cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
INDONESIA
Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
 16   17   18   19   20 
REFORMULATING ENGLISH FOR SPECIFIC PURPOSES (ESP) IN INDONESIA: CURRENT ISSUES AND FUTURE PROSPECTS Kusni Askar
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.389 KB)

Abstract

This paper aims at exposing ideas on current issues and future prospects of English for specific purposes (ESP) in Indonesian contexts. The ideas are developed on the basis of reviewing several ESP theories and findings of several researches which had been conducted by this writer since the year of 2004. As a synthesis of those findings and reviewing theories of ESP, this paper firstly presents the basic concepts and characteristics of ESP. Then, this paper presents the first main concern, some major current issues of ESP in Indonesia. Several important issues will be the focus such as, its course design, teachers, objectives and materials, and its assessment. Following the issues, the next part will be about the second main concern, some possible future prospects of the ESP in Indonesia. The discussions of the two major focuses mean to encode my ideas of reformulating the ESP courses.      
WHEN VERBS BECOME NOUNS: GRAMMATICAL MBTAPHOR IN STUDENTS' ACADEMIC TEXTS Refnaldi Refnaldi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.438 KB)

Abstract

The major challenge, according to Systemic Functional Linguistics (SFL), for students in writing courses is the frequent use of grammatical metaphor in acaciemic texts. Grammatical metaphor is the key element of academic discourse and a "single most distinctive characteristic" (Halliday, 2004) of written language compared to spoken language. This study is focused on the use of grammatical metaphors in students' abstracts. Using content analysis as data collection technique, this study examines 20 students' thesis abstract. The findlng shows that the use of grammatical metaphgrs is not yet optimal due to students' lack of understanding of grammatical metaphor functions in written English. The conclusion is there is a need for students on the improvement concerning the use of grammatical metaphors.
Language Awareness in the Second and Foreign Language Grammar Classroom Arshad Abd. Samad
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.208 KB)

Abstract

In the many decades since Applied Linguistics became a formalized and popular academic discipline, we have been introduced to several inter related terminology in language pedagogy that are used to help explain the process of becoming proficient in a second language. These terms include language acquisition, intake, the developing interlanguage system, and more recently, language awareness.  From the perspective of language teachers, these terms and the concepts they describe formally state desirable goals and point in the direction to which we want to bring our students but do not provide explicit information on how we can do so. Although language awareness may best be described as an educational movement in its initial stage, it has now taken on varying perspectives that affect almost all aspects of language use and consequently has clear implications on how language should be taught in classrooms.   This paper will begin by briefly examining the concept of language awareness and its scope.  It will then discuss some possible ways how language awareness can occur in an educational context and finally, drawing upon work conducting by earlier practitioners, especially Batstone (1995), the paper will propose a format for incorporating language awareness into the second and foreign language grammar classroom.
THE EFFECT OF SQ4R TECHNIQUE TOWARD READING COMPREHENSION AT THE SECOND YEARS OF ENGLISH STUDENTS IN UNIVERSITY OF PASIR PENGARAIAN Evi Kasyulita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.203 KB)

Abstract

The research aimed to found the effect of SQ4R Technique toward reading comprehention at the recond year English students in University ofPasir Pengaraian. The researcher see the students problem not active while learning reading process so that students not interesting learn reading lesson, based of that problem researcher interesting using SQ4R Technique to engage the students problem,this theory supporting based of Richardson and Morgan, 1997,they said that SQ4R technique can obtaining information, acquiring greater understanding, or improving a skill. The research design is Experimental rvhich conducted at second semester students in English study program in University of Pasir Pengaraian. Sample of reasearch is Fourty five students, which consist ofa 30 students for experimental class and b 15 student for controll clas.The instrumentation used reading test, reading test devided to pre test and post test. In this research the researcher analysed test used normality and homoginity with a formula T test. After analysed used normality and homoginity, the researcher got mean score is 15.9667 in experimental class and I 1.6667 mean score in control class, u'ith significant value 0,000 less than 0,05. Ifsignificant value less than 0,05 so there is effect SQ4R technique toward reading comprehension students. Based of explanation above, found that there is effect SQ4R toward reading comprehention students.
REFLECTING THE PERCENTAGE OF SENTENCE TYPES IN EFL STUDENTS’ PARAGRAPH WRITING ASSIGNMENTS: A DESCRIPTIVE STUDY ON PEDAGOGICAL OUTCOMES OF LEARNING ENGLISH WRITING Syayid Sandi Sukandi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.785 KB)

Abstract

This research quantitatively presents and reflects findings on the percentage of Indonesian EFL students’ sentences in their writing assignments that were submitted online in Writing 1 course. Each type of sentences is coded differently: Simple Sentence (Code: S.S.), Compound Sentence (Code: C.S.1), Complex Sentence (Code: C.S.2), and Compound-Complex Sentence (Code: C.C.S). Each of these types of sentences is measured along with their occurrences in students’ paragraph writing on five genres. Percentage on type of sentences is analysed through quantitative measurement. Samples of this research are 10% from all population, which is specifically seen through the number of students’ writings submitted online. The result of this research shows five obvious occurrences. For S.S. type, students used it mostly in descriptive genre with 32.58% from total sentences written in the descriptive genre. For C.S.1 type, students used it mostly in descriptive genre with 39.44% from total sentences written in the descriptive genre. For C.S.2 type, students mostly used it in argumentative genre with 34.42% from total sentences written in the argumentative genre. For C.C.S type, students mostly used it in comparison-contrast genre with 30.26% from total sentences written in the comparison-contrast genre. This finding reveals that pedagogically, awareness on students’ writing product in learning English writing should be less important than looking at students’ writing process in the same type of learning.    
English for Academic Purposes in EFL Contexts: The Needs for Integrating Reading and Writing Skills Kusni Kusni
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.483 KB)

Abstract

This paper aims at discussing an interesting issue about the needs for integrating reading and writing skills in English for Academic Purposes (EAP) in EFL contexts. After experiencing teaching several EAP courses, I come to a conclusion that the integration of reading and writing skills is the most crucial and significant objective of teaching English at several study programs at universities in EFL contexts. In order to know how to do this, in this ideational paper, I share ideas to all readers the bases and reasons behind the ideas, the types of tasks for the integration, and some problems as well as challenges of the integration. I focus my analysis firstly on the significant roles and reasons of both skills to be integrated in accordance to some research findings. Secondly, I present readers problems and challenges in integrating reading and writing in EAP classroom. At last, this paper discusses the types of tasks the students should do in integrating these most important academic skills. 
ASSESSMENT AND EVALUATION FOR LEARNERS IN MULTILINGUAL SOCIETIES Elda Martha Suri
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.556 KB)

Abstract

This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teachers and students include the multilingual background of the learners, lack of cooperation from teachers of other subjects, the need to import language materials, poor levels of language teacher training, and large class sizes. An alternative approach to ESP is suggested, one in which the learner's native language and other languages in the learner's environment play a major role in tertiary education. The importation of culturally and educationally irrelevant materials is noted along with the urgent need for teacher training reform. 
THE USE OF SKYPE IN TEACHING LISTENING COMPREHENSION Rugaiyah Rugaiyah
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.828 KB)

Abstract

This paper shows the ELT educational trend has recently been gaining in significance in education systems throughout the word. English Language Teaching (ELT) has tremendously changed over the last one decade. Living in a world where technology is omnipresent. Technology in education has become the buzz word in every educational environment. The classroom environment today, is completely different from the traditional classroom. The traditional methods which are mainly based on lecturing and rote learning. Whereas, technologies like internet, skype, youtube, tweeter, Mobile phones and many more have added not only stimulus but also learners' engagement and true interactivity with the classroom. The internet has had a tremendous impact on learning and brought new opportunities for learners to find and retrieve information, access learning resources, as well as to connect with other learners. Internet appeared to be entering a new phase of development with a nerver range of applications, tools and services. Teachers and learners are able to use technological tools such as: quizzes to test knowledge: search tools to retrieve information online, as well as discussion boards. email, and life chart, which facilitated communication. These tools certainly has the potential to enhance the learning process by offering more flexible access to the curriculum and providing opportunities for support outside the classroom. One widespread method online teaching involves the use of skype, a powerful application that provides users with free internet voice chatting service. This paper is focused on analyzing the impact of Skype on students' listening comprehension for a group of 21 students of fourth semester of FKIP UIR Pekanbaru in academic year 2014/2015. This study used classroom action research. The researcher collaborated with one of the English lecturer who teaches at English language of FKIP UIR. The instruments of this research were tests, observation, interview, and field notes. The data collection nas accomplished by means of students' reflection questionnaires posterior to the Skype, field notes of the inlestigator, and comprehension tests. The finding shorws that the use of Skype can improve students' listening comprehension. It can be seen from the increasing of mean score of the tests, includes:base score has 46.19, cycle I was 69.52, and cycle II was 71.43.
TEACHING SPEAKING BY USING CURIOSITY BOX STRATEGY TO VOCATIONAL LEVEL STUDENTS Herlina Herlina; Melati Melati
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1072.995 KB)

Abstract

The aim of this research was to find out whether or not it was significantly effective to teach speaking by using curiosity box strategy to vocational level students. The subject of this research was the eleventh grade students of Vocational High School Number 2 Lubuklinggau. In this research, the writer formulated two hypotheses. There were null hypothesis (Ho) and alternative hypothesis (Ha). In this design, the writer used pre-experimental method. The total population was 297 students and sample of the research was 32 students taken through cluster random sampling. The writer used oral test as a technique for collecting the data. The data was analyzed through four techniques: 1) students’ individual score; 2) comparison to minimum mastery criteria; 3) normality test and 4) paired t-test. Based on data analysis, it showed that the  student’s average score pre-test was 53.21 while the post-test was 72.14. Thus, the result of paired t-test calculation was 14.02 which was higher than 1.697 as critical value with degree of freedom 31 (32-1) with 95% significant level for one-tailed test. Finally, the null hypothesis (Ho) was rejected and alternative hypothesis was accepted. It means that it was significantly effective to teach speaking by using curiosity box strategy to vocational level students at Vocational High School Number 2 Lubuklinggau.
The Development of Speaking Teaching Model at SMP Negeri I Muaro Jambi Yelia Yelia
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118 KB)

Abstract

Based on the writer’s observation and interview with some English teachers in Jambi Province, the writer concludes that the teaching of speaking is the biggest problem they have. Because of that, the writer conducted a research at one of junior high schools in Jambi Province, SMP Negeri 1 Muaro Jambi, to investigate the model used by the English teachers and develop it. The writer investigated the model usually used by teachers by doing observation when the process of teaching ‘Descriptive Text’ took place and interviewing the English teachers. Then, the model was described in five structures namely syntax, the social system, principles of reaction, support system, and effects of the model. After that the writer developed it into the new model called Ci-Y model. The next step, the writer conducted a quasi experimental research to know the effectiveness of the two models. The populations of the research were the first grade students which consisted of six classes. The samples were two equivalent classes namely class B and F. Class B was taught with Teacher Model and class F with Ci-Y Model. At the end of the research, the two classes had speaking test. The result of test showed that Ci-Y Model was more effective than the model usually used by the teacher. It also showed that score of class F was higher than class B. 

Page 18 of 40 | Total Record : 393

 16   17   18   19   20 

Filter by Year

2013 2018


Reset
Filter By Issues
All Issue Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) Vol 1 (2013): Proceedings of National Seminar on English Language Teaching