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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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BOOSTING STUDENTS’ WRITING COMPETENCY USING WRITING WORKSHOP Rifky Dora Wijayati
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

This study explores the implementation of writing workshop towards beginner college students of Universitas Ahmad Dahlan. Writing workshop known as the instruction focuses on the goal of fostering lifelong writers and it is designed with different developmental and curricular needs. There are four principles of writing workshop, (1) students will write about their own lives, (2) students will use a consistent writing process, (3) students will work in authentic ways, (4) students will be able to encourage themselves in writing independently. The writing workshop may help students to find their “voice” in writing with less interference from the lecturer. Normally applied in elementary level, writing workshop is now adapted to be employed in higher education. It is become an important trail to facilitate the students in improving writing competency using continuous and integrated steps. This paper is an effort to share a down-to-earth idea of the implementation of writing workshop in higher education. This study exploits quantitative methods using students’ feedback as the data collection technique.  A questionnaire was designed and distributed to 120 university students in English Education Departement at Universitas Ahmad Dahlan. Results revealed that students' feedback of the implementation of writing workshop in the class for improving their writing skills were generally positive. Through writing workshop, the writing process becomes more attractive for students. To the lecturers, act as a mentor author, modeling writing techniques and conferring with students as they move through the writing process perceptions give a diverse point of view in improving students’ writing competency.
BILINGUAL OFFLINE GAME-BASED TEACHING MEDIA FOR SCIENCE SUBJECT Siti Lestari; Sri Wahyuni
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

This qualitative research is aimed to design teaching media for science subject at junior high schools in Semarang (both private and state schools). It is designed in bilingual language (Indonesian and English) and based on offline-game. The science subject focuses on Porifera and Coelenterata. This experiment research is done for the junior high school students at the seventh level and the choice of the class was based on the material or subject in SMP (junior high school) syllabus. It is about the living things. Questionnaire and interview, as the instruments, were given to science teachers in SMP. Before distributed to the SMP teachers, the three main elements (content of the subject, appearance design, and bilingual use) were evaluated by the experts. It showed that this offline-game media can be applied in that school and developed into different subjects.
The A to Z of 21stCentury TESOL Lira Dagalangit Dumaguing
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

As an English Teacher/Trainer for 19 years now, I consider myself lucky to have experienced teaching a range of ESL/EFL/TESOL courses to linguistically and culturally diverse students – those coming from the Philippines, Singapore, Malaysia, Indonesia, People’s Republic of China, Taiwan, Hong Kong, Laos, Thailand, Vietnam, Myanmar, Japan, South Korea, Cambodia, Sri Lanka, India, Solomon Islands, France, Italy, Germany, Russia, Kazakhstan, Uzbekistan, Ukraine, Dubai, Saudi Arabia, Mexico, Switzerland, Eritrea, Colombia, Spain, Holland, and The Netherlands. Given this multiplicity of learner variables, the challenge has always been (at least for me) how to effectively deliver meaningful instruction, ingeniously develop valuable teaching-learning strategies with apposite multimedia use, and fittingly address the varied needs and limitations of my students.Teaching English to Speakers of Other Languages (TESOL) in the 21st century is a mixed blessing seeing that the advancement of technology and the diversity and keenness of students in learning English have prompted teachers to be receptive to both long-established and modern-day teaching methodologies. Gone are the days of sheer chalk talk illustrations and reliance on textbooks for class discussions. Now is the era of multimedia language teaching and the World Wide Web in education. The following is an anthology of my personal observation and experience of what constitutes 21st century TESOL. 
THE 'I' IDENTITY IN ACADEMIC WRITING Christina Yemima Tampubolon
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

Most of the time, academic writing has been thought as a kind of impersonal and faceless discourse. However. there is a tendency that now rvriters willingly show their identity in the writing as supported by recent researches by Tang and John (1999). Tang (2006) and Hyland (2002a,2002b) that-d_emenstrate that there is a room for negotiation to show the rvriter's identity. The most visible identity that can be sfigvn by the writer is by using the use olthe first personal pronoun. This expression of self is an important way of creating of one's own voice, of speaking rvith authority, and of securing reader supporl (Hyland, 2002b). This study aims to analyze the identities constructed by Barbara Fox and Jessica Robbles in one of their academic research articles, in terms ofthe tiequency and the functions ofthe use ofthe first personal pronoun. In investigating the use ofthe first personal pronoun based on Tang and John's typology (1999). Out oftotal 37 occurrences offirst person pronoun occur in the arlicle, 4O.85Vo occurrence belong in the role of'lst person'as the originator, the most powerful role that a writer may have show'ing the writers authority and ownership of the writing.
THEORITICAL REVIEWS ON AFFECTIVE ASSESSMENT TOWARD THE UNDERSTANDING OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN PADANG OF WEST SUMATERA Yulmiati Yulmiati
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

Based on curriculum 2013 demand, assessment in teaching and learning process emphasizes cognitive, affective and psychomotor domain. Cognitive domain is focus on assessing student knowledge. While affective assessment relates to information about students’ behaviour toward the lesson. Then, in psychomotor domain, teacher concerns to assess students’ skill. In other words, smart, good attitude and good skill are important to be acquired by the students. Unfortunately, most of Senior High School teachers in Padang are still confused to implement affective assessment. In fact, assessing affective domain is essential in order to build students’ soft skills. While soft skill will determine students’ success in their future life whether in their job or in their society. However, some schools in the Indonesia, especially in Padang, are not ready to implement curriculum 2013 and they decide to implement curriculum 2006. Thus, this paper explaines theoretically about the concept of affective assessment in teaching learning process. It involves the concept of the level of affective domain, techniques and instruments that can be used on affective assessment. It is hoped that this paper will be considered by English teachers in Indonesia to implement affective assessment because this assessment is ideal in order to know students’ attitudes through the English as Foreign Language
The Utilization of Authentic Materials in Indonesian EFL Contexts: An Exploratory Study on Learners` Perceptions Heri Mudra
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 purposes of this study were to find out the kinds of preferred authentic materials (AMs) utilized by EFL learners at Islamic State College of Kerinci (STAIN Kerinci), Indonesia; and, to explore the learners` perceptions on the utilization of preferred AMs in EFL classrooms. This study was carried out of phenomenological approach by employing focus-group interviews towards seven learners selected by using purposive sampling technique. The findings of the study show that the EFL learners utilize various kinds of AMs including internet-mediated AMs, printed AMs, audiovisual (video) AMs, and audio AMs. Based on the learners, each kind of materials has either advantages or disadvantages. The advantages of AMs are improving and developing skills or abilities on listening, reading, speaking, writing, vocabulary, grammar, and pronunciation. The materials also make the learners aware of the importance of native-speaker cultures through which real English is learnt. However, the disadvantages of AMs are unlimited in length and lack of academic instructions. The problems are solved by adapting each material based on EFL learners` levels and by providing instructions for each AMs. EFL teachers are to provide various AMs for EFL classrooms. The AMs should be selected and balanced with EFL learners` English abilities or levels. 
THE EFFECTIVENESS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK IN EFL WRITING PERFORMANCE Aridah Aridah
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

A long debate among scholars about the effect of feedback on students writing has never come to the end. Since Truscott (1996) claimed that error correction is not useful and even harmful, some researchers then come up with their findings in reaction to this claim (Hyland, 1998; Ferris, 2006; Ellis, et.al.. 2008; Sheen, 2010). They proved that feedback provision on students’ writing is still required because it is able to improve students’ writing. However, it is still a question, what type of feedback is most effective to improve students’ writing? This study aims to find out the effectiveness of direct and indirect feedback in EFL writing performance. Sixty-three students participated in this study, divided into three groups: 2 experimental groups and one control group. They were required to write five essays with different topics. Then, their papers were provided with different feedback: direct and indirect feedback for the experimental groups and peer feedback for the control group. When their papers were returned, the students were required to rewrite and revise their papers based on the corrections given by the teacher. The final versions of the papers were assessed in terms of content, organization, vocabulary, grammar, and mechanics to find out how effective one particular type of feedback improve the students’ writing performance. The findings revealed that the three types of feedback were able to improve the students’ writing performance.
THE BIOGRAPHICAL ACCOUNTS OF TWO ENGLISH LEARNERS FROM KUANTAN SINGINGI RIAU Masyhur Masyhur
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 reports a biographic enquiry of two tertiary English learners from Kuantan Singingi Riau and seeks to capture the developmental processes of the leamers' Ianguage learning approaches. By sharing their past language learning experiences, the two learners verbalized their struggles in language learning and revealed the deep impact that their learning settings had on their perceptions of self and language leaming. Their adopted leaming approaches, as revealed in their biographical accounts, seem to be extremely exam-oriented and are dependent on the learners' self-will and effort as well as teachers' support and attention. Both learners' accounts suggest that their language learning approaches are influenced by the contextual discourses about learning English, stressful social processes and a sense of threatened self-identity as English major graduates in a highly competitive educational context.
LISTENING JOURNALS FOR EXTENSIVE LISTENING PRACTICE OF EFL STUDENTS AT ANDALAS UNIVERSITY Wulan Fauzanna
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

Using audio from CD provided by textbook is a conventional method for learning listening, where teacher played the audio recording providing by the textbook in the language lab. This method is limited in providing the natural language features spoken by a variety of English speakers. Recently, teaching listening has been developed using internet media. There are many English language teaching sources available on the internet which provide audio, videos, and podcast. For learning purpose, the audio is also accomplished by several activities and transcript. In this method, learners practice extensive listening followed by completing listening journals, records of students’ listening practice and self-evaluation.   This study aimed to investigate the effectiveness of listening journal in helping students understand the overall meaning. The study has been conducted to the first year EFL university students during their dictation and reproduction lessons. Every week, students were required to do extra activities as homework. They are assigned to listen to several ELT sources on the internet. The results showed that most of the students found the method helped them to improve their vocabulary and understand the meaning from many different sources. Students relied on their listening ability and identify the weakness which needs improvement.This method appeared to be an effective listening teaching method since the students were exposed to English variety. 
Language And Gender: Toward A Critical Feminist Linguistics Sri Mulyani
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

This article attempts to map out the development of language and gender research and studies from its early stage to recent trend. The early language and gender research is inclined to essentialist view; and it subsequently changes its direction into a more non-essentialist perspective. Both essentialist and non-essentialist perspectives on language and gender research are not necessarily affiliated with feminist linguistics. Their research findings mostly conclude that women’s language is inferior and women are not capable users of language. In a response to such “sexist” findings, various feminist scholars across the disciplines venture to rethink and redefine gender and language. Among many different approaches that they employ are two notable views, namely, the “dominance” and “difference” perspectives. One views man-woman differences in language use as a reflection of their power relation: the dominant and the subordinate. Meanwhile, the other sees this different linguistic use as a result of the different ‘sub-cultures’ of their social environment (Coates, 2000: 413 and also Litosseliti, 2006:27). This shift toward a critical feminist linguistics is in fact informed by the current theories in critical thinking and feminist perspectives. 

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