Articles
393 Documents
<![CDATA[ENHANCING STUDENTS’ LISTENING SKILL THROUGH VARIOUS LISTENING MATERIALS AND ACTIVITIES OUTSIDE THE CLASSROOM ]]>
<![CDATA[Aryuliva Adnan]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (150.462 KB)
<![CDATA[Listening skill has been a “Cinderella” for years. Many studies show that many teachers pay no attention to listening skills. They tried to skip teaching listening for many reasons such as lack of teaching materials and teaching facilities. Since internet now is the largest sources of teaching materials, there is no reason for an English teacher to skip teaching listening skill. Listening skill as one of the language skill is needed to be taught, and it needs practice not only in the classroom but also outside the classroom. Differ from the teaching and learning other language skills, the teachers can easily assign students to practice the skills outside the classroom. The teachers do realize that students do not have opportunities to practice their listening skill for the books used are not completed with enough exercises, which the students can practice listening skill at home. Due to the lack of exercises of listening skill found in the listening books, therefore assigning students to practice listening to various listening activities outside the classroom are believed can enhance the students listening ability. The activities are watching English movies and videos, listening to English radio/TV news, TV commercial. ]]>
<![CDATA[BEST PRACTICE IN TEACHING ENGLISH GRAMMAR TO UNIVERSITY STUDENTS: DEDUCTIVE, INDUCTIVE, OR COMBINATION OF BOTH? ]]>
<![CDATA[Wisma Yunita]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (366.54 KB)
<![CDATA[Universities preparing future English teachers in Indonesia usually put English grammar courses in their curricula. The courses are usually given at the first to the fourth semester and with wide material coverage. Some made it discrete in a course. Some made it integrated with skills of English language. Grammar as a part of language knowledge should be mastered well by students at university especially the future English teachers. Future English teachers who have lack of English grammar knowledge will face difficulties in performing English in spoken and written. Therefore, they should be taught using an appropriate approach of English grammar teaching so that they will have a thorough mastery of the grammar. In contrary, the students should also give more effort in mastering the grammar by reading more materials related to grammar and practicing the rules in spoken and written. Currently, there are two major approaches widely used in teaching English grammar: deductive and inductive. The effectiveness of two approaches is still in debate until today. Some teachers prefer to use the deductive approach, while some others prefer the inductive one. Which approach works well to university students: deductive, inductive, or combination of both? In this article, the writer will discuss about the two approaches, the pros and cons, and the example of an approach which combines both deductive and inductive approaches. The approach named story-based approach which will be more beneficial for the university students in the process of learning English grammar. ]]>
<![CDATA[Improving Students’ Writing Skill by Using Modified Gist (Generating Interaction between Schemata and Text) at Fifth Semester of State Islamic College in Kerinci ]]>
<![CDATA[Eliza Trimadona]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (501.67 KB)
<![CDATA[This paper presented the research about how modifed GIST was effective to improve students’ writing skill in semester 5 of State Islamic College in Kerinci at academic year 2009-2010. The concept of this strategy refered to text-schemata-text. Besides, this paper also described the factors which influenced the improvement of students’ writing skill by using modified GIST. By using class action research (CAR), the instruments of this research were observation sheet and test. It consisted of 3 cycles. Each cycle had better improvement, proven by the result of tests and also holistical observation and interview. Not only that, it was also found that there were some factors which influenced the improvement, they were: teaching and learning media, learning method, material, learning activity, class management, and lecturer’s approach. Finally, we may say that using modified GIST was an effective strategy toimprove students’ writing skill. ]]>
<![CDATA[STUDENTS' GRAMMATICAL PROBLEMS IN ENGLISH PASSIVIZATION: What to Do for Having Better Learning on EFL Grammar at University? ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (643.442 KB)
<![CDATA[Most EFL learners in Indonesia have local languages as their native languages (L1) with different grammatical features and properties. Such linguistic condition causes different problems on learning English at any levels in Indonesia. In addition to L1 interference. students'problems on having better grammatical competence in the foreign language are caused by problematic learning materials, methods and techniques of learning. Many students of English Department were in serious problems in writing passive voice and related constructions as found in their academic writings. It was also found that some students did not know the nature of English passivization and did silly mistakes in writing passives and medio-passives. This paper, which is derived and further developed based on research results conducted in 2012, discusses: (i) the types and causes of students' grammatical problems in English passivization; and (ii) how the English grammar instruction at university level should be belter shaped in order that the students'grammatical problems can be academically overcome. The data presented in this paper are those collected based on library research conducted in 2012 and additional one coUected when reading texts written by E,nglish Department students of Universitas Negeri Padang. The analyses and discussion are based on the theories on grammatical typology of English passivization and leaming principles of foreign language learning related to linguistic-grammatical competency.]]>
<![CDATA[JARGON IN ENGLISH PARLIAMENTARY DEBATING ]]>
<![CDATA[Ni Kadek Ary Susandi]]>;
<![CDATA[Furqanul Hakim]]>;
<![CDATA[Ni Wayan Novi Suryati]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (308.119 KB)
<![CDATA[The fact that language changes is indisputable and inevitable. The nature of language that is very dynamic - following the development of the society leads to the emergence of linguistics variation. Linguistics variation is believed to rely heavily on people’s live and interactions. Hudson states (1981: 25) “the defining characteristic of each variety is the relevant relation to society – in other words, by whom, and when, the items concerned are used”. The present study examines the differences in variations of the language used by the people in a particular group – the forms, meaning and function of English jargons used by University students competing in English parliamentary debating competitions held in the region Bali, West and East Nusa Tenggara, Indonesia. Jargon is a collection of words or specific terms used by a group of people, in which the words are only understood by those who joined the group (Fromkin and Rodman, 1979). The data were collected by recording the speech delivered by debaters during debating at the tournaments and interviewing the debaters to clarify the meaning and function of jargons used. The data will then be analyzed descriptively based on sociolinguistics and language variations theories, also previous related studies. This research is beneficial to increase scientific vocabularies and can be used as references for English teachers or English debate coaches to develop their students’ skills in using English and/or to improve students’ achievement in the field of English debating.]]>
<![CDATA[IELTS Teachers and Test Takers’ Attitudes towards IELTS Writing Tasks ]]>
<![CDATA[Rentauli Mariah Silalahi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (130.519 KB)
<![CDATA[This study is conducted to explore the attitudes of teachers actively involved in preparing student candidates to sit for an IELTS test and IELTS test takers who have experienced doing the test towards the usefulness of the IELTS writing exam in preparing candidates for university level studies in an English speaking country. It is also carried out in order to find out if the IELTS writing exams, task one and task two, meet the espoused goals of expressing critical thinking. Accordingly, a questionnaire was administered to 2 IELTS teachers and 16 IELTS test takers in an Indonesian private university, followed with an interview. The results indicated that both tasks of the IELTS writing test were perceived by the teachers and students as having positive effect on training the test takers to think critically and logically yet bearing a slight relationship with skills needed at faculty level because the writing assignments at university would be very much different in criteria of assessment and constraints for completion than those tested at IELTS test. However, both teachers and students mostly have positive attitudes towards the test as a reliable tool to assess their level of English proficiency. This study will mostly be very useful for teacher practitioners who have responsibilities in preparing students to sit for an IELTS test.]]>
<![CDATA[INSTAGRAM AS A TEACHING TOOL? REALLY? ]]>
<![CDATA[Fitri Handayani]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (300.065 KB)
<![CDATA[The use of social media becomes more popular for the students nowadays. Social media is web-based application that allows users to communicate, collaborate, and share resources with other people. Both being easy to access and easy to use make social media become a very effective tool to communicate and exchange ideas. Students may use social media to keep up with their friends, to stay up-to-date with news and current events, to fill up spare time, to find entertaining content, and to share opinions. Thus, the popularity of the social media among students can be used as a tool in language teaching. One of the popular social media is Instagram. It is a social network that enables its users to take pictures and videos, and share them publicly or privately on the application, as well as through a variety of other social network, such as Facebook and Twitter. Through Instagram the students can post photos or videos that can be commented by their followers. By using Instagram teachers are offered greatopportunity to develop classroom activities creatively. This paper will give an overview of the main advantages of using Instagram for EFL and offer a list of activities for which Instagram can be used. ]]>
<![CDATA[ENGLISH FOR SPECIFIC PURPOSES FOR ACCOUNTING STUDENTS ]]>
<![CDATA[Suyadi Suyadi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (427.478 KB)
<![CDATA[This research is aimed at improving teaching English materials for accounting program which is needed for the student of accounting at university level. The previous learning E,nglish material was using general English which was unmatched with the needs of the study program of accounting students. The research was conducted at a state university in Jambi Province with 46 students by giving the questionnaires which consists of two indicators. Target needs and learning needs questionnaires were constructed to find the needs of the students of the English teaching materials for accounting students. The findings revealed that the students of accounting program needs a specific material in learning English which has tight relationship with their study program. While English skills are need to be combined with the knowledge target of accounting, especially reading for enriching their vocabularies in accountancy. Writing is also needed to write some report and writing presentation papers.]]>
<![CDATA[THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY AND STUDENTS’ READING HABIT TOWARD STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Heny Ambarsari]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Refnaldi Refnaldi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (450.638 KB)
<![CDATA[The purpose of this research was to find out the effect of Think-Talk-Write Strategy and students’ reading habit toward students’ writing ability of report text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the third grade students of SMP IT Al-Husna Kampar Riau. The technique that was used in selecting the sample was cluster random sampling. The sample of his research was IX C as the experimental research and IX D as the control class. Writing test and reading habit questionnaire were used as the research instruments. Furthermore, the data were analyzed by using t-test formula and two ways Anova. The finding showed that Think-Talk-Write Strategy gives significant effect on students’ writing ability as compared to Listing Strategy especially for students with high reading habit as compared to Listing Strategy. The result of two ways Anova showed that there is no interaction between strategy used and reading habit toward students’ writing ability.]]>
<![CDATA[USING WORD GAME AS THE INTERESTING WAY FOR STUDENT TO LEARNING AND ENRICH VOCABULARIES ]]>
<![CDATA[Ayu Mulianti]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (241.289 KB)
<![CDATA[Learning and enrich vocabularies are two important point that have major rule for support to use of language. For non-native English, learning English as their foreign language needs extra learning. Many avenues offered for learning English mainly for enrich vocabularies that we have. In many cases, the common ways for learning vocabularies like reading English literature and join English class still difficult to understand to non-native English. However, this problem has conventional solve way like watching a movie although that ways still difficult to understand for some people. Thus, a more interesting way to learning and enrich vocabularies is effective way to be used. According, to the researcher suggests word game would be an interesting way to learning and enrich English vocabularies. Scrabble is board games that play with words and it famous because this game indicates the level of intellectual. This game may gives new challenge especially for new player to use their English with minimum word that they get randomly in a pocket word. The researcher used library method obtained from internet browsing for analyzed a word game “Scrabble” to undertaken seek the rule of this game to learning and enrich vocabularies. In this paper, researcher attempted to find a more interesting way to learning and enrich English vocabularies as foreign language by using word game.]]>
