bahasa dalam kurikulum pendidikan pada tingkat Sekolah Menengah Atas (SMA). Maka pentingnya penerapan strategi pembelajaran yang tepat dalam pengajaran membaca untuk membuat proses pengajaran dikelas menjadi aktif dan komunikatif tidak hanya bagi guru tapi juga bagi siswa. Salah satu strategi yang dapat digunakan guru dalam meningkatkan pemahaman siswa dalam membaca yaitu Partner Prediction Strategy. Partner Prediction adalah strategi pembelajaran dimana siswa berkerjasama dengan pasangannya memprediksi apa kejadian, isi cerita atau cerita selanjutnya dalam sebuah topic atau cerita. Strategi ini mampu meningkatkan pemahaman membaca siswa pada Sekolah Menengah Pertama. Strategi ini dapat mempermudah guru untuk meningkatkan motivasi dan keinginan siswa dalam membaca. Disamping itu siswa dapat menyampaikan dan bertukar informasi tentang apa yang mereka ketahui dengan pasangannya mengenai teks yang mereka baca. Strategi ini juga mempermudah siswa dalam mengerjakan tugas dengan cara berkelompok dan membuat siswa lebih aktif dan bersemangat dalam mengerjakan tugas. Penulis mengharapkan Partner Prediction Strategy bias menjadi panduan bagi guru bahasa Inggris dalam mengajar membaca dalam meningkatkan pemahaman siswa dalam membaca.
AN ANALYSIS OF TEACHERS' PERCEPTION TOWARD SCAFFOLDING MODEL IN TEACHING READING AT SENIOR HIGH SCHOOL IN PADANG Fahlista, Ajnia; Jufri, Jufri
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

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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
THE ANALSIS OF SECOND YEAR STUDENTS’ ABILITY IN USING SCANNING TECHNIQUE IN READING AT ENGLISH DEPARTMENT OF UNIVERSITA NEGERI PADANG Sari, Annisa Iman; Jufri, Jufri; Fitrawati, Fitrawati
Journal of English Language Teaching Vol 7, No 1 (2018)
Publisher : Universitas Negeri Padang

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This research is aimed to analyze students? ability in using scanning techniques in reading text at second year of English Department students at Universitas Negeri Padang. The population of this research was whole population of K2-16 class of English Department. The instrument of the research was reading test consist of eight texts by using scanning technique. Students were asked to answer 30 reading questions within the predetermined time in each text which had been calculated with Word per Minute (WPM) formula. The result of the data analysis shows; the average score of students in identifying statistic/amount/quality is quite good, the average score of students in identifying date/time is good, the average score of students in identifying definition is very good, the average score of students in identifying reason/cause is poor, in identifying name/place is poor, in identifying location/position is more than enough, the average score of students in identifying characteristic is enough, and the average score of students in identifying process is poor. Moreover, the students? average score for the whole reading test was more than enough.
USING ELC STUDY ZONE WEBSITE IN TEACHING READING AT SENIOR HIGH SCHOOL Fariq, Roysan; Jufri, Jufri
Journal of English Language Teaching Vol 7, No 3 (2018)
Publisher : Universitas Negeri Padang

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 This paper describes the use of ELC Study Zone Website in teaching reading. The purpose of this paper is explaining how to use ELC Study Zone Website in increasing the ability and motivation of senior high school students in teaching reading. The main problem that students faces get diffulties in teaching reading low motivation of students in learning reading. As a teacher, they have to find some strategies or activities to solve this problem. One of the activities is using ELC Study Zone Website. ELC Study Zone Website is an educational website which serves a lot of materials, resources for English language such as, topics, reading text, interactive exercise, and some videos and audio to support in learning. It could make the students more understand, because all of the materials come from the native speaker. By the warm situations that have been created when using ELC Study Zone Website in teaching reading, the students could remove their shyness in reading and will be motivated to read in the learning process. 
AN ANALYSIS OF STUDENTS’ PERCEPTION TOWARDS SCAFFOLDING MODEL IN READING AT THE FIRST GRADE STUDENTS OF SMAN 7 PADANG Adrian, Merry; Jufri, Jufri
Journal of English Language Teaching Vol 8, No 1 (2019)
Publisher : Universitas Negeri Padang

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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.