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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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DEVELOPING ENGLISH LEARNING MATERIALS BASED ON CONTENT-BASED APPROACH FOR NURSING STUDENTS OF STIKES PAYUNG NEGERI PEKANBARU Wahyudi Wahyudi
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 absence of English learning materials containing nursing topics is one of the factors that cause the students’ low mastery of English for Nursing Purposes. Thus, the learning materials need to be developed. The ADDIE model covering the phases of analysis, designing, developing, and implementation, was used to produce the content-based learning materials for nursing students of STIKes Payung Negeri Pekanbaru. Evaluation phase, however, was excluded for further research to find out the effectiveness of the product. Those phases were to explore the students’ needs; to design learning materials; to develop the design and to find out its validity; and to find out the practicality of the product. The respondents were the head of nursing program, lecturers, nursing students, and the experts of nursing contents and material development. The instruments were a set of needs analysis questionnaire, validation checklists, and questionnaire of product practicality. The findings indicated the real needs of nursing students that they prefer learning English for Nursing Purposes to General English. The nursing topics that they wanted most to learn were related to hospital, nursing care, medical treatment, diseases, and medicines. The experts’ validations approved that the product was very valid and it was proved practical in implementation phase. It is suggested that the nursing content-based learning materials can be used to improve students’ mastery of English for Nursing Purposes.   
Awareness-Raising Technique in Teaching English to ESP Students Dwi Settya Mahaputri; Fadilla Taslim
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

College students whose major study not English is called non-English Department students. The non-English department students usually learn English under the branch of ESP (English for Specific Purpose).Teaching and learning English in ESP context is not same with the teaching English as general. ESP is built the process of teaching and learning English of purposes related to students’ needs and useful to perform particular job related to their field of study major. But, in fact, since the students’ realize that their major is not English; they usually don’t interest more in learning English. They think that English is not important to them because there is no correlation with their subject field of study. By that situation, lecturers whose take responsibility in teaching English to non-English department students have to solve that problems. Lecturers can increase student’s interests’ of English by raising their awareness of learning English. Awareness Raising is activities that can be used by lecturers in order to make the students’ notice of English, aware of the useful of English, and make the students’ understand of English subject. The concept of awareness-raising comes from cognitive learning theories which argue as a prerequisite for the restructuring of the learners’ mental representation of the language. In proposing this, lecturers have to guide ESP students in creating their personal cognitive knowledge of patterns and rules in language. To be effective, the technique of awareness-raising must meet and maintain the mutual needs and interest of the students involved.
CREATIVE TEACHING MODEL: AN ALTERNATIVE SOLUTION TO TEACHERS' PROBLEM IN PREPARING LESSON PLANS Jonner Simarmata
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

One of the crucial and classical problems faced by English teachers in Indonesia is lesson planning. For several past decades. many models of teaching have been introduced. Even, in line with the implemention of K'13, a teaching model is also introduced to English teachers. However, based on my observations, out of the many teaching models, none has been satisfactory to teachers. Usually. teachers' confusion emmerges every time a new model is introduced. As a result, students' English learning outcomes are unsatisfatory as well. Through this paper, I would like to propose a simple model, which, in this paper, is called a Creative Teaching Model, which, I think, can be an alternative solution to teachers' problem in preparing a lesson. I believe that this model can bring about optimum teaching success due to the simplicity and effectiveness of this teaching model. For this, I have several reasons. First, this model applies simple procedure. Only within six steps, teachers can create not only effective teaching material but also effective teaching and learning strategies. Besides, this model accommodates all learning theories and language theories. Second, with this model, teachers can be as maximally creative as possible. Besides, PAIKEM principles can be incoorporated into this model. Hence, the learning outcomes are maximal as well. Third, every step in this model is easy, practical, and simple enough to formulate. So, in preparing a lesson plan, teachers do not need to spend much energy and time. Also, preparing a lesson is no longer a burden to teachers. Last but not least, this teaching model can be used for one or more sessions of class, depending on the situation and needs. The steps in the teaching model are as follows: l. formulating Learning Objective,2. selecting Motivating strategies, 3. selecting Presentation Strategies. 4. Developing Skill Practices, 5. Selecting Summing-up strategies, and 6. selecting Assessment. This teachi;rg model has been suocessfully implemented in one of the biggest language schools in Indonesia.
PREPARED FOR INTERNATIONAL SCHOOL: VIEWED FROM TEACHERS’READINESS OF BRAWIJAYA SMART SCHOOL MALANG Leil Badrah Zaki; Adila Jefiza
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 research aims to discuss teachers’ readiness to face the challenge of international school that will be defined from their background knowledge of international school itself, the qualification and competence of the teachers and also teachers’ attitude toward this change. The subjects of the study are teachers from Brawijaya Smart School since the school has already begun to conduct teachers’ training specifically English for classroom instruction that is guided by Direct English Malang. The teachers are consisted of 6 pre-school teachers, 29 elementary school teachers, 27 junior high school teachers and 45 senior high school teachers. The prior research toward the teacher qualification was conducted through English placement test. The data of the teacher placement test show that 90% Elementary teacher is in basic level and 10 % of them is in intermediate level, 75% of Junior high school teacher is in basic level and 25 % of them is in intermediate level. 78% Senior high school teacher is in basic level, 20% of them is in intermediate level and only 0, 03% of them is advanced. The result of the present study could become a recommendation from teachers’ view for the school principle and decision maker of Brawijaya Smart School in conducting a further teacher training in preparing to become international school.
Implementation of Allo-Repition Strategy to Improve Learners’ Participation in Speaking Activities at Speaking II Course of English Department STAIN Kerinci Novri Pahrizal
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 focused on implementation of allo-repition strategy to improve learners’ participation in speaking activities. It was a classroom action research (CAR) which conducted in two cycles at speaking II course of English department STAIN Kerinci wherein in this study, the writer only conducted at one class of three consisted of 33 learners. The data were collected by using speaking test, observation, questionnaires and interview. The collected data were analyzed quantitatively and qualitatively to know the process learning and result of implementing allo-repition strategy. The results of data analysis from observations show the improvement of learners’ involvement in learning process. The data from learners’ speaking activities show the improvements in terms of numbers of exchanges the learners could produce in a conversation, learners’ turn-taking, and learners’ back-channeling. The data from questionnaires and interview show the improvement of learners’ perception toward learning speaking by using Allo-Repetition strategy and the technique of lecturer in teaching. The result of this study indicates that it better improves learners’ participation in speaking activities. 
STUDENTS’ NEED ANALYSIS ON MULTIMEDIA BASED GRAMMAR 1 TEACHING MATERIAL Fitrawati Fitrawati
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

This article presents a part of a study conducted to develop teaching material for Grammar 1 Course on Multimedia based teaching material. The results described here are the students’ problems and needs in Grammar course. It was a descriptive study to see students’ needs on multimedia used in Grammar 1 teaching material. The data were taken from the questionnaire. The questionnaires were distributed to the students who have taken Grammar 1 course. The result of the research showed that 1) there is a gap between the objective of Grammar 1 course and the students’ achievement in the class, 2) students get the problems in understanding Grammar 1 due to inappropriate teaching materials used in teaching and learning process, and 3) the students need a multimedia based teaching materials to improve their understanding and achievement in Grammar 1 course.
INCREASING STIIDENTS' MOTIVATION TO LEARN ENGLISH GRAMMAR THROUGH POETRY Suswati Hendriani
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 problem that interests the writer to write this paper is that many students, even those of English major, lack of motivation to learn English Grammar. As predicted, they usually have poor grammar mastery. Therefore, an altemative solution is presented here: using poetry to teach English Grammar. The purpose of the research article to show the readers how the uses of poetry can increase students' motivation in learning English Grammar. Based on the collected data through interview, questionnaire, and observation during English Grammar teaching and learning process, poetry is proved effective to increase students' motivation to learn English Grammar. The increase of the students' motivation might be caused by the combination of the different methods of when teaching grammar using poetry, namely: using rules, using examples, and using texts to teach grammar. When using poetry to teach English Grammar, English teachers can insert into the poetry English Grammar rules, examples of English Grammatical points, and make the poetry itself as the text. The combination of the three methods of teaching grammar is proved to give much better results based on the writer's observation on students learning English Grammar at her college, based on the data collected through questionnaire, and based on the students own information when they were interviewed.
THE ACQUISITION OF VERB PHRASES INDICATED IN EFL STUDENTS RECOUNT TEXT Astuti Pratiwi Ramadhani; Muhammad Khairi Ikhsan
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 study aims to investigate the interlanguage in regard to verb phrase acquisition that high school students produce when they write English especially recount text. This study is conducted on the basis of the fact that high achiever students still make errors although they have learned English for a long time. Also, the error themselves are as a system and can be used to determine interlanguage. The result showed that around 40% students produce error in producing writing text. It means most students produce correct structure in their sentence. However, students mostly have problem in acquiring gerunds, modals, and negative transformation of verb phrase. Also, not many students used passive transformation in their writing text. Many of them prefer to use active sentences rather than passive one. In addition, there are three processes that contribute to students’ interlanguage; language transfer, transfers of training, and overgeneralization. The errors they make show that they go through development process and their acquisition of the target language must be on the interlanguage continuum. Therefore, interlanguage provides a more comprehensive way dealing with students’ error, they are not perceived as something negative but as a construction of their own process of learning.
ANTICIPATION GUIDE : A STRATEGY OF TEACHING READING COMPREHENSION Andri Defrioka
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 reveals an alternative model for teaching reading comprehension at senior high schools. An anticipation guide is a comprehension strategy that is used before reading to activate  students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading. They also create curiosity for the reader, provides the reader with a purpose, gives a focus to the reading and can be a way for the teacher to be cued into how much scaffolding his/her students need. The teacher generates a number of statements based on the reading. Some of the statements are confirmed by the reading, while other statements are contradicted by the reading. Students are asked to evaluate the accuracy of the statements. Students from differing opinions can explain their thinking. This model is designed and hopefully will be useful for English teachers who are training students to read and face the implementation of Curriculum 2013 at senior high schools.
IGNITING STUDENTS’ MOTIVATION IN WRITING THROUGH JOURNAL WRITING Nita Maya Valiantien; Ririn Setyowati; Setya Ariani
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

Until recent decades, the effort on diminishing students’ feeling of anxiety and less self-efficacy toward the writing activities in academic writing course still becomes a great concern for the teachers or practitioners of writing skill especially when dealing with students from multilingual society. These students, who learn English as a foreign language, often demonstrate the influence of their first language when composing a writing, even in a simple paragraph. Facing this situation, the teachers are forced to give attention more to students’ grammatical composition, and as a result of this most of the students give excessive attention only to revise the grammatical mistakes. Based on this situation, they develop “mental block” towards writing and have less interest in writing. To deal with this situation, many studies suggest that teachers need to foster students’ motivation since it is as crucial as developing students’ writing skills through practice. Hence, this paper aims to describe the effectiveness of giving journal writing task and providing comments to students’ writing in the task as a simple but useful way to ignite students’ motivation in writing. The object of the research is the students of academic writing course in Faculty of Cultural Studies of Mulawarman University Samarinda. List of questions were given to the students after they experienced the task to figure out how much the task and the comments influence students’ motivation in writing

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