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393 Documents
<![CDATA[Teaching English for Specific Purposes for Accounting Department of Jambi State University ]]>
<![CDATA[Suyadi Suyadi]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This study is aimed at the teaching material which one is the suitable one of teaching student of accounting at university level whether teaching English for general or a more specific one in order to get the target knowledge of accounting. The study was conducted at Jambi State University in Indonesia with 30 students consists of male and female students. They were taught 90 minutes in different classes, one group was taught using general English and another one was taught by using specific English for accounting. It was done in two weeks and finally took an assessment test. After analyzing students’ ability in applying the terms of accounting in their speaking test as an assessment, there lied slight differences in using specific terms of accounting. English for Specific Purposes in accounting is an apt one for applying at the accounting department student in order to get the specific knowledge of accounting which will be valuable for the student after graduating from the university]]>
<![CDATA[RESPONDING TO STUDENTS’ WRITING: WHY AND HOW? ]]>
<![CDATA[Joni Alfin]]>;
<![CDATA[M. Adnan Latief]]>;
<![CDATA[Utami Widiati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[EFL students are required to have a good writing skill. Of course, it will take a process; students should practice a lot and teacher should respond students’s work in order to be better. Many studies have investigated the effect of teacher’s feedback on students writing. In general, the finding showed that there was a positive effect of giving feedback on students’s writing; giving feedback on an assignment helps learners reduce their errors on that assignment during the revision process, the accuracy of students who received written feedback in the immediate post-test outperformed those who did not receive feedback, feedback given by teacher can improve students' writing performance, and so on. In giving feedback, teacher should consider several things in order that the feedback provided gives good result. ]]>
<![CDATA[INVESTIGATING THE FORMS IN ENGLISH ]]>
<![CDATA[Zulprianto Zulprianto]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The use of <lNG> form is enormously extensive in English and possibly, poses some conceptual or grammatical difficulties for English teachers and learners. On the one hand, <lNG> morpheme is attached to a verbal base resulting in a verbal form and function. Such form and function can be assumed to be the default case. On the other hand. <lNG> morpheme can also be attached to a verbal base, but brings about adjectival and nominal functions. ln relation to such usages of <lNG>. Nida (1949) suggests that <lNG> should simply be treated as a single morpheme with various usages. As a matter of fact, despite being used as a noun or adjective, <lNG> forms still keep their verbal force. The case of <lNG> forms uncovers the point where word-class indeterminacy exists and therefore they are prevailingly regarded as trans categorial, a sort of 'hybrid category' and'seem to be core members of more than one category, simultaneously (Alexiadou 2013; Malouf 1996). This paper has trvo objectives: firstly, to elaborate the idiosyncrasies of <lNG> forms which are certainly valuable for English teaching and learning and, secondly. to examine the distributions of <lNG> forms in a small English narrative corpus by employing a quantitative analysis.]]>
<![CDATA[THE EFFECT OF LISTENING VOA SPECIAL ENGLISH ON THE SPEAKING COMPETENCEOF COMPUTER SCIENCESTUDENTS AT UNIVERSITAS LANCANG KUNING ]]>
<![CDATA[Indah Muzdalifah]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Technology now has become part of human life. In education, technology is as medium to support English Language Learning. One of this media is VOA Special English Education Report. This media is believed can increase students speaking skillin English. The problem is, how many times they should listening VOA Speacial Engish Education Report in order to improve their speaking English. Therefore, this research was aimed to find out whether the habitual of listening VOA Speacial English Education Report can improve the students‘ competence in Speaking Engllish. The sample of this research is ten students of Computer science . They were devided into two groups. Five students was asked to watch the VOA Special English Education Report everyday during three months continuously while another five students was asked to watch the VOA Special English once a week during three months. The result of this research, the speaking test of five students who watched the video everyday during two hours every week have better score rather than the students who wacthed the VOA Special Engish Education Report once a week during four hours. The method of this research is quallitative research. The data was collected by using scoring test which this score is purposed to describe the different significant score between two groups of students. Another data to support this research is the students activity note book during three months. Thus, the implication of this research that the habitual listening of VOA Specia English Education Report continuously can effect students‘ speaking skill in English especially in speaking.]]>
<![CDATA[INCREASING STUDENT’S RESEARCH WRITING BY APPLYING RESEARCH BASED INSTRUCTION ]]>
<![CDATA[Moon Hidayati Otoluwa]]>;
<![CDATA[Ivan Rismi Polontalo]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Recently, a promising model of teaching and learning is an engagement of students and teacher into theory and practice of learning. Doing a more theoretical and discussion models of learning are good to make students understand a topic, but in contrast they are not good in practice. A combination of less theoretical and more practical model of learning, called research-based learning, which allows students to learn things in practice and to train them to analyze and criticize situations deeply, was developed to help students learning various topics based on researches and practice their critical analysis. This study focused on the investigation to see students experience in learning writing skills through the application of research based instruction and see how the model of learning givesthem chance to finish their Skripsi (a research project conducted as a prerequisite of a bachelor degree). Subjects in this study were 60 EFL students enrolled in the Seminar on Language class at English Department of the Faculty of Letters and Cultures in Universitas Negeri Gorontalo. By applying an action research method, students showed significant changes in critical learning performance. The investigation included 2 systematic cycles – Planning, Action, Observation, and Reflection. The results of the study showed that the application of RBI was helpful for the students to help them finishing their final project (the Skripsi), particularly for students of English Department. Most students perceived positively toward the Research based Instruction in the learning process.]]>
<![CDATA[USING REAP (READ, ENCODE, ANNOTATE, PONDER) IN TEACHING READING ]]>
<![CDATA[Rutela Renette]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This article aims to explain the use of REAP Strategy in teacing reading. Different reading strategies are needed for different reading purposes. It is aimed to help readers achieve their purposes in reading, whether for gaining information or for pleasure. By using Read, Encode, Annotate and Ponder (REAP) Strategy, it was expected that the students can improve their reading comprehension. It was assumed that Read, Encode, Annotate and Ponder (REAP) was appropriate to overcome the problem. It was because every steps in REAP strategy had some advantages in order to help students understanding a text.]]>
<![CDATA[TEACHING LISTENING THROUGH COLLABORATIVE WORK: CAN WE DO IT? ]]>
<![CDATA[Havid Ardi]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Listening is one of the skills that should be mastered by any language learners. It usually defines as the ability to identify and understand what others are saying or talking about. However, it is not an easy task. It requires understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. Therefore, in teaching listening, teachers need to pay attention on how to help the learner to master this skill. In fact, the way of teaching listening seems to be boring and stressful. The students just sit and listen to the text and fill the blanks or listen to the question. It is merely like a test. This paper aims at sharing the way of teaching listening by using group work or collaborative activities. Listening activities should be challenging and interactive. It must be taught integrated. These activities are aimed at encouraging and facilitating students to take advantage of collaborative activity in order to practice listening skills and communicate and negotiate with others. ]]>
<![CDATA[THE ANALYSIS OF TERTIARY EFL STUDENTS’ PROBLEM ON ENGLISH SPEECH ]]>
<![CDATA[Yashori Revola]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[There was a fact that most of the sixth semester students are still low in English speech. Therefore, the main objective of this study was to find the factors and dominant factors that faced by the sixth semester students in English speech. The population was the sixth semester students of English department STAIN Bengkulu in academic year of 2011/2012 with a total number of 69 students. The researcher took all of the students as sample. This descriptive quantitative research was used questionnaires as the instrument to gather the data. The data obtained were analyzed by using percentage formula. The result of the research for the overall factors analysis showed that (64,6%) the students gave negative responses on the questionnaires give. It mean that average of English students face the problem in English speech as mentioned on the questionnaires. The finding showed that the factors that faced by the sixth semester students was anxiety (35,7%), self-esteem (33,5%), and motivation (30,8%). The dominant factor that faced by the students in English speech was anxiety (35,7%). ]]>
<![CDATA[Increasing Students’ Readiness and Competencies in Learning Process through Intellectual Diary (ID) ]]>
<![CDATA[Farid Muhamad]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The purpose of this paper is to discuss the advantages of students’ intellectual diary (ID) to overcome the major problems of the inadequate competencies of the students in the learning process. For at least 2 years teaches literature subjects in English Education Study Program (EESP), the writer found that most of the students tend to be passive in the classroom. It caused by their lack of motivation to read the material based on the topic discussion, in the meantime the syllabus and teaching material already given to the students. Consequently, as a compulsory, all students should read the teaching material as proved by their ID in handwriting form based on the topic of discussion. The writer adapts this method based on the experiences when studied in UGM. This method increases students’ readiness toward subject in the teaching process. The formulations of the ID become a source of information to the students. Thus, students can give their arguments related to the topic because they already studied earlier rather than waiting what will explained by the lecturer. Furthermore, they also could learn individually the material and if they found difficulties they will discuss it in the teaching process. As consequences, it will bring a good impact to the increases of the student language awareness. ]]>
<![CDATA[SENTENCE TYPES ANALYSIS OF INFORMATION AND TECHNOLOGY CONFERENCE PAPER ]]>
<![CDATA[Kisno Kisno]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[This paper is a research about the sentence types used in an Information and Technology Conference Paper for teaching English for a Specific Purpose in university level. The aim of this research was to find out the most dominant sentence type written by the author majoring in Information and Technology and to investigate why the author frequently used the sentence in the conference paper. The data were taken from a conference paper and 'uvere analyzed using the theory of sentence types by Delahunty and Garvey (2010). The researcher classified and calculated the number of the sentences in the paper based on their types. It was found that four types of sentences were used in writing an IT text. In details, Complex Sentence dominated the text with the number of 43 sentences or 46% of the sentence in the text. Almost 25% of the sentences in the text were in the form of Simple Sentence, and Compound Complex Sentence ranked the third position with 17 sentences and the newest sentences in the paper was Compound Sentence which was only 10 sentences or nearly 11% of the number of sentence in the IT text. To conclude, the author frequently used Complex Sentence in order to give more description about the items the author wrote in the paper.]]>
