cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
INDONESIA
Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
 35   36   37   38   39 
LANGUAGE AND GENDER: A CONVERSATION ANALYSIS IN THE DIFFERENCE OF LANGUAE RELATED TO GENDER Dian Eka Putri; Kartika Harda Putri; Elviza Yeni Putri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.116 KB)

Abstract

There is a proverb says ‘men are from Mars and women are from Venus’. There is also term ‘female language’ and ‘male language’. Those state clearly that men and women are different. Are they really are? To find out, there were several aspects analyzed in this research related to the differences done by women and men in their language (conversation). The aspects were: a) The amount of talk. b) Turn Taking. The data of this study was in form of recorded conversation and its transcription. Both the recorded conversation and its transcription were got from talk bank site  (http://talkbank.org/CABank/ca-data.html). There were three participants in this conversation. They were Joanne, Ken and Lenore. Joanne and Ken were a couple. Lenore was a friend of theirs. in analyzing the data, the researcher acted as key instrument. The first finding was about the amount of talk. It was found that Ken talk the most during the conversation, followed by Joanne and the Lenore. This finding broke the stereotype that men talk less than women. The second finding was about turn-taking. There were two kinds of turn-taking system discussed in this research (other-selection and self-selection). It turned out that Joanne had the smallest amount of other selection but had the highest amount of self-selection. On the other hand, Lenore had the highest amount of other-selection but had the lowest amount of self-selection. It seemed that the amount of other-selection was upsidown to self-selection. 
THE ROLE OF TEACHERS IN DETERMINING SUCCESS OF ENGLISH LANGUAGE TEACHING IN INDONESIA Bambang Yudi Cahyono
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.597 KB)

Abstract

Success in language teaching is affected by a number of factors, namely the method and material, teacher, instruction, sociocultural environment, and learner factors (Stern, 1983: 40). Among these factors, teacher is considered as the most important one as what the teacher does determines the degree of success contributed by other factors. This paper highlights the important role of teacher in determining the success of  English language teaching (ELT). More specifically, it will discuss the role of the teacher in (1) optimizing input for the students, (2) solving instructional problems, and (3) searching ways for professional development. In this paper, some ways are discussed for these three endeavors. In order to optimize input for the students, English teachers are suggested to use classroom language as a means to manage instruction and to use English language for genuine communication and interaction. In order to solve instructional problems in English classroom, English teachers are suggested to carry out action research focusing on the problems that students have in understanding learning materials or in improving their English acquisition. In order to develop professionally, English teachers are suggested to take options for their professional development. The implementation of any or all of these three endeavors by secondary school English teachers will contribute to the success of ELT in Indonesia. Thus, it is expected that the important role of teacher as highlighted in this paper will suggest a direction to where reformulation of ELT in Indonesia should go. 
MAXIMIZING TEACHING AND LEARNING PROCESS THROUGH COMPETENCE-BASED TEACHING AS DEMANDED BY CURRICULUM 2013 AT JUNIOR AND SENIOR HIGH SCHOOLS Jufri Jufri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.224 KB)

Abstract

This paper is aimed at discussing how to maximize the teaching and learning process through competence-based teaching as demanded by Curriculum-13 at junior and senior high schools. The reason to choose this topic is based on the current phenomenon developing at schools today. Based on the writer’s observation and experience there are still many teachers who cannot apply the competence-based teaching in the classroom. They are not aware whether in their teachings they have already obtained their teaching objectives or not. The real teaching objective demanded by Curriculum-13 is that the students get competence through the materials given to them at the end of the lesson. In fact, most of teachers just stop teaching and leave the classroom before the students get competence. The teachers just provide the students with knowledge not competence. This reality and facts emerge big problems in our education. The teachers fail to fulfill their duty and in turn this causes the lowering of education quality in this nation. Based on Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan  that  is already changed by Peraturan Pemerintah Nomor 32 Tahun 2013, it is said that a teacher should  follow  Standar Proses  in his/her teaching. In Standar Proses the teacher should be able to obtain Indikator Pencapaian Kompetensi at the end of his/her teaching. The writer hopes that this paper will help the teachers in this country to solve their problems in teaching English in the coming time.
CONSIDERATIONS FOR ENGLISH WRITING IN THE ‘SUPER-DIVERSITY’ OF MULTILINGUAL SOCIETIES Lesley Harbon
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (693.231 KB)

Abstract

In this paper I consider English writing in the context of what Vertovec calls the “super-diversity” (1024) of multilingual societies. First I discuss the characteristics of multilingual societies, and the example of Indonesia as a multilingual society with Bahasa Indonesia, the national language, many regional languages, and languages of the different discourse communities, such as the language used by socially connected young learners. Second I take up the concept of Vertovec’s “super-diversity” (1024), and how it might be applied to Indonesia today. Third I discuss general notions relating to English writing, and particularly the sociocultural theory that has gained good ground in conceptualisations of how best to teach and learn languages over recent decades (Vygotsky). Finally I discuss my own practice in working with university students’ writing through examples of two particular cases. Salient aspects of my work with these two students are shared in the hope of illuminating strategies which may be useful for teachers of English writing in Indonesia.  
THE APPLICATION OF LESSON STUDY AND STUDENTS’ ENGLISH LEARNING ACHIEVEMENT Muh Saeful Effendi
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.313 KB)

Abstract

Lesson Study is a school system to improve instruction by conducting collaboration among teachers to plan, observe and reflect the lesson. This system provides one way in which teachers can systematically improve instruction and decrease teacher isolation. Lesson study provides a process for teachers to collaborate and design lessons while examining successful teaching strategies to increase student learning. This paper aims at elaborating the experience of SMPN 1 Srandakan Bantul Yogyakarta in implementing Lesson Study focusing on the correlation between students perception on Lesson Study toward the students English learning achievement. The students’ perception on Lesson Study involves the teacher performance, the class activity, media and the environment that are created by the teacher during the lesson. While the students’ English learning achievement are taken from the final exam score of semester I in the 2011/2012 academic year.The finding indicates that the students’ perception on Lesson Study had a positive and strong correlation with the students’ English learning achievement. Recommendation drawn from this study included an emphasis on improving Lesson Study as a way to improve teachers’ performance in conduction lesson which will consequently improve students’ English learning achievement.
ENRICHING VOCABULARY SIZE OF EFL LEARNERS THROUGH DELIBERATE VOCABULARY LEARNING Sariani Sariani; Witri Handayani; Mutia El- Khairat
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.677 KB)

Abstract

This research is a quantitative study which aims to enhance the speaking fluency of English Department’ students, State Polytechnic of Padang (PNP) through vocabulary deliberate learning. It was established by implementing linked word’s game as one of ways to enrich the student’s vocabulary size. The data was taken from the fresh year students  who took Speaking 1 subject.  It consisted of 2 intact classes; 1A with 26 students, and 1B with 27 students. The 1A class was set as experimental group, on another hand 1B class was set as control group. The analysis compared by the score perceived on their Pre-Test by using the Vocabulary Size Test (VST) designed by Paul Nation to thescore on their Post-Test right after the treatment. The data were analyzed by using T-test for independent sample test in comparing between experiment group and control group. The result of this research displayed that  control class showed that t(24) = -.834, p = .413. So, it can be concluded that no significant change in post test score compared with pre test score in control class because p>0,05. Meanwhile in experimental  group t(22) = -1.937, p = 0.066. P value in experimental group closed to 0.05 which means that there was significance change from 27.13 (pre-test score) into 32.35 (post-test score). Shortly, this game influenced the enrichment of the students vocabulary size. 
REACHING THE GOAL OF ELT IN INDONESIA THROUGH UNDERSTANDING THE COMPETENCY AND GENRE-BASED TEACHING Yeni Rozimela
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.779 KB)

Abstract

Change of English high school curriculum in Indonesia brings about challenges and difficulties in the implementation.  It often requires a shift on ‘what’ and ‘how’ to teach. Thus, it is not uncommon to find out that teachers are demanded to improve their cognition and to change their view on these two aspects. As teachers, we are key players in any teaching innovation change and innovation (Fullan in Markee, 1997), our thorough understanding about these is essential. Since 2004, the high school curricula have given attention to the development of the four language skills realized in several selected genres proportionally, which also to some extent affects a change in higher education curriculum for English teaching. To realize the goal of the curriculum, an understanding of language competence of the four language skills and genres is important, so that we understand what have to be taught and what instructional materials have to be prepared. We also have to be skillful and creative to apply techniques and strategies of teaching in line with an approach having principles of developing the competencies.  This paper will discuss three main points: 1) communicative competence, 2) what and why genres, and 3) alternative teaching approaches. The discussion is expected to give an idea for self-appraisal and improvement to reach the goal of ELT in Indonesia. 
LECTURERS’ CLASSROOM DISCOURSE EVENTS AND POWER RELATION USED IN COMMUNICATING LEARNING TASKS Yelfiza Yelfiza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.959 KB)

Abstract

This study is proposed to find out lecturers’ discourse event in communicating learning tasks. There are two research questions formulated in this research. They are types of events of the discourse and the power relation of each event. The method of the research is content analysis. The research participants were chosen purposively, based on consideration of the subjects they taught; Research in Language Teaching, Classroom Management, Speech, Translation, and Paper/r Thesis Writing. The other participants were the students who studied with the lecturers. Data were gathered by recording the process of learning. They were analyzed by using textual analysis. Findings of the research show that the lecturers’ classroom discourse has 9 types of events, namely 1) preparing before discussion, 2) confirming, 3) giving comment on the students’ work and respond to the student’s question, 4) commanding, 5) directing, 6) encouraging, 7) giving information about tasks, 8) rereading materials and commanding, and 9) discussing. Meanwhile, the power relation is categorized into two forms, namely lecturer’s domination and equal function between the lecturer and the students. The lecturer and the students have equal power in encouraging and discussing events, but they do not have it in the other events. Based on the findings, lecturers are recommended to use the discourse in which the lecturer and the students have equal power in producing the discourse.
Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners in Writing Class Fitrawati Fitrawati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.725 KB)

Abstract

The purpose of this action research project was to help students become self-directed learners by determining what metacognitive strategies would be the most effective for a student’s specific learning styles. Students were surveyed using the Perceptual Modality Preference Survey to determine their dominant learning styles. Students were then introduced to a new metacognitive strategy each week and asked to apply the strategy to their daily learning processes. Students were then asked to reflect on which metacognitive strategies best fit their learning styles. The results were then tallied to determine which strategies were preferred within the seven learning style groups
USING GOOGLE HANGOUTS FOR TEACHING ENGLISH ONLINE Afrianto Afrianto
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1471.965 KB)

Abstract

In the last five years or so, as part of its Google For Education program Google has released many applications which can be used by teachers to enhance their information technology (IT) based teaching and learning. Google hangout is one of popular applications which is now available for free, in addition to Gmail, Google Doc, Google Drive, and Google Talk. This paper introduces the use of this Google Hangouts as an alternative application for an online learning, including for delivering a virtual English classroom. Better internet networks around schools and campuses today have made this online learning more possible to happen. This paper will specifically discuss some theoretical and practical reasons why English teachers need to be more familiar with an online mode of learning. The distinctive features of the Google Hangouts which make it more promising for an online learning compared to other chat applications such as Skype and Yahoo Messengers will be addressed. Few samples of learning activities as well as possible challenges using the Google Hangouts will also be discussed. Although it requires more research on the effectiveness of this application to enhance students’ learning, it is believed that the use of this technology into a teaching process in many ways can fundamentally transform a traditional classroom.

Page 37 of 40 | Total Record : 393

 35   36   37   38   39 

Filter by Year

2013 2018


Reset
Filter By Issues
All Issue Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) Vol 1 (2013): Proceedings of National Seminar on English Language Teaching