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DESIGNING A TASK-BASED ENGLISH COURSE BOOK FOR STUDENTS OF FOOD CROPS AT POLITAN Resa Yulita
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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Students of multilingual speakers need a good course book to help them improve their performance in English language. A good course book means a book that can fulfill student’s needs as well as relevant with the curriculum of the course. From need and situation analysis, it was found that, Politani students need a book which is interesting and communicative. Unfortunately, the present course book does not fulfill their needs. Aside from that, the present course book was also not relevant with the curriculum used. As the result, most of students have a poor performance in English. They have difficulty in using English as means of communication. On the basis of these phenomena, an R and D research was conducted by using four-D model. This model consists of define, design, develop and disseminate stages. Due to limited time, in this research, disseminate stage was not conducted. The aim of the research is to produce a new course book which was designed by using Task-Based Approach. This approach is considered to be one of communicative approaches. The book was designed to be used by semester II student of Food Crops study program. The result of the research shows that the book is valid and practical to be used for students of semester II Food Crops study program at Politani.

THE EFFECTIVENESS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK IN EFL WRITING PERFORMANCE Ida Farida Sachmadi; Lia Maulia Indrayani; Ryan Hara Permana
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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Reading competency is a critical element to be success in learning in university level. This study aims to measure reading proficiency levels of first year students using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5) identifying supporting information. The participants are 117 freshmen undergraduate students, 73 students from Nursing Faculty and 44 students from Cultural Sciences Faculty majoring Japanese language enrolled at the Universitas Padjadjaran in academic year 2016-2017. The data are collected through a reading comprehension pre-test. The results of this study indicate that there is a mixed and wide variation of students reading competency levels when students’ first enter the university and that a significant number of first year entrants are inadequately prepared for university reading.

IMPLEMENTING ICT MEDIA IN DEVELOPING CHARACTER-COMPETENCE CONTENT OF ENGLISH MATERIALS Adzanil Prima Septy
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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Refering to the national education philosophy and objective that is to develop students' competence and characiers as good Indonesians, teaching English is intended to develop students'character-personality. as well as to improve their English proficiency (linguistic skills). This is important for Indonesia to face the golden age in 2045 indicated by having a golden generation of competitive and high quality human resources. However. several researches reported that students' English proficiency was not so satisfactory watch could skip lndonesia position in the global achievement. It is not fair to blame students' lack of English ability' to become a factor. The problem may be due to teaching-learning process which might fail to stimulate their motivation and interests in learning. In this relation, therefbre, there are 2 important issues to discuss; first. how teaching-leaming process is managed interestingly and interactively for students to improve their English proficiency by using ICT media. anC. second. hou'the ICT media organizes character-competence content of English teaching-leaming materials. This paper will particularly. discuss the implementation of ICT mediain English teaching containing such character-competence content of English materials. ICT media are a new trend in English language teaching-learning today. Using ICT media are assumed to be an alternative solution to problem of students' learning interests and motivation in the teaching-learning process leading them to achieve English proficiency. although the implementation maystill become problematic for teachers. Applying the ICT media in the teaching is expected tocontribute to the development olstudents' English proticiencl and their character-personality"

Improving Students’ Listening Ability through Movie Report Aryuliva Adnan
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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This paper discusses one of the ways to improve students’ listening ability. Listening subject provides students with the materials of oral communication by English native speakers that mostly focuses on language expressions. It needs the learners to have listening practice a lot, inside and outside the classroom. Actually in teaching listening many activities can be done and many media can be used to provide students with listening activities in order to improve their listening abilities. One of the students’ favorite activities is watching movie. By watching movies students are introduced to the real context of language and a wide range of vocabulary. After watching movie students are assigned to make the movie report. Since many people like watching movie, assigning students to watch the movie and make the report of what they have watched is expected to be more enjoyable. However they need to understand the movie itself before they make their reports. They may watch the movie twice or even more than twice to understand it, before they are able to make and present the movie reports in the class. In these activities, the students have to watch and listen to the words, expressions, and sentences said by the characters. There are many advantages of these activities. By watching movies students can learn the correct pronunciation, useful expressions from native speakers. Beside those activities, the students are also asked to write a synopsis of the movie, find the meaning of useful expressions, understand the moral lesson of the movies and present their own reports.

DEVELOPING CRITICAL THINKING THROUGH THE TEACHING OF LITERATURE I Gusti Ayu Gde Sosiowati
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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Richards (2006) states that the purpose of learning language is to master the communicative competence, meaning that by the end of the leaming process, the students should be able to produce proper language in any genre and in any situation. However, that competence alone, without accompanied by the ability to perform critical thinking will end in the conversation talking about explicit information only. It can not be denied that understanding the implicit infbrmation r'vill be challenging and making the conversation interesting. Halpern (cited on l5 March 2015) states that critical thinking refers to the use of cognitive skills or strategies that increase the probability of a desirable outcome. It is the kind of thinking which is involved in solving problems- formulating inferences, calculating likelihoods, and making decisions.The purpose of this article is to show that literary work can be used to develop critical thinking and at the same time is able to improve the students' English proficiency. Literary works, in this case short stories are good teaching materials for the purpose since they contain implicit or unsaid information that must be understood by the students. The idea of developing critical thinking is in line with one of the skills mentioned by Harmer (2006), that is interpreting text. He says that interpreting text enables the students to see beyond the literal meaning of words in a passage, using a variety clues to understand rvhat the writer is implying.Thus, it can be said that literary work can be used as the teaching material to improve both language proficiency and critical thinking.

THE IMPLEMENTATION OF COMMUNICATIVE APPROACH IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL Jamaliah Jamaliah; Fauziah Fauziah; Farizawati Farizawati
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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This study was intended to obtain the information on the teachers’ understanding of Communicative Approach principles and the way of the teachers’ implementation of the principles in teaching English. The subjects of this study were eighteen English teachers at four Junior High Schools in Sigli, Aceh. The data were collected from multiple sources such as observation, questionnaires and documents. Table of frequency and percentage were used to analyze the data that had been grouped and classified based on the research problems. Finding shows that most of English teachers (88,8%) have understood about Communicative Approach principles. They got the information about the principles from The 1994 Curriculum, related books, in-service training and from the articles of education. And most of them (77.7 % ) also implemented Communicative Approach principles in teaching English at Junior High Schools in Sigli through some activities such as games, describe and draw, role play, questions and answers, simple dialogues and problem solving. Fourteen of respondents (77.7%) agree that Communicative Approach is still suitable to use in teaching English even though curriculum is changed. Because this teaching method can develop four language skills and language components such as vocabulary, pronunciation, and grammar as suggested. It was not only appropriate to the 1994 Curriculum and the 2004 Curriculum but also appropriate to the 2013 Indonesian National Curriculum. All of the respondents used textbooks that provided communicative tasks in presenting the material of teaching. Most of the respondents helped and appreciated the students in any way in learning to produce good utterances.

Integrating Multicultural Values in Teaching Speaking Lili Wahdini
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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To teach is to touch a life forever. Teachers and students are touching each other. Teachers facilitate and guide their students to achieve educational objectives. Teaching English means teaching the four integrated skills to the students, namely listening, speaking, reading and writing. Speaking is a difficult skill to teach, because learners have to master several different elements of language in order to say what they want to say, speaking is a process of transferring the information in a variety of contexts. In speaking activities students are expected to express their ideas and explore their though. There are four values of the multicultural education namely: (1) acceptance and appreciation of cultural diversity, (2) respect for human dignity and universal human rights, (3) responsibility to the world community, and (4) respect for the earth, in teaching process teacher should be able to integrate all the values in that process. Teacher should teach in a multicultural manner means that they have to creating classroom environment where students are respected, cared and encouraged to develop their potential. Speaking class is the appropriate class to promote the multicultural values; those values could be as a topic for the student’s discussion, or as a theme for their role play. There are several steps of integrating multicultural values in speaking, the steps are as follows: (1) discussion multicultural values (2) exploring and elaborating multicultural value in group discussion, role play and problem solving activities. As a conclusion, we can use learning speaking to develop multicultural values for the students. Teaching and learning is our tools to change and build student characters.

LEARNING STYLES AND ENGLISH ACHIEVEMENT OF AGRICULTURE AND LIVESTOCK FACULTY STUDENTS AT LANGUAGE CENTER OF SUSKA ISLAMIC STATE UNIVERSITY RIAU Erna Nawir
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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Learning styles are believed to affect learning achievement. The researcher’s aim was to find out the most preferred learning style and English achievement of Agriculture and Livestock Faculty students at Language Center of SUSKA Islamic State University Riau. Based on the theory, perceptual is the commonly proposed learning style in language learning consists of visual, auditory, tactile, kinesthetic, group, and individual, are identified to propose an alternative solution to the problem of mismatching between students’ preferred style and English lecturers’ way of teaching. The research was a descriptive quantitative research involving 29 students of class IIA at Agriculture and Livestock Faculty in 2012/2013 Academic year as the subject. Questionnaire and test were used. The data were analyzed through Reid’s calculation of the score of each style and the score of the English achievement of the students. Data analysis was interpreted, and the research finding was gained. The finding of the research showed that there were 23 students or 79.3% (from 29) mostly preferred kinesthetic learning style as the highest percentage among the other five styles (auditoria, tactile, visual, group, and individual sequentially). It also showed that related to their English achievement, 3 high-scored students or 75% (from 4) possessed kinesthetic and auditoria, 15 medium-scored students or 75% (from 20) possessed tactile and kinesthetic and 5 low-scored students or 100% (from 5) possessed kinesthetic and group style. In conclusion, the students did not only prefer to kinesthetic learning style, but they also had one other contiguous style for each group.

IMPROVING STUDENTS' SPEAKING SKILL THROUGH CLASSWIDE PEER TUTORING (CWPT) AT GRADE X OF ACCOUNTING 2 AT SMK LABOR BINAAN FKIP UNRI PEKANBARU Sitti Hadijah
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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The objectives of the research are to find about to what extent classwide peer tutoring can improve students' speaking skill and what factors influence the changes of students' speaking skill through classwide peer tutoring at grade X of Accounting 2 at SMK Labor Binaan FKIP UNRI Pekanbaru. This is a ClassroomAction Research (CAR). The participants of the research were students of X Accounting 2 at SMK LaborBinaan FKIP UNRI Pekanbaru. The research was conducted with 3 meetings in each cycle. It was started onMarch 29, 2011 - May 14, 2011. The data were collected from observation sheets. fieldnotes, interview, and oral tests. After analyzing the data, the researcher found that the application of CWPT had better improved the students' speaking skill. The students' average score before the application of CWPT was only 46.41. Then, it improved at the end of cycle I and II, 69.12 and 86.98. The improvement was also influenced by some factors: (1) Tutoring activities that let the students to be tutor and tutee. (2) The speaking activity that could build the students' confidence and fluency in using English when they perform in front of the class. (3) The teacher's role who guided the students in the class. In short, the application of CWPT in teaching speaking could provide better improvement of students' speaking skill.

WAYS TO DETERMINE AND HOW TO APPLY POLITENESS VALUES IN ENGLISH CLASSROOM Nurul Fitri
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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Every culture has its own ways in applying its norms and politeness values. Some things that are considered polite in one culture could be considered impolite in another. This greatly affects the utilization of politeness value that is used by students in English textbooks that they use compared to their own culture that would creates some questions about politeness like which politeness value that they are supposed to use. Besides, politeness values in Eastern country like Indonesia are very prominent. The culture in Indonesia usually uses negative politeness values in conversations. This paper explains about the importance of norms and politeness values in interaction within English class. The purpose of this paper is to describe the English learning that is not only taken from textbooks but also inserts the politeness values of that very culture in order to enable the students in comparing and determining the forms and differences between those two politeness values. This paper is expected to give valuable contribution to English teachers in junior and senior high school about how to see the difference between politeness values of textbooks and their own culture and how to apply the politeness values shown on the English textbooks.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
-

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Location
Kota padang,

Sumatera barat

INDONESIA