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<![CDATA[USING VIDEO GAME TO ENHANCE ENGLISH COMMUNICATION SKILLS ]]>
<![CDATA[Alex Roach]]>;
<![CDATA[Yeski Utami]]>
<![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[Nowadays, technology has influenced almost every aspect of people’s lives. Education, especially English Language Teaching (ELT), is one of them. Teachers should be creative with emerging technology to capture their students’ attention as well as create fun activities in the classroom. One of the biggest challenges in teaching English is finding ways to encourage students to speak on their own without a teacher’s prompting. Very often, teachers need to resort to activities in classroom that create artificial situations - and even then, the teacher’s influence is felt by the students. The solution to these problems is using a media that is constantly updating and becoming increasingly popular every year but has received very little attention from the English Teaching community - video games. Esposito (2005) stated that a video game is a game played by electronically manipulating images produced by a computer program on a monitor or other display. The chosen games in this paper are (1) Ultimate Chicken Horse – a competitive racing game and (2) Overcooked - a cooperative game cooking game. The target age is 10-17 years old. These games, I believe, would provide the most benefits for both the students' soft and hard skills. The criteria for a game that has potential educational benefits are such: (1) Local Multiplayer – In essence, students need to be able to play the game in the same room for them to communicate effectively. (2) Co-operative Goal - I believe this will provide the most encouraging environment for students to practice. (3) Communicative - focused - The students understand that their success and overall enjoyment will be enhanced by communicating. I believe multiplayer games - specifically, ones with co-operative goals, can create a much better environment where students are self-motivated to communicate in English.]]>
<![CDATA[Working with Corpora: Increasing Students’ Stylistic Awareness of English Academic Writing ]]>
<![CDATA[Laily Martin]]>
<![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 attempts to show that working with corpora may help students writing their theses individually and more independently. The objectives are to describe the process of working with own corpora and the benefits by referring to information related to corpus analysis, stylistic analysis, and language awareness, within the context of English academic writing. This study reveals that introducing students to corpus and stylistic analyses helps students to be more aware of academic English commonly used in academic articles with more independent efforts. To gain this, they started the process by choosing their own preferred article source, then collecting, at least, three sample articles related to the field being discussed, and comparing the text structure and the discourse specifically used in the texts. To gather and process texts automatically, they were introduced to Antconc program and, to inspect the language uses in the academic texts manually, they were also introduced to basic stylistic analysis skill. From the study, it can be seen that introducing students to the work and uses of corpora does not only help them write more independently but also make them more attentive and motivated to learn English usages since showing student to works with model writings and allowing them to experiment with the chosen models decrease the writing pressures which are usually caused by the lack of knowledge about various helps to write thesis more effectively. ]]>
<![CDATA[SCRUTINIZING STUDENTS’ LISTENING STRATEGIES: CREATING MENTAL LINKAGES ]]>
<![CDATA[Elfi Elfi]]>
<![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[One of memory strategies introduced by the listening lecturers in listening comprehension II at IAIN Batusangkar is creating mental linkages strategies. It is assumed that these strategies are considered to solve students’ problem in listening comprehension in order to comprehend oral text. The problems of the research were what creating mental linkages strategies used in that class and how they are applied. Therefore the purposes of this research were to find out the students’ creating mental linkages strategies used by students and how they applied it in listening comprehension. The research method was descriptive qualitative. All participants (74 students) were the respondents for questionnaire, and 7 students among them were selected to be interviewed. They were chosen through snowball sampling technique. The data of the research were collected by using questionnaires and interview. After analizing the data it was found that not all of students applied creating mental linckages strategies correctly: (1) they have applied grouping strategy correctly with the percentage 55%, (2) they have applied associate/elaborating strategy correctly with the percentage 27.40%, and (3) they have applied placing new word into context strategy with the percentage 46.68%. It can be concluded that the result of the study indicates that creating mental linkages strategies are used by the students in listening comprehension need to be developed in to the correct ways to get better comprehension in listening.]]>
<![CDATA[LANGUAGE MAINTENANCE AND SOLIDARITY AMONG AFRICAN AMERICANS ]]>
<![CDATA[Sastika Seli]]>
<![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[This article aims to explain the language phenomena in sociolinguistics. namely, Ianguage maintenance and solidarity. Language maintenance is the phenomena u'here the speakers of the language maintain to use the language without affected by other languages nearby. This language maintenance may be influenced by solidarity inside the language community. The analysis derived from my previous research of "English spoken in Oakland and Atlanta in movie Romeo Must Die and Beauty Shop". The phenomena were drawn from the context of the movies where the speakers used African-American Vernacular English (AAVE) in their daily communication. African American is a minority language community in America compared to native speakers of American English. With a good solidarity among the black, they were not realy influenced by English used by the white American although there is still a language contact among them. They tend to make a gap betrveen their communitr and the outsider. Besides. their culture also influences the language maintenance among them. Rap and Hiphop culture is everyr.vhere in this rvorld. It is also one of the reasons why AAVE is not only used by African American as the minority but also used by' many peopie as the fan of these music genres. It creates more solidarity inside the community. This is also the reason African-American still use their AAVE in everyday communication in everv situation with other different language speakers, too.]]>
<![CDATA[TEACHING VOCABULARY IN CONTEXTUALIZATION FOR YOUNG LEARNERS ]]>
<![CDATA[Irwandi Irwandi]]>;
<![CDATA[Gusti Milla Quaidy]]>;
<![CDATA[Albert Albert]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
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<![CDATA[The primary focus of this study is to determine the effect of teaching vocabulary in contextualization for young learners. Vocabulary is one of the central components in a language included in English. According to Luppescu and Day (1993: 266)," Building a large vocabulary is essential when learning English because people with large vocabularies are more proficient than those with limited vocabularies. It occurs because the young learners who want to speak English with limited vocabulary, they will get difficulty during speaking with partners. They will stop their conversation or they will do code-mixing while talking with partners. It happens because the young learners will get the obstacle with the word that will be delivered because the speakers do not have enough storage in vocabulary. The obstacle appeared because the teachers order the young learners to memorize the word. Consequently, It can make the young learners easier to forget the words memorized by them. It happens because in that age (young learners), they need to understand the contex and the used of the each vocabularies that is provided by the teachers. Therefore, this study is proposed to solve the problem by giving the suggested strategy which is using contextualization in teaching vocabulary for young learners.]]>
<![CDATA[Raising Students’ Awareness on Their Teaching Performance through Reflective Teaching ]]>
<![CDATA[Yenni Rozimela]]>
<![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[This article presents a part of the results of a study conducted to explain the application of reflective teaching to improve the students’ pedagogy competence in teaching English. The research was begun last February (2014), and will end by the end of this year (2014). The result described here is the students’ focus of attention in their reflective teaching. The study was conducted with 15 students taking Micro Teaching unit course. Prior to the commencement of the study, the students were informed about the concept and the importance of reflective teaching. Example of doing reflective teaching was also given. The students taught English to their peers in a range of selected texts prescribed in the junior and senior high school curricula. Every student taught for times (20- 40 minutes for each). After teaching presentation, the students were required to articulate their opinions about their teaching, and write their reflection in a journal. The reflection may consist of several teaching aspects such as instructional material, teaching techniques or strategies, and language use. The result of this study shows that the most frequent aspects that became the focus of concern of the students were teaching techniques and materials. Sometimes they also reflected upon the use of teaching media and classroom management. Unfortunately, they hardly reflected on their language use. The result of this study is expected to give a useful insight to prepare students for their professional development as teachers.]]>
<![CDATA[THE DEVELOPMENT OF STUDENTS’ WORKSHEET USING SCIENTIFIC APPROACH ON CURRICULUM MATERIALS ]]>
<![CDATA[M. Khairi Ikhsan]]>;
<![CDATA[Handayani. SB Handayani. SB]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Scientific approach is a learning approach that is designed to make learners work actively in constructing concepts and principles through the stages observed (to identify or find the problem), to formulate the problem, propose or formulate hypotheses, collect data with a variety of techniques, analyzing the data, draw conclusions and communicate the concept. To support the implementation of the learning with scientific approach, scientific learning tools such as student’s worksheet is required. Students’ worksheet, as one of learning tools that is used to involve the students to work actively during teaching and learning process, should be developed based on the students’ need. Students’ worksheet with scientific approach in teaching curriculum has not developed well yet. A good student’s worksheet must be satisfied criteria of valid, practical and effective. This research is a developmental research using 4-D, without the dissemination phase. It has been conducted on 32 students of STKIP PGRI Sumbar academic year 2012. In this study, data obtained from Curriculum syllabus analysis, students’ need analysis and results of validation. Students’ need analysis was done to analyze the students’ perception about the previous learning materials and to know what kind of learning material they need. From the results and discussion on this research, it was found that the students’ had bad perception about the previous Curriculum learning material in score 58.07. It was also found that the development of student’s worksheet satisfies aspect of validity (average total validity is 75,4). Therefore developed student’s worksheet in the category of was good. ]]>
<![CDATA[STUDENT-MADE VIDEO PROJECT TO ENHANCE STUDENTS’ LEARNING EXPERIENCE ]]>
<![CDATA[Adelia Puspa]]>
<![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[Student-made video project was implemented in this research to develop students’ English skills in a more meaningful task, and to train the technical and soft skills required for living in 21st century citizenship. The objectives of this research was to find out the most developed English skill in each phase of video project implementation, as well as to analyze whether the students perceive student-made video project as positive learning experiences to develop their 21st century skills in relevant to their future career. Close-ended questionnaire was distributed to 31 students of Management class to obtain quantitative data, while the qualitative data were gathered from group observation, group reports, and semi-structured interviews. The results revealed that in the preparatory phase the students stated that they develop their writing the most, in the production phase speaking skill was trained the most, and in the video presentation phase the students’ reading and listening were the two English skills that developed the most. Moreover, the students also viewed the project as positive learning experience in developing 21st century skills. The skills included self-directed, knowledge creation, collaboration, and digital literacy.However, the roles of teacher in the project work should be taken into a deeper understanding in the future research.]]>
<![CDATA[THE IMPLEMENTATION OF CYCLE STAND TO INCREASE STUDENTS’ MOTIVATION AND ABILITY TO SPEAK ENGLISH ]]>
<![CDATA[Yenti Sumarnida]]>
<![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 title of this Classroom Action Research is The Implementation of Cycle Stand to Increase Students’ Motivation and Ability to Speak English. This research is done at class XI IS 1 SMA N 2 Kota Solok. The subject of this research is all students of class XI IS 1 which consists of 33 students. The research was conducted in two cycles and four steps namely plan, action, observation and reflection. The data of this research are collected from students score on their speaking performance, field notes and observation form filled by collaborator teacher and questioner on motivation which is filled by students at the end of every cycle. The results of this research show that by implementing Cycle Stand in teaching speaking, the students’ speaking motivation and ability is increased significantly. It can be seen from the rate of the students’ speaking score before the research done is only 59, at the end of Cycle 1 is 72 and at the end of Cycle 2 is 80. The research results obtained from the questioner on motivation which is filled by students at the end of every cycle, show that 92% of students are motivated well to practice speaking English in cycle 1, and 97% of students are motivated well to practice speaking English in cycle 2. After implementing this strategy, the researcher found that cycle stand is an effective strategy to be implemented at senior high school level. There are some powerful points in this strategy. Firstly; the students are given model by the teacher before practice. Secondly; they practice speaking in groups, then; all groups practice speaking at the same time so they can release from anxiety of making mistakes and being mocked by their friends. Lastly; the class becomes enjoyable as they do not have to sit all the time in the classroom.]]>
<![CDATA[TAKING ADVANTAGE OF STUDENTS’ NATIVE LANGUAGES, ACTIONS, PICTURES, AND QUESTIONS TO HELP STUDENTS MASTER PRESENT PROGRESSIVE ]]>
<![CDATA[Suswati Hendriani]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Teaching English Tenses to Indonesian students is not easy. It is even a quite more challenging task for a teacher who teaches grammar when the teaching of grammar is aimed at making the students able to use the Tenses to communicate in the foreign language. The different grammar systems that Bahasa Indonesia and English have, have caused difficulties for the English teacher to teach English Tenses to Indonesian students. What should the teacher do to overcome the difficulties? There are many possibilities that he or she can do. Yet, as a good teacher, he or she should try to find effective approaches to help his or her students master English Tenses. One of the Tenses that EFL students should master is Present Progressive? How to teach the Tense to make the EFL students master the Tense (can use the tense in communication)? Based on the writer’s experience in teaching the Tense, students’ native language, actions, pictures, and questions help very much. This paper, therefore, is written to show the readers the way to teach Present Progressive by taking advantage of the students’ native language, actions, pictures, and questions.]]>
