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TEACHERS' REFLECTION ON TEACHING ENGLISH AS THE REQUIRED COURSE Dwi Wulandari
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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Teaching English in university setting for non-English department is many times considered to be a frustrating experience, with th: teachers' complaining of the difficulties in managing the class. both because of the many classes to teach and the big number of the students in the class. This article is aimed at taking a look at how teachers are able to reflect on their own teaching in a way that they are searching within their experiences of what could be best taken by their students in leaming English. This article will be focused on 18 English teachers rvho are asked to fill in questionnaires about their own teaching practice, the reasons behind the practice. the problems they encounter, and their golls in teaching, as well as their expectations. The results of the study show the fact that the teachers are teaching grammar as the main material though they are aware of its being ineffective, and yet they seem to be unable or unwilling to explore other options. There are also certain issues that the teachers address such as the goals of targeted competence and the abundance of available source in internet. All of the teachers share the same expectations of the possibility in teaching the English skill independently. including speaking and writing skills. However, they reluctantly think of ways to realize such expectations as they felt that they are being restricted with the design of English classes.

INVESIGATING THE LISTENING NEEDS OF THE TENTH RADE STUDENTS ON MAN KEMANTAN DARAT KERINCI Yoki Irawan
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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This study mainly aimed to investigate the needs in learning English and to gather the information about problems faced by the tenth grade students’ of MAN Kemantan Darat Kerinci related to listening material. In order to achieve these objectives, a small scale need analysis wascarried out in advance. It was carried out through survey study that involved77 tenth grade students and 4 English teachers of MAN Kemantan Darat Kerinci. The data were collected through a questionnaire to find out the data about students’ needs, interview guidance for collect the data about teachers’ needs and documentation to find out the curriculum demand. The data were analyzed through descriptive quantitative. Based on the data analysis,the resultsshowed that 1) The syllabus was relevant tothe students’ needs but the material, generally, were not relevant to the students’needs. 2) There were still many students have difficulties in mastering listening skills in learning English in terms of input, topic, language, and task.3) The students were need to exposure to material that delivered in various ways (multimedia) in order to improve their accuracy and attention in learning listening skill. Based on the result of research discussion, it was suggested to applied multimedia-based in developing listening material for tenth grade students of MAN Kemantan Darat.

Integrated Anti-Corruption Education in Teaching and Learning Process: An Overview of Pragmatics Class at Andalas University Ike Revita
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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Corruption lately becomes the prominent problem in Indonesia. This corruption occurs almost in every aspect of life. Every prospected people are of great possibility to corrupt. This is in line with the wise words that power tends to corrupt. The government has tried hard to overcome this by founding KPK (Corruption Eradication Commission). The action against corruption ideally is not only done by KPK but also every people in Indonesia, including educational institution. As an institution of creating the characterized agent, the educational institution is responsible to educate the students to be anti-corruptor. One simple way is by implementing it in the teaching and learning process. This writing is aimed at describing some tricks of integrating anti-corruption value in teaching and learning process. The research is conducted in Pragmatics class at English Department Andalas University. Pragmatics is a compulsory subject offered to English Department Students at Andalas University. The research is qualitatively and descriptively done. By applying the concept of long- life learning by Ramsden (1992), it is found some ways of integrating the value of anti-corruption in teaching and learning process. They are in (1) class action--course contracts reflecting anti-corruption; (2) evaluation--honest and discipline; and (3) assessment--transparency. These all are designed, written, and socialized in syllabus.

POSTCOLONIAL LITERATURE IN ENGLISH TO IGNITE A BRIGHTER FUTURE OF EFL IN MULTILINGUAL SOCIETIES Delvi Wahyuni
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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English is now spoken by more non-native speakers (NNS) than by native speakers (NS) due its global outreach. There are some implications emanating from the conditions mentioned above. First, the notion of the language ownership is being contested. There is a strong demand to the recognition of varieties of English emanating from countries of Kachru’s outer and expanding circles. Second, this Yuing demography of the speakers of English has rendered those who use it as their vernacular as the minority. Interestingly, it does not make the notion of native-speakerism, by which native speaker’s norms and standards should be set as a benchmark for a success in learning the language, recedes in ELT. In multilingual societies where English is a foreign language (Indonesia will be a very good example), ELT is very challenging due to the language not being used for day-to-day communication, and the interference of the learners’ L1 and L2 to their English. As a result, the English which they produce might not comply with the standard norms. To deal with that problem, there have been efforts to interrogate the validity of native speakerim in ELT in countries like Indonesia due to the increasing awareness that the goal of the teaching of English in this region is to use the language successfully in various communication settings thus native-like proficiency is less relevant. For that reason, this paper suggests the introduction Postcolonial Literatature in EFL syllabus to afford learners new insights on the language and hence building their confidence and therefore competence in the language.

ASPECTS: LINGUISTICS APPROACH IN EXPLAINING ENGLISH TO INDONESIAN LEARNERS Nofel Nafiadri
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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Bahasa Indanesia, one of Malay varieties, has no tenses marker. Meamuhile, English v,hich is taught at schools anduniversities in Indonesia has complicated-full of exceptions- tenses marker. The diversity of both languages in grammatical system, such as tenses, becomes a priority and a point of attention in teaching and learning English in Indonesia. Students are familiar with tenses names and sentence formulas but mostly encounter problems in the use of them. The absent of tenses marking system in Bahasa Indonesia is considered as the main reason for students' failure of doing analogy. Most teachers have introduced that English has sixteen or twelve tenses. Rules and exceptions of the agreement sysletn in English come into a complicated thing for the learners such as third singular subjects in present tense. Linguistics and Typological approach between Indonesian and English language in teaching English grammar should come to a consideration. Therefore, rather than explaining English has twelve tenses without comparing to lndonesian grammatical system, this article puts forward the introduction of aspects in explaining English tenses. By reintroducing that English has only two tenses which are present and past tense, while the continuous and perfect are aspects in English, teachers and students could do simplifcation in understanding contplicated English tenses.

DISCOURSE STRUCTURE OF LECTURE IN L2 IN THE INDONESIAN TERTIARY CONTEXT Akhyar Rido; Fatimah Mulya Sari; Ria Augie Mayang Suri; Hady Duantoro
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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Discourse structure is an important issue in academic spoken discourse in L2 settings. An inability to recognize discourse structure is seen as one of main problems in understanding lecture in L2 as it aids to comprehension. It is therefore imperative to examine how lecturers are helping their students to cope with the lecture and become critical thinking individuals. This study aims at discovering the macro-discourse structure of literature lectures conducted in English in the Indonesian tertiary context. This study was conducted in a private higher learning institution in Lampung province, Indonesia and involved 2 selected literature lecturers. Usinga qualitative research design, observations and video-recordings of prose and drama lectures were carried out for a total of 4 sessions and 8 teaching hours. The findings demonstrate that all lectures were delivered in three phases namely introductory, main, and end parts. The specific episodes used were topic introduction, review, concept introduction and development, discussion, and summarization. Negotiation of meaning also took place during the lectures; in addition, highly interactive lectures were emphasized as both lecturers and students exchanged a large series of open and follow-up questions which indicated that lectures explored critical and logical thinking skills of the students. The results of this study can be used as a platform for lecturers and teachers to organize their literature lecture in a well-structured and an optimally effective way.

First Language Interferences on Minangkabau-Indonesian EFL Students’ Linguistic Repertoire in the Process of Advancing their Multilingual Awareness Syayid Sandi Sukandi
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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To be able to communicate smoothly in English needs a lot of courage. This smoothness, of course, is seen as linguistic competence where students can use a language fully into its optimal use in society. In this case, Indonesian EFL students are growing up in social environment where they encounter many ethnic languages as the first language across the archipelago. Therefore, Bahasa Indonesia cannot be seen as the first language. Dealing with this article, the focus of the problem being addressed is the interferences of the first language use toward Minangkabau-Indonesian EFL students’ linguistic repertoire in the process of advancing the multilingual awareness. Minangkabau is an ethnic community that exists in the province of West Sumatra, Indonesia. To learn some of the particular nuances of how this language interfere the process of learning English as a Foreign Language would be one of the issues discussed in this article. The researcher uses data that are taken from daily interactions happening in the classrooms and outside the classrooms as the examples for the first language interferences. Since the researcher is also a growing up individual in Minangkabau society, therefore, recognizing some of the interferences of this language toward the process of learning English is doable. The argument is that to lead EFL students to have a sense of multilingual awareness would be possible by helping them manage their first language interferences in achieving standardized linguistic repertoire under the guidance of us as their English language educator.

LOCAL LEGENDS: EFL MATERIALS DEVELOPMENT FOR INDONESIAN TEENAGE LEARNERS Jonner Simarmata
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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Recently, materials development has attained big attention from ELT practitioners. Teachers, materials writers, and even producers are now trying to create attractive materials because they think that attractive materials will bring about great success in EFL teaching. Tomlinson (2003) says that materials are anything (linguistic, visual, auditory, or kinesthetic) that facilitate learning of language. In Indonesia, the goal of studying English at schools is not only for developing communicative competence but also for building characters. One of the materials sources that can be used for both goals is literary work. However, when talking about literary work as EFL teaching materials, usually teachers and even commercial materials writers have tendency to use western works. Of course, I see no objection to this idea. However, local legends are also beneficial in EFL teaching especially when we correlate it with the two goals of EFL teaching to Indonesian teenage learners. In Indonesia, there are many legends. Usually, these legends are orally passed on from one generation to another. However, today many of them have been written in books. These legends, for sure, have values – educative or humanitarian – to be learned. As far as my concern, many legends have been used for language teaching materials especially for L1 classrooms. Only a few of them have been used for EFL classrooms. This paper discusses about how to use local legends as materials for EFL class in Indonesian context. Specifically, this paper will talk about a) the theoretical and practical reasons of why local legends are good for EFL materials, and b) teaching strategies that can be used to benefit from local legends for EFL students.

TEACHING ENGLISH IN MULTILINGUAL SOCIETIES Irwan Prayitno
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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In the era of globalization, Eglish becomes the most powerful and essential tool of communication. Consequently, teaching and learning English must be placed at a seriously important priority of educational system. In order to achieve the ideal outcome of teaching and learning English in multilingual society, three major aspects should be taken into account: 1) teachers, 2) teaching methods, and 3) teaching materials. The flourishing English teachers are always characterized by three dominant charateristics: 1) high degree of reflectivity, 2) high sense of efficacy, and 3) highly student-centered teching style. English teaching methods should be creatively developed in order to promote not only lower thinking order (memorizing and understanding) but also higher thinking order, especially creative thinking level. Finally, teaching English materials should be developed on the basis of students’ background knowledge and environment, the concepts, principles, values, and components for adapting didactic issues, and the higher thinking order.

THE ROLE OF ENGLISH LITERATURE IN LANGUAGE TEACHING FOR EFL CLASS Muhammad Al-Hafizh
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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There were great shifts in English Language Teaching (ELT) approaches and methodologies in recent years. At the same time, many researches occurred about the applications of teaching English as Foreign Language (EFL). It shows that, changes and innovations are something good in order to find a better pedagogic system and to be more professional in English Language Teaching (ELT). Sometimes, people resist new ways of looking, at least at the first, and it happened on ELT as well. This article is aimed at revealing ELT new ways of looking-to consider the beneficial factors of using prose in empowering interactive English language teaching into participatory English language teaching, whenever teacher and students are able to share power and come together in dialogue and mutual respect. It is considerable to reach the two components of English language pedagogy; cognitive abilities, and proficiency in English language. In this case literature has no rival in its power to create natural repetition, reflection on language and how it works, and attention to audience response on the part of learners. Teachers can use literary work such as prose as a pivot in literature-based curriculum, around which curriculum revolves. In this article there will be five praiseworthy elements of prose as a pivot of participatory ELT that are going to be discussed; (1) prose is authentic, (2) prose can provide memorable contexts for the language, (3) prose illustrates appropriate language for specific situations, (4) prose links students to other cultures and subcultures, (5) prose presents topics for critical analysis, discussion, writing, and encourages performance.

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Location Kota padang, Sumatera barat INDONESIA

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Contact Name
-

Contact Email
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Phone
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Journal Mail Official
-

Editorial Address
-

Location
Kota padang,

Sumatera barat

INDONESIA