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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
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EFL LEARNERS’ PROBLEMS IN UNDERSTANDING CONTENT-BASED LEARNING MATERIALS Lely Refnita
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

This paper discusses how the EFL learners’ problems in understanding content-based learning materials come about. The key questions to answer are: (i) are those problems affected by low reading skill or inappropriate use of learning strategies?; (ii) what are the specific-linguistic features of reading skills causing the academic problems?; and (iii) how did the learners’ learning strategies bring about the problems. The data used in this paper are the scores of students’ midterm test and the frequency of their preferred learning strategies. In addition, the qualitative data in the form of students’ statements gained by means of unstructured-participative interview are also involved and they are more analyzed in descriptive-qualitative ways based on relevant theories in reading skills and learning strategies of the content-based learning materials. The results of data analysis lead to state that the EFL learners’ problems in understanding content-based learning materials were caused by both low reading skill and the inappropriate application of learning strategies. The linguistic features of reading skills causing the problems are lack of the understanding on grammatical features, low level of vocabulary mastery, lack of understanding on sentential construction, and problems in understanding a discourse. Dealing with learning strategies, the problems are inappropriate use of learning strategies, uncertain learning goals, and bad learning habits.
Using Inductive Consciousness Raising Tasks to Teach Grammar at the College Veni Roza
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

Teaching grammar at colleges in Indonesia has run quite long. The approach to grammar instruction that is common seen is teacher-centered or the teacher-led one. Teachers talk much to present the knowledge or to explain the material while learners receive the information. Such way of teaching grammar is tiring for teachers and boring for learners. They have to spend most of lesson time presenting and explaining grammatical knowledge, at the expense of little time for learners to use English. Using inductive consciousness-raising task is a good problem solving to relieve teachers form the burden of talking, enhance learners talk, create motivating learning environment and improve explicit knowledge retention. Because the tasks require learners to be actively engaged in the meaning-making process by interacting with their partners most of the time to work out the grammatical rule and the teacher just interferes when help is needed. This paper will talk about the use of inductive consciousness-raising tasks in teaching grammar on two topics with expectation to promote learners’ grammatical knowledge.
BETTER CLASSROOM TECHNIQUE IN A CONTENT-BASED INSTRUCTION FOR EFL LEARNERS OF MULTILINGUAL SOCIETY Lely Refnita
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

The EFL learners in a multilingual society face learning problems both on skill-based and content-based instructions. The problems are caused by linguistic and non-linguistic factors. In accordance with this, better classroom techniques in skill-based and content-based instructions should be developed in such a way that the EFL instructions run well. This paper, which is derived from the result of a research conducted in 2015, particularly discusses an appropriate model of classroom technique which is better used in a content-based instruction for EFL learners at university level in a multilingual society. The analysis and pedagogical discussion are aimed at formulating and finding a better classroom technique in a content-based instruction, namely Research on English Language Teaching (RELT) subject. The data and relevant information presented and analyzed are those of a quasi-experimental research in the design of non-equivalent control group conducted at the English Department of FKIP Universitas Bung Hatta, Padang. The population of this research was students who took RELT subject in 2015/2016 academic year. The sample of this study was 44 students; there were 23 students in class A (experimental group) and 21 students in class C (control group). The treatment given to the experimental group was student-initiated question as the classroom technique, while lecturer-provided question was the classroom technique (the treatment) used in the control group. The data were statistically analyzed by using t-test; the result of data analysis tells that the classroom technique used in the experimental class, the student-initiated question, was significantly more effective than teacher-provided question. It may be argued that student-initiated question is a better classroom technique used in a content-based instruction, RELT subject, for EFL learners in multilingual societies as it ran well at the English Department of FKIP Universitas Bung Hatta, Padang
THE POWER OF MULTIMEDIA TO ENHANCE LEARNERS’ LANGUAGE SKILLSIN MULTILINGUAL CLASS Zaim Zaim
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

The aim of language teaching is to enable learners to be fluency in the language being learned. Some efforts have been done by the teachers in the process of teaching and learning in language class such as using various methods and strategy of teaching to make the students learn in the class but the results are still far from the expectation. Multimedia, that can be found easily nowadays, can be used to enhance the learners’ language skills. The use of silent story, picture cued, TV news, comic strips are among the multimedia that can be used by teachers as the solution to make the learning process more motivated for the learners to practice their language skills orally and in written form. Multimedia has a power to motivate learners practice their language in a contextual situation then they acquire the language.
THE USE OF CAMBRIDGE DICTIONARY SOFTWARE FOR SUCCESSFUL PRONUNCIATION TEACHING AND LEARNING PROCESS Nurjannah Awaliyah
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

The emergence of digital era bring education was helped by many technological tools. One of the main challenge is how media can be used as a tool for develop teaching and learning process especially in English Foreign Language (EFL). As a non-native speaker Indonesian educators need such media to improve any sub-skill of English it self. Here shows the media that is quite known in higher education for developing pronunciation. Additionally pronunciation becomes an important thing to develop because many sides argue that if someone has good pronunciation so they have good English too. This paper is interest in finding out the empowering CAMBRIDGE ADVANCED LEARNER’S DICTONARY 3 (CALD3) as software that help teacher and student for developing pronunciation of teaching and learning process in Universitas Muhammadiyah Yogyakarta. Additionally, the feature of CALD3 will be analyzed for the data of this paper. The perspective from the students and three lecturers as a qualitative data will be administered as a data. This paper also administer the quantitative data that make this paper is stronger to perform. The data gathered reveals that CALD3 has simplified and purposeful feature for developing pronunciation. Furthermore it is also easy to use and understandable feature for students to allow it. CALD3 should be empowered as a tool that helps teaching and learning process of pronunciation in EFL. 
TEACHING BY USING VIDEO: WAYS TO MAKE IT MORE MEANINGFUL IN EFL CLASSROOMS Sitti Hadijah
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

The widespread of English learning videos nowadays reveal that technology has been integrated in English language realm. There are numerous videos that can be deployed as English learning media or sources. As commonly known, the use of video in English Foreign Language (EFL) classrooms can facilitate the students to get more interested in learning and also enhance their communicative competences because they can get rich learning experiences. However, in this advanced technology era, the teachers have to face some challenges in utilizing the video in the classrooms, such as variety of video formats, technology devices, and video techniques. In this case, the teachers have to be able to choose appropriate video, deploy the technology devices, and present it in more interesting and meaningful ways. If the teachers do not know how to figure out the challenges, the video will not work effectively to achieve the teaching and learning objectives. Considering great benefits and challenges of using video in the EFL classrooms, this paper discusses theoretical background to present some meaningful ways of deploying video. It is expected to provide information for English Language teachers to successfully employ the video in their classrooms. 
LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION Hermawati Syarif
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

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning  method reflect the development of linguistic theories. This paper describes how the three broad views of lingusitic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, that is language, the knowledge of the language, then, is the core. Linguistics systematically discusses language as a whole, in which the universality of language is searched, as well as  particular language. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sosiolinguistics. In relation to language teaching and learning, especially English, such knowledge  on  the English language gives  learners the chance to apply in social communication  and in any ocassion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should  notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners. Nevertheless, as the effect of using English as second language (L2) in certain countries, the varieties of English existed and the changes in particular elements of the language may appear that  result misunderstanding. In this case, English instructors/teachers should also update their linguistic competence, especially on Pshycholinguistic and Sociolinguistic points of view
THE IMPACT OF USING COMPUTERS ON STUDENTS' WRITING PERFOITMANCE Hadriana Hadriana
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 purposes of this study were to determine the impact of using computers on the quantity and quality of students' writing as rvell as the attitudes of the students torvard writing. The participants of this study were the first year students of Errglish Study' Program of FKIP Riau University. As the students learned the steps of the writing process, together with a partner they wrote a paragraph by using computers. The results of this study indicated that there were improvement of the students' writing performance in all components of writing. The students wrote better quality paragraph, wrote longer, and had a better overall attitude toward writing. The mean score of students'pretest was 53.93 and improved to 70,74 in the posttest.
UNTOLD STORY: CLASSROOM MANAGEMENT PROBLEMS AND THEIR INFLUENCE ON STUDENT-TEACHERS’ TEACHING Yenni Rozimela
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 article proposes strategies to handle classroom management problems commonly faced by English student-teachers. These propositions are inspired by a partial result of an action research involving 12 student-teachers undertaking a teaching practicum subject at five junior high schools in a municipally of West Sumatera, Indonesia. Based on the results of observations and interviews it was found that classroom management problems brought about several constraints for the student-teachers in reaching their teaching objectives. They frequently stopped their activities for a while for the disturbances made by the students and thus they often could not realize their plans well. Sometimes they were not able to organize the students and their activities which in turn caused problems. Thus, it can be concluded that problems are most likely due to the students’ low motivation and very limited English ability and the student-teachers’ lack of classroom management skills. The problems decreased after applying some strategies which were derived from discussions with the supervisors (i.e. the researchers). In fact, the student-teachers were able to focus more on what and how to teach rather than how to handle their students’ behavior problems. In effect, they could teach effectively. The strategies are setting classroom-agreed rules, personal approaches, and application of variety of techniques. Before explaining these strategies, an account of the student-teachers’ classroom management problems and how they handled them will be given briefly.
English Days Program (EDP) as a Basis of Developing Students’ Foreign Language Awareness in STAIN Bukittinggi Hayati Syafri
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 background of the research is the lack of students’ foreign language awareness in STAIN Bukittinggi for improving their speaking ability. Students are nervous and anxiety to practice their English in the speaking class. So that, teacher created English Days Program (EDP). The purpose of the research is to get the information whether the activities in EDP can develop students’ language awareness in practicing their English. This research uses qualitative research. The population is the English students in STAIN Bukittinggi and the sample is the students in the second semester academic year 2014-2015. The data collection is the interview by the snowball sampling where the samples are studying speaking in this semester with the researcher as the pioneer of EDP. The result of the research is all informants agree that EDP can develop their English language awareness because they always get the motivation to do that. Besides, they are also helped by the EDPs’ systematic systems that control them. So, even though they faced many problems in speaking, they believed that EDP is still a good program to improve their language awareness in English.

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