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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 76 Documents
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Search results for , issue "Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)" : 76 Documents clear
Not Only Language Awareness but also Cultural Awareness Required in Teaching English as a Global Language Indawan Syahri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Language use involves not only making choices about lexis, grammar, discourse structures and other language aspects, but also contexts, i.e. topics, participants, settings. The explicit knowledge, sensitivity, and perception on the language regularities, so-called language awareness is essential for the language users to understand and produce language accurately. Learners are also expected to recognize language users’ norms, belief systems and behaviors. Cultural awareness, as the knowledge of cultural differences among the first language cultures and others speakers’ cultures, is of paramount. Since the number of ‘new variants’ of English from periphery countries are increasing (Canagarajah 2002) and at the same time English has become ‘de-nationalized’ (McKay 2002) other speakers’ culture--the writer means--are cultures of inner-cycle (native) speakers, outer-cycle (L2) speakers, and extended-cycle (FL) speakers (see Kachru 1985). Intercultural awareness is vitally taught to English learners as the response to global English. 
Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners in Writing Class Fitrawati Fitrawati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

The purpose of this action research project was to help students become self-directed learners by determining what metacognitive strategies would be the most effective for a student’s specific learning styles. Students were surveyed using the Perceptual Modality Preference Survey to determine their dominant learning styles. Students were then introduced to a new metacognitive strategy each week and asked to apply the strategy to their daily learning processes. Students were then asked to reflect on which metacognitive strategies best fit their learning styles. The results were then tallied to determine which strategies were preferred within the seven learning style groups
The Sentence Pattern Approach in Teaching the English Tenses: Problems in Achieving the Communicative Goals Saunir Saun
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

The awareness of communicative teaching of English has been realized since long time ago. In Indonesia, the wish to make the communicative ability as a goal of the teaching English in our schools, both the junior high schools and senior high schools, can be traced back from the development of the school curricula from time to time. However, the ways or approaches used by many teachers seem not yet successful in making the students able to communicate. One of the possible drawbacks causing this “failure” is the inappropriate approach to teaching the English grammar, especially the tenses. This paper discusses the problems that may appear in teaching the English tenses in relation to achieving the communicative goals. The teaching of the tenses should not make the students find it difficult to use the language communicatively. The sentence pattern approach in teaching them can cause problems in achieving this goal.
English as a Treat and a Threat: Why teachers should be Aware of Critical Language Awareness Delvi Wahyuni
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Charlemagne, King of the Franks once remarked that to have another language is like to have a second soul. This remark strongly emphasizes that having a command of several languages is beneficial. For this reason, aside from the learning of the national language, foreign languages are also included in school curriculum in Indonesia. Among all of foreign languages taught at schools, it is English which attains privileged position due to its states as one of the subjects which students must pass in the national examination system known as UN along with Math, Science and Bahasa Indonesia. Its privileged position also transpires to other fields such as the job market, academic achievement, and career development. As a result, there is a growing demand for the mastery of English for it has been associated with success and higher social stand. However, aside from the benefits it boasts, this frenzy over English proficiency has a potential to be damaging to the national language and culture. It is the objective of this paper to explain the treat the English language has to offer, and the threat in store for an uncritical learning of this language. Thus, in order to maximize our exploit of English for our national interest and  to ward off the danger it poses, I propose critical language awareness as an approach in our pedagogic practice. 
Metaphor and Effective Language Learning Muh. Saeful Effendi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

The writer digests that learning foreign language is a hard effort without considering the mind participation. Text of Metaphor is something that fits right to the process of first language acquisition which makes use mind power and sometime emotionally involved. Metaphor is not only linguistic but also conceptual phenomenon. Word in language is valuable thing and dynamic which is culturally rich of meaning. When People say to their children about life “life is ocean”, it implies the work of mind, emotion, experience about culture and the sense of aesthetic.So, metaphor is something possible for any reason, particularly for learning foreign language. Metaphor can be a bridge to facilitate the abstract concept by the more concrete concept. Metaphor in literature is such embedded feature which makes sense every single word. In short, Metaphor cultivates language as the most valuable tools in conveying ideas. Moreover, understanding theory of metaphor is the fundamental aspect to lead understanding of language learning.In conclusion, metaphor in English language teaching gives opportunity for learners to optimize their strength. Metaphor is effective for learning language. Metaphor also makes learners focus on the form of language. Furthermore, metaphor helps learners to handle linguistic creativity
Model of Communicative Writing Instruction through Genre Process Approach and Peer-Review Technique in Undergraduate English Program Besral Besral
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

The current study looks at possible implementation of Genre Process Approach under Peer-Review technique to improve students’ competence in writing discussion or argumentative essays.  As the study focuses on the development of students’ language awareness, teacher’s method and techniques were explored to investigate: (a) The extend to which students’ understanding of language and rethorics get improved;  (b) Ways in which students appreciate English and its culture; and (c) Students’ ability to use English in terms of structure and vocabulary as reflected in their academic writing.  Data were collected through interview with some students soon after the process of Peer-Review, while the assessment of students’ writing products were done by two independent raters using Jacob’s (1981) criteria. It was found that students’ improvement in understanding of language and rethorics include pluralization, capitalization, present verb ‘have’, future tense, and use of past form of modal (should and must). Students appreciated English since it promises good job in the future.  Students perceived English as an interesting language that the users seem to be honest.  Peers and discussion with the lecturer gave significant impact to their oral skill, however, such activities presented a little impact to the betterment of their writing products.  The findings suggest that language awareness in the teaching and learning process of Essay Writing does not only include linguistic aspects, but also rethorical styles, attitudinal education, and metacognitive opportunties as well.  To achieve the ultimate goals of ELT, therefore, peer-review activities needs to be collaboarated with other related disciplines.

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