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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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INTRODUCING CHILDREN’S LITERATURE BY MAXIMAZING TABTALE'S INTERACTIVE BOOKS AT DIGITAL DEVICES Titik Wahyuningsih
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 rapid development of technology has changed children’s attention mostly to computer and its all-things rather than to paper based things.  This way, story books for children may become untouched things that lead to the unheard of strange things to children.  If the condition happens, language acquisition, cultural understanding, and moral teaching and all the advantages of tales reading will then come into only a fantasy. TabTale’s interactive storybooks provide an exciting and rich reading experience on iPad, iPhone and other digital devices. With over 25 million downloads TabTale's interactive books, games and educational apps provide a new interactive experience full of innovative activities which inspire children’s creativity and imagination as well as help caring parents to educate their lovable children in a uniquely enjoyable and fun way. As brilliant interactive books for kids, TabTale provide many famous stories for children in which in each title not only can we enjoy the story but games as well.  Thus, children can help the characters inside the stories to do certain things, tap a character and see how it transforms, opt whether to read the story by themselves and record the sound or let the media read for them so they know the best way to pronounce the words, do puzzles in between the readings, paint the pictures, count objects, match pictures, and else.  Thus, the variations of activities inside motivate children to know more and understand any aspects of education they should get in their early stage of life.
THE EVALUATION OF ENGLISH TEXTBOOK FOR GRADE VII OF JUNIOR HIGH SCHOOL IN INDONESIA Sri Handayani
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 purpose of this research was to evaluate the quality of English textbook for grade VII of junior high school in Indonesia entitled “When English Rings a Bell - Revised Edition”.  This research employed a document analysis (Cresswel, 2012). The evaluation of the textbook was conducted qualitatively through adapted checklist developed by Litz (2005). The checklist was six criteria including practical consideration, layout and design, activities, skills, language type, subject and content, out of seven criteria in Litz’s checklist were selected for this research.The results of this research revealed that the  “When English Rings a Bell - Revised Edition” textbook fits the criteria of good English textbook in term of practical consideration, layout and design, activities, and  skills. However, this textbook needs to provide workbook and audio-tapes as supporting aids, detailed overview instead of general overview, grammar points and vocabulary items, and highlights and practices natural pronunciation. In term of language types this textbook needs many improvement or revision, such as there are no authentic, i.e. real-life English language used, there are no brief and easy example and explanation of grammar, and there are no language represents a diverse range of registers and accents. And in terms of subject and content, this textbook needs to improve the variety in the subject and content of the textbook in order to make this textbook interesting, challenging and motivating.
DISCOURSE ON MEDIA: Bringing Hot News into ELT's Classroom Discussion Budi Hamuddin
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 presents a perspective in managing English language teaching (ELT) situation into more interesting in Discourse Analysis class. It aims to introduce and give a brief explanation on how to analyze the recent hot news or current issucs in the media using DA approach and bringing the students into a deeper Discussion on ELT sihration. Tbe. idea of analyzing a discourse of hot news and brought into ELT classroom, promising an advantageous and benefits for both students and lectures. For learners. Discourse Analysis uses to show and introduce how to examine news in the media in some levels; text. discursive practice. social practice and various ways qf analyzing media depends.on what sort of discourse being presented. Whereas for the lecturers, the idea of bringing hot nervs into ELT classroom, can be used as a strategy to empower the students more active in proposing or counter opinion in a forum of class discussion as well as teaching the class to be more aware and critical regarding to the news posted in the media.
PREPARING YOUR STUDENTS FOR MAIN ACTIVITY Mohammad Fernanda Levigta
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

Teaching students are known to be challenging. Among the challenges are that students have short attention span, love to spend most of their time playing, and often talk with their peers. Furthermore, in the context of learning English as a second language, simple distraction can be a good escape for them from studying. This will result in problems for the teacher. Therefore, teaching time should be meaningful for the students to be able to learn. In creating meaningful learning experience, teacher prepares the students to be ready for the lesson, makes students understand what and why they are learning it, and how they are going to learn it. It is the task of the teacher to ensure such process to happen. The presentation will describe my experience about how I ensure the above process to take place. Learning my lesson that my students were detached from the lesson I was giving, I changed the way I start the lesson in my class at a pre-school in Jakarta. I used some techniques to manage the class, namely “Presentation, Practice, and Production (PPP), and also used “Audio-Lingualism” method. These are considered to be the solution for me in grabbing their attention, in order to make them fully understand the lesson. The presentation is expected to be attended by English teachers, teacher trainers, and those who are interested in the area of teaching English to young learners.
English Competency Test (UK BIG) in ILC Anugerah: Between Hope And Fact I Made Ardana Putra; Ni Ketut Suciani; Anak Agung Raka Sitawati
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 English Competency Test (UK BIG) has been undertaken by English Competency Certification Board (LSK) since 2009. It has authority to conduct the English Competency Test which preceded by coordinating with Directorate of Course and Training Development, Early Childhood Education Non Formal and Informal, Ministry of Education and Culture of Republic of Indonesia (Direktorat Pembinaan Kursus dan Pelatihan PAUDNI, Kemendikbud RI). In the stage of English Competency Test (UK BIG), English Competency Certification Board (LSK) has full authority as the organizer which realization is entirely handed to the English Competency Test Centre (TUK BIG) which has spread over Indonesia. TUK BIG acts as the organizing institutionAs we have known that English Competency Test (UK BIG) is projected to replace the position of National exam but unfortunately it is not broadly known by education community and public society. Besides, the supports and motivations from Ministry of Education and Culture is very strongly, the spirit of LSK BIG is also very highly and  TUK BIG have been formed nearly at every capital city in Indonesia. However, the echo of UK BIG is not clearly seen yet, even some efforts had been done thoroughly. Concerning to this reality, this writing will make segments about recent UK BIG: Between hope and fact. 
TEACHER’S TALK ROLE IN TEACHING SPEAKING Bayu Hendro Wicaksono
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 the teaching learning process, scholars need to consider so many things. The two biggest things are students and teachers. Teachers as the focus of the present study are required to have many strategies in teaching. Consequently, speaking subject teachers need to speak actively in teaching and learning process and may use teacher’s talk to encourage the students to speak and respond the instructions in the speaking class actively. The objective of this present study was to investigate whether teacher’s talk exist in speaking class and to analyze the most dominant teacher’s talk element used by the teacher and the teacher’s reason to use it. Xiao-yan (2006) defines teacher talk (TT) as the kind of language used by the teacher for instruction in the classroom. In English teaching and learning, when a teacher just talks to their students and if their students understand, they are not only giving the lesson about the subject, but also may be giving the best language lesson (Hariyanti, 2005). Located at University of Muhammadiyah Malang, this present study used qualitative narrative design to obtain and analyze the data. Observation and interview were used to collect the data. Non participant interview was chosen to get the data of teacher’s talk and the element of teacher’s talk used by the lecturer. Besides, the structured interview was used to gain the information of the teacher’s reason of using the most dominant element of teacher’s talk. 
TEACHING ENGLISH EFFECTIVELY IN LARGE CLASSES Meylina Meylina
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 major obstacles which is often perceived in ensuring the quality of education is large classes. Large classes are a reality in many schools and many countries. Generally, it is a direct result of inadequate of funding and insufficient numbers of teachers and classrooms. This paper does not offbr a universal solution to all the challenges related to teaching in large classes. It attempts to present a variety of practical methods and practices that could be useful for teachers who need to deal with a large class everyday, especially in teaching Engilsh. It addresses issues such as how to prepare and plan lessons specifically adapted for large classes. It shows pointers to manage the class in the best possible way and to see a large classes as a resource, rather than a challenge, to teaching-leaming process. It also provides a guidance in creating and managing inclusive classrooms as well as in maintaining positive discipline within them. Overall. it is hoped that the content and methods presented will help teachers to meet the needs of their daily' work in facing a large class.
A TEACHING PRACTICE INCORPORATING STUDENTS’ GOAL AND INSTITUTIONAL GOAL IN BIG-SIZED ENGLISH CLASSES Ari Nurweni
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 reports a teaching and learning practice in three big-sized English classes incorporating the learning goal set by the students and that by their institution, and three questions in relation to the teaching and learning practice were investigated: 1) What do the students perceive at a text-based teaching and learning?; 2) What problems do the students face at a text-based teaching and learning class?; and 3) What do the students learn at the text-based teaching and learning ?The subjects of this study were 208 first year students of a state engineering institute in Lampung, Sumatera, Indonesia, who were put in 3 different classes. The teaching and learning activities were based on academic texts selected by the students in a group of ten. In every meeting a group of the students who had prepared a two-page English academic text presented its title and key words to the class, whereas the other groups asked questions based on the title and key words which had to be answered by the group orally. In every meeting at the end of the class the students were asked to write a journal according to the research questions. The results showed that they perceived the teaching practice differently, they had some problems,but  they learnt some linguistic elements as well as skills, and  they realized that they still needed to improve their English skill and to improve their participation in speaking.
The Power of Feedback to Enhance Writing Skill Sucipto Sucipto
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

Writing is not a simple task, even in the first language. Obviously, writing in the second language is more complicated. Teachers should find appropriate techniques to assist students to overcome their difficulties in learning writing. Feedback is one alternative that can be implemented in the classrooms. Teachers provide feedback to support students’ writing development and encourage their confidence as writers. Feedback plays a significant role in writing development. According to Ur (1996 : 242) feedback is information that is given to the learner about his or her performance of the learning task, usually with the objective of improving their performance. This article describes three research findings based on the classroom action research of feedback implementation in writing class. The research findings discussed in this article show that the feedback is able to help students to enhance their writing performance.
USING MULTILINGUALISM TO ADVANTAGE IN ENGLISH DEPARTMENT CLASSES Inggrid Brita Mathew
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

English department students at Padang State University are both multilingual and heading into a multilingual world and workplaces. Prudent use can be made of their previous and on-going experience of language acquisition when teaching English. Four strategies are described. For grammar/speaking classes brief comparative analysis of  a problematic English sentence structure with other languages can be made.. For pronunciation classes, sounds where errors are frequently found can be taught by looking for any allophonic equivalent from another language available in the classroom. For vocabulary and translation classes the mis-match between lexical concepts in languages the students are familiar with can be exploited to help students deal with that concept in English. Student experience of multiple language-based identities can be used in the cross-cultural communication classroom can provide a stepping stone to interacting across different languages and cultures.

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