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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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AN ENGLISH AS A LINGUA FRANCA (ELF) PERSPECTIVE IN ASIAN ENGLISH LANGUAGE TEACHING (ELT) Salam Mairi
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

The global spread of English as a Lingua Franca (ELF) has implications for practice in English Language Teaching (ELT) classrooms. This paper presents a study on attitudes toward ELF in ELT which is crucial to its incorporation because attitudes are proven to influence the learning output in ELT. It uses a mixed method approach through questionnaire on attitudes toward ELF which contains a modified Verbal Guise Technique (VGT) complemented with semi structured interview. 70 university students and 4 lecturers from three English departments in Japan (Waseda University and Sophia University) and Indonesia (Universitas Negeri Jakarta) were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT (Japan: 3.71 and Indonesia: 3.51). In addition, factors which influence these attitudes (aspects related to language learning experience) were proven significant. It also suggests ways to incorporate an ELF perspective into the ELT classrooms which were discovered through interview sessions. Further, it addresses the issue in the gap between theory and practice in research on Global Englishes in Language Teaching (GELT) where ‘conceptual gap’ is often found. The study is of interest of those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.
TYPES OF ERRORS FOUND IN GOOGLE TRANSLATION: A MODEL OF MT EVALUATION Gustika Dayama Putri; Ardi Havid
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

Machine translation has become the trending topic in translation studies. The ease and practicality offered by machine translation make it become the prominent choice in translating source texts. Nowadays, machine translation has also spread its influences in English education. It is utilized as a tool to teach foreign language to language learners, especially in translation course. Google Translate which has shown the best accuracy among any other machine translations is proved to be the most used MT. However, the quality of its output is not guaranteed thoroughly since translation errors occasionally appear in Google translation. Apart from a numerous lexical resources, the understanding of both source and target language is significantly needed to produce a good translation. This paper presents the results of a research study focusing on the types of Google translation errors found in the English translation of Indonesian folklores. The analysis of Google translation errors not merely shows what types of errors produced by Google Translate but also illustrates the implications of these errors to the message delivered in the translation, which can be used as didactic media to increase the critical thinking of language learners related to language use. The study found that there are 4 types of errors in the English translation of Indonesian folklores produced by Google Translate such as ‘incorrect words’, ‘missing words’, ‘word order’, and ‘unknown words’ errors. These results are hoped to sharpen up linguistic awareness of language learners, particularly related to the choice of words and the grammatical structure. Key words: Machine Translation, Translation Errors, Google Translate, Folklore
STUDENT’ANXIETY IN LEARNING SPEAKING Yasti Januariza; Suswati Hendriani
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

Speaking is one of the important skills that students  should master.  in  order that  they are able to deliver their ideas. To master the skill, the students, certainly, should have much practice, should  be self-confident, not be nervous, no be anxious,  must be brave, enjoy  speaking. In reality, many students are too anxious and   do not enjoy learning speaking. They try to finish speaking practices as soon as possible when they get turn to speak or be  the  last performer.  They try to memorize all of materials before entering speaking classes to  avoid making  a mistake. Unfortunately, the lecturer who teaches Speaking subject,  do not know the personality of his students very well. Thus, he forces the students who are not ready yet to speak up. Consequently, they  lose their ideas or decide not to speak even when  their lecture asks them to do it.  Why are the students reluctant to speak was found through  a qualitative research. The informants of the research are  the students of English Teaching Department of State Institute for Islamic Studies (IAIN) Batusangkar. The technique of data collections are  a open-ended  questionnaire and  in-depth  interview. The results of the research show the  causes of the students’ anxiety are:  fear of mistake, fear  of being laughed  at or mocked,  lack of ability,  lack of  preparation, lack of practice, lack of vocabulary, lack of self-confidence, lack of conviction, lack of motivation, shyness, not liking the  speaking subject, the  teacher’s teaching   method,  and  the teachers’  attitude and behavior. 
Should Native Speaker Norms be Taken into Account?: A Perspective in Teaching EIL Fauzul Aufa
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

Considering the global expansion of English as a means of international communication, the paradigm of English Language Teaching (ELT) has deliberately shifted towards teaching English as an International Language (EIL) as a new direction. The main issue is whether teachers in the EFL context like Indonesia and other countries in the expanding circle (based on Kachru’s (1985) three concentric circle model) refer to standard native speaker norms or teaching EIL which has a sense of local identity in language use. Taking Canale and Swain’s (1980) communicative competence model as the point of departure, this article briefly reviews the concept of teaching EIL and put forwards some arguments why native speaker norms should be abandoned in language teaching particularly in English as a Foreign Language (EFL) settings and which competence should be enhanced in the light of EIL. It is expected that EFL teachers will be aware of this issue so that they will no longer rely on native speaker norms in their teaching practice.
STUDENTS' INABILITY TO IDENTIFY SENTENCE TYPES AND SENTENTIAL COMPONENTS: What Should We Do with It? Lely Refnita
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

The students of English Department of FKIP Universitas Bung Hatta need to have sufficient grammatical and communicative competence in the English language. It is sure that the ideal expectation should be collectively supported with any resources and programs. Based on a small preliminary research conducted at the English Department in Grammar IV class, it was found that many students were not able to identify sentence types and sentential components when they were asked to do such grammatical tasks. There were many 'unexpected' answers given by ttre students when they were asked to identify sentence types and sentential components. The condition academically reflects the unsuccessful instructions at the English Department. This paper discusses the students' inability issues based on two principle questions, namely (i) why are the students unable lo identify sentence types and sentential components granmatically? and (ii) what should be academically done to improve their ability to identify sentence types and sentential components as an efective way to shape better model for grammar instruction? The data presented in this paper are those collected based on a small preliminary research at the English Department of FKIP Universitas Bung Hatta in 2014. The population was the third year students of the department which comprised 104 students. The sample was selected by using cluster random sampling technique and it consisted of 35 students. The analysis and discussion are based on theories on fundamental English grammar and basic principles of learning a foreign language grammar.
INVESTIGATING TEACHERS’ BARRIERS TO ICT (INFORMATION COMMUNICATION TECHNOLOGY0 INTEGRATION IN TEACHING ENGLISH AT SENIOR HIGH SCHOOLS IN PEKANBARU Sitti Hadijah; Shalawati Shalawati
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

As numerous issues of effective use of ICT (Information and Communication Technology) in English teaching and learning contexts, many teachers worldwide have been starting to deploy either simple of advanced technology products. However, some challenges are still inevitable, which affect the effectiveness of ICT integration in teaching and learning process. In this case, this paper reports an effort of investigating teachers’ barriers to ICT integration in teaching English at Senior High Schools in Pekanbaru. This study worked on descriptive research design in which qualitative and quantitative approaches employed to analyze the underlying barriers of ICT integration in English language teaching. Questionnaires were distributed to fourteen Senior High School teachers in Pekanbaru, and afterwards open-ended interview was also carried out to gather further information about the teachers’ barriers in integrating ICT. Then, the findings indicated that some barriers encountered by the teachers in term of accessibility of ICT, time, professional development, and technical support. Hence, these linking barriers suggest the teachers should be fully motivated and supported to engage with ICT in their teaching activities.  
The Relationship among Motivation, Attitudes, and Learning Achievement of English as a Foreign Language at Del Institute of Technology Santi Agustina Manalu
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

English is a mandatory course learned by the students of Del Institute of Technology. One of graduates’ quality targets is the ability of English language indicated by TOEFL score at least 515. Motivation and attitudes are considered important determinants in learning language. This study investigated the relationship among students’ learning motivation, attitudes and their English learning achievement at Del Institute of Technology. The attitudes analyzed were students’ attitude towards English learning, English language, English towards native speaker, and English lecturer. The research design used was the analysis of quantitative correlation. The data were taken by distributing a questionnaire to 120 respondents and interviewing them randomly. The result showed that students’ learning motivation in English was medium indicated by (M=2.90) on a scale from 1 – 4, attitude towards learning English was positive (M=2.90), attitude towards English language (M=3.39), attitude towards English native speaker was positive (M=3.01), attitude towards English lecturer was positive (M=3.14). The findings also showed that there is no significant relationship among motivation, attitudes and learning achievement. It is predicted that the other factors might be the determinant in increasing English learning outcome that will lead to the investigation for further research.
EXPANDING INSTRUCTIONAL MODEL OF SOCIO AFFECTIVE STRATEGY FOR SPEAKING SKILL IN ISLAMIC INSTITUTION Hayati Syafri
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

English speaking strategies are broadly conceptualized as cognitive, metacognitive, and socioaffective strategies where are consciously or unconsciously employedby the multilingual speakers in studying. Nevertheless, students rarely utilize socioaffective strategies in speaking that caused students are anxiety, less ability to socialize, less self-confidence and motivation that give the bad effect to the students as multilingual speakers on their speaking performance in the classroom. Meanwhile, the speaking lecturer who has use the modul of socio affective strategies in IAIN Bukittinggi still face some difficulties in applying it since the materials are not really appropriate to the culture of students in islamic institution. To solve these problems, there must be the expanding instructional model that is not only focus on the socio affective strategies in teaching English but also integrating the culture of local wisdom to the model. Consequenly, this studyidentify the strengths and weaknesses of  Socio affective in Feby’s model and develop Socio-cultural affective strategy model in speaking skill. After conducting R and D research, through Planning, Impementing and Evaluating Model (PIE model) to third semester students registered 2015/2016 academic year of English Department in the State of Islamic Religious Institute (IAIN) Bukittinggi in Indonesia, it is found that  socio cultural affective strategy model is effective to improve students’ speaking skill. 
UPDATING STUDENTS UNDERSTANDING ON PASSIVE VOICE Ummi Rasyidah
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

Different instruction is needed to meet the different needs of learners in a given classroom. The range of instructional need within one classroom is large. The aim of this study was to investigate the effects of strategy instruction on 26 students in English Study, Program at University of Pasir Pengaraian. Students were assigned to be an independent learner. Self regulation strategies were required. The instruments were observation, interview, and test. The result indicated that students were more creative in providing passive voice sentences. They also performed their understanding on passive voice in writing subjects.
IMPROVING STUDENTS’ WRITING SKILL OF RECOUNT TEXT THROUGH DIARY WRITING AND PEER EDITING TECHNIQUE Rani Autila; Melati Theresia
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

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Abstract

This research investigated the students’ writing skill on Recount Text at Session 2016 A English Department of STKIP PGRI West Sumatera. Some of them had difficulties in organization, content, grammar, mechanic, and vocabulary. Then, they really need lecturers’ correction in every step of their writing process. Therefore, the independent writing should be applied in each part of the writing process. Especially, in editing process the students have to be independent in order to increase their sensitivity on their writing product. Therefore, the researcher applied Diary Writing and  Peer Editing Technique as the focus of research to solve this problem. The  purposes  was  to  find  whether  Diary Writing and Peer  Editing  Technique can  improve students’ writing skill on Recount Text. The methodology of research is a classroom action research (CAR).  This research was conducted in one cycle, which has six meetings. The researcher was helped by two collaborators.  Researcher used writing test, observation checklist, and field note, as the instruments. The findings  of the research showed  that  the  students’  writing  skill  of  Recount Text improved  through  Diary Writing and Peer  Editing  Technique. The implications related to this research the lecturers are suggested to use Diary Writing and Peer Editing Technique to help students to be independent writer and for the next researcher to use this technique in others kinds of texts. 

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