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<![CDATA[USING CRITICAL READING STRATEGIES; ONE WAY FOR ASSESSING STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Eka Sustri Harida]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Assessment is the evaluation for the students’ ability in one material or one subject of learning in order to know how far the students understand the material are, and it needs an authentic one to get the best result of the students’ learning. Many assessment have been done in assessing students’ reading comprehension, meanwhile not all assessment is appropriate to the students’ need. Moreover, in assessing students’ reading comprehension, an authentic assessment can be in the real world or the real context for their living and their environment. An Authentic Task is an assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges. One way to assess students’ reading comprehension can be done by using Critical Reading Strategies. It is known that the strategy help the students in comprehending the contents of the text well. By applying the strategies, the students will be more comprehend about the text. It is realized that it is difficult for the students to use it, meanwhile it is proved that it makes the students understand the text well. Thus, it can be concluded that the students’ reading comprehension can be evaluated by using Critical Reading Strategies, and it is proved that it has good result. ]]>
<![CDATA[THE EFFECT OF QUESTIONING THE AUTHOR STRATEGY (QTA) IN TEACHING READING COMPREHENSION OF NARRATIVE TEXTS VIEWED FROM READING MOTIVATION (A STUDY AT GRADE X SMAN 1 SUNGAI PENUH) ]]>
<![CDATA[Resi Silvia]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[This study aims to expiore the effect of QtA strategy in teach reading comprehension of narrative texts viewed from reading motivation. Quasi experimental with factorial design was used in this study. The study group consists of 75 students, 38 experimental and 37 control, r.vho were attending the first grade SMA N I Sungai Penuh during the second term olthe 2013/2014 school year. The data were obtained through reading comprehension of narrative texts test and reading motivation questionnaire. The data were then analysed using Lilifors test for normality. variance test for homogeneity, t-test and ANOVA for hypothesis testing. Based on reading assessment result, it was found that QtA strategy was more effective than Three-phase strategy. The score from reading test and reading motivation questionnaire showed a significant variance. High motivated students who were taught with QtA strategy had better reading comprehension than high motivated students who were taught with Three-phase strategy. In addition, low motivated students who were taught with QtA strategy had better reading comprehension than low motivated students rvho rvere taught with Three-phase strategy. The results also indicated that there was no interaction between strategies used in teaching-learning reading and students' reading motivation. This finding highlights QtA strategy as an effective way on students' reading comprehension compared to Three-phase strategy and the students have high and low motivation can improve their skill in language learning with QtA strategy. Future research is encouraged to explore QtA strategy on other kinds of texts as r.vell as larger population and sample.]]>
<![CDATA[FIVES: A RECENT STRATEGY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Eka Melati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
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<![CDATA[Reading comprehension strategies define as plans and sets of steps used by efficient readers to understand the text intentionally. Instruction of comprehension strategy helps students becoming efficient readers who select and apply multiple skills suited to a text, their level of background knowledge, and intended purpose as they construct meaning. But before that outcome can be achieved, the students must be taught useful reading skills, allowed enough time for supported practice with each and be provided with models of strategies integration across multiple texts for authentic purposes. With an effective and efficient information and suggestions available for teaching students skills, how to use them strategically for comprehension and word learning becomes essential. FIVES (Fact, Inferences, Vocabulary, Experience, Summary) strategy accomodates these high levels of competence instruction in literacy processes and content-specific knowledge and skills. This paper discusses theoretical background of FIVES strategy and how this strategy might be employed in the classroom.]]>
<![CDATA[Improving Students’ Speaking Skill of Descriptive Text by Using Three-Step Interview Technique at Grade VIII.B of SMP N 2 Sarolangun ]]>
<![CDATA[Yahfenel Evi Fussalam]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berbicara menggunakan tehnik wawancara tiga langkah. Metode penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus dan masing-masing siklus terdiri atas perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilakukan di kelas VIII.B SMPN 2 Sarolangun dan melibatkan 27 orang siswa semester satu tahun akademik 2013-2014. Temuan penelitian menunjukkan bahwa; (1) tehnik wawancara tiga langkah berhasil meningkatkan kemampuan berbicara siswa dalam teks descriptif, dan (2) perubahan pemahaman kemampuan berbicara siswa dipengaruhi oleh dua faktor, yaitu (a) faktor internal di mana kemampuan berbicara siswa berubah disebabkan oleh motivasi dan kecemasan, dan (b) faktor eksternal yang meliputi materi pembelajaran, kegiatan kelas, pengelolaan kelas dan pendekatan guru. Dapat disimpulkan bahwa penerapan tehnik wawancara tiga langkah pada pengajaran berbicara teks descriptif dapat memberikan hasil yang signifikan pada peningkatan keterampilan berbicara mereka. ]]>
<![CDATA[THE EFFECT OF APPLYING TALKING CHIPS TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN SPEAKING ABILITY ]]>
<![CDATA[Maridha Fitri]]>;
<![CDATA[Wina Viqa Sari]]>;
<![CDATA[Eliyati Eliyati]]>;
<![CDATA[Nurul Aisyah]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[The objective of this research was 1) to find out the effect of applying talking chips on students’ achievement in speaking 2) to find out the students’ difficulties of applying talking chips technique in learning speaking. The experimental research method was applied in this study. The population was the 2013/2014 first grade of SMA HARAPAN MEKAR jalan Marelan No. 77 Medan which consisted of 60 students. All of the population was taken as the sample. The students were divided into two groups, namely experimental and control group. The experimental group was taught by talking chips while control group was taught by discussion method. The instrument was used in this study was essay test. The essay test consisted of 5 items; the test was teacher-made test. The data was analyzed by using t-test formula. The findings showed t-observed= 2.45, while t-table=2.02. Based on the findings above, t-observed bigger than t-table (2.45>2.02). It means that the students who were taught by applying talking chips were better than those who were taught by discussion method. So, it can be said that alternative hypothesis (Ha) was accepted.]]>
<![CDATA[ENGLISH LEARNING STRATEGY BY APPLYING CR STRATEGY FOR ESP CLASS ]]>
<![CDATA[A. Samsu Rijal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[ESP Students of Makassar Islamic University cannot be acquired the four language skills simultaneously since they are still low vocabulary achievement. This research aimed at investigating whether the contextual redefinition (CR) strategy could improve the ESP students’ vocabulary achievement. This research was pure experimental research which carried out in the pharmacy Department of Makassar Islamic University as the one ESP class. Whereas the CR strategy was taught in the treatment group. To find out the improvement of students’ vocabulary achievement, the researcher used pre-test and post-test. Then data were analysed by using SPSS and t-test. The research result indicates, that the procedure in the application of contextual redefinition strategy can lead students to be independent learners inside and outside of the class. Their terminological knowledge improve well after they were taught contextual redefinition as available strategy to unlock the meaning of unknown words from the pharmacy literature. Statistically, the mean score for pre test is 36.7667, and the mean score for the post test is 54.1467. this means that the vocabulary teaching through contextual redefinition strategy significantly has the impact on pharmacy students’ vocabulary achievement. Since the application of this strategy the pharmacy students give positive attitude there are 73.3 % of pharmacy students who agree if the English teachers for the Pharmacy English use the strategy to improve the students’ vocabulary. The use of contextual redefinition strategy in vocabulary teaching can have the positive impact on the development of the pharmacy students’ vocabulary achievement.]]>
<![CDATA[TEACHING ENGLISH AT HIGHER EDUCATION IN INDONESIA: SEARCHING FOR USEFULNESS ]]>
<![CDATA[Ummi Rokhyati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching ]]>
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<![CDATA[Foreign language is one of compulsory subjects for every student including students at higher education to learn. English becomes the choice as a foreign language learnt in many universities in Indonesia. This is a good choice since up to now English is still an international language that is needed in global society. Higher education graduates live as members of global society and therefore are demanded to be able to communicate in English. However, if students learn it only for two credits during their time studying at universities can it meet the demand? What can the students learn from two credits of English? What should be taught? Teaching English in such situation sometimes makes the lecturers confused. Offering higher education students two credits of English is just like a formality. It is not really useful. The English teaching at higher education must be changed into one which contributes to the students’ success in the global communication using English. This paper will offer the ways how teaching English in higher education should be conducted. It will be started by discussing the policy of teaching foreign language in higher education made by the government. Then, examining the goals of teaching English and the materials taught to the students. If the usefulness is the target, a revision of teaching English to higher education students must be made.]]>
<![CDATA[CROSS CULTURE UNDERSTANNDING AS A SOURCE OF COMMUNCATION MATERIAL AT FOREIGN LANGUAGE COURSE IN MALANG RAYA ]]>
<![CDATA[Sri Hartiningsih]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Cross culture understanding is really needed for communication in this globalization area as no country denies interaction with other country. As different country, it shows different language used that has own culture so it is necessary to learn cross culture understanding in order not to have misunderstanding as proper expression in one culture may be considered contrary in another culture. Ascross culture understanding is important in communication, it is used as a source of teachingEnglish for communication that is really suitable with the needs of the students to communicate with foreigner although they are different levels of study, department as well as region. The purpose of this research are to describe the cross culture understanding used as material for teaching English for communication in language for communication and the meaning in foreign language course in Malang Raya. Descriptive qualitative research is used. As it is known the number of teachers a lot it will take purposive sampling so the subject is the teachers at foreign language course. The instruments used are interview and observation as well as questionnaire. The finding shows that cross culture understanding for communication is found for greeting and daily activity that shows its culture while the meaning is quite different among foreign languages and Indonesia. Some of them show the meaning is almost the same but the others are contradiction.]]>
<![CDATA[QQ INTERNATIONAL VIDEO CONFERENCING: CAN IT BE USED AS A TOOL TO INCREASE STUDENTS' MOTIVATION TO SPEAK? ]]>
<![CDATA[Dorsi Desongpa]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[The following paper is attempting to explore innovative ways of making the classroom experience more real by using QQ International as a connection between the classroom and the native speaker in languageleaciring. It describes how to use the QQ International in the classroom, what benefits are for the teaching and leaming language activities, and how to make it effective througir the classroom activity. The using of QQ Intemational lvill be more specialized for the videoconferencing that is provided by QQ Intemational in this paper. The videoconferencing of QQ Intemational has been conducted in PPDI (lndonesian Association of People with Disabilities) English Program. PPDI English program is held to teach English for PPDI member. Moreover, this paper describes how video conferencing of QQ Intemational give benefits and makes the classroom activity more real. By using the video conferencing of QQ International, a native speaker was invited to the classroom, the students experienccd speaking with the real native speaker in the same time through the video link in QQ International. Based on data of the interview, it was found that the students gave very positive response. By feeling the classroom more real, they like to continue video conferencing in their olvn computer. They can practice their English in everywhere, and their curiousness about the culture and the language ofEnglish can be answered by asking the native speaker through the videoconferencing of QQ International. It can be concluded that video conferencing ofQQ has increased the students' motivarion to speak.]]>
<![CDATA[THE USE OF RECIPROCAL STRATEGY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Nirma Herlina]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[This study reports on the use of reciprocal strategy in teaching reading comprehension. It aims at investigating the effects of the use of reciprocal teaching strategy on the students’ reading comprehension. The study employed a quasi-experimental design and involved second graders of senior high school in one public school in Riau, Indonesia. 30 students in one class acted as the experimental group, while 30 students in another class acted as the control group. In the study, the researcher acted as the teacher. The study used three types of data collection techniques including reading comprehension tests and a questionnaire. The data was analyzed based on the theories of reciprocal teaching strategy (Palinscar & Brown, 1984; Meyer, 2010, P.41; and Klinger, Vaughn, & Boardman, 2007).The findings showed that there was a significant difference between the experimental and the control groups in terms of the scores. It can be seen from the result of independent t-test of post-test scores, t-value (t= -3.267, df= 59) was higher than critical value (2.00). Moreover, the data from the questionnaire demonstrated that the reciprocal strategy used in the experimental group provided three effects to the students’ reading comprehension encompassing (1) obtaining clear idea of the concept and of the use of four reading strategies; (2) developing their self-confidence in sharing their ideas; and (3) enjoying learning atmosphere. Based on the findings, it is recommended that English teachers apply this strategy to develop better students’ reading comprehension.]]>
