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Journal : International Conference on Languages and Arts

Appraisals in Students’ Hortatory Exposition Essays Refnaldi Refnaldi
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

This paper aims at describing how appraisals are used by the writer in using the language components for the purpose of developing discussion texts. The focus of the analysis is how the three appraisal sub-systems—attitude, engagement, and graduation—are taught to students. Attitude itself will be further divided into affect, judgment, and appreciation. Engagement is also classified into two, mono-gloss and hetero-gloss. Graduation is, furthermore, subcategorized into force (gradable) and focus (non-graded). Moreover, the functions performed by appraisals used are classified into three positioning, attitudinal positioning, dialogistic positioning, and intertextual positioning.
THE PROCESS-GENRE BASED MODEL FOR TEACHING ESSAY WRITING Refnaldi Refnaldi
International Conference on Languages and Arts Proceeding of the 2nd ISLA 2013
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

The appropriate learning models are necessary to improve students' skills in writing a short essay writing in English. This paper aims to introduce a model of learning to write an essay in English based on process - genre approach. In particular, this paper discusses the six existing models of learning to write, the existing process-genre based models, and the learning model developed by the author. The Learning model developed here consists of five main phases, namely context exploration, modeling and reinforcement, collaborative writing activities, independent writing activities, and linking related texts. The third and fourth stages are also composed of four supporting activities, i.e. planning, drafting, revising, and rewriting.Key words: teaching writing, genre, model 
DIAGNOSING THE NEEDS FOR ENGLISH AT VOCATIONAL SCHOOLS: REDESIGN THE CURRICULUM 2013? Kusni Kusni; Syamwil Syamwil; Refnaldi Refnaldi
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

This paper aims at exposing a research finding on critical thoughts of English for vocational school students in 2013 curriculum viewed from the theories of the English for specific purposes (ESP) in which needs analysis should be the basis. The designers of Curriculum 2013 of English seem to neglect that the main objective of the subject by paralleling English for senior high schools with that of the vocational schools. To scientificly prove it, in this research I did needs analysis in two study programs from three different vocational schools, Engineering and Accounting, involving 60 students. Students were given questionnaire, but other respondents were interviewed. The findings of this research mainly show that English subject for the vocational schools was presently an English for general purposes (EGP), not ESP. On the other hand, students of vocational school needs English based on the result of need analysis. Since it is clearly stated by the law that vocational school students should be prepared to enter directly to job markets appropriate to their study program, English for the students should be ESP in which its purposes and materials should be in line to their study program and specialties known through careful and systematic needs analysis. Thus, the findings imply that English for vocational school students should be carefully redesigned and reconsidered before it is widely used all over the nation.   Key words: Needs analysis,  English for specific purposes, 2013 curriculum