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<![CDATA[Improving Students’ Motivation and Speaking Skill through Negotiated Materials at Management Students in University of Pasir Pengaraian, Rokan Hulu, Riau ]]>
<![CDATA[Pipit Rahayu]]>
<![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 research was to improve the students’ motivation and speaking skill through negotiated materials. Negotiated materials means that materials come from discussion by Lecturer and students and these negotiated materials which are based on their students’ study program (Management). Motivation means those students’ effort plus desire in speaking activity or in other words students’ motivation in speaking. While speaking skill means that the capacity of the students to present their materials in front of the class. The participants of this research were the Second Semester students of Management Study Program at University of Pasir Pengaraian, Rokan Hulu, Riau. This class consisted of 38 students. One of the English Lecturer took part in this research as collaborator to assist the implementation of Negotiated Materials, particularly in observing the students’ activities in the teaching and learning process. The method of this research is classroom action research that consisted of three cycles with nine meetings for each. The data were collected through observation checklist, interview, field notes and test.Based on the data analysis of three cycles, it can be concluded that the Negotiated Materials could better improve the students’ motivation and speaking skill. The speaking skill of the students was improved and the students could be involved in teaching and learning process, they became creative, they asked more questions, worked independently and has more aspirations. In addition, Negotiated Material can make the condition of teaching and learning process more communicative as well]]>
<![CDATA[MICROTEACHING LESSON STUDY: THE EFL STUDENT TEACHERS’ PERCEPTION ]]>
<![CDATA[Fitri Budi Suryani]]>
<![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[As a variation of lesson study, microteaching lesson study is applied by student teachers in microteaching course where they practise teaching to their peers or real students. Thus, it incorporates the aspects of microteaching and lesson study, i.e., the teaching of small group of peers or real students, the shortened length of time for teaching (approximately 25 to 30 minutes), the division of student teachers in group of three, the cycles of collaborative lesson planning, teaching, and reflecting, and the use of video to capture teacher lesson for later analysis. In addition, it encompasses the features of learning to teach such as reflective teaching, classroom research, and action research. In other words, it provides student teachers with environment that might enable them to be adaptive teachers who can adapt and adjust to the complexities of teaching learning activities.This present study aims to investigate the EFL student teachers’ perception of microteaching lesson study. The participants were eighteen EFL student teachers who enrolled in microteaching lesson study course at the English Education Department of Muria Kudus University. The data were gathered using feedback questionnaire on microteaching lesson study adapted from Molina (2012). The findings reveal that the EFL student teachers perceive microteaching lesson study positively. ]]>
<![CDATA[EDUTAINMENT AS A NEW TREND IN TEACHING ENGLISH ]]>
<![CDATA[Susi Susanti]]>
<![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[Teaching and learning are activities that engage people in an attempt to acquire and transfer the knowledge, skills, and positive values by utilizing variety of sources. Teaching and learning involve two parties, namely the student as a leamer and a teacher/ lecturer as educator or facilitator. Educators usually have clear strategies and techniques to ensure that what is taught to students based on target planned. However. teaching and learning processes do not run well all the times. There are many problems appeared such as problems in transferring the knowledge. leaming difficulties. feeling boredom, and others. Based on the writer's preliminary research, Students who study English at schools in Indonesia stated that English is very difficult to be learned, and the teaching method used by teachers made them confuse even getting bored in learning English. Therefore, there is one solution to overcome these cases which called edutainment. Edutainment is a way of teaching English that provides pleasurable, fun, comfortable and effective teaching. It gives chance to the teachers and students to combine the lesson with fun activities. Fufthermore there are several forms of edutainment that can be applied by the teachers in teaching English like: Active Learning, The accelerated learning, Quantum learning, and Quantum teaching. Thus. this paper aims to introduce edutainment as a new trend in teaching English with pleasure and fun ways in accomplishing the goals of English education.]]>
<![CDATA[THE EFFECT OF NUMBERED HEADS TOGETHER STRATEGY TOWARD STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Ulfah Dina Maryanti]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![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[Teacher needs better strategy to help students in teaching speaking of spoken text. Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning materials in order to improve students’ speaking skill. The purpose of this research was to find out the effect of Numbered Heads Together strategy toward the students’ speaking skill of spoken text. This research was quasi-experimental research. The population of this research was the eleventh grade of senior high school located in Bengkulu province. Two classes were randomly selected as sample, namely XI IPS B as experimental class and XI IPS A as control class. The reseacher used speaking test to collect the data. The data were analyzed by using t-test. The result shows that Numbered Heads Together (NHT) strategy gives better result than Pair Work (PW) strategy on teaching speaking of spoken text.]]>
<![CDATA[INDONESIAN EFL STUDENTS’ ATTITUDE TOWARD FACE BOOK FOR ENGLISH LEARNING ]]>
<![CDATA[Ani Susanti]]>
<![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[The amount of students at higher education using face book is running at a phenomenal level, but less has been reported in the context of EFL in Indonesia on how students consider face book as English learning tool. This paper reports the survey involving 374 undergraduate students at English department of Ahmad Dahlan University Yogyakarta. The study was designed to explore how Indonesian EFL students view the potential of face book as a tool to support their English learning; and how face book has influenced their foreign language acquisition. The instrument of this survey was a questionnaire uses five-level likert scale and open question. The result of the survey indicates that the students believe in the language learning opportunities provided by face book. Most of students agree that face book offers promises to facilitate them learn English skills and to improve their motivation and confidence to communicate using English. However, this belief does not portray the students’ practice of using face book for English learning. A number of students never uses face book for English learning purpose. Given the huge number of the students using face book, EFL teachers in Indonesia are challenged to find ways to integrate face book to achieve the success of TEFL. ]]>
<![CDATA[COMMUNICATION STRATEGIES; DO THEY DIFFER ACROSS THE STUDENTS’ LEVEL OF LANGUAGE LEARNING ANXIETY? ]]>
<![CDATA[Nurul Atma]]>;
<![CDATA[Nosmalasari Nosmalasari]]>
<![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[Since English is not used as a means of communication in daily life interaction, students usually get difficulties to use it which could possibly trigger their language learning anxiety. This case leads them to use certain strategies in order to keep the conversation going on which so-called communication strategies. In relation to this issue, this survey study aims at investigating communication strategies employed by EFL students pursuing Speaking I course. It attempts to find out whether high-anxiety students employ different communication strategies from that of low-anxiety students. Questionnaire is used to measure the students’ level of anxiety and identify their communication strategies. Identification of communication strategies could train the students to be a strategic learner which is required in foreign language learning.]]>
<![CDATA[CHALLENGES OF LEARNING SPOKEN ENGLISH IN MINANGKABAU CONTEXT ]]>
<![CDATA[Meylina Meylina]]>
<![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[Considering the background languages, there are internal and external challenges for Minangkabau-Indonesian EFL students in their speaking ability. Even within one indigenous language, they basically speak in different dialects and accents. They need to accomodate these challenges into a proper english usage. This paper is aimed at investigating the speaking problems of the students and the factors affecting their speaking performance. The writer uses a questioner addressed to 60 students from STMIK Jayanusa Padang and IAIN Imam Bonjol Padang. The findings of this paper indicates that psychological factors are the major problems in learning spoken English. Among these are lack of self-confidence, lack of aptitude, lack of motivation, anxiety, and shyness. The study was expected to help students improve their performance in speaking and have more exposure to the language.]]>
<![CDATA[TAILORING LOCAL CULTURAL NORMS IN THE TEACHING OF ENGLISH ]]>
<![CDATA[Rusdi Rusdi]]>
<![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[It is generally accepted that the main function of language is as an instrument tbr expressing thoughts and culture. Therefore, it is argued that. rvhen Indonesian speakers are communicatin-e in English- they will communicate reflecting Indonesian cultural norms and values. They are not expected to communicate in English using English native speakers' cultural norms and values. In line r.vith this argument. English as an international lan-euage is understood as diversities reflecting different cultural norms of people coming from ethnicities when they communicate in English. It is alsoiargued that English teaching should be based on local cultural norms and values. The local cultural norms',ttrd values themselves need to be identified and mapped for teaching purposes. Besides, Students should also be taught to be arvare of the existence of cultural differences when communicating in English lvith people from different ethnicities. This article also reviews cultural dimensions and patterns of communication of people from 'East' and 'West'.]]>
<![CDATA[Retelling: An alternative Strategy in Teaching Reading Narrative Text ]]>
<![CDATA[Andri Defrioka]]>
<![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[After reading a variety of texts, students begin to notice different ways information is presented and different patterns authors use when they write. They also recognize that the authors use different patterns to organize information. Storytellers use a particular text structure. In every narrative text, there are characters, problems, a potential solution, and a final resolution. Effective readers are aware of the text structures authors use and apply this knowledge to predict what the author will write. They can also use their knowledge of the text structure of narrative to help them remember important details and to make sense of the story as they read. This paper reveals an alternative model for teaching reading narrative text using retelling strategy. Retelling is a diagnostic technique teachers use to monitor whether students are aware of text structures and if they are using this knowledge before, during, and after they read. It is expected that this model will be useful for English language teachers who are training students to have good reading comprehension strategies, particularly in facing the implementation of 2013 curriculum.]]>
<![CDATA[READING STRATEGIES FOR CRITICAL READING ]]>
<![CDATA[Bambang A. Loeneto]]>
<![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 and shares some strategies of teaching critical reading which are hopefulll, useful for teachers of English in having their students actively involved in reading activity in their classrooms. In high schools- SMPs or SMAs, teachers typically teach their students to read receptively. to read for information. What's more, many freshman students have not been taught to read actively or critically to construct knowledge as they read. Students gain knowledge by memorizing the statements r.vithirr a text. For them. as non-critical readers, texts provide facts. For critical readers, any text depicts the facts. They also recognize not only rvhat a text says, but also how that text portrays the issue described in it. A text is written in various ways as a typical creation of a unique author. For example, a non-critical reader might read a history book to leam the facts of the situation or to discover an accepted interpretation of those events. Whereas a critical reader might read the same work to appreciate how a particular perspective on the events and a pafiicular selection of f-acts can lead to particular understanding. The reading strategies for critical reading aim to allow students recognize an author's purpose, understand tone and persuasive elements, and recognize bias. These goals actually. refers to something on the page. Each requires inferences from evidence lvithin the text.Critical reading is not simply close and careful reading. To read critically. one must actively recognize and analyze evidence upon the page.]]>
