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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
INSERTIONAL CODE MIXING BY THE ENGLISH DEPARTMENT STUDENTS IN PUTERA BATAM UNIVERSITY Nurma Dhona Handayani; Robby Satria
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This research discusses the types of code-mixing based on the characteristics of insertion. Mixing of the language is the insertion of a word or phrase of one language to other language where one language as a base or matrix language. A person who has mixed is if he or she uses a word or phrase from another language. Otherwise, the phenomenon of mixing occurs, if a person uses one clause which has the grammatical structure of one language and after that, it is constructed based on the grammar of another. The phenomena of code-mixing can also occur in English students’ communication. Therefore, this research aims to find out what are the characteristics of code-mixing insertion found in the utterances of English Department students in Putera Batam University. Data were collected by using a non-participant observation, recording techniques and transcription. Analysis of the data refers to the Musyken’s code-mixing typology toward the utterances between Indonesian and English.  After analyzing the data, there are two insertional code mixing found, single constituent and morphological integration. Single constituent occurs dominantly because the habit of the student in replacing some of words in English into Bahasa Indonesia. Morphological integration happens when the students tend to add affixation into some words in English thus the possibility of insertion created frequently. Key words: Code mixing, single constituent, morphological integration.
AROUSING STUDENTS’ PATRIOTISM BY ASSESSING THE SPEAKING MATERIALS THROUGH SCAS MODEL Hayati Syafri; Sendu Ardila
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Nowadays, the patriotism in the students’ life has started to vanish. Futhermore, some experts say that it happens because of the influence of globalization that detract their identities and love to their country. Besides, there are many students who idolized the figures out of their country. Sadly, they do not attentive with their local prominent figures who have amazing character, good morality and many accomplishment. Due to the degragation and scraping the patriotism of the students, the writers did the materials development for students in IAIN Bukittinggi by using the PIE (Planning, Implementing and Evaluating) to insert the biography of the  prominent figures in the  speaking material. It is supported by Socio-Cultural Affective Strategies (SCAS) model which considering the social, affective, and culture with multi-dimensional of speaking material by the used of video call with native speaker that can influence patriotism of the students. From that SCAS model, the researchers do assessing to see how far the modul gives the contribution to improve students patriotism. Briefly, this developing material effectively help the students to counteract them from indeterminate as the effect of globalization that furnish the insight of the students about interculturality. Keywords: Assessing Speaking Materials, SCAS-Model
THE DYNAMICS OF EFL TEACHING IN INDONESIA: BE INNOVATIVE TEACHERS THROUGH SOCIAL MEDIA Rita Inderawati
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Technology is being used in the 21st century where teaching and learning occurs. It becomes the key component of a sophisticated classroom; nevertheless, technology is nothing in the teaching and learning without being touched and used by teacher and students.  It such a cyclical process where the teacher and the students are constantly being dynamics, to shift and change over time. Technology has a broad meaning. Making use of LCD and laptop as a favorite device for teaching is also technology. Do these tools create dynamic teachers? English language teaching entails more devices. This globalization era introduces students with internet-based activity. Having a hand phone at hand, students are able to interact with others through internet connection. They recognize kinds of social media and they have the accounts as well. This paper elaborates how Facebook group and its features become a comfortable place for teacher and students to interact dynamically by writing, reading, and giving feedback. Key words: technology, dynamic EFL, innovative teachers, social media.
UTILIZING FIACS FOR EXCALATING CLASSROOM INTERACTION AS TEACHING INOVATION Syahriyani Fitri; Hayati Syafri
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This paper present and analises utilizing of FIACS to decipher the students’ passive problem in classroom interaction which was done by the teacher and nineth grade students of SMP N 1 Sungai Pua. This paper used qualitative descriptive method with observation. FIACS as an observational system, it captures the verbal behaviour of teachers and students. The role of FIACS is  finding out the students’ passive problem in classromm interaction as teaching inovation. There are ten categories to clasify classroom verbal interaction. Those categories devided into three aspects. They are teacher talk, students talk, and silence. One of categories in FIACS is praises and encourages. The actions in praises are giving reward in order to confirming that the students answer is correct, and giving some statement like good, very good, excelent, ect. On the other hand the actions of encourages are giving the positive reinforcement to construct the students’ convident in classroom interaction. this category is applying as teaching inovation to escalating the students initiation in classroom interaction. Keywords : classroom interaction, FIACS.
THE EFFECT OF CLUSTERING TECHNIQUE AND MOTIVATION TOWARD STUDENTS’ SKILL IN WRITING A RECOUNT PARAGRAPH AT GRADE X OF SMAN 1 BATANG ANAI Marjenny Marjenny
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This research is aimed to know whether the use of clustering technique and motivation can give significant effect toward students’ skill in writing a recount paragraph at the tenth grade of SMAN 1 Batang Anai. The research was an experimental research with 2x2 factorial design. The instruments of the research were  writing test and motivation questionnaire. The data were analyzed by using t-test and two ways anova. The result shows that (1) clustering technique gave significant effect toward students’ writing skill in recount paragraph as it was compared to conventional technique that was usually used by the teacher in teaching writing. It was proved by the result of the test which showed that tobserved was 2.45 higher than ttable  which was 1.70, (2) high motivated students who were taught by using clustering technique had better writing skill than those who were taught by using conventional technique, (3) low motivated students who were taught by using clustering technique had better writing skill than those who were taught by using conventional technique, and (4) there was no interaction between both techniques and students’ motivation toward students’ writing skill in writing recount paragraph where Fobserved was 0.150 which was less than Ftable  (4.02.). Based on the result above, it is suggested to English teachers at SMA level to apply this clustering technique as an alternative technique in teaching writing in English. Keywords: clustering technique, motivation, writing recount paragraph, recount text.
SCORING RUBRIC AS THE AUTHENTIC ASSESSMENT USING BY THE ENGLISH TEACHERS TO RUN THE NATIONAL CURRICULUM IN SOUTH SUMATERA, INDONESIA Elsina Sihombing
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

One main point on K-13 curriculum that makes it differs from others is its measurement standard, using authentic assessment. Authentic assessment recommends Contextual Teaching and Learning (CTL) as one of the methods of learning at schools. The result of her research is remaining that authentic assessment indicates the measurement of the learners learning with the competence based in doing something related to the themes they learned. The power of competence is not on the knowledge they have mastered but on the learners’ ability to present along the process, demonstrate, or doing something instead, as the result of the knowledge essence they have, meaningful and is needed around the environment. Language authentic assessment emphasizing on the language production ability more than theory only (linguistics competence) in daily communication to meet various needs of the students. Since most of the teachers especially in Lubuklinggau South Sumatera are still unfamiliar with authentic assessment, therefore, it is important to familiarize them. Since there are many teachers who do not understand, do not know what to score up from the students learning in authentic assessment, the researcher thinks that it is important to release such a vagueness and un-certainty because it is also one of the ways of how to save Indonesia Education heading toward the upgraded and the best education. To do that, the researcher presents a contribution bridging them and the Government, as well, by producing a guide-book of authentic assessment focusing on scoring rubric, as the product of the this research.Keywords :  Scoring rubric, Authentic Assessment, National curriculum
THE EFFECT OF USING SCROL STRATEGY TOWARD STUDENTS’ READING COMPREHENSION ON HORTATORY EXPOSITION TEXT AT THE ELEVENTH GRADE OF SMAN 1 CANDUANG Putri Helmina; Melyann Melani
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This research was aimed at identifying the effect of using SCROL (Survey, Connection, read, Outline, Look Back) strategy toward students’ reading comprehension on hortatory exposition text. Since hortatory exposition is a type of text that influence reader to do something or act in certain way, a profound understanding of the text is something that the students should possessed. SCROL provides procedures that help students to achieve good comprehension. This researcher used a quasi-experimental design by using the pretest-posttest control group design with purposive sampling technique. The pre-test and post-test scores of the experiment class, indicate that the t-obtained (5.44) is higher than the t-table (1.68488) with degree of freedom (df) = 39 and (α) = 0.05. Therefore, alternative hypothesis (Ha) is accepted and it means that there is significant effect of SCROL strategy toward the students’ reading comprehension on hortatory exposition text. The calculation of post-test both classes indicated that the t-o is (2.82) which is higher than the t-table (2, 02439), with degree of freedom 20 + 20 – 2 = 39 and (α) = 0,025. Thus, the alternative hypothesis (Ha) was accepted and it means that there is significant difference between using SCROL strategy and common strategy. Finally, t-obtained both of classes is (2.82) which is higher than t-table (1.68488) with (α) = 0. 05. Therefore, the alternative hypothesis (Ha) is accepted and it means that SCROL strategy is better than common strategy in teaching reading comprehension on hortatory exposition text. Key Words: SCROL Strategy, Reading Comprehension, Hortatory Exposition
ISSUES IN DESIGNING INSTRUMENT FOR AFFECTIVE ASSESSMENT BASED ON SCIENTIFIC APPROACH: ENGLISH TEACHERS’ REFLECTION Ira Maisarah
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

This research was describing the issues in designing instrument for affective assessment based on scientific approach. It is a reflection of English teachers in assessing the students’ affective in English language teaching. In English language teaching, an English teacher is not only forced to assess the students’ competence on language, but also their affective. Good affective is believed can support the students’ successfulness in learning. That’s why, the English teacher must assess the students’ affective frequently and continuously as an attempt to gain the progresses and the changes of students’ affective during the learning process. But, the English teachers have some problems in designing instrument for affective assessment based on scientific approach. So, it’s become the main issue in doing the evaluation for English classroom. For that reason, the researcher used qualitative method by giving depth interview with the English teachers in Junior High School in order to point out the issues. Moreover, it’s found that: (1) the instrument used by English teachers in assessing affective was still general, not based on phases in the scientific approach; (2) the indicator for scoring affective could not define the specific description for each type of affective; (3) the English teachers focused on one attitude to be assessed; and (4) the instrument used in assessing affective was a blank paper without any instruction, explanation, or table for noting the students’ scores. Finally, it is hoped that the English teachers can develop the instrument based on subject and approach used in English language teaching. Key words/phrases:  Issue, Instrument, Affective Assessment, Scientific Approach, Teachers’ Reflection
AN ANALYSIS OF THE AFFECTIVE STRATEGIES USED BY STUDENTS IN SPEAKING PERFORMANCE Adri Efriyandi
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

Speaking performance can be considered as activity of speaking in more formal setting such as speech and presentation. Speaker is expected to have positive attitude and confidence during the performance. Unfortunately, speaking can be so challenging due to problems that related to affective factors. Common affective problems in speaking in front of audience are anxiety and low-self esteem. When speakers are anxious, the symptom such nervousness, sweaty, and having bodily tense up, can inhibit them in having a good performance. Anxiety is stemmed from false belief about what audience may think about the performance, so the speaker experience fear. Low-self esteem relates to bad opinion and value that speakers put on themselves about their competence. One of the cause of low-self esteem is comparing oneself to another person. The act of comparing end with the bad feeling lack and inferior to other person. To combat low affective factors, there is affective strategy which can be applied before or during performance. this strategy can be divide as lowering anxiety, encouraging yourself, taking emotional temperature, and enhancing self-esteem. The use of affective strategy is expected to control speaker’s emotion in balance or even more positive during speaking performance. with applying affective strategy, speaker can be more relaxed and enjoy speaking. thus, this strategy is a solution for dealing with negative emotion that may occure in speaking. Keywords: Affective, performance, anxity, self-esteem

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