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<![CDATA[CODE-SWITCHING, A COMMUNICATION STRATEGY IN LEARNING ENGLISH ]]>
<![CDATA[Tuti Andayani]]>
<![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[Code-switching is a very useful strategy in learning Eglish as a foreign language. Both teachers and students employ it to ease the learning process. This study investigated the code-switching employed by the students of SMPN 3 Sindang Kelingi. Four classes were recorded twice for about 25 minutes each by a digital voice-recorder. Thoseclassroom-recordings were transcribed and analyzed to find out the types, how, and why the students employed code-switching in the classrooms. The findings showed the students employed all three types of code-switching, dominantly the word type, followed by phrase and sentence code-switching. Moreover, the detailed analyses of the audio-recordings revealed that the students switched freely from one code to another without following a certain pattern or rule, especially in the informal situation when the teacher was not around but mostly they employed the Indonesian-English-Indonesian pattern. Their reasons to employ code-switching is based on their need to do the tasks given by the teacher correctly and quickly, to feel comfortable and get some help while studying English.Suggestion was made for thejunior high school English teachers to let the students employ code-switching since they are still at the elementary level of English proficiency, but as their abilities grow up, the use of code-switching should be decreased. ]]>
<![CDATA[INTRODUCING LITERATURE THROUGH ART WORK TO YOUNG LEARNERS ]]>
<![CDATA[Fitra Elia]]>;
<![CDATA[Betty Sailun]]>
<![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[There are various ways in introducing and teaching literature to young learners. One of them is by telling stories. Some teachers tend to avoid this activity because of lack materials. Most teachers only use story books provided by schools. The research aimed to build students' creativity by making their own story books through art work. The sample rvas the llfth semester students ol Riau lslamic University who have taken English for young learner subject. Total sample was 25 students by using random sampling technique. This is a descriptive research'design which focused on teaching media created by students, and interview as the research instruments. The students were asked to create peek-over book. envelope book, pop-up book, paper bag book, shirt book, step book, fold-oul book, video book, journals. flip book, accordion book. and big book. The result was satisfying. Most of the students were able to input famous stories such as A Little Red Riding Hood, Malin Kttndang and Pray of the Frog, rhymes, and poems into colorful and artful books they created. They could also improve adapting literary rvorks rvhich lvere presented visually throughout video into a written form such as A Hungry Caterpillar and Pete lhe Catand His Four Grooty Buttons.The most favorite books created were pop-up books. Based on the inteiview. the students said that it was more challenging and interesting. It has been more eff'ective to encourage and motivate them to write and be confident rvith talent they have. They rvere also enthusiastic to read more literary works being adapted into their art r.vork. It can be concluded that introducing literature through art work is one of teaching media altematives rvhich can motivate young learners be more creative and more enjoyable in leaming English. ]]>
<![CDATA[THE NEEDS OF INTELLIGIBILITY FOR REISTRAR OFFICE PERSONNEL IN ENGLISH AS A LINGUAL FRANCA FOR SPECIFIC PURPOSES CONTEXT ]]>
<![CDATA[Sonporn Sirikhan]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[Apparently, the growth of internationalization in universities in Thailand does not match the qualifications of the current personnel in registrar office who have been long employedsince English skills were not relatively required. As having a high frequent contact with international students in providing academic services in English throughout their study,registrar office personnel need a well-designed in-house English training urgently. This study investigated work-related needs in English for registrar office personnel. Data collected from registrar office personnel revealed that intelligibility, not fluency in English, is the achievable goal for their work. They specifically needed to improve their listening and speaking skills with sufficient knowledge of vocabulary and sentence structures related to students’ academic enquires. Besides,it has been revealed thattheir perceived social identity influences their communication with international students. Thus, knowledge of communicative strategies, awareness of politeness, and intercultural communication need to be implemented. The training course reflected from work-related needs of Thai registrar office personnel is expected to develop in order to help them accommodate the changes of being ‘internationalization’ in Thai universities where international programs have been offered. ]]>
<![CDATA[Congnitive Connections: Using Interlanguage in the English Classroom ]]>
<![CDATA[Jennifer Zirbes]]>
<![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 function and use of a student’s first language as part of the second language acquisition process has been heavily debated over the years. This author argues that an ELL’s use of interlanguage, which consists of any languages that the learner knows, is not only unavoidable as a cognitive function, but is a valuable tool in promoting language awareness. By making explicit and conscious cognitive connections between a learner’s first language and target language, the learning process is facilitated by accessing the learner’s prior knowledge, thereby scaffolding the new target language input. Judicious use of the student’s first language can be helpful in the EFL classroom, and promoting the consciousness in students of how their interlanguage works increases their understanding of language itself. Use of first language also aids in the creation of a safe and open learning environment wherein target language input may be more easily absorbed. The role of the first language in the target language classroom is multifaceted and its use requires delicate judgment on the part of the teacher and learner; teachers and students should not entirely shun all use of first language, but use their knowledge of prior languages as a bridge to the target language.]]>
<![CDATA[AN EVALUATION OF COLLEGE STUDENTS’ NEED ON LISTENING SUBJECT ]]>
<![CDATA[Dwi Settya Mahaputri]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Listening is being one of essential subject at a college level, because it plays a significant role in communication and also is considered as one of the fundamental skills in learning English. At a college level, listening subject is taught to provide students to be able in catch idea from what they hear. The material of listening subject at college level should be suitable to students’ need. At STKIP Abdi Pendidikan Payakumbuh, listening subject is taught in three semesters that divided into Listening I which focuses on identifying sound, Listening II focuses on comprehending conversation and text, and Listening III focuses on understanding listening section of proficiency test. Each subject has different purposes itself. This research ascertained students’ need regarding to listening subject. It was conducted on context of listening in order to design a material that match to students’ listening skill needs to ensure the process of leaning run efficiently. The participants of this research were the English Department students’ of STKIP Abdi Pendidikan Payakumbuh. The data will be taken by distributing questionnaire to the participant. The questionnaire was developed through some indicators from Hutchinson and Waters (1987), they are input, content focus (topics), language focus, and task. It will be in form of close-ended questionnaire. The questionnaire was analyzed by using some steps suggested by Gay, Mills, and Airasian (2011), they are data managing, reading/memoing, describing, classifying, and writing report.]]>
<![CDATA[ELEMENTS OF FICTION IN ENGLISH MOVIE ]]>
<![CDATA[Pipit Rahayu]]>
<![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 discusses about the analysis of Elements of Fiction in English movie. In this case, focuses on Plot and setting. Plot is the way in which a story's events are arranged, while setting is where the story takes place somer where and at some time. The English movie used in this paper was "Twilight". Twilight is a 2008 American vampire romance film based on Stephanie Meyer. Directed by Catherine Hardwicke, this movie stars are Kristen Stervaft and Robert Pattinson. It is the first film in The Twilight Saga film series. This film focuses on the development of the relationship between Bella Swan (a teenage girl) and Edward Cullen (vampire), and the subsequent efforts of Cullen and his family to keep Swan safe from a coven of evil vampires. The technique of data analysis is descriptive qualitative. The steps involved analyzing the component of plot and setting. It was indicated from exposition, rising action, climax, falling action, resolution and historical setting, geographical setting and physical setting. In collecting the data, the test and participant observation was used. The Sample in this paper was the third semester rvhich consists of 34 students. Based on the analysis. it can be concluded that 18 students (52,9%) vere good category in identifuing plot in twilight movie and (73,52%) u'ere also in good category in identifuing setting in twilight movie. In addition, watching English movie is one of the interesting and motivated media for students in learning introduction to literature, especially in analyzing elements of fiction.]]>
<![CDATA[DEVELOPING ENGLISH COURSE BOOK THROUGH TASK-BASED APPROACH FOR HOTEL STUDY PROGRAM ]]>
<![CDATA[Sri Ariani]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This paper talks about developing an English course book based on task-based approach for Hotel Study Program students of Muhammadiyah University West Sumatera. The development adopted ADDIE model which has five stages: Analyze, Design, Develop, Implement and Evaluation. Students’ needs were analyzed by interviewing an English lecturer in the institution and a manager of Front Office department in Novotel Hotel Bukittinggi. Observation was also conducted at the department to get the language functions and any related forms used by the staffs in performing their tasks. The result of needs analysis was summarized into goals and objectives of the course. These goals and objectives were used to design the book in the form of scope and sequence chart of the unit based on task-based approach. The chart then was developed into a course book. The book was validated by an expert in English for Specific Purposes and two experts in hotel study program. The result showed that the book was very valid with the average score was 3.70 and recommended to use with few revisions. The implementation was limited to four-time try out in the target institution to found out any problems and faults in using it. Questionnaires were distributed to the students at the end of the implementation to evaluate the suitability of the book based on their perception. The result was 3.40 which indicated that the students felt that the book was suitable and useful for being used in that course.]]>
<![CDATA[Out of Class Peer Group Discussion in Learning Basic English Grammar and Its Impact on the Students’ Grammatical Knowledge ]]>
<![CDATA[Wisma Yunita]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[The broad scope of knowledge on English grammar while the number of course credits offered in the curriculum of an English study program at university is limited made the grammar teachers seek for ways to keep on transferring the knowledge to the students to their best. One of the ways to reach the aim is by using out of class peer group discussion in the teaching and learning of English grammar. This research is a descriptive research aiming at finding out the impact of using out of class peer discussion in learning Basic English grammar. The subject of the research was 38 freshmen students of the English Education study program of University of Bengkulu enrolled in 2013-2014 academic year who took a course named Structure I. The data was taken by using eight open questions given to the students and by using students’ individual and group study journal which was analyzed by using Gay and Airasian (2000). The research result shows that the students have better English grammar knowledge, become more confident in speaking English, become closer to their friends, feel happier and more comfortable to learn in group with their own classmates, can share ideas and knowledge with others and are more confident in using English language. ]]>
<![CDATA[THE NATURE OF POWER IN YOUNG ADULTS DYSTOPIAN LITERATURE AS AN ALTERNATIVE DISCUSSION IN IGNITING LITERARY ANALYSIS FOREFL COLLEGE STUDENTS ]]>
<![CDATA[Leni Marlina]]>;
<![CDATA[Hengki Agus Rifai]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Power is an inescapable feature in human interaction. The nature of power exists in all social interactions, and it appears in all of humans’ social relations’ (Taylor 2011, p.15). Power can be identified as a significant thing which can differentiate Young Adults (YA) texts from children’s texts in the concept of children’s literature as emphasized by Trites (2002, p.3) that ‘Young Adult novels are about power.’ Power has been discussed by many scholars, but the discussion on power in YA texts in literature class for EFL college students is still limited. Therefore, the discussion on the nature of power in YA texts can be an interesting literary analysis in igniting a brighter future of teaching literature for EFL college students. The aim of this paper is to discuss the nature of power in two YA dystopian texts: Suzanne Collin’s The Hunger Game (2008) and Pete Hautman’s Rash (2006). This paper compares and contrasts the nature of power in respect to the protagonists’ growing understanding of their place in the dystopian world. Through the discussion, this paper identifies the operations of power; the relationship between knowledge and power; and the construction of youth agency in Young Adults dystopian lliterature.]]>
<![CDATA[PREPARING THE ASIAN NON-NATIVE ENGLISH SPEAKER FOR PROFESSIONAL DISCOURSE COMMUNITIES ]]>
<![CDATA[Michael Guest]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[With an ever-increasing focus upon English for specific purposes (ESP) programs being advanced in East Asia, training both English learners and young in-service professionals to enable their entry into a specific discourse community has become necessary. Without the ability to engage and interact in English within a professional specialty, it will be difficult for any society to maintain pace with, or advance in, the global community. But what are the types of skills, the hallmarks of belonging, that are required for entry into and participation in professional discourse communities (PDCs)? Moreover, what does it mean for the Asian non-native English speaker to enter into such a community? Does this type of internationalization require an abandonment of local norms and subsequent absorption into Anglo-American modes of communication? This paper attempts to answer these questions by drawing upon a compilation of the author’s recent research regarding the management of spoken medical English, both in Japan and Southeast Asia, focusing in particular upon English conference English presentations and in vivo medical workplace discourse. Based upon the author’s previous fieldwork in this area, it will be demonstrated that management of professional discourses does not require conformity to an Anglo-American standard. However, to avoid dependency upon overly localized varieties of English that do not conform to the emerging standards of international discourse communities, particular attention should be paid to the following often underappreciated aspects of international professional discourses, 1) speech event opening gambits and transitions 2) the use of semi-academic formulaic phrases in academic presentations, and 3) the use of ellipsis and other abbreviated forms in the professional workplace. Samples from 1) Medical conference presentations 2) Doctor-Patient history taking, and 3) Nurse-Nurse workplace dialogues will be used to demonstrate the value and importance of each of these features.]]>
