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<![CDATA[GAME ON ANDROID APP IN SUPPORT THE STUDENTS’ ENGLISH LEARNING ]]>
<![CDATA[Erisa Kurniati]]>
<![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[English is one of the most difficult subjects, especially since this subject are presented in every semester in the school whether it is junior or in high school. In addition, this lesson is also considered boring, one of the factors causing it is the process of learning in the classroom that still uses conventional methods of lectures and media, it is better if this lesson is presented in a new form, which is more interesting and raises the passion of learning towards students. One of the emerging technologies today is the android app, almost every student has android with a quota of data package of course, and it allows students to be able to access it anywhere and anytime. One of the applications that exist on android is a language game, or a form of game that directs students in learning English. Teachers can take the advantage of this game's application to intersperse the learning process in the classroom. In addition, the game's application on android is accessible to students anytime and anywhere, so students can learn not only in the classroom but also in outside the classroom, at home, anywhere. In addition to appealing, game applications on android is a form of mobile-based learning implementation that can increase interest and student learning achievements, because indirectly students will be trained through the game they always play in this android app.]]>
<![CDATA[Translating Implicit Meaning of English Texts into Indonesian ]]>
<![CDATA[Zulprianto Zulprianto]]>
<![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[Translation can help the language learners/translators realize the possibility of conveying the message of source text (ST) in many different ways in the target text (TT). A text, which is a product of language, is a unit whose parts contain information, explicit or implicit, connected in various ways with the aid of cohesive devices. At the one end, the cohesive devices help tie the parts of the texts, but at the other end, they may result in producing implicit meaning. If the explicit information is indicated by the presence of lexical items and grammatical forms, the implicit one is formless or at least modestly marked. Among the cohesive devices responsible for making the implicit meanings are the use of reference, substitution, and ellipsis. In case of translation, if a text containing the cohesive devices is to be translated, the translator has options to shift or keep the level of their explicitness. This article attempts to examine how these cohesive markers are translated by analyzing some Indonesian translations of different short stories by Oscar Wilde. The analysis demonstrates the translators tend to keep the implicit meaning of the source language (SL) in the target language (TL). This may owe to two explanations: the translators are not aware of the implicit information in the SL and are tempted to employ literal translation. However, the explanation by no means discredits the translators as they may deliberately translate so and their translations are possible in the structure of the TL]]>
<![CDATA[NEEDS ANALYSIS: ESP SYLLABUS DESIGN FOR INDONESIAN EFL NURSING STUDENTS ]]>
<![CDATA[Ni Kadek Ary Susandi]]>;
<![CDATA[Ni Luh Putu Krishnawati]]>
<![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[Language in the field of English for Specific Purposes (ESP) is learnt to equip the learners for entry into a more specific linguistic environment, thus the most prominent feature in ESP course design is that the syllabus is based on an analysis of the students’ needs (Basturkmen 2006). The aims of this study are to explore the needs of nursing students, faculty members in the nursing department and professional nurses to design an ESP syllabus for Indonesian nursing students; also to discuss the implications for EFL teachers who teach English for Nurses. The needs analysis were conducted by distributing questionnaires to and interviewing the respondents. The answers from the respondents were analyzed based on comprehensive concept of need analysis proposed by Dudley-Evans and St. John. The findings showed that most students consider themselves as poor in vocabulary and weak in speaking, listening, writing and pronunciation. Hence, it is crucial to improve their skills to enable them communicating effectively with foreign patients and avoiding misunderstanding which may happen when interacting with foreign patients. The innovative ESP syllabus for Indonesian nurses was then developed based on these findings and the theory of material development proposed by Harding.]]>
<![CDATA[Extensive Reading for Indonesian Learners’ Linguistic Background ]]>
<![CDATA[Syofia Delfi]]>;
<![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[The benefits of extensive reading for EFL students majoring in English have been studied in terms of the implementation of extensive. In Indonesia, there are not so many studies in the area of extensive reading and it is difficult to find out the study about the exploration of the use of extensive reading. This article is based on background and the main discussion of extensive reading for a study about “the exploration of the EFL Indonesian students’ experience in developing English competence”. The study is conducted to answer the research questions; (1) How is extensive reading being taught in classrooms? (2)What are the Indonesian EFL learners’ extensive reading experiences? (3) How does extensive reading develop the Indonesian EFL learners’ English language competency? In order to answer these questions, linguistic background of Indonesian students is needed to be studied thoroughly, therefore, it is inspired this article. The purpose of this article is to discuss the use of extensive reading for Indonesian students’ linguistic background. It will be discussed why extensive reading is expected to be experienced by Indonesian students, especially the students majoring in English. It focuses on Indonesian learners’ linguistic background, extensive reading, and the use of extensive for Indonesian learners’ linguistic background.]]>
<![CDATA[DISCOURSE ANALYSIS AND BUSINESS ENGLISH ]]>
<![CDATA[Baramee Kheovichai]]>
<![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 paper outlines possible contributions that discourse analysis can make to the study of business English. It first explains the differences between business English and casual conversation, resulting in the need for the linguistic description of business English. A model of business discourse analysis (Bhatia, 2004) is explained. Three example research strands ol business discourse analysis. including genre analysis, relational aspects ofinteraction and business Enelish used by non-native speakers, are explicated. Implications for language teaching are then discussed]]>
<![CDATA[ENGLISH LANGUAGE TEACHING AND EFL TEACHER COMPETENCE IN INDONESIA ]]>
<![CDATA[Urip Sulistiyo]]>
<![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[This paper presents an overview of English language teaching and English as a Foreign Language (EFL) teacher education in Indonesia. Several factors appear to impede the success of teaching and learning EFL in Indonesia. Teacher qualifications and low English proficiency, classroom size, students’ motivation, classroom-oriented learning, and limited sources of learning are factors that influence EFL teaching and learning success. There are several constraints at work between language policy and language teaching classroom practices in Indonesia. First, students have very different motivations and background traits, which make it difficult to design and resource a single curriculum that suits all (or most) students across the country. Second, inadequate funds mean low wages for teachers, poor resourcing and the likelihood of large class sizes. Low teacher salaries cause the majority of teachers to work in additional jobs outside of school hours, which reduces the time they can allocate to lesson preparation, efforts to improve teaching practices and undertaking development to enhance their professional knowledge. Third, the influence of policy and curriculum politics is a constraint to language learning. In EFL teaching and learning contexts, teacher competence is essential to facilitating successful English exposure and learning during classroom activities. A number of Indonesian scholars are aware of this importance—for example, Soepriyatna (2012) identified the domains of EFL teachers’ competence in Indonesia. These domains can inform teacher education programs to design the curriculum in ways that align with the needs of EFL teachers during their classroom preparation.]]>
<![CDATA[The Relevance of Language Awareness to Teaching Literature for EFL students ]]>
<![CDATA[Kurnia Ningsih]]>
<![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[Language does not simply consist of vocabulary and grammar. There is much more in language that makes it work. It has functions and involves nuances when people use it for communication. Halliday (1985) says learning language means learning” how to mean”. Thus students who learn foreign language should be aware of these factors in order to be able to understand how the native speakers use their language and what they mean. Teaching literature requires students to be aware of the use of language in order to get the meaning in the text. Literary works help them develop their language skills, awareness of language and culture, even critical thinking. This paper discusses how language awareness is relevant to teaching English literature. Both of them require teachers to provide students with experience how to use language in expressing their opinion, sharing ideas, investigating a variety of interpretation’s as well as thinking critically.]]>
<![CDATA[INVESTIGATING STUDENTS' PROBLEM SOLVING STRATEGIES IN LISTENING COMPREHENSION OF ENGLISH DEPARTMENT STUDENTS AT STAIN BATUSANGKAR ]]>
<![CDATA[Elfi Elfi]]>
<![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[One of the strategies of metacognitive introduced by the listening lecturers in listening comprehension III at STAIN Batusangkar is problem solving strategies. It is assumed that the strategies can help to solve students' problem in listening comprehension in order to comprehend oral text. The problems of the research are what problem solving strategies used in that class and how they are applied. Therefore the purposes of this research are to find out the students' problem solving strategies and to investigate what problem solving strategies they used and how they applied it in listening comprehension. The research method is qualitative which applied case study design . All participants (91 students) were the respondents for questionnaire, and l2 students among them rvere selected to be interviewed had been chosen through snowball sampling technique. The data of the research were collected by using questionnaire, interview, and observation. After analizing the data it was found that most of students used problem solving strategies in poor category with the percentage 42,86yo in listening comprehension. They had applied these strategies in many ways but some of the them did not do it properly in listening comprehension. It can be concluded that the result of the study indicates that the problem solving strategies used by the students in listening comprehension need to be developed and increased in to the correct ways to get better comprehension in listening.]]>
<![CDATA[THE CONSTRAINTS IN PERFORMING SIGHT TRANSLATION: A BRIEF DISCUSSION ON THE PROBLEMS OF TRANSLATING ENGLISH WRITTEN TEXTS INTO INDONESIAN ORAL TEXTS ]]>
<![CDATA[Adventina Putranti]]>
<![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[Oral translation, commonly called interpreting, is a verbal communication activity involving two parties speaking different languages, assisted by an interpreter. One mode of interpreting is simultaneous interpreting in which an interpreter delivers a source language (SL) message into a target language (TL) message simultaneously as the speaker’s statement proceeds (Nolan 3). One specific kind of simultaneous interpreting is sight translation. It is a form interpreting a written SL message into a spoken TL message (Ginori&Scimone 18). Although the SL message is written, this does not lessen the constraints of doing this job because the simultaneousness of this activity still demands the interpreters’ ability in working using two languages at the same time, as well as having the skills required for an interpreter. What is meant by constraints is performance constraints (Pochhacker 19) as the result of time limitation, the demand for the interpreter’s promptness and the accuracy of message transferred.This paper intends to observe the constraints in performing sight translation. For that purpose, this paper is going to explain the constraints experienced by interpreters when they are carrying out sight translation tasks. Since Interpreting class is available as a subject given at the English Letters Department, Sanata Dharma University, the data were obtained from the students of an Interpreting class who were assigned to perform sight translation. To limit the scope of discussion, the sight translation observed has been focused on the oral translation of English written texts into Indonesian spoken interpretation. ]]>
<![CDATA[Realization of “Language is Creative” in ELT ]]>
<![CDATA[Joni Alfino]]>
<![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[It cannot be denied that Chomsky’s theory − Language is Creative − is reflected in ELT, including in writing skill in three different conditions. The first condition is when English language learners want to choose a topic to write. If the students are given a chance to choose a topic to write, they certainly will write what they have had in mind and avoid writing what is beyond their thought. When they have decided to write what is coming to their mind, it means that they are performing language creativity because they have created their own style in expressing something. This process, in fact, meets Chomsky’s theory (1968) considering the freedom given to the students to write their own ideas as the implementation of language creativity. The second condition is when the language learners are writing down the string of their coherent sentences with the variation of grammar and vocabulary. Developing a sentence requires a grammatical pattern. Composing several sentences probably needs various grammatical patterns. It means that the more the sentences are developed, the more various the grammatical patterns will be used. Related to the implementation of “Language is Creative”, this point is one of examples because the students here are required to employ various grammatical patterns and vocabulary creatively. The third condition is when the language learners are editing what they have written down. It often happens that someone is editing his works while he is writing something and so are the English language learners. When they find something inappropriate in their works, they will revise it immediately. In addition, it usually happens that they will begin writing the new one when they find that what they have written completely does not meet their hope. The process of editing carried out by the language learners when they are writing shows language creativity they have because they can feel which one is appropriate or not. From the three points stated above, it is clear that Chomsky’s theory, Language is Creative, is realized in English language teaching.]]>
