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<![CDATA[EDMODO AS A VIRTUAL LEARNING ENVIRONMENT IN ACADEMIC WRITING CLASS ]]>
<![CDATA[Yustinus Calvin Gai Mali]]>
<![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[Minister of Education and Culture Republic of Indonesia, through its substantial policy stipulated in Indonesian Qualification Framework (KKNI), has issued integrating technology into teachers' pedagogical practices. Responding creatively to the policy, the study explores 21 Indonesian undergraduates' perspectives on the use of Edmodo, a virtual learning environment as rvell as a pedagogical and collaborative communication system, in facilitating them to achieve the learning objectives in Academic Writing Class at English Language Education Study Program, Satya Wacana Christian University (ED-SWCU). Data were collected through an online questionnaire and interview. On the questionnaire, the participants responded 18 multiple-choice statements and 2 open-ended questions dealing with possible advantages and challenges in using Edmodo. In the interview process, the researcher involved 4 pafticipants to explore their perspectives on how Edmodo facilitates them to achieve learning objectives in their classroom. The data analysis provides some evidence that the students respond positively the use of Edmodo. Further, with regard to the findings, the study would seem to indicate the essence of teacher-student communication and the teacher's feedback in helping the students achieve the leaming objectives. Eventually, the study hopes to provide ED-SWCU students, regarded as an English teacher candidate, and Indonesian teachers with insights into the pedagogical applications ofusing Edmodo. It is expected that they can have more alternatives on conceivable educational technologies they can utilize to support their teaching activities and to facilitate their students achieve particular learning objectives in their classrooms.]]>
<![CDATA[TRANSLATION METHODS IN READER’S DIGEST MAGAZINE BY STUDENTS’ OF ENGLISH DEPARTMENT AT HKBP NOMMENSEN UNIVERSITY ]]>
<![CDATA[Della Fransiska Ginting]]>;
<![CDATA[Rina Mariati Nainggolan]]>;
<![CDATA[Umar Mono]]>
<![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[This study aims at analyzing the types of translation methods in reader’s digest magazine translation by English department students of HKBP Nommensen University. It was designed as a descriptive-qualitative research. The participant of this study is students sixth semester group A-2013 of HKBP Nommensen University. The data were collected through a test. The data analyzed using types of translation methods by Peter Newmark. Based on the results of the data analysis, the findings of this research can be stated as follows: all types of translation methods were found in translating reader’s digest magazine. There was an article in readers digest magazine that can be categoriez into 8 types translation methods namely : word for word translation method 1 (0.03%), literal translation method 12 (0.38%), adaptation translation method 4 (0.12%), free translation method 9 (0.29%), faithfull translation method 2 (0.06%), Semantic Translation 1 (0.03%), Idiomatic Translation 1 (0.03%) and communicative translation 1 (0.03%). Based on the result of the research above, the writer find many Translation methods that the students used even though the result of their interpreting is not good enough and the writer suggest that the teacherkeeps attend to students to use the good English and for develop their materials in teaching students in translating a text by using methods of translation.]]>
<![CDATA[PROMOTING LEARNING THROUGH JOURNAL WRITING ]]>
<![CDATA[Made Frida Yulia]]>
<![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[Journals have received an increased interest in education context. They have been found to be a fruitful way of communication between teacher and students. Liuolienė & Metiūnienė (2009) mention some purposes of journal writing. It can create a positive atmosphere for learning and foster deep learning by making learners relate new knowledge with the previous one. Moreover, as confirmed by Boud (2001), journal writing encourages students to articulate their level of understanding. It is part of reflective learning and a tool to facilitate language skill development. Through this activity learners are shaped to become reflective, which is crucial for their learning advancement. The study aimed at describing the effects of journal writing on ELESP students in three courses from different semesters. They were Structure I, Textual Pronunciation, and Micro Teaching classes. The sources of the data were the students’ reflective writings. From the analysis it was discovered that the students gained benefits from the use of journal writing in their classes. They showed that they became reflective learners, who could make meaning of what they learned. They were also trained to be more critical of their own ability, and hence were more able to find ways to advance. By so doing, their autonomy in learning was developed. ]]>
<![CDATA[COMPOSITION WRITING ABILITY OF PRE-SERVICE SPECIAL EDUCATION STUDENTS: AN ANALYSIS ]]>
<![CDATA[Rufo A. Labarrete]]>
<![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[Thestudy aimed to analyze the composition writing ability developed through the process approach following both free and controlled exercises formats of the 84 junior pre-service special education teachers of the Leyte Normal University for AY 2014-2015. It adopted the descriptive cross-sectional survey research design and had used Jacobs’ English as a Second Language Composition Profile as the instrument of the study. For valid and reliable interpretation of data, the mean and t - test were used. Results showed that the level of the respondents’ composition writing ability developed through free-exercises in terms of organization, vocabulary and language component were rated to be at “average good” level. In terms of content and mechanics; the respondents’ compositions were both rated “poor to fair” by the four raters. On the other hand, the level of the respondents’ composition writing ability developed through controlled-exercises in terms of content, organization, and language were at the average to good level while their vocabulary and mechanics components were rated poor to fair level. The over-all or general level of the respondents’ composition writing ability developed in both free and controlled exercises is at the average to good level. The raters noted that the respondents committed errors the most in mechanics, vocabulary and language use. ]]>
<![CDATA[LESSON STUDY FOR INCREASING STUDENTS' ABILITY IN TEACHING PRACTICE ]]>
<![CDATA[Fitri Handayani]]>
<![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 practice is one of compulsory subject to be taken by English Department students of Universitas Mahaputra Muhammad Yamin Solok. This subject provides an opportunity for the students to apply their skill and knowtledge that they gained during their study in the real classroom environment. During this teaching practice, the students will be exposed to the real environment ofteaching process and its challenge in the field of education. As a beginner, doing teaching practice is not as easy as to be done by the students. A lot of challenges and complexities are found by the students during teaching practice. Those involve preparing lesson plan, developing good ilassroom management, preparing materials'and media, and participating in non-teaching activity. Lesson study is a good way to help students in doing teaching practice. Basically, it is a method of professional development carried out by teacheis in their own schools, with their own students and colleagues, in their own classroom to improve quality of teaching and learning. The teachers work collaboratively to plan. teach. observe and analyze lessons. Applying lesson study will be beneficial for teaching practice students in guiding them about the.way to teach English effectively. This paper will talk about the use of lesson study with the expectation to promote students' ability in teaching practice.]]>
<![CDATA[ARGUMENTATIVE ELEMENTS AND QUALITY OF MULTILINGUAL LEARNERS’ WRITING ]]>
<![CDATA[Witri Oktavia]]>
<![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[As multilingual learners who have an array of linguistic and cognitive skills, Indonesian students have been exposed to various learning experiences intended to improve their metalinguistic awareness. They are expected to possess integrated competence of languages learnt. In light with this, this paper aims at analyzing students’ argumentative elements produced in their English argumentative writing, evaluating how far these elements contribute to the overall quality of their writing, and considering the influence of their status as multilingual learners. The result reveals that the students’ way in structuring their arguments influenced the quality of their writing. The developed writing were mostly produced by the students who were able to provide the equal weight of defending arguments and counter arguments which were elaborated in multiple arguments. Furthermore, since providing proper elaboration for the counterarguments was one of major problems in the students’ argumentative writing, the strategies to integrate arguments with counterarguments were also presented.]]>
<![CDATA[The Implementation of a Progressive Aproach PBL Model to Improve Students Reading Comprehension at English Study Program FKIP -UR ]]>
<![CDATA[Erni Erni]]>;
<![CDATA[Hamidah Yamat]]>
<![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[Based on the curriculum of English Study Program FKIP University of Riau, Reading as a subject course is focused on reading for academic purposes which required high academically demanding. Data of students post-test in previous semester show that students find difficulties in comprehending academic text. The teaching method applied by lecturers in the reading class did not engage students to learn fully that the result of students reading score could not reach the minimum achievement criteria of Reading III. This research is classroom action research. The objectives of this study were to know how PBL can improve the reading comprehension of the third semester students of English Study Program FKIP University of Riau and to know what factors give dominant increase to the reading comprehension of the third semester students of English Study Program FKIP UR.The result of the study found that PBL Model which is derived from constructivism theory can improve the reading comprehension the third semester students of English study program FKIP UR. The data analysis showed that the mean of pre test is 45.78, post test I is 70.03 and post test II is 75.95. The improvement was due to the increase on students’ activity and motivation well in learning reading by using PBL Model. It was because this model can facilitate students in identifying the problems, brain storming, analyzing, formulating problem, self-study and presenting activities]]>
<![CDATA[NO COMMON LANGUAGE IN SECOND LANGUAGE TEACHING TO ADULT LEARNERS: IS IT POSSIBLE? ]]>
<![CDATA[Karunia Purna K]]>;
<![CDATA[Fenty Kusumastuti]]>
<![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[In this paper, we try to share our experience in teaching language lacking of common language at our Bahasa Indonesia to foreign adult learners' class. Most of the learners come from various countries in which English is not the main language, whereas, the teachersare not able to speak or understand their languages. How to overcome this language barrier in language class during the teaching and learning process will be presented and then discussed. We find three main difficulties in transferring the knowledge to the leamers: the problems in teaching vocabularies, affixations, and cultural concept. Those problems are acquired not only from the experience done by the teachers during the language teaching and learning process, but also from the observation of the classroom and interview with the learners. Next. we provide the appropriate method of teaching used in resolving the problems in such language class.The alternatives of language teaching approaches and methods by Richards and Rodgers (2001) can then be applied t_o design the classroom teaching methods. Furthermore, the latest research about affbctive filter by Dulby and Burt (1977) and Krashen (1982) as well as psycholinguistics theory of Steinberg (1993) are the basic considerations in resolving the problems. The findings show that using Total Physical Response (TPR). Communicative Language Teaching (CLT). and Audilingual Method can efl-ectively fix the problems in teaching vocabularies. affixations, and cultural concepts, particularly in the area rvhere no common language is shared.]]>
<![CDATA[PROMOTING SKILL OF SPEAKING VIA TWO STAY TWO STRAY STRATEGY AMONG THE ENGLISH STUDENTS OF FKIP OF BENGKULU UNIVERSITY ]]>
<![CDATA[Kasmaini Kasmaini]]>;
<![CDATA[Riswanto Riswanto]]>
<![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[The study is aimed at describing the effectiveness of two stay and two stray in enhancing students’ speaking ability. The paper is derived from the research result conducted among the 35 English department students of FKIP of University of Bengkulu. Classroom action research design with 3 cycles was applied to encourage students’ speaking skill. Observation checklist, fieldnote and speaking test instruments were used to capture students’ progress (reflection and evaluation) . Observation was done to see how well the strategy was understood and implemented by the students. Fieldnote aimed at jotting down success and constraints of the strategy usage and tes instrument was administered to evaluate the grading and scoring development during the first, second and third cycles. Reflecting and evaluating were conducted at the end of every cycle. Based on observation and fieldnote that the students’participation were getting increased in every cycle. Besides, the average score and grade at the end of 3 cycles were getting improved. Mean score of cycle 1 was 59.00, cycle 2 was 65.00 and final cycle was 72.00. It can be concluded that two stay and two stray strategy boosted speaking ability for English department students of FKIP of Bengkulu University. ]]>
<![CDATA[SURE: Developing Learners’ Language Awareness through Pragmatics Instruction in the EFL Classroom ]]>
<![CDATA[Rita Erlinda]]>
<![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[A large number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience). Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriate to a variety of communicative settings.]]>
