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<![CDATA[Building Students’ Learning Autonomy through Collaborative Learning to Develop Their Language Awareness ]]>
<![CDATA[Zefki Okta Feri]]>;
<![CDATA[Rita Erlinda]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Language awareness is defined as a person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the development in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn the language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learning which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulates students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy though collaborative learning to develop their language awareness.]]>
<![CDATA[THE EFFECT OF RECORDED (VIDEOTAPED) MINI-DRAMA TOWARD STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Melviola Fitri]]>;
<![CDATA[Putri Yulia Sari]]>;
<![CDATA[Yummi Meirafoni]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The aim of this study is to determine the effects of using the technique named recorded (videotaped) mini-drama toward students’ speaking ability. Students’ speaking ability can be seen from the five aspects of a rubric used, which are pronunciation, fluency, comprehension, grammar, and vocabulary. Researchers conducted observations at SMA N 2 Padang in order to see the techniques applied by the teachers in the classroom that affect to students’ speaking ability. Researchers found several weaknesses of the teaching techniques which are implemented in schools. Those techniques influence students' speaking ability. To overcome the problems, the researchers applied a technique called recorded (videotaped) mini-drama. In this technique, students performed a mini-drama and the researcher record the performance. In the next meeting, the recording was showed in front of the class and then the researchers discussed it with the students by considering the five aspects of the rubric. After the technique applied in the classroom, the researchers held a posttest to see the effect of the technique. Posttest assessed by two English teachers from SMA N 2 Padang with reference to the five aspects previously mentioned. Based on this research, it was found that the technique recorded (videotaped) mini-drama gives a significant effect on students' speaking ability.]]>
<![CDATA[STUDENTS' PROBLEMS AND NEEDS: FACTORS IN DEVELOPING ESSAY WRITING TEACHING MATERIALS AT ENGLISH DEPARTMENT OF UNP ]]>
<![CDATA[Fitrawati Fitrawati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article presents a part of a study conducted to develop teaching material for Essay Writing Course on Process Genre-Based Approach. The result described here is the students' problems and needs in rvriting an essay text. It r.vas a descriptive study to see students' problems and needs in writing an essay text. The data were taken from the questionnaire. The questionnaires were distributed to the students rvho have taken Essay Writing Course. It was found that the problems were in pre-writing activities; the level was high, whilst writing activities; the level was average, post-writing activities; the level was high, and in aspect of grammar and mechanics; the level was high. In addition, students'need in rvriting text was high, It was represented from the input, kinds oftexts, kinds oftopics, and kinds ofexercises.]]>
<![CDATA[LITERALNESS IN TRANSLATING TEXTS FROM ENGLISH INTO INDONESIAN ]]>
<![CDATA[Zulprianto Zulprianto]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article seeks to describe literalness in translating English texts into Indonesian. The foci of literalness observed in this study are of word order and of word choice. Data are translations of twelve respondents asked to translate a given English text, which is approximately 500 words in length, into Indonesian. The respondents are senior students of English Department Students of Andalas University. Therefore, there are twelve comparable texts collected. During the translation process, the respondents were given a plenty of time and were also allowed to use any kinds of translation aids such as dictionary, encyclopedia, etc, but disallowed to use machine translation without human editor. The analysis, by making comparison between the English source text (ST) and the twelve translated texts (TT), shows that the respondents tend to apply literal methods or strategies in their translations especially in terms of word order or syntactical constructions, to be more general. These tendencies in general do not necessarily produce inadequate translations, but to some degree, may produce less natural target texts. In addition, the respondents make some considerable literalness somehow leading to inaccuracy in choosing the equivalence for several words/phrases of the source text. The inaccuracy they make occasionally end them up with producing poor translations. The output obtained from this research is worth noting in the effort to improve translation quality when it is used either as an alternative method of foreign language teaching or language testing.]]>
<![CDATA[TEACHING ENGLISH VOCABULARY THROUGH GAME: VIEWS FROM THE STUDENTS ]]>
<![CDATA[Tri Ramadhaniarti]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. Before they master the four skills they have to know some vocabularies to support them in learning English. Using games is one such method and it is a popular contemporary trend in Indonesia in Junior High School level. In this research, the researcher wants to know teaching English Vocabulary through Game: Views from the Students. The participants were the students of 7.1 who studied English at SMPN 14 Kota Bengkulu. The instruments to collect the data used interview for the students. While the data analysis and interpretation were based on data from the interview to the participants. The data show that Majority of the students’ comment were positive. They said that playing the game is fun, more interesting, challenging, amusing and they enjoy it. Students’ positive attitude toward games and activities may show that the students really enjoy the activity with the game. They also give positive views about teachers’ teaching vocabulary though game. First, games bring in relaxation and fun for students, thus help them learn and retain new English words more easily. Second, games usually involve friendly competition and they keep the students interested. Learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. Game is really avoiding the students from being bored in their usual classes where they sit passively.]]>
<![CDATA[TEACHING STRATEGIES FOR DEVELOPING THE STUDENTS' LISTENING COMPREHENSION SKILLS ]]>
<![CDATA[Erisa Kurniati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article is talking about teaching listening, which always said as the boring class and quite. Here the students always feel difficult before they try. Listening class always identical with listen and mention or fill in the blank or answer the question so must keep silent. The same strategies always be done and finally students spend their time with sleeping in the class. Actually, there are some stratesies for teaching listening cornprehension to develop students' skills; they are Cognitive and Meta cognitire straregies. How we combine it both and use it well so students can develop their listening skills. Here we can make the class more interactive. In listening subject, there are two processes they are bottom up process and top down process. It is needed to get the information from the audio or video that they hear. The students not only hear, fill the blanks, and answer the questions, but they also discuss or debate it in conversation each other or in the group, and teacher also can make the role-play here so make the class more fun and interactive. Everyone will participate in listening class so it is mean develop their skills in hearing, grammar, pronunciation, vocabulary, and speaking. Teacher assess the listening with their application. how good they get the information from the audio or video and can discuss (playing games. debates, or Discussion) it with the other students in class.]]>
<![CDATA[TEACHER TALKS: FOSTERING STUDENTS’ CRITICAL THINKING ]]>
<![CDATA[Refna Wati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Critical thinking skill is needed by the students to face the globalization era and to adapt to the technological development today. Critical thinking skill can be developed and trained through a stimulus. One of the stimuli can be applied through the teacher talks in the teaching and learning process. In stimulating students’ critical thinking, the teacher can use some types of teacher talks. Those types can be modified as needed. This paper is aimed to give some suggestions to the teacher in applying teacher talks for fostering the students’ critical thinkingin teaching and learning process. ]]>
<![CDATA[Promoting Eclectic Method to Raise Learners’ Language Awareness in Speaking Skill ]]>
<![CDATA[Irwandi Irwandi]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Speaking skill has been considered as the most challenging of the four language skills. This skill contains a complex process of constructing meaning and requires learners to produce utterances not only correct linguistically but also appropriate pragmatically. To achieve the target, the learners need to be trained to have knowledge about language consciously (language awareness). For this reason, there is a need for considerable amount of effort required to create an appropriate method for teaching speaking without depending on one specific method or approach of teaching. In this case, the use of eclectic method can be considered as one of alternative methods which involves the use of a variety of language teaching methods. The eclectic method was introduced in the beginning of 1990’s and became fashionably popular these days. The appearance of method is enhanced by the fact that every method of language teaching has strength and limitation. The eclectic method is a combination of different method of teaching and learning. Several different teaching methods are used to be adapted based on needs and abilities of learners. Effectively, this method also belongs to any kind of learners’ strength and learning style with the irrespective of age and level. This paper is aimed at discussing about the practical considerations of applying eclectic method in term of rising learners’ language awareness in oral communication skill. The discussion is begun form the advances that have been made in teaching of speaking over the last decades. It then considers how this knowledge becomes the basis for teaching speaking based on eclectic method. ]]>
<![CDATA[EXPERIENTIAL TRAINING FOR MULTILINGUAL COMMUNITIES ]]>
<![CDATA[Donald Sargeant]]>
<![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[The rationale behind this paper is that teachers will teach in ways that they have been taught and trained as teachers. Most training programmes prepare teachers to teach communicatively, but unfortunately few pay any attention to the fact that most teachers will probably be teaching English in Multilingual communities. It is my belief that lecturing teachers on communicative methodology will not be successful in helping them to teach communicatively in the classroom or prepare them to work in multilingual environments. In our training in Omani Training Centres, we adopt an experiential approach and this paper seeks to justify this by showing how it is collaborative and will lead to teacher autonomy and ultimately we hope to the encouragement of independent learning in the schools. In this approach our participants will experience different techniques and afterwards they will reflect on such educational issues as classroom management, learning styles, learner independence and collaborative learning. We also do not neglect the role of translation, but ensure that this is done in a communicative way. This paper will show how this can be done by examining several of the techniques that I use in training. ]]>
<![CDATA[THE USE OF INFORNIATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH LANGUAGE TEACHING & LEARNING: AN INTERVIEW WITH RONALDI, S. Pd ]]>
<![CDATA[Novi Lestari]]>
<![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 paper offer good innovative about how ICT can give good effect in every aspect of our lives especially in teaching and learning. ICT give positive effects to students in learning, especially in English language. ICT is a strong alternative strategy to increase the motivation, the fluency, the confidence, and the abilitl to learn language. Moreover, it took role in tne relationship betu'een teachers and students. This paper aims to point out the effectiveness of lCT in fostering students' ability in learning and to enhance language learning. An interview is used to investigate how ICT enhanced language teaching and learning. The data (instrurnent) is interview with Mr. Ronaldi as a teacher and lecturer in Jakarta. The data showed that ICT as an alternative strategy may provide learners the opportunity to explore their skills in technology sector and it can increase their motivation in teaching and learning. Thus, by having known the important of the use of Information and Communication Technology (lCT) in English language teaching and learning- the teacher can develop the use of ICT in the classroom and can help the students to develop and increase the students' achievement in leaming English.]]>
