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<![CDATA[PROMOTING AUTONOMOUS LEARNING THROUGH ‘HOT POTATOES’ ]]>
<![CDATA[Gendroyono Gendroyono]]>
<![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[This study was designed to investigate the role of ‘Hot Potatoes’ in promoting autonomous learning of the English education students at Muhammadiyah University of Yogyakarta. This study was conducted on some reasons: first, autonomous learning is very significant in the success of learners’ learning, and to make the learners implement autonomous learning is quite tricky. Second, the use of Hot Potatoes as the software is very simple and fun to publish any education materials online, and as a result, the students like the program. Therefore, it is very challenging for the teacher to find a way to promote autonomous learning to the students through the use of a simple education software called ‘Hot Potatoes’. The study was aimed at exploring the roles of Hot Potatoes in English teaching and learning. Further, it also explored the advantages of the Hot Potatoes in developing the students’ ability or habit in having autonomy in their learning. This research was a qualitative case study in nature since it dealt with a holistic description. The setting of the research was Muhammadiyah University of Yogyakarta with 10 students who have implemented Hot Potatoes in designing teaching materials for them to use at schools. The procedure to collect the data was through questionnaires and interviews with the participants. In analyzing the data, the researcher first categorized the data gained from the questionnaires and then extracted the information from the data collected through the interview process. The data were then grouped into categories and interpreted in accordance with the research questions. The study found that students first had awareness to be better in mastering English due to their online publishing the teaching materials developed with Hot Potatoes. They were aware that by publishing materials online, people all around the globe would have a chance to stop by and read the materials. This awareness led them to learn by themselves on the grammar of the sentences they wrote. As a result, they started looking up grammar books to check if the grammar was appropriate or not. The same process also happened to the choice of words and the spelling of words used in the teaching materials they developed. They checked and rechecked until they were sure of the correctness of the dictions and the spelling. The last but not least is about the cultural issue in the sentences. It dealt with the appropriateness of the sentences they make due to native speakers’ cultural background. Therefore, the writer concluded that the use of Hot Potatoes promoted autonomy in students’ learning. ]]>
<![CDATA[THE EFFECTIVENESS OF ENHAII TRAINEES’ ENGLISH COMMUNICATION TOWARDS THE CUSTOMERS’ UNDERSTANDING ]]>
<![CDATA[Retno Budi Wahyuni]]>;
<![CDATA[Naniek Kuswardhani]]>
<![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[The trainees’ English speaking skill ability at Enhaii hotel can not be separated from their knowledge of language functions in hotel service business. Enhaii Hotel is a training hotel for hospitality students of STP Bandung. It is identified that sometimes the trainees use inappropriateness of vocabularies and English terms. In other words, there is sometimes misunderstanding between the trainee and the guests. This research is aimed to describe the customers’ understanding level towards trainees’ technical terms and vocabularies chosen in a hotel business. Therefore, it is used as the basis of improving the trainees’ quality communication service at Enhaii Hotel Bandung. The writers use observation technic to identify the effectiveness and appropriateness of vocabularies and terms chosen in serving the hotel guests.]]>
<![CDATA[SPEECH THERAPY TO PROMOTE ENGLISH FOR AUTISTIC STUDENTS (AN ACTION RESEARCH IN SMP SUNAN MURIA, KUDUS) ]]>
<![CDATA[Farid Noor Romadlon]]>
<![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[The opportunity to learn English should be given to all learners since English has been widely spread globally. Learners should be exposed to English as early as possible and be prevalent for all, includingdisabledstudents. Students who need special treatment in learning should also get equal opportunity to study, especially English.One type of disabled students who need special attention in English learning is those who suffer from autism. Autistic students are in need of special treatment learningEnglish since they have more difficulties in perceiving and producing language code. Therefore, English teachers should have awareness on the characteristics of autistic students in terms speech difficulties. In fact, it is highly necessary for autistic students to have intensive therapy and in other sides they also have a right to learn foreign languages like English.Speech therapy as one of therapies used to assist the autistic students in producing language codes is potentially in line with English learning. In this case speech therapy can be done while teaching English to autistic students because speech therapy in fact often requires graded language teaching. This study focuses on how speech therapy is integrated with English teachingfor autistic students in Second Grader of Junior High School students so as to improve their English proficiency and speech competence as well. The study is an ongoing classroom action research conducted in SMP Sunan Muria in Kudus Regence, Central Java, Indonesia.]]>
<![CDATA[QAR : A Strategv for Teaching Reading Comprehension at Senior High Schools ]]>
<![CDATA[Andri Defrioka]]>
<![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[Teaching students strategies for ansrvering questions is an important part of comprehension instruction. The failure of students in comprehending the text was caused of misunderstanding the questions and how it relates to the answer. QAR is a reading comprehension strategy applicable to use with both fiction and nonfiction texts. It is a valuable skill for all students to obtain, especially struggling readers. QAR assists students in relating prior knowledge to text information. It becomes a conscious process students actively engage in when readin,e texts, especially difficult reading selections. With this stratepry, students become aware of the relationships between questions and answers. Students will begin to understand where the answers come from and thus are better able to answer the questions correctly. This paper reveals an alternative model for teaching reading comprehension using QAR strategy. Hopefully, it will be useful for English teachers who are training studenb to read and face the implementation of Curriculum 2013 at senior high schools.]]>
<![CDATA[Using Metacognitive Learning Strategy to Improve Reading Comprehension ]]>
<![CDATA[Afdaleni Afdaleni]]>
<![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[The learners’ success in their reading comprehension depends on many factors. The learner is one the important factors that can determine his/her success in reading comprehension. The learners may do many things and activate themselves in order that they may improve their reading comprehension; it is learning strategy. Metacognitive Learning Strategy is one of the indirect learning strategy that may influence the students in their success in their learning. Metacognitive strategies help learners to regulate their learning including planning, self-monitoring and self-evaluation. Then, metacognitive strategy sets consist of centering your learning; helps learners to converge their attention and energies on language skills, activities, skills, or materials, arranging and planning your learning; help learners to organize and plan so as to get the most out of language learning, evaluating your learning; aiding learners in checking their language performance. Since learners have an important role in his/ her success in reading comprehension, it is considered that they should aware the metacognitive learning strategy itself in order that they may apply them in their reading comprehension activity. The paper is about metacognitive learning strategy to improve Reading Comprehension. It is expected that this article can become useful information for the teachers, learners and readers who concern with the reading comprehension in general. ]]>
<![CDATA[LOOKING AGAIN AT SPEAKING PRACTICE IN ENGLISH TEACHING ]]>
<![CDATA[Ingrid Brita Mathew]]>
<![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[A review of the research on S/FL (second and foreign language) learning and teaching suggests that one current trend, of relevance of those of us teaching English in Indonesia in speaking classes, is a reconsidering of the role of repetition and drills in language practice.Use of communicative curricula does not call for less practice but rather different kinds of practice than previous behaviorist-based curricula. Much more time is needed for a new language habit to be formed than is often allorved for by teachers.At low levels, use of repetition is useful, indeed necessary. Drills based around language functions are relevant to a communicative curriculum. Controlled and free speaking practice of meaningful activities becoming increasingly personalized aids in the automatic production of new language items.Such practice will need to be done both in and out of class, in order for enough time and interaction in English to take place.]]>
<![CDATA[COMPUTER-BASED TOEFL (CBT) AS AN INNOVATION IN LEARNING TOEFL ]]>
<![CDATA[I W.Dana Ardika]]>;
<![CDATA[I made Rai Jaya Widanta]]>;
<![CDATA[Ni Luh Chandra Handayani]]>;
<![CDATA[Ni Wayan Sadiyani]]>;
<![CDATA[Ni Nyoman Yuliantini]]>
<![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[The research attempted to design and create software for learning TOEFL. Specifically, it successfully embodied computer-based TOEFL (CBT). The device is a practice test of TOEFL provided for students of Bali State Polytechnic (BSP) particularly and public in general. The execution of research was successfully undertaken pursuant to grant funded by the institution. A set of TOEFL test implemented conventionally as the result of a former developmental result of research was chosen and redesigned to be software-based product. To see whether the test is applicable, a group of ten research participants from Civil Engineering department students were invited to try out the test. Upon their working out the test, they were assigned to fill in questionnaire to obtain necessary input to be used for test revision. Some revision on the test was then done consistent with the input given by research participants. The practice test of TOEFL is considered to be a ready-used practice test for students of BSP and public. However, a number of practice tests shall be developed to provide students who wish to intensively practice working out the test. Moreover, learning center (LC) for TOEFL, whose practice test for TOEFL has been being done conventionally or paper-based type, set in BSP is a compatible place to store and practice TOEFL exercise. It is suggested that there will be the next grant which can fund the further research on making various CBT hardware for TOEFL in BSP]]>
<![CDATA[Defining Reading Skills and Strategies in Formulating a Model for Teaching Reading in Indonesion Context ]]>
<![CDATA[Melyann Melani]]>
<![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[In order to formulate a suitable and effective model for teaching reading in Indonesian context there are two important things that need to be considered, they are; a clear definition of what reading is which leads to the differences between reading skills and strategies and also a discussion on the differences between reading in first language, second language and foreign language. A comprehensive definition of reading will be able to answer questions on what fluent readers do when they read, what process are used by fluent readers and how do these process work together to build meaning. The answer to the questions above will also lead to the identification of reading skills. Reading strategies on the other hand, is another different concept that should be clarified when someone intended to make scientific consideration in making decision on what reading skills and strategies are needed by their students. After deciding what reading skills and strategies are important, the way how to teach them is also an important issue that should be addressed. The position of English as a foreign language in Indonesia is seen as obstacle for students and it needs special attention. As compared to reading in foreign language, there has been a wide range of literature on the comparison between reading in first and second language. It would be beneficial to discuss reading in foreign language since it will shed ideas on how to teach reading in Indonesian context. Therefore, this article will try to discuss a comprehensive definition of reading, reading skills and strategies and also discuss important point on reading in first, second and foreign language. Finally, the writer will purpose a model for teaching reading which is expected to be suitable for Indonesian students.]]>
<![CDATA[USING CLOGSTEREDU PRESENTATION IN WRITING SLAM POETRY COLLABORATIVELY IN ENGLISH CLASS ]]>
<![CDATA[Faradiba Faradiba]]>;
<![CDATA[Lina Satriyani]]>
<![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[Poetry can offer a wide range of language learning opportunities to EFL learners if it’s taught interactively and linguistically. Poetry is not only a tool for developing the written and oral skills of the students in the target language but also is a window opening into the culture of the target language that building up a cultural competence of the students. Slam poetry gives the students opportunity to write a poem independently. The process of organizing a slam also develops many soft skills. By stressing enjoyment, and presenting slam poetry through media of Glogster EDU and methods that provide maximum student involvement and interest, not only language learning can be facilitated, but learners at all levels can use the medium of poetry to express themselves in the target language. This paper describes the process that Senior High School EFL Learners went through in using Glogster EDU presentation in writing slam poetry collaboratively. By exploring the potentials and challenges, the result indicated that this study takes an interactive and collaborative approach through Glogster EDU and describes how poetry can be used to promote cooperation and communication as well as individual expression in the EFL class. In addition, the study also revealed challenges in the application of Glogster EDU which include the confusion in the implementation on the part of the students, and some technical problems. ]]>
<![CDATA[IMPROVING STUDENTS'WRITING ABILITY THROUGH WRITING TASKS OF THE SECOND YEAR STUDENTS AT SMAN 2 SIAKHULU KAMPAR DISTRICT ]]>
<![CDATA[Sri Wahyuni]]>
<![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[Writing is not a spontaneous product so that it needs to take much time for making in good one. Writing tasks present to help students to organize their idea, write their idea into paragraph or sentence, then revise their writing, and the last, publish their final writing. Thus, The obejctive of this research was to know whether there is a significant improvement on students' writing ability after using writing tasks espesially in Hortatory Exposition. The research design was pre-experimental research focusing on quantitative approach and involved 39 students of the second year students at SMAN 2 Siakhulu Kampar District, Riau, Indonesia as the samples. Cluster random sampling technique was used by the writer to take the sample. The technique of data collection was writing test. The data were gathered from the result of students' writing ability in pre-test and post-test. The research finding has shown that the alternative hypothesis was accepted. The amount of improvement made from the pre-test and post-test in the experimental group that taueht by writing tasks was 19.92 (51.07%). This improvement was also shown by the standard deviation of pre-test and post-test which was 0.75. it could be concluded that the use of writing tasks was effective in giving better result on improving students' writing ability of the second year students at SMAN 2 Siakhulu Kampar District.]]>
