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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
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Core Subject : Education,
Education
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Articles 393 Documents
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The Development of English Writing Learning Material through a Genre Based Approach for English Department at University I Wy. Dirgayasa
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

Generally, this research attempts to find out the relavant English writing learning materials in order to develop a genre-based writing course for college students at English Department at university. Particularly, its objectives are 1) to know the existing phenomena of teaching and learning writing process, 2) to find out the relevant English writing learning materials,3) and to develop a genre-based writing course.The research is done by applying research dan development (R&D) method. The respondents of this research are active students, alumni, and lecturers, The data are collected by documentary sheet, questionaire, and in depth in interview. The data are analyzed by descriptive analysis. The results of the research show that 1) in general the process of teaching and learning of genre based writing is not optimally yet such as the teaching strategies used by lecturers, unadequate  and less relevant writing materials, and assessment method, 2) the genre writing learning materials are classified into two categories-short functional texts and long functional texts, and 3) the physical structure of a genre-based writing course consists of two parts-preliminary and main parts. The preliminary has preview and the main part consists of  1) Getting Started, 2) The Orientation dan elaboration,  3) Teaching and learning strategy, 4) following up,  and 5) Assessment
LANGUAGE AND LANGUAGE TEACHING EVALUATION Damatius Wagiman Adisutrisno
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

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Abstract

After reviewing some of the notions of language according to Traditional Grammar, some of the notions and definition of language according to Structural Linguistics, some of the notions and definition of language according to Transformational Generative Grammar by Avram Noam Chomsky, some of the notions and definition of language according to Generative Semantics which is represented by Wallace Chafe (1970), and some of the notions of language according to Finegan (2004), about a year and a half ago I attempted a definition of language that: A language is a universe of unions between referents, sounds, meanings, and contexts, which are organized by semantically – based grammatical rules for language use in the society. On the basis of this new definition of language, language teaching evaluation, not only the evaluation of the teaching of English but also the evaluation of the teaching of all languages throughout the world, must include:The testing of as many unions between referents, sounds, meanings, and contexts as possible (words or vocabularies) of the language.The testing of as many semantically – based grammatical rules as possible of the language.The testing of language use in the society which includes:3.1   The testing of the speaking skills. The foci are the width of the vocabulary mastery and the number of ideas the examinee can express.3.2   The testing of the listening skills.3.3   The testing of the writing skills. Again, the foci are the width of the vocabulary mastery and the number of ideas the writer can express in his compositions. 3.4   The testing of the reading skills.
MANNER ADJUNCT IN ENGLISH AND THE IMPLICATION IN THE TEACHING OF EFL Ni Luh Ketut Mas Indrawati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

This paper aims at analyzing the forms and position of the English manner adjunct and the implication in the teaching of English grammar in EFL. Manner adjunct in a sentence should how the activity or event stated in the verb is performed. This study applied descriptive qualitative method and the data were collected through library research. The data rvere taken fiom the novels 'Knife of Dreams' and'The Lord of the Rings'. The theory adopted in this study u,as the theory ofmanner adjunct proposed by Quirk et al (1985) and the theory, of communicative language teaching by Harmer (1983). Quirk et al (1985) mentions that the English manner adjunct can be in the form of an adverb of manner (i.e.: quickly. slowly) prepositional phrase (i.e.: in a different way), and clause (i.e.: as I tell you). Meanrvhile the position of the adverbial of manner can take initial. middie, and end position. The findings shou' that Adverbial of manner could be in the form of prepositional phrase and clause in terms of positions; they are found in the initial, medial and end position. This implies that in the teaching of manner adjunct in EFL should be directed to students' communicative efficiency which is apply to student at different levels. grammar. situational and context, pronunciation and accent and skills.
DESIGNING AND DEVELOPING APPROPRIATE EFL LEARNING MATERIALS REFLECTING NEW CONTEXTS AND GOALS Y.M. Harsono
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

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Abstract

It is obvious that learning materials/ teaching materials/ instructional materials are one of the most crucial components for a teacher, including an English teacher, no matter where he/she teaches. “TESOL survey finds teachers spend 7 hours per week searching for instructional materials/resources and another 5 hours per week creating their own instructional materials” (Goldberg, 2017). Several similar topics about materials development have been published elsewhere in different seminar events, textbooks, and journals. They have discussed various literature about materials development such as principles and procedure of materials development (Tomlinson, n.d), guidelines for designing effective English languge teaching materials and factors to consider when designing materials (Howard and Major, n.d), language learning materials development (BİLOKCUOĞLU, 2015), developing learning materials for specific purposes (Harsono, 2007) and some others. However, none of them discussed specificly about developing appropriate EFL learning materials reflecting new contexts and goals. This paper, therefore, will review related literature around materials development, from theories – principles and procedure - to its practice from evaluating, adapting, supplementing and creating own materials, which can match with the new contexts and goals already set before.
Methods and Techniques of Teaching Grammar in ELT Supriusman Supriusman
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

One of several factors that makes students successful in learning English as a foreign language is determined by the methods and techniques used by the English teachers in English language teaching. Of course, the methods and the techniques applied by the teachers in the classroom vary from one teacher to another teacher. In addition, the methods and techniques used rely on the language skills and language components, the objective of teaching and learning designed, students’ English proficiency levels as well as the teachers’ knowledge and experience in implementing the methods and techniques used  when teaching and learning takes place in the classroom. Grammar as one of the language components has an important role to play to support the students to be able to learn and use productive skills (speaking and writing), and receptive skills (listening, and reading). Therefore, this paper limits its discussions on methods and techniques used in teaching Grammar in ELT. In this paper, the writer will discuss the definitions of methods, techniques, teaching and how the teachers apply them practically in the classroom. It is expected that this paper is useful not only to increase the quality of English teachers but also the quality of students or graduates from the schools.
DEVELOPING READING AND WRITING ASSESSMENT FOR SEVEN GRADE STUDENTS OF SMP IN MERANGIN DISTRICT BASED ON SCHOOL-BASED CURRICULUM Ira Maisarah
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

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Abstract

Language has an important role in developing the intellectual, social, and emotion of the students. That’s why, the students must mastering some languages included English. In Indonesia, English has been taught since Junior High School. One of the purposes of learning English is the students are expected to have the basic competencies both oral and written forms to communicate effectively. To evaluate the improvement of students’ ability in English, the English teacher needs to assess the language competence of the students. Two of the students’ competences are reading and writing skill. The teacher can assess these skills by using authentic assessment. The authentic in authentic assessment usually means presenting students with tasks that are directly educationally meaningful instead of indirectly meaningful. It means, in creating assessment, the teacher must consider some aspects such us to whom they will assess, what part that they will assess, and for what the assessment given. For reading, the teacher can give text that closed by the students such as texts that are described about tourism places in Merangin District, etc. They can also add some comprehension questions to assess the students’ understanding related to the content of the text. Next, for writing, the teacher can ask the students to write about someone or doing something.  Both—reading and writing skills—can help the students to communicate in English. 
THE ANALYSIS ON PASSIVE VOICE ERRORS ON STUDENTS' THESES AGREED FOR FOLLOWING THE FINAL COMPREHENSIVE EXAM Zulfariati Zulfariati; Amelia Amelia
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

This article is part of the rvriters' research on the grammatical error analysis. It is the research on the students' theses as the final academic projects for getting the strata one degree at English Department of IKIP UMMY Solok. ldeally the students who have been allowed for joining the final comprehensive exam should be able to write their theses by using correct grammar. However, it was found that some of them still made errors in writing their theses. The aim of this research was to identify the types and percentage of grammatical errors in using passive voice that had been made by the students in their writing products in terms of theses agreed by their advisors for joining the final comprehensive exam. This research was carried out by using descriptive research design. The population of this research was the documents in form of the 81 students' theses which have been agreed for following the final comprehensive exam at three periods of final comprehensive exams from 2012/ 2013 until 2013/2013 at the English Department of FKIP UMMY Solok. Random sampling technique was used to collect 10 theses (about 10% of the population) as the sample. In collecting the data. the reseachers read and analvzed all of the 10 students'theses. It was found that the students made errors in using passive voice in each type of surface strategy taxonomy. The highest level of the students' grammatical error on passive voice usage is on "Omission" type. The omission in preposition, tobe, conjunction, and verb are about 74.7% (it is at the highest level). It indicated that the students who had been allowed to follow the flnal comprehensive exam for their theses still have problem in using passive voice in writing their theses. The lecturers of grammar are suggested to paymore attention to and consider the appropriate teaching technique in teaching English gramrnar, especially in teaching passive voice. It is also suggested to students' advisors to have more corrections on the students' errors during the correcting process oftheir students' erors, especially in using passive voice in writing their theses.
LOGICO-SEMANTIC RELATION IN NEWSPAPER TEXTS ON JAKARTA TERROR ATTACK Annisa Risma Khairani Lubis; Masdiana Lubis
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

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Abstract

This research aimed to describe the type of logico-semantic relation and to explain how logico-semantic relation are used in newspaper texts on Jakarta terror attack. The data are clause complexes in Islamic State militants claim deadly attack in Jakarta’s The Jakarta Post (Text A), IS-linked group suspected of carrying out Jakarta attacks: police’s The New Straits Times (Text B) and ISIS behind deadly Jakarta attack’s The Straits Times (Text C) articles. As the result, both parataxis and hypotaxis are obtained.  In terms of logico-semantics relations, it is found that nine of ten types of logico-semantic relations are used in Text A and eight types of logico-semantic relations are used in Text B and Text C. The types that were not found in three newspaper texts are paratactic elaboration and paratactic idea. The logico-semantic relation type which dominantly occurs in three newspaper texts are paratactic extension in Text A, hypotactic locution in Text B and hypotactic elaboration in Text C.
ATTITUDES OF STUDENTS AT FKIP UNIVERSITAS RIAU TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) Masyhur Masyhur
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

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Abstract

This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at FKIP Universitas Riau. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data. The results of the study revealed that students had positive attitudes toward CALL. Looking at the daily hours students spend using a computer, a slight correlation was found between this variable and the students’ attitudes toward CALL. Other variables, such as students’ background knowledge of English, ownership of a computer, and their computer knowledge, were found to be irrelevant to their attitudes toward CALL. These results were in line with previous research conducted by Al-Shammari (2007), Alrumaih (2004), and Almekhlafi (2006). The results reinforced conclusions about CALL revealed by researchers, such as Chen (2003), Chikamatsu (2003), Egbert (2005) and Levy (2005), who found that it helps students learn better and more independently, and gives them the ability to have more control of their learning and to have more opportunities to practice English.
COLOURING ENGLISH MULTICULTURAL CLASSROOMS WITH MULTICULTURAL VALUES Rusdi Rusdi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

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Abstract

This paper discusses two issues. First, it discusses the concept of English as an international language and the increase of the number of non-native English language learners in the next decades. It is predicted that the number non-native English language learners exceeds the number English native language learners. The fact also shows that the number of non-native English speakers also exceeds the number English native speakers. The possibility of communication using English among non-native English speakers is greater compared with communication using English among native speakers of English or the number of non-native English language speakers to native speakers of English. Second, it discusses possible integration of cultural values of both native and non-native English speakers into the teaching of English. Such integration ignites the role of English as an international language. The blending of multicultural values into the teaching of English should be reflected in the teaching contents of both spoken and written texts. With this rich cultural values introduced to the English language learners, it will raise awareness of rich cultural differences that should be acknowledged. English as an international language accommodates cultural values of the world multicultural society.

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