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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 COMPLIMENT: ITS CONCEPTS, FUNCTIONS, COMMON TOPICS, AND TYPICAL RESPONSES IN COMMUNICATION I Wayan Dirgeyasa
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

The compliment expressions are frequently used in communication. Delivering and responding compliment is one of media to build and create good relationship between and among people when communicating. It is also considered as a politeness strategy in order to make the communication run in harmony. Generally, when someone is complimented, he or she naturally and psychologically feels excited and happy. However, few people are not really excited due to many reasons. These two different feelings of responses probably happen because responders have different perceptions and personal trait regarding to the compliment itself. Also the compliment and its typical responses are assumed likely influenced by culture to culture. This paper is an attempt to elaborate theoretically the concepts, functions, common topics, typical responses of compliment, and compliment and culture in communication and interaction. 
LANGUAGE AWARENESS AND CRITICAL THINKING IN TEACHING LITERARY APPRECIATION Wiwit Sariasih
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

Reading a literary works is the main concern for the students of literature department. Their activity cannot be separated from reading any literary works such as drama, prose and poem. Moreover, reading is an activity to grasp the meaning to understand the author ideas and intention hence to appreciate what lies in it. Therefore the students should aware much with the language which is used in poem, drama and prose. Teaching literary appreciation means using language awareness to sharpen their sensitivity to the language use in certain context. Critical thinking on the other side can be used to help students aware with the use of language of the literary works. Thus the teacher should cultivate students’ language awareness and critical thinking in teaching literary appreciation.
Language Learning Strategies Used By Successful Students Of Senior High Schools In Dumai, Bengkalis, And Selat Panjang Riau Province Fakhri Ras; Mahdum Mahdum; Masyhur Masyhur
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 objective of this study is to examine the relationship between language learning strategies used by successful students of senior high schools in Dumai, Bengkalis, and Selat Panjang based on type of school, and academic factors. In addition, this study also aims to identify the strategies used by the respondents to learn English in general, four language skills, vocabulary, and structure. The population of the study are all successful students from senior high schools in Dumai, Bengkalis, and Selat Panjang. The number of the population is about 4000 students. Due to the homogenous characters of the population, the sample are taken randomly as big as 10 % or 400 students out of the population. The quantitative data are collected by using Strategy Inventory for Language Learning (SILL) (Oxford; 1989) while interviewing section is conducted to 60 selected students taken from the sample in order to get the qualitative data. Descriptive and inferential statistics are used to analyze the data on the use of the language learning strategies (SILL). One-Way Anova is used to determine the differences of language learning strategies usage based on academic, and type of school. The findings show different language learning strategies among the students based on type of school, and academic factors. The students used social strategy (mean: 4.02) as the most effective strategy. The implication of the study is that language learning strategies should be taught in the classroom. 
DEVELOPING TASK BASED LANGUAGE TEACHING USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING FOR SEVEN GRADERS AT JUNIOR HIGH SHOOL LEVEL IN INDONESIA Khoirul Anwar
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

The dominant complexities of English teaching at junior high schools in lndonesia are about failing on the design of teaching instruction (especially on learning materials and teaching methods) which still cannot optimally reflect on students' needs (in particular of horv to acquire knowledge and select the most effective learning models). This research is to develop learning materials with the complete teaching instructions based on task activities by using CALL at seventh graders of junior high school in Indonesia. In order to entirely develop comprehensive materials, the flrst step is to do need analysis especially identifying task based learning model which fulfils students' expectation. creates, and develops pre task and task cycle (consisting of task. planning. and reporting) into CALL integration of learning modul. The results of the students' need shorv that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore the design of its prototype consists of three main steps; pre-task activities are for observing and questioning stage which are implemented by giving English comics rvith thematic situations, main task activities are by exploring, and associating stage which are done by presenting real life situations on videos, songs, and stories which elaborate exercises, role play, and discussion sections, and post task activity, is for communicating stage in that it is to provide more follow-up activities in wider contexts. The evaluation of the final product is done bv validating the materials by means of a group discussion of English teachers.
THE RELATIONSHIP BETWEEN ETHNICITY DIFFERENCES AND LANGUAGE LEARNERS’ WILLINGNESS TO COMMUNICATE IN CLASSROOM DISCUSSION Ruri Ariati; Bambang Suwarno
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

Willingnesstocommunicate(WTC) is defined as the intention to communicate given a choice, continues to establish itself as a determining construct in bringing about success or failure in learning a foreign language (Dӧrnyei,2005,Peng&Woodrow,2010). One of the factors affected it was cultural diversities from varies ethnics. Hence, learners’ ethnicity in willingness to communicate is a necessity that has to be considered in language education in multilingual context. In this study, the researchers investigated whether there is any statistically significant relationship between learners’ ethnicity and willingness to communicate in classroom discussion of graduate students of Universitas Negeri Padang that focused on minority and majority group. To collect the data, the questionnaire of willingness to communicate was distributed to the participants that consist of 38 graduate students of English Department of Universitas Negeri Padang. The quantitative data gathered through these instruments were analyzed to determine the degree of correlation between these two variables. Besides, individual semi-structured interviews with some of the participants were used to obtain supportive data. The results of correlational analyses revealed that there was a strong relationship between learners’ Willingness to Communicate and their ethnicity differences. So it can be concluded that a significant relationship between learner ethnicity and willingness to communicate can be seen in classroom discussion that the majority ethnic dominate and have willingness to express their ideas rather than minority group that come from minority ethnic in classroom discussion.
Exploring Students’ Cooperative Learning Combined with Silent WayTeaching Approach As Part of Learner-centered Methodology Using Communication Practice in Enabling the First-Year Degree Students at an IT university to acquire English Fundamental Grammar Knowledge Rumondang Miranda Marsaulina
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

This study explored the results of the silent way teaching approach based on a structural syllabus with students’ cooperative learning strategy by communication practice as part of the use of learner-centered methodology in teaching fundamental English grammar to the first-year degree students in the second semester at an IT university. It also aimed to observe how students’ cooperative learning strategy accompanied with inquiry-based tasks have resulted in students’ grammar ability and what caused such outcome. This study was conducted through observing, informal talking to students to identify their problems and analyzing the students’ test results. The data examined was the grammar test scores of all first-year students at the university. The test was an isolated grammar problems measuring only what had been inquired and taught. The data were analyzed by tabulating the students’ test scores, counting the percentage of students who scored at, above or below the university’s standardized scale score and the percentage of the students who got high subscore level for the test questions exactly like those taught using the direct instruction and drilling pattern during the class. Based on the students’ low score level, it has been concluded the use of silent way teaching approach in the learner-centered methodology emphasizing students’ orally communicating what they had inquired resulted in their weakness of using the grammar itself even in an isolated way. The weakness relied on their little motivation to self-drilling themselves using the grammar on related worksheets throughout their process of cooperative learning. 
WEBSITE GOES INTO CLASSROOM: MATERIALS DEVELOPMENT USING AN AUTHORING TOOL ‘LESSON WRITER’ Gusti Astika
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

With the development of Information and Computer Technology (ICT), life in the 21st century has provided us with easy access to print as well as digital information. This development has brought about challenges to education system in general. In language education the challenges have to be responded with innovative ways to teach and learn languages. In ELT, especially in an EFL context such as that in Indonesia, English teachers must be able to acquire and possess a range of skills to utilize information, media, and education technology in teaching. One educational tool that can be used is an authoring software called Lesson Writer. This tool can be used to create lessons to develop the four language skills integratively using authentic texts about current world news on   education, economy, health, etc. with audio and/or video files accessible through   internet websites such as the Voice of America.com. This presentation will begin with a brief discussion about using technology in language teaching, then, follows an introduction of Lesson Writer and  step by step procedure to use its facilities to create exercises for language and skills development. By the end of the presentation, the participants are introduced with a model lesson created with Lesson Writer.
THE "VOICE" IN COMPOSITION: REVIEWING THE ESSENCE OF WRITING CULTURALLY IN ENGLISH FOR MINANGKABAU-INDONESIAN EFL STUDENTS Syayid Sandi Sukandi
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

Students who are studying English in the environment of EFL context, like those in lndonesia, usually feel afraid to write argumentatively and persuasively in the form of essay when they write: about topics that are of sensitive issues to them. If they are brave to do so, they basically frame their thoughts from the angle of being an Indonesian who is filled with prescriptive cultural backgrounds. To be able to argue within their own ideas is what they are generally good the most, even though syntactically and grammatically their writing has certain level of linguistic deficiency. At this point, teaching these types of students to write within their own "voice" is what they need in order to reach the point of being able to express their thoughts. Other aspects of standard academic essay writing, especially in terms of grammar and vocabulary. should follow general concepts along the lines with their ability to express their thoughts. In this writing, holistic views toward the process of learning writing in an EFL context are briefly discussed. From the consulted literature on EFL studies, it can be concluded that considering grammar and vocabulary too much before the act of writing handicaps students' process in composing solid essay. The solution to this type of EFL pedagogical matter is to help them in letting go their 'voice" in writing so that the essence of their writing becomes alive and communicative to their targeted readers; in other words, their writings speak beyond grammar.
INVESTIGATING EFL LEARNERS’ ABILITY IN ANALYZING SEMANTIC OF ADVERTISEMENT TAGLINES: A LINGUISTIC ANALYSIS AT STIBA PERSADA BUNDA PEKANBARU Vina Fathira; Silvia Utami
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

In this digital era, it is good to investigate the semantic in advertisements as media in learning linguistics since the learners are familiar to look at some advertisements. In this research, the researchers wanted to investigate the learners’ ability in semantic of advertisements. This research aims at investigating EFL learners’ understanding in analyzing semantic of taglines in advertisements. In this research, the researchers used qualitative method explained descriptively. In collecting data, learners were asked to analyze 3 different taglines of advertisements. In analyzing data, the researchers counted the score into range given at STIBA Persada Bunda Pekanbaru. The result showed that most of the learners are in good level, since only a few learners are in fairly good. It means that the learners are more easily to get semantic meaning of taglines of advertisements. Findings of the research that had been analyzed by the learners were divided into two things. First, it was easy for the learners to analyze since the advertisements are familiar to see by the learners. Second, only a few learners are difficult to understand the semantic of taglines of advertisements since the learners are dislike and rarely watching advertisement in television or other media.
EMPOWERING PERFORMANCE ASSESSMENT RUBRICS FOR ORAL COMMUNICATION SKILLS Fadly Azhar
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

Designing and using rubrics for scoring language skills, particularly oral communication skills, seems to be not a popular job for teachers and lecturers. This is because of several reasons: less confidence in constructing own rubrics, hard to get suitable and feasible rubrics, and time-consuming.  As a matter of fact, most of teachers and lecturers tend to measure students’ works based on the following approaches: participation, honesty, presence, diligence, order, request, friendship, kinship, and seriousness. The implication of this sort of approach is that the given score/mark is not fair even inaccurate. This paper provides a rubric that is known as COLP which is not only current but also integrated for the assessment of oral communication skills. COLP as a current and integrated rubric stands for content, organization, language, and physical performance. It means that for the correction of oral communication skills, a rater is recommended to involve these four major aspects correspondingly. Content refers to whether or not fulfills the problem being discussed (topic); organization refers to whether or not the contents meet the correct rules of public speaking/writing; language refers to whether or not the oral communication as a whole containing accurate language components including grammatical structure, dictions, and fluency; and physical performance refers to the aspect of presentation. This is due to the fact that this rubric has been very useful when it was used for the assessment of Speaking/writing subject and Speech competition at the Program Studi Pendidikan Bahasa Inggris FKIP Universitas Riau (UR) Pekanbaru.

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