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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 393 Documents
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SILENCE IS NOT GOLDEN Mariska Febrianti; Bambang Suwarno
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

In order to improve students’ language skill various teaching methods need to be introduced in the language classroom. The aim of this paper was to investigate the effect of small group discussion on students’ achievement in grammar. This was a pre-experimental research, in which there was only an experiment group that was taught through small group discussion. The subjects consisted of the second semester Accountancy students at Dehasen University. The data were obtained from the students’ test scores. Data analysis showed that there was a significant difference between pre-test mean and post-test mean. Thus, it could be concluded that small group discussion technique could improve students’ grammar. This improvement could be contributed to more active students’ participation through small group discussion. Further study using quasi experiment is recomended
TEACHER’S ROLE AS A PROMOTER OF MULTICULTURAL PERSPECTIVE: A CASE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Absharini Kardena
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

In EFL context, diversity of students’ culture and background commonly contributes as one of problems in teaching and learning processes. Teaching EFL ideally is not only about teaching language but also teaching culture. It is based on a common premise in which these two parts are interrelated; the language is a part of the culture and the culture is a part of the language. Thus, teachers as language practitioners are supposed to be promoters of multicultural perspectives. The teachers are demanded to encourage the learners to be aware of culture while using English. Since many problems appeared in the real life because of misunderstanding of such cultural aspects, teaching culture for the learners is determined important. Therefore, the teachers have a role to teach and guide the students to tolerant of cultural conflict, to respect diverse culture, to avoid stereotyping others, and to develop materials of cross cultural. This paper, which is derived and further developed based on research conducted in 2013,  discusses and analyzes English teachers’ points of view related to their role as promoter of multicultural perspectives and its impact on students’ progress in learning English. 
REUNDERSTANDING HOW TO TEACH ENGLISH GRAMMAR FOCUSING ON THE PROCEDURAL KNOWLEDGE Veni Roza
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 fact is among teachers, grammar and learners. The teacher gives a grammatical rule followed by a set of exercise designed to clarify the grammatical point and help the learners master the point. That is called by deductive method. Or teachers present the learners with samples of language and through a process of guided discovery, get them to solve the rule for themselves. The last is inductive procedures. These ways in the classroom do not make them able to communicate in the target language. They can give or know explanation of the grammatical rule but violate the rule when using language communicatively. For example a learner can tell me the formula of passive, when making statement in passive and why it is in passive he isn’t able. Now, how we as English teachers reunderstand that the focus of teaching grammar is on the development of procedural rather than declarative knowledge. Our task is to give learners a proper context for the grammar point. It means that we teach grammar in order not only to know language rules but also to be able to use the knowledge for communication. 
ESP (ENGLISH FOR SPECIFIC PURPOSE): TEACHING LEGAL ENGLISH USING LEXICAL APPROACH Supardi Supardi
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

Legal English (LE), like such other ESPs as Business English, Medical English, Nursing English, English for Accounting, English for Aviation, English for Banking, and many others, has a large number of specific words that the learners of English as a Foreign Language (EFL) need to acquire. In term of LE, it is necessary for the EFL learners, especially those of law students, to master the specific vocabularies frequently used in legal settings. Without having enough mastery of LE vocabularies, it is certainly difficult for them to use their English skills in legal context such as reading or writing legal documents, listening to the legal reports or news from radio or from television, and presenting the case in the courtroom. To meet their need for the acquisition of LE vocabularies, it is therefore important for the EFL teachers (especially those teaching English to law students) to use a certain approach called lexical approach for his or her teaching in the classrooms. With this approach, they are hopefully able to develop the EFL leaners’ acquisition of LE vocabularies. In the framework of this development, this paper will then focus its discussion on understanding of LE, overview of lexical approach, importance of lexical approach to teaching LE, exploration of LE vocabularies for teaching materials, and samples of teaching materials design of LE vocabularies.
TEACHING ENGLISH TO STUDENTS WITH LEARNING DISSABILITIES Dwi Settya Mahaputri
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

In this globalization era- English is considered as a powerful language in the world to transler information and technology. Thus, English is being a subject that must be taught on each level ofeducation in Indonesia. In teaching English. teachers should consider the differences of their students- regarding to their levels, interest, gender, abilities. cuitural. and learning disabilities. Students' with learning disabilities is being the focus of this research. Students with learning disabilities are often caught in a vicious spiral of school failure. There has been a lot of discussion around the topic of teaching English to students with learning disabilities. Students with learning disabilities have dysfunctions in processing information typically found in language-based activities. They have average or above average intelligence, but they often encounter significant problems learning how to read. write, and compute. They also may have difficulty following directions, attending to tasks. organizing assignments, and managing time. Sometimes these students appear to be unmotivated or lazy when in fact they are trying to the best of their ability. Moreover, English teachers have to think over the instruction. activity. and strategies that they r.vill use to students with leaming disabilities. Therefore, this research will discuss about teaching English to students with disabilities. more focused on strategies used by English teacher in teaching to students with learning disabilities.
MAXIMIZING REGIONAL DIALECT IN EFL LEARNING ACTIVITIES OF SOCIOLINGUISTICS CONTEXT Vina Fathira
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

In teaching sociolinguistics, it is hard for students to understand the terms used for sociolinguistic theories. In order to ease the students’ problem, the researcher wants to conduct the research about maximizing material for regional dialect in classroom activities of sociolinguistics context. In classroom activity, the use of isoglosses boundaries and dialectometry is good to make the students understand compare without using those two things. The researcher used isoglosses boundaries and dialectometry to identify the language variation in one region lies between or among other regions which has different languages. This study aims at maximizing isoglosses boundaries and dialectometry for regional dialect to make them understand about terms used in sociolinguistic context. This research used qualitative method explained descriptively. In collecting data, students were asked to fill the questionnaires before and after using isoglosses boundaries and dialectometry, counted the score of the questionnaires and analyzing these two ways of maximizing regional dialect. The result showed that the students are easy to differentiate terms used in regional dialect after using isoglosses boundaries and dialectometry such as language, dialect, accent as well as other terms in regional dialect of sociolinguistic context compare with the students before using isoglosses boundaries and dialectometry. Findings of the research are divided into two things. First, using the dialectometry is easier to understand by calculating the differentiation of gloss used. Second, by using isoglosses boundaries is easy way to see the differentiation of one dialect to other by mapping the language in language variation of sociolinguistics context.
The influence of classroom based assessment and communicative approach in teaching-learning English for Indonesian learners Idaryani Idaryani
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

Indonesia is archipelago country and consists of hundreds different ethnic groups who speak more than seven hundred vernacular languages. Generally, Indonesian people are bilingual. They speak vernacular languages as their mother tongues and Bahasa Indonesia as means of  communication among different ethnic groups.  English is spoken as additional or foreign language. Since English is not means of communication for learners in their daily life, it will be very challenging for them in learning process moreover English is only learnt as prerequisite subject in many schools. It is believed that the implementation of Classroom Based Assessment (CBA) methods  and communicative language teaching (CLT) in teaching-learning will encourage students in learning English. It is also expected that the method will enable the students to be more engaged during classroom activities. Since the assessment methods will evaluate and assess all learners’ performances. The implementation of CBA and communicative approach of teaching is also expected to make learning English more interesting for learner so the learner will be aware that learning English can be as a fun activities. Communicative approach will enable students to be more active and enable them to do more interesting activities through speaking rather than sitting and listening to the teachers. The activities such as presentation, role play, and storytelling about attractive topics are expected to be more interested for students in teaching-learning process.
ADDRESSING COGNITIVE ISSUES IN LEARNING ENGLISH GRAMMAR: LEARNED SELECTIVE ATTENTION AND CONCEPTUAL TRANSFER David Wijaya
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

Learning grammar is cognitively demanding and thereby presents a number of difficulties to learners. These difficulties include learned attention and first language conceptual transfer phenomena on the part of the learner. The attention that is learned during first language acquisition and prior to learning English as a second language overshadows and blocks the acquisition of focal aspects of the target grammar, such as the simple past -ed and the suffix -s. These issues are compounded by conceptual categories that are structured and formed also during first language acquisition. Second language researchers have proposed form-focused instruction as a way to deal with these issues. However, research shows that the common traditional approach that is used in this type of instruction does not always specifically address the problems mentioned earlier. As a result, EFL learners remain ill-served. This paper discusses the two cognitive issues that arise from first language learning experience, considers the implications for language teaching and examines various pedagogical options that can address the cognitive issues in question. The reactions are expectedly able to direct learners’ attention to the important aspects and minimize the negative transfer. The overarching goal is to help learners in their acquisition of English grammar. In concluding, I recommend incorporating this approach in EFL instruction.    
VERBAL AND NON-VERBAL SIGNS OF LANGUAGE IN ADVERTISEMENTS: A SEMIOTIC APPROACH OF TEACHING Ni Wayan Sukarini; Maria Gorethy Nie Nie
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

This paper takes semiotic as a possi[te practical approach toward the teaching oflanguage through its verbal and nonverbal signs. Semiotic is the study of signs (verbal and nonverbal) and signs are mostly used in advertisements not even in Public Service Advertisements (PSA). The use of verbal and nonverbal signs is to deliver the messages to the intended audiences. The language learners can understand the messages being delivered through sentences rvhich are mostly performed through verbs at the beginning. The form is imperative forms with the function of persuading. PSA of HIV/AIDS was chosen as the data source because of one among some reasons: based on the statistics number of victim suffered from HIV/AIDS is increasing all over the rvorld. It is a qualitative research and the data was taken from electronic media (internet) through the methods of obsen'ation and documentation. The theories of semiotic, linguistics. and teaching method were applied for analyzing the data. The analysis rvas focus.ed on how verbal and nonverbal signs oflanguage which deliver messages can be effectively understood through semiotic approach of teaching. It is hoped that the findings of this paper will raise awareness of teachers as a foreign language to what constitutes the semiotic approach of teaching and how to apply it.
THE IMPACTS OF THE 2015 NATIONAL EXAMINATION POLICY IN INDONESIA ON ENGLISH LANGUAGE TEACHING Wina Hartaty
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 case study aims to see how the 2015 policy on the national examination in Indonesia affects English language teaching in a public Islamic junior high school. This policy eliminates the passing grade requirements for students who take the national examination. The respondents were all three English teachers in the school. They took an online designed survey powered by Qualtrics to depict their teaching practices before and after the implementation of the policy. The survey included four themes, namely, the teaching objectives and learning mastery, the English teaching practices, the concerning factors in designing teaching activities, and the teaching satisfaction. The data were analysed using framework analysis. Some differences and similarities on the English language teaching are found in the teaching practices before and after the implementation of the new policy. The differences were found almost at all themes. One prominent finding is that the teachers felt teaching satisfaction due to the absence of target to achieve certain passing grade, which was previously implemented and caused the practice of teaching for test. This has shown that the new examination policy in Indonesia affects positively on the English language teaching in this school.

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