cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
INDONESIA
Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
 23   24   25   26   27 
EFFECTIVE APPROACH IN TEACHING ENGLISH FOR THE SOCIETY MEMBERS IN BALI I Nengah Sudipa
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (502.06 KB)

Abstract

Bali is one of the tourism destinations in Indonesia. The government keeps trying to maintain the natural and human resources for the sustainability of such a non-smoked industry. Some efforts have been done ever since, among others: protecting the tourism art-facts, providing infra-structure and stimulating society members to improve their tourism knowledge and foreign language skills.  In order to improve their skills in mastering English- as a means of international communication-the local government, e.g. each regency establishes a group of tourism awareness, in every village called Kelompok Sadar Wisata (abbrev. Pokdarwis).  This article aims at introducing the effective Communicative approach, with RELUS techniques applied in the process of learning English as a Foreign Language. The training was attended by 40 members of Pokdarwis Mekar Bhuana in Petang village, Badung Regency. The materials were delivered in terms of conversational process using the techniques of: RELUS (R=read, LU =look up, S=say). This English-training was   intensively given for 4 hours a day twice a week for 24 sessions (3 months). The materials include: greeting, farewell and special expressions, apologizing, request, invitation, suggestion and English for Tourism.  The steps for each session were: orientation, drills, feedback and continuation. The result showed that generally all participants manage to speak actively to welcome the English speaking tourists coming to their respective villages     
UTILIZATION OF INTERNET AS AN ALTERNATIVE MEDIA TO LEARN ENGLISH INDEPENDENTLY OUTSIDE CLASSROOM Witri Handayani; Hendro Saptopramono
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (354.956 KB)

Abstract

Nowadays, lnternet has brought essential influence to human life. People may consider it as one of their primary needs. Internet has been easily accessed because many public places provide WI-FI  facility so everyone can stay connected with internet. In order to accommodate this necessity, State Polytechnic of Padang also provides free access of intemet in the campus. Actually, this internet facility should give beneficial aspects to students especially in improving their ability and understanding in English. There are many websites or blogs that offer great oppoftunity for students to improve their competence in mastering English skills. However. students sometimes cannot use this opportunity maximally. There are two reasonable factors why students cannot gain optimal benefit of internet utilization. Firstly, they do not know certain links of websites that provide English learning materials which are useful for them. Secondly, they do not have sufficient knowledge to utilize the content from essential websites or blogs for improving their English competence. The article then focuses on introducing useful links available in internet based on category which are demanded by students such as listening, speaking, writing, reading, grammar and English tests. Furthermore, this article also explores required knowledge and skills that must be acquired by students to gain benefit in utilizing contents from websites or blog as media of English learning outside of their classroom. By gaining these knowledge and skills students will be able to develop their independent language learning.
CRITICAL DISCOURSE: APPLYING NORMAN FAIRCLOUGH THEORY IN RECEP TAYYIP ERDOĞAN’S BALCONY SPEECH Rika Wahyuni Tambunan; Muhizar Muchtar; Putri Agustian; Agus Salim; Laili Aisyah; Budi Awan Marpaung; Muhammad Muslim Nasution
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.83 KB)

Abstract

This research aimed to apply Norman Fairclough theory in the Recep Tayyip Erdogan’s balcony speech in front of the party's headquarters, Arkan, Turkey. This research used Norman Fairclough theory of the textual analysis, analysis of the practice of discourse, and analysis of sociocultural. The method used in this study is a qualitative research method to approach critical discourse analysis. This study used observation techniques. The results obtained are as follows: (1) The textual analysis in his official greeting speech of Erdogan consist of three parts: the text structure, grammar and coherence. (2) Analysis of the practice of three stages: namely the process of earning a discourse, process deployment, and the use of discourse. (3) Analysis of sociocultural practices in his official speech of Erdogan consist of three levels, namely the level of: situational, institutional, and social.
MAKING THE TEACHING AND LEARNING OF LITERATURE MORE MEANINGFUL Kurnia Ningsih
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.524 KB)

Abstract

Teaching Literature has good impact to develop students of EFL imagination, culture awareness, even encourage critical thinking. This teaching - learning can construct the students –centered and interactive tenets of Communicative Language teaching ( CLT) . However teachers/lecturers are expected to understand what they are teaching. They are supposed not to focus on teaching – learning method only but also to develop guidance on the analytical methods that are crucial to understand meaning and interprete literary works that lead classroom activities more effective. This paper is going to discuss integrated strategies to improve literary class and make the Teaching- Learning of Literature in Teacher College and University more meaningful.
REQUIREMENTS OF TEACHING ENGLISH FOR YOUNG LEARNERS: AN OVERVIEW IN PADANG, WEST SUMATERA Rismareni Pransiska
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.421 KB)

Abstract

People start communicates since they are babies. Language is a tool for communication. When a baby born, the environment influence what language she/he will use later on. At the first time, the baby acquires his/her mother tongue. Later on she/he learns other language. In Indonesia, especially in Padang, West Sumatera, children use Minang and Bahasa as their daily language. When the children enter early childhood education, English is also taught and introduced in kindergarten. Even though not all of Kindergarten in Padang put English as their subject, but most of “famous kindergarten” include English as their additional curriculum. They “sell” English as one of their program because they realize that many parents believe that English is an important thing in current and future for their children.  Basically, there are some requirement that need to be prepared in order to promote English as an holistic teaching and learning process.  This article discusses about some essential requirement in teaching English to young learner such as, curriculum, teacher competency, media and method used, and more specifically talks about its overview in Padang, West Sumatera.  
THE EFFECTIVENESS OF VIDEO BLOGGING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ LEARNING MOTIVATION Lisa Rakhmanina; Dian Kusumaningrum
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.004 KB)

Abstract

The research is aimed at finding out: (1) the difference between videobloggingstrategy and expository strategy for teaching speaking; (2) the difference between students who have high and low motivation in speaking ability; and (3) the interaction between teaching strategies and motivation in teaching speaking. Related to the aims of the research, an experimental method is carried out in Faculty of Law, University Prof. Dr. Hazairin, SH, Bengkulu. The population was all of the second semester in 2016/2017 academic year. Two out of four classes consisting of 25 students from each were taken as the sample by applying cluster random sampling. They were Class A as the experimental group and Class B as the control group. The experimental group was learning speaking using Videoblogging strategy, while the control group was learning using expository strategy. The instruments for collecting the data were a questionnaire on speaking motivation and a speaking test. Cronbach Alpha formula was used to measure the reliability of items on the instruments. Based on the two formulas, it was found that all of 44 items in the speaking motivation questionnaire were valid. Furthermore, it was found out that the data were in normal distribution and homogeneous based on the normality testing and homogeneity testing. The writer analyzed the speaking test scores of students who had high and low reading motivation in the experimental and control groups. Multifactor Analysis of Variance (ANOVA) and Tuckey test were applied.Based on the result of data analysis, it can be concluded that: (1) Learning speaking through videoblogging is more effective than expository strategy ; (2) the students who have high learning motivation have higher speaking ability than those who have low one; and (3) there is an interaction between teaching strategies and motivation for the teaching of speaking.Therefore, it is recommended that: (1) teachers apply videoblogging process in teaching students speaking; (2) to promote students’ learning motivation, it is important to give students chance to develop their own ideas and share the ideas in their personal videoblog (vlog); and (3) future researchers may conduct the same kind of research with different sample and condition. 
REFLECTIVE TEACHING IN THE ENGLISH TEACHING AND LEARNING PROCESS AT SMA NEGERI 5 KENDARI (A CASE STUDY) Wa Ode Nurmaulid Sakti B
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.593 KB)

Abstract

The purpose of this study was to describe reflective teaching in the English Teaching and Learning process at SMA Negeri 5 Kendari. This study was a qualitative research with case study as the method of the study. The data were collected through questionnaire, interview, and observation while the data sources were taken from English teachers of SMA Negeri 5 Kendari that participate in this study. The result of the study indicated that the teacher was applying reflective teaching by using some strategies of reflective teaching. The teacher understood how they defined reflective teaching and recognized the importance of being reflective teacher. The teachers practiced reflective teaching by using some strategies of reflective teaching as suggested by Richards and Lockhart (1996). Lesson report, video recording, observation, action research, and students’ feedback were strategies of reflective teaching that practiced by the teacher in this study. Moreover, based on the analysis of questionnaire and interview, teachers stated the importance of being reflective were teacher learnt new things while teaching; teacher learnt from his/her own experiences as a learner and teacher; they developed their teaching skills and continuously improve their knowledge. Hence, teachers realized learning situation in the classroom while it was boring or not. However, in doing reflective teaching, they had some difficulties such as lack of time and heavy workloads. On the other hand, in doing peer observation, they got difficulties in encouraging their colleagues who lacked of readiness and focus of being reflective. 
The Effects of Types of Writing Approaches on Efl Students’ Writing Performance Eliwarti Eliwarti; Nooreiny Maarof
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.105 KB)

Abstract

This pilot study, part of the researcher’s thesis, aims at testing and applying the necessary modifications to the PA’ and PGA’s procedures and ensuring the do ability of the intervention. Moreover, pilot-testing provides the opportunity to evaluate the validity and reliability of the research instruments. The sample of the pilot students comprises two groups: Process Approach (PA) class and Process-Genre Approach (PGA) class for the experimental groups. It was conducted in two classes of one university in Pekanbaru-Riau. Four research instruments were tried out: essay writing test, questionnaire, interview, and observation. The process of constructing each of the four instruments as well as setting up their validity and reliability are discussed throughout the paper
READING STRATEGIES FOR COMPREHENDING LITERAL, INFERENTIAL, AND CRITICAL MEANINGS IN READING Jufri Jufri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.072 KB)

Abstract

This paper is aimed at discussing the ways how to comprehend three kinds of meanings-literal. inferential and critical in reading. These kinds of meanings should be understood by a reader in order that he/she can comprehend a reading text completely. The reader is not only demanded to identify factual information in the text, but also is required to read all information in it. As it is knorvn. there are three types of comprehension. that is, literal comprehension, inferential comprehension and critical- comprehension. By literal comprehension, a reader just read all facts in the text, but by inferential comprehension the reader should read what happens behind the facts. Furthermore, the reader is also demanded to read beyond the lines, namely, try to evaluate the messages given by the writer. For this purpose, a reading teacher should be able to help a student to cope with these kinds of meanings. The teacher tries to vary his/her rvays in teaching reading in order to achieve this goal. By this effort, it is expected that the students' reading ability will increase from time to time.
ASSESSING AND EVALUATING EFL LEARNERS’ ABILITY IN WRITING ACADEMIC ESSAY M. Fadhly Farhy Abbas
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (345.242 KB)

Abstract

English as Foreign Language (EFL) learners in Indonesia, especially in English Education Department is strongly expected to have good writing skill. This is because the learners’ achievement in writing can be used as a valuable contribution towards the development of English Language Teaching (ELT) in Indonesia, especially in the teaching of writing skill. Therefore, it needs a writing assessment and evaluation to measure the learners’ writing skill. This study aims at assessing and evaluating the EFL learners’ ability in writing an essay, especially in writing academic or scientific essay. Quantitative method with descriptive quantitative design employed in this study. The writing test and unstructured interview were used in this study as research instrument. This study was conducted on November 2016 at University of Lancang Kuning, Indonesia. There were 80 learners selected as participants in this study. The result of the writing test showed that the learners’ average score was 68.8 and it was categorized into fair level. Moreover, based on the interview the learners said that they felt difficult in developing and organizing idea with correct grammar and diction in a composition. It was basically influenced by limited writing strategy and learning materials. Therefore, appropriate learning materials supported by writing strategy are needed to facilitate and improve the learners’ writing skill. In conclusion, the learners’ writing skill is in fair level of ability.

Page 25 of 40 | Total Record : 393

 23   24   25   26   27 

Filter by Year

2013 2018


Reset
Filter By Issues
All Issue Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) Vol 1 (2013): Proceedings of National Seminar on English Language Teaching