English Language Teaching and Research
Prodi S2 Pendidikan Bahasa Inggris FBS Universitas Negeri Padang menggelar Konferensi Nasional Pengajaran Bahasa Inggris dan Riset bertajuk "ELTAR Conference. Konferensi ini telah dilaksanakan pertama kali pada tanggal 18-19 September 2017 di Gedung FBS Universitas Negeri Padang. Selanjutnya kegiatan ini menjadi agenda tahunan yang diselenggarakan setiap tahun. Materi seminar akan dipublikasikan dalam prosiding online ini.
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<![CDATA[THE EFFECT OF USING RECONSTRUCTION CLOZE TASKTOWARD STUDENTS’ GRAMMAR MASTERY AT IAIN BUKITTINGGI ]]>
<![CDATA[Veni Roza]]>;
<![CDATA[Rika Fitriani]]>;
<![CDATA[Jondra Nikmat]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[The research was due to some problems related to grammar teaching carried out by lecturers. The method used in teaching grammar was still deductive method, the students were lack of grammar practice in context, the average of students’ grammar test result was still unsatisfying and they were also less active in learning. The aim of the research is to find out the effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. The type of this research is a quasi-experimental research. To choose samples, the researcher usedPurposive Sampling Technique with the consideration of the same level ability that is IIA and IIB. To analyze the data, the researcher used the independent t-test by using SPSSS software. The finding reveals that there is significant effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. Based on students’ gain scores at pretest and post-test scores in the both experimental and control classes, the researcher found the score of ½ Sig. for two-tailed test for homogenous variances is .00 which is smaller than alpha (0.05). Since the score of ½ Sig. of independent sample test does not exceed alpha 0.05, alternative hypothesis (Ha) is being accepted. In conclusion, the use of Reconstruction Cloze Task in teaching grammar effectively improves students’ grammar mastery. Key words: Reconstruction Cloze Task, Grammar Mastery, Past Perfect Tense]]>
<![CDATA[THE IMPORTANCE OF ENGLISH SUBJECT IN ELEMENTARY SCHOOL CURRICULUM ]]>
<![CDATA[Marsika Sepyanda]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[The curriculum changes in Indonesia bring another problem for English subject in Elementary school. The subject can not be found in Kurikulum 2013 (K-13), while it was one of subjects stated in previous curriculum known as KTSP. It becomes current issue in education area. Some people agree that English subject should not be included as subject for Elementary School students, because it is more important for the students to learn Bahasa Indonesia as first and national language.. In other hand, some people state that it is important because English is international language that should be learnt by everyone in the world. Then, Elementary School is the right level to start introducing English as foreign language because of the students’ golden age. They will get easier to learn this subject in the next school levels. In fact, English as foreign language is very important to be learnt since early age especially for the students in Elementary School. They have to learn English in line with Bahasa Indonesia that being learnt as their first language. Elementary School students as young learners need to get English as one of subject in their school, because they have high interest in learning new things such as English that starting commonly used in daily life. So, it is important to take English as one of subject in Elementary School curriculum with several considerations. Key words/phrases: curriculum changes, young learner, elementary school, EFL]]>
<![CDATA[IMPROVING STUDENTS ABILITY IN SPEAKING DESCRIPTIVE TEXTBY USING MIND MAPPING ]]>
<![CDATA[Fitra Murni AR]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This classroom action research was conducted to see the improvement of students’ ability in speaking descriptive text by using mind mapping. The research was done at the first year 7 (X7) SMAN 3 Padang Panjang in the 2015/2016 academic year in two cycles. There were twenty nine students in this class. The data were collected through pre-test, formative test and observation. The students were led to speak descriptive text by using mind mapping and guided to speak it well. Through observation and formative test, it seemed that the students liked and enjoyed speaking descriptive text. It could be seen from their achievement improved from cycle to cycle and their test results. The improvement got was 61 % in the first cycle and 78 % in the second cycle. In conclusion, the students’ speaking ability can be improved if they know and understand what and how to speak and the use of the appropriate teaching aids is very important. One of the teaching aids that can be used to improve students’ ability in speaking descriptive text is mind mapping. It is suggested to English teachers to use mind mapping in teaching speaking descriptive text. Keywords: speaking, descriptive text, mind mapping]]>
<![CDATA[The Ability of The Fourth Semester Students in Constructing Passive Voice in Writing Explanatory Essay: A study at the English Department FBS UNP Padang ]]>
<![CDATA[Rima Yunita]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Fitrawati Fitrawati]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This study is aimed to describe the ability of the fourth semester English department students at UNP, who are registered in 2015/2016 academic year, in constructing passive voice in writing explanatory essay. This study is also aimed to find out grammatical problems in constructing passive voice. This is a descriptive quantitative research. Proportional random sampling technique was used to determine the sample. The data were collected by using writing test with four alternative topics, one of which should be chosen. Students were asked to write passive sentences in their essay. Based on the findings of the research, it was found that students’ ability in constructing passive voice is in average level. There are four common grammatical problems identified from the students’ writing, which are grammatical problems related to the use of auxiliary be (22%), the use of past participle verb (46%), the agreement of subject and auxiliary (20%), and the choice of voice that should be used to construct the sentences (12%). V1, Ving, and incorrect form of past participle verb were used to replace the use of past participle verb in students’ passive sentences. In addition, incorrect forms of auxiliary and missing auxiliary were found to be the students’ problem. It was also found that students constructed active voice for sentences that should be written in passive voice since it is the subject that must receive the action. Key words/phrases: passive voice, explanatory essay, ability]]>
<![CDATA[UTILIZING MIND MAPPING AS ASSESSMENT TOOL FOR READING COMPREHENSION ]]>
<![CDATA[Iradatul Hasanah]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[Until now, there are still many students who get difficulty in reading compehension, it is hard for them to gain the essence of information among the overlapping sentences. Therefore, the lecturer provides them strategies to handle it. Among others is mind mapping which facilitates the students in acquiring the important informations of the textbook effectively. The fact shows that mind mapping has been applied in some schools even in higher level of education which is intended to assist students in reading comprehension. However, there is too little attention in assessing it whereas mind mapping can be another alternative assessment tool for reading comprehension. By doing ongoing assessment, mind mapping can provide the lecturer with the information needed to develop appropriate lessons and improve instruction. This article explores on how the to utilize mind mapping as assessment tool rather than just as an assignment for reading comprehension. Key words: mind mapping, assessment tool, reading comprehension]]>
<![CDATA[AN ANALYSIS OF GRAMMATICAL ERRORS IN STATUS AND CHATTING AMONG ENGLISH TEACHERS THROUGH WHATSAPP MESSENGER ]]>
<![CDATA[Asri Zulbeni]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[Internet is the most well-known medium in new digital era, with the technology Web 2.0, allows people to produce a content in the internet. For example, Sosial Networking Sites (SNS) as a new path in building networks with other people allows user to interact each other through the Internet. Among social media users in Indonesia, For messenger or chat applications category of a survey done by globalwebindex.net, WhatsApp was on the first position in 2016. The current study will be aimed at identify, classify, analyze, and describe the English teacher grammatical errors during their status and daily conversation in the application, WhatsApp messenger application, in that up to this present time there is no-publicly work in Indonesia that analyze the grammatical use of EFL teachers whether they are certified or uncertified based on Indonesian teacher’s policy, in practicing English on chatting and updating status through WhatsApp. This present study will be conducted to answer one central question: How do English teachers use grammar correctly through WhatsApp messenger application? The objectives of the current study are: to identify and describe the grammatical errors of certified and uncertified English teachers made during updating status, chatting, through WhatsApp messenger and to explore information from English teachers about the grammatical errors that they made while using WhatsApp messenger application. Key words: WhatsApp messenger, English teachers, Grammatical error.]]>
<![CDATA[“ THEJAKARTAPOST” AS A DRIVING FORCE OF LITERACY TO ENHANCE STUDENTS’ ENGLISH SKILLS ]]>
<![CDATA[Yen Polisda]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This article aims at facilitating literacy empowerment for Indonesian students learning English by utilizing one of Indonesian English Newspapers, “TheJakartaPost” as a driving force of literacy. The rationale is that “TheJakartaPost” newspapers have a built-in capacity to motivate students to be literate readers due to real life contexts of Indonesia, up-to date information, and frequently used words. This, at the end, will enhance their English skills. Some research found out that the main medium used by English teachers to empower literacy is a number of books. However, a number of research reveal that Indonesian students are poor in literacy. Of course, this reaseach finding correlates to poor litaracy in English which leads to low ability in English skills. Therefore, this article discusses pedagogical reasons of using “TheJakartaPost” as a driving force of literacy and suggested teaching procedures. It is expected that English teachers use “TheJakartaPost” as one of the alternatives to help students literate for enhancing their English skills. Keywords: TheJakartaPost: Literacy; English Skills]]>
<![CDATA[THE USE OF SMARTPHONE IN DEVELOPING STUDENTS’ READING COMPREHENSION FROM PERSPECTIVE OF GENDER DIFFERENCES ]]>
<![CDATA[Mohamad Ibrahim Baliu]]>;
<![CDATA[Karmila Machmud]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This study aims to know if there is a difference of students’ reading comprehension between students taught with and without Smartphone, to investigate deeply if there also an interaction between using Smartphone toward students’ reading comprehension, to find out the difference of students’ reading comprehension between male students who use Smartphone and do not use Smartphone, to dig up any difference of students’ reading comprehension between female students who use Smartphone and do not use Smartphone. This study is an experimental study which conducted on the seventh-grade students of SMP Negeri 1 Batudaa focused on two classes. One class as the treatment class consists of 20 students and one class as the control class consists of 20 students. They were selected by purposive sampling. The method used in this research was experimental method, and the data was collected by using test. The design used in this research is factorial design 2 x2 by using ANAVA.The result of this study has shown: (1) The students’ reading comprehension that have been taught by using Smartphone is better than students’ reading comprehension which taught without using Smartphone; (2) there is an interaction between using Smartphone toward students’ reading comprehension; (3) there is a difference of students’ reading comprehension between male students who use Smartphone and do not use Smartphone; (4) there is a difference of students’ reading comprehension between female students who use Smartphone and do not use Smartphone. The applying the suitable model of teaching gave the significant influence towards students’ reading comprehension. Key words: Smartphone, Reading Comprehension, and Gender Differences]]>
<![CDATA[SMARTPHONE APPLICATION: A REVIEW OF POTENTIAL USE FOR NURSING STUDENTS ]]>
<![CDATA[Fitri Handayani]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[The advancement of Smartphone application has brought significant changes to people’s life. The Smartphone is not only used as a communication tool but also lead people to do certain activities in multiple ways. Those ways include accessing information, looking for entertainment, making photos and videos, playing games, and using specific application features. For medical students, especially nursing students, using a medical application in the Smartphone can be one of the potential ways in learning English easily. It provides them an opportunity to get some types of learning activities meaningfully. They can use of image and animation on the apps to learn basic medical English, create, share and reflect English medical materials through audio or text, and gain the information about healthcare domain. Thus, this paper gives a brief discussion of using Smartphone application in English language teaching by highlighting few samples of application and activities for nursing students. Key words: Smartphone application, nursing students, medical English]]>
<![CDATA[FISHBOWL STRATEGY : PROMOTING 4 C’S IN TEACHING SPEAKING ]]>
<![CDATA[Andri Defrioka]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[There has been a lot of talk about 21st century skills for learning which are required for progressive learning in modern and effective ways. The essence of these skills includes , Critical Thinking Communication, Collaboration, and Creativity which are often referred to as the 4Cs of learning. English teacher has to focus to improve the students’ English proficiency and the exploration of efficient ways of acquiring competence in the use of English for learning and workforce in future by implementing suitable and effective strategies in teaching. One of them is Fishbowl. It is a teaching strategy that helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the “fishbowl” circle, while students on the outside of the circle listen carefully to the ideas presented and pay attention to process,then the roles reverse. This strategy is especially useful when you want to make sure all students participate in the discussion, when you want to help students reflect on what a “good discussion” looks like, and when you need a structure for discussing controversial or difficult topics. This paper reveals an alternative strategy for implementation of 2013 curriculum in teaching speaking of English. Keywords: fishbowl strategy, , 4C’s, speaking]]>
