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393 Documents
<![CDATA[Grammar Errors Made by Micro Teaching Students: A Case at English Department of UNP ]]>
<![CDATA[Yuli Tiarina]]>
<![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 writer saw the problem when the writer was doing a research on applying reflective teaching to improve students’ pedagogic competency in teaching practice in Micro Teaching subject. For the first and second meetings, the students were asked to comment their friend who had just finished teching practice for interactional text. It was found that most students commented on their teaching technique, media and material. None commented on their grammar error, whereas it was found many grammar errors that will lead to wrong exposure later. They are going to be teachers. They should have linguistic competence as well. Then, an error analysis is needed to see what error made most by students. It is hoped that by analyising the errror that students will know them, and it can the feedback for them. This descriptive qualitative study is to analyze what types errors most made by the subject of this study. In this errors analysis, a Target Modification Taxonomy by James (1998) is to analyze and describe the errors. The students spoken language were recorded and transcribed before analysis took place to gain the data of this error analysis study. Theory of qualitative data proposed by Ary (2010) is implemented in analyzing the data of this study. It was found that the errors made most by Micro Teaching students are misselection.]]>
<![CDATA[INFLUENCE OF MOTIVATION AND LANGUAGE LEARNING ENVIRONMENT ON THE SUCCESSFUL EFL LEARNING ]]>
<![CDATA[Masyhur Masyhur]]>
<![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 research seeks to investigate successful learners’ motivational changes and learning histories from the first time they studied English until the achievement of high proficiency in the foreign language in Riau Province Indonesia. The central research questions are to reveal what motivational changes and learning histories successful learners display and how these learners have sustained their learning motivation until they eventually achieved high level of proficiency while studying in EFL environments. The participants are six adults who have achieved high levels of English proficiency. The design used in this case study involves both holistic and specifically focused analyses, by which each participant’s learning history is collected through individual interviews. The research reports each participant’s learning history, and the initial proposition concerning motivational change and salient motivational sources found in the participants’ learning histories are collectively analyzed and discussed. Exploring the data concerning how the participants have sustained their language learning motivation resulting in the idea that sustained motivation is not always present in successful foreign language learning. What make these six successful EFL learners different from other learners in Riau are their perseverance and intensively-prioritized EFL learning. In other words, they develop a more intentional psychological force, known as commitment. The results provide new, engaging, and important information to people who are seriously involved in foreign language learning in EFL contexts, especially Riau Province where the majority of learners fail to attain high levels of foreign language proficiency after receiving years of formal education.]]>
<![CDATA[USING ALTERNATIVE TEACHING TECHNIQUES IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Adrian Rodgers]]>
<![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 ]]>
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<![CDATA[Process-oriented drama techniques are easily taught in school classrooms and in teacher preparation programs. Although they use fiction, process-oriented approaches are different than theatrical approaches in that in process approaches the participants are a witness to their own acts. There is not external audience for whom action is performed. Therefore process approaches can be used in classrooms as a way of teaching, rather than using class time for rehearsal and subsequent performance (Rodgers, 2001).Process approaches offer a welcome alternative to traditional teaching approaches, allow for students to engage in different ways, and use reading, writing, speaking, listening, observing and responding as multi-modal supports in the meaning-making process (Rodgers, 2011). In this session the author demonstrates one teaching technique – tableaux making - and works with audience members to analyze it from the perspective of the learner, teacher and teacher educator. Discussion of how the technique might be employed in school settings will be discussed.]]>
<![CDATA[IIO MODEL IN LEARNING SECOND/ADDITIONAL LANGUAGE ]]>
<![CDATA[Yosi Handayani]]>
<![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 paper summarizes a range of theoretical reviews about language and learning language and how important the role of language input to the success of the learners. Learning language used to be focused on the syntax or sentence structure, which is no longer the answer of learning an additional language (AL) or Second Language (SL). The complexity of language and the learners automatically make the language learning become a complex subject and complex study. There some aspects inside the learners which influence the language learning process. The notion of interlanguage of the learners is also an important process to be analysed by the teachers. Input Interaction and Output (IIO) model is one which can present information about the complexity of the language process. Therefore, this essay will describe how the theories about input, interaction, and output can work well in the practice of SL or AL learning class. This essay will also discuss how the linguistic and conversational adjustments of the teacher, as well as the modification of the interactional structures help better out put in the language learning.]]>
<![CDATA[STUDENTS’ PERSONAL “COLORS” IN SELF-EVALUATION ESSAYS AS THE POST-PROCESS PEDAGOGY IN TEACHING WRITING (A DESCRIPTIVE STUDY ON EFL COMPOSITION LEARNING PRACTICE IN INDONESIA) ]]>
<![CDATA[Syayid Sandi Sukandi]]>
<![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[Undoubtedly, teaching English requires thorough process of assessment. Such process usually, or traditionally, use the three stages: pre-teaching, whilst-teaching, and post-teaching. Thus, we tend to use rubric score and focus on how well students can cope with what we teach and how good they answer the questions we made in the final examination. At this point, we skip one important thing: the students’ voice on what they have learned. As such, this research aims to reach out the students’ personal “colors” as a way to see how far one teaches English writing. The theory used in framing this research is the post-process pedagogy. Meanwhile, the context is geared toward the activity of learning English as a Foreign Language in Indonesia, especially in Padang city. This research is closer to qualitative research with the method of analysis applied is document analysis. The purpose of analyzing students’ personal self-evaluation essays is to describe their “colors” after learning in the researcher’s class. The result of the analysis is that the students have their inclination to see our class through different ways, and therefore, they will firstly see us as the thing they see all the time, then the process of what they learn become the aspect they see. Students who are lack of critical thinking usually comment on the lecturer’s performance than the overall process of the classroom. The sequence of the self-evaluation and final score resemble that the connection of these two things remain intact within the view of post-process pedagogy. ]]>
<![CDATA[THE URGENT NEED TO INFUSE LITERATURE CLASSES' SYLLABUS WITH CREATIVE INDUSTRY-ORIENTED COMPETENCE ]]>
<![CDATA[Delvi Wahyuni]]>
<![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 discusses the importance of infusing literature classes' syllabus with creative industry-oriented competence. In general, the objective of this measure is to keep literature relevant and matter to today's generation. who grow up immersed by gadgets and technology. It is a part of an ongoing research on developing teaching material for literature classes (poetry, prose and drama) which is compatible with creative industry, a recent trend in the global economic development. It is also an effort to respond to a preliminary research finding by Delvi Wahyuni (2014). in which students believed that studying drama (a genre in literary works) is important but it is not relevant in preparing them to enter the work force once they leave college. This paper consists of three main parts. First, it examines some classical advantages associated with literature as well as the practical benefit which students can get from studying literature and how they help them in getting a niche in the job market. Second, it discusses what literature class syllabus must contain to be deemed creative-industry-oriented. Third, this paper will provide a brief review on a working example ofa success story on creative industry and literature. All in all, the strengthened syllabus is expected to result in students seeing some congruity between what they leam and what is needed in to be able to compete in the ever increasingly competitive labor force, which most of the time not the case in the traditional literature syllabus. Finally, creative industry-oriented syllabus is effective in conforming the long held notion about literature and why it must be taught that it is dulce et utile (Sweet and useful).]]>
<![CDATA[EFL LEARNERS’ POST-EDITING ON GOOGLR ENGLISH-INDONESIAN TRANSLATION OUTPUT ]]>
<![CDATA[Bella Anggrina]]>;
<![CDATA[Kripa Ellan Pramudita]]>;
<![CDATA[Suparmi Suparmi]]>
<![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[Machine Translation (MT) helps people in translating one language into another language automatically without human intervention. One of MT is Google Translate which use for language learners to get information and to access new knowledge in another language. However, GT has some limitations in translation. It produces less accurate meaning and many errors occurred in its output. To achieve high-quality output, EFL learners use post-editing in revising translations output that have been produced by a machine translation (MT) system. There are two levels of Post-editing, namely light and full-post editing. In this study, the researchers investigated how the EFL learners used post-editing on Google English-Indonesian translation output. The item of the instrument was translation test. The test used in this study was Google English-Indonesian translation output. The participants of this study consisted of 20 graduate students of English Department of Universitas Negeri Padang who are taking translation subject. The data were gathered by using translation test. Then, the data were analyzed qualitatively. The result showed that both levels are used by the learners. In light post-editing, the learners modified lexical and syntax categories by replacing and adding the words. Meanwhile, in full post-editing technique, the students not only modified lexical and syntax categories, but also used appropriate style, fluency, and maintain the perfect faithfulness of the source text.]]>
<![CDATA[Not Only Language Awareness but also Cultural Awareness Required in Teaching English as a Global Language ]]>
<![CDATA[Indawan Syahri]]>
<![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 use involves not only making choices about lexis, grammar, discourse structures and other language aspects, but also contexts, i.e. topics, participants, settings. The explicit knowledge, sensitivity, and perception on the language regularities, so-called language awareness is essential for the language users to understand and produce language accurately. Learners are also expected to recognize language users’ norms, belief systems and behaviors. Cultural awareness, as the knowledge of cultural differences among the first language cultures and others speakers’ cultures, is of paramount. Since the number of ‘new variants’ of English from periphery countries are increasing (Canagarajah 2002) and at the same time English has become ‘de-nationalized’ (McKay 2002) other speakers’ culture--the writer means--are cultures of inner-cycle (native) speakers, outer-cycle (L2) speakers, and extended-cycle (FL) speakers (see Kachru 1985). Intercultural awareness is vitally taught to English learners as the response to global English. ]]>
<![CDATA[THE RHETORICAL STYLE OF INDONESIAN AUTHORS’ CITATION IN ENGLISH RESEARCH ARTICLES INTRODUCTIONS ]]>
<![CDATA[Destiantari Adila]]>
<![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 ]]>
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<![CDATA[Citation in introduction subsection in a research article is something that should be considered important by an author. The aim of this study is to analyze the way Indonesian authors rhetorically review prior knowledge in their research article introduction. This study focuses on (1) the analysis of type of citation mostly used by Indonesian author, (2) kind of tenses mostly used by Indonesian author, and (3) the ways Indonesian authors rhetorically review relevant prior knowledge in introduction subsection of their English research article published in International journals. The design of this study was descriptive qualitative. The results showed that (1) the type of citation mostly used by Indonesian authors was non-integral citation with percentage of 86.80%, (2) kind of tenses mostly used by the Indonesian authors was present tense with the percentage of 70.51% and then followed by present perfect tense 16.57% and finally past tense 12.92%, and (3) positive justification was the most dominantly used by Indonesian authors in reviewing relevant prior knowledge with the percentage of 37.92% and then followed by supporting research topic with the percentage 26.12%, and the percentage for question raising from the result of previous study was only 0.28%. It can be concluded that the way Indonesian authors writing research article is different from International authors.]]>
<![CDATA[IMPROVING READING COMPREHENSION USING MIND MAPPING CONCEPT ]]>
<![CDATA[Noor Chairani]]>
<![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[In the global era, English is needed as one of international languages. English is learned by many people in the world to access inJormalion and lo convey or communicate ideas to solve problems of life. Reading as a basic skill of languge has to be mastered because reading comprehension is crucial for academic success to achieve the purpose of learning language. A strategy is needed to increase learners' reading comprehension actively and practically enable learners to understand a text comprehensively. Learners who do not know, or use appropriale strategies in language learning especially in reading comprehension often learn passively and slowly. There are some factors that may influence the learners' success in their reading comprehension. One of them is applying a technique in their reading activity. Mind-mapping concept is considered as one of techniques hopefully used to improve learners' reading comprehension. The strategy makes learners to become active because they are involved independently in teaching and learning process. The more learners are involved in learning and teaching process, the more they can comprehend the materials learned. The mind-mapping concept can be applied to improve learners' reading comprehension ability to help them understand information or get inputs from the texts. By applying mind mapping concept, learners can understand and remember the contents of text easily.]]>
