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INDONESIA
English Language Teaching and Research
Published by Universitas Negeri Padang
ISSN : -     EISSN : 26141108     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 29 Documents
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Search results for , issue "Vol 1, No 1 (2017)" : 29 Documents clear
THE USE OF TEACHER TALK IN TEACHING ENGLISH LANGUAGE AT SMP N 8 SUNGAI PENUH Seprita Sari; Ratmanida Ratmanida
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Teaching is commonly defined as a process to transfer knowledge or information to the students. In transfering the knowledge, building communication with students is important for the teachers. The sentences that are used by the teachers can be medium of the students to achieve course objectives in learning English language. This study is conducted to find out the types of teacher talk are used by English teacher in teaching English language at SMP N 8 Sungai Penuh. It was conducted by using descriptive research. The participants in this study were English teachers who teach English and the students who learn English at SMP N 8 Sungai Penuh. The findings reveal that the teachers used referential question, display question, content feedback, Initiation Respond and Feedback sequence, student initiated to talk during teaching and learning English process occured. Key words: English teacher, teacher talk, teaching English language.
THE ANALYSIS OF CODE MIXING ON STUDENTS’ FACEBOOK: A STUDY ON FACEBOOK STATUS AND COMMENTS OF THE SIXTH SEMESTER STUDENTS TBI IAIN PADANGSIDIMPUAN Laila Safitri; Eka Sustri Harida; Hamka Hamka
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

The aim of this research was to find code mixing on students’ facebook that posted on facebook status and comments of the sixth semester TBI IAIN Padangsidimpuan. The facebook users often mixed their language with another language in status and comments on facebook. The objectives of this research were to find out of the use of code mixing, types of code mixing and students reasons in using code mixing on facebook status and comments in English Education Program at TBI-1 Sixth Semester. To answer the objectives of the research, the researcher used descriptive qualitative method. The results of the data analysis showed three types of code mixing suggested by Muysken such as insertion, alternation and congruent lexicalization, appeared in Facebook. There were amounts of code mixing that had been done by facebook user or sixth semester students TBI-1 were 71 for insertion, 9 times for alternation and 3 for congruent lexicalization. So, the total of code mixing that had been done by them was 83 times. Insertion code mixing was more often use than alternation and congruent lexicalization code mixing in facebook users status and comments posted. It could be seen from this percentages, they used 3.61 % insertion, while alternation 85.54% and 10.85% congruent lexicalization. So, the facebook users were dominantly used insertion than alternation and congruent lexicalization. Moreover, the reasons of doing the codes were so varieties, such as would improve their language, mixing some language was unique, could not say and forgot the word, live in bilingual environment, to make emphasize, funny, joke, and applying new words on facebook status and comments. Keywords: Code Mixing, Facebook, Status, Comments 
THE EFFECT OF “ANTICIPATION GUIDE STRATEGY” AND STUDENTS’ READING INTEREST ON STUDENTS’ READING COMPREHENSION AT GRADE XII OF SMKN 1 PARIAMAN. Darvius Antoni
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This research was conducted to find out the effect of Anticipation Guide strategy and students’ reading interest on students’ reading comprehension of procedure Text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the twelfth grade of SMKN 1 Pariaman, 2014/2015 academic year. Reading Comprehension test and reading interest questionnaire were used as research instruments. Then, the data were analyzed using t-test formula and Two Ways ANOVA. The result of this research shows that (1) students who were taught by using Anticipation Guide Strategy had better reading comprehension of procedure text than those who were taught by Small Group Discussion. It was proven by the result of the t-test which showed that tobserved was bigger than ttable, (2) students who had high reading interest taught by Anticipation Guide Strategy had better reading comprehension of procedure text than those who were taught by Small Group Discussion,(3) students who had low reading interest taught by Anticipation Guide Strategy had better reading comprehension of procedure text than those who were taught by Small Group Discussion, and (4) there was no interaction between both strategies and students reading interest toward students’ reading comprehension where F-observed was 0,53 which less than F-table 4,15. As conclusion, Anticipation Guide Strategy had a significant result on students’ reading comprehension than Small-Group Discussion and there was no interaction between teaching strategies and reading interest on students’ reading comprehension. Key words/phrases: Anticipation Guide, Reading Interest, Reading Comprehension
ECAFE AS AN ACTIVE LEARNING TO ENHANCE STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH Refnita Refnita
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

ECAFE (English Communication Activity for Fun and Enjoyable) Learning is a program which was designed to make students actively use English. Through ECAFE Learning, students practiced English through communicative activities. The activities in ECAFE Learning were designed to engage the students to speak in an enjoyable learning process. This program was designed by the West Sumatera Education Department by involving lecturers, teachers and practitioners of education to design the curriculum of ECAFE Learning. Eventhough this program is focus on speaking and listening skills, but reading and writing are also integrated in it. This program was previously proposed to be used for extracurricular activity but later the writer applied it in her regular teaching process in SMAN 3 Padang. The teaching process using ECAFE was designed to suit the curriculum. The teacher had to see the materials and designed the strategies to engage students in learning. There are many techniques that have been applied in ECAFE Learning such as Finding Lost Person, Being an Illustrator, Running Dictation, Strip Line, Selling Product, Mingle, Talk Show and TV program. After implementing ECAFE learning in the classrooms, it showed that the students are active in learning process and engaged in learning English. Moreover, ECAFE also improve students’ ability in speaking as well as increase their self confidence to speak English. Key words: ECAFE, Active Learning, Students’ engagement
ENGLISH TEACHER TALK AT SENIOR HIGH SCHOOL NO 1 PAYAKUMBUH Murekson Murekson
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This paper contains partial result of a research. The purpose of the research was to describe the teacher talk of English teacher of SMAN 1 Payakumbuh.  Teacher talk plays an important role in teaching learning English. Through teacher talk the classroom interaction is made. Unfortunately not all teachers pay attention closely to their talk. Too much teacher talking time automatically decrease the students talking time, therefore, limiting students’ opportunity to participate in class. However, The interactional feature of the talk is also crucial. These interactional features define the classroom mode of the teaching. The purposes of this research were to find (1) the interactional features of the teacher talk and (2) the classroom modes of the English teaching classroom. This research was qualitative research. It was conducted at SMAN 1 Payakumbuh. The population of this research was the English teachers and four of them became the sample of this study. The data were collected by recording the teaching and learning process. Each sample was recorded twice. The recording was then transcribed and analyzed by using SETT framework. The finding of the research shows that; (1) some constructive interactional features emerged. However there was still some room for improvement and; (2) The classroom mode of learning  in order of generated the most were skill and system mode, managerial mode, material mode and classroom context mode. Keywords: Teacher talk, interactional features of teacher talk, effective features of teacher talk, SETT
An Assessment of Speaking Materials about Students’ Talking Etiquette by Using SCAS Model Hayati Syafri; Amanda Maharani Putri
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Many issues about the less talking etiquette of the students and the irreverence cases about the ways students do the communication in various conditions occur influenced by the multi-dimensional context. Innovation in speaking assessment is needed to fostering students‘ awareness of talking etiquette to overcome students’ issues in speaking class. It showed that the students have less speaking skill and the less knowledge about the important of talking etiquette. After all, the research aims to develop the speaking material modul and provide assessment about speaking that create new criteria; talking etiquette based on Socio-Cultural Affective Strategies (SCAS) model by inserting the target cultures in the speaking class. Interview and test are used in order to see how far the modul gives the contribution to improve students talking etiquette. Consequently, the assesment development about talking etiquette of the students for multi-dimensional context can positively give the effective result as the innovation in speaking material.Keywords: Assessment development, Talking etiquette, Multi-dimensional context, SCAS Model
LINGUISTIC FEATURES FOR A LANGUAGE LEARNING RESEARCH: The Case of Passives and Medio-Passives in English Jufrizal Jufrizal
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Conducting a research on EFL learning may be initiated by students’ problems in understanding linguistic-grammatical features of the learnt language. Therefore, students’ problems and difficulties in understanding English grammatical features can be the sources of problems of language teaching researches. This paper, which is practically derived from experiences of teaching English grammar and conducting researches in 2009 and 2012, particularly discusses how to derive the linguistic-grammatical features of English become the topic/research problem of researches on EFL learning. By using the case of passives and medio-passives of English, the discussion presented in this paper specifically is the answer for questions: (i) why do passives and medio-passives of English become academic problems for most Indonesian learners?; and (ii) how can the linguistic features of English passives and medio-passives be derived as a topic/research problem of EFL learning? The data presented in this paper are those collected through researches conducted in 2009 and 2012, and supported by others picked up during the teaching-learning processes of English Grammar subject at the English Department of Universitas Negeri Padang. The idea of this paper may give scientific information to the researchers in order to derive and to develop topics and/or research problemsof EFL learning. Key words: linguistic features, language teaching, research, passives, medio-passives
Fossilized Errors of English Morphosyntax Committed by English Graduate Students in Thesis Seminar Presentation at Universitas Negeri Padang Sri Muliati; Hermawati Syarif; Jufrizal Jufrizal
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

The paper aims at discussing the kinds of fossilized errors of morphosyntax which occur in students’ oral communication and to find out the most possible factors causing those errors. There were 10 English graduate students who held thesis seminar as the subject of the study. The data were collected from the students’ utterances during their thesis seminar presentation which were recorded and transcribed then analyzed based on the indicators predetermined. To see the truthfulness of the data, the interview was done, especially to see the factors causing fossilized errors. The results show that 8 out of 10 subjects committed fossilized error and the frequent fossilized errors were manifested in using number marking (taking singular for plural marking) in noun/noun phrase category and substitution of the simple present for the simple past tense, the use of voice, agreement and nominalization. These fossilized errors were due to the Indonesian language interference, pedagogic intervention, and lack of opportunity to use English. Based on the result, it is recommended that the lecturers pay serious attention to the language usage in preparing effective writing instructional design. Key words: Error analysis, fossilized error, morphosyntax, interference, speaking.
THE EFFECT OF REGULAR QUIZZES TOWARDS STUDENTS’ ACHIEVEMENTIN A CONTENT-BASED SUBJECT Lely Refnita
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This paper is derived from the result of an experimental research on the effect of giving weekly quizzes as a formative assessment towards students’ achievement. The research was done during the odd semester of 2016/2017 academic year at the English Department of Bung Hatta University. The sample that comprised 52 students was chosen by using total sampling technique. The one-shot case study design was considered suitable for both the type of sample and the research problem and thus applied in the study. After the treatment in the form of giving a ten-item-matching quiz at the end of every instructional meeting, the data were collected by using a posttest and then analyzed by using a t test for non-independent sample. The result of data analysis showed that the value of t-calculated was bigger than that of t-table; therefore, it can be concluded that giving regular quizzes was an effective way to improve students’ achievement. Key words: effect, quiz, achievement, content-based subject
ENGLISH CARTOON TASK TO HELP JUNIOR HIGH SCHOOL STUDENTS’ ENGLISH ACQUISITION: FOCUSING ON LISTENING AND SPEAKING Dian Eka Putri; Kartika Harda Putri
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Language acquisition is started from listening then mimicry and finally the ability to speak. Exposing students with authentic English will help them acquiring, understanding and getting the sense of English better. If the goal is to reach native-like level, being exposed to the authentic English is very important. There are several stages of language acquisition: the receptive or preproduction stage, the early production stage, the speech emergence stage, the intermediate language proficiency stage, the advanced language proficiency stage. English Cartoon Task is meant as extensive activity for the students outside of the school environment. The procedure to be folowed in giving this task: teacher picks a cartoon, teacher distributes the cartoon and task to the students, the students are given some time to watch the cartoon adn do the task, students are asked to present their task. There are several reasons of choosing English Cartoon Task to help students acquiring English. The first reason of using this activity is because it is a fun way to learn English. Second reason is that English cartoon has clear pronunciation. The third reason to use cartoon task is because it uses real life conversation. The fourth reason is because cartoon show has short duration. Several cartoons recommended : Martha Speaks, Word Girl andAdventure Time.  Keywords: Cartoon, Task, English Acquisition, Listening, Speaking.

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