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<![CDATA[HOW TO CREATE ENGAGING PERSONAL TRAVEL WRITING: A CASE OF TECHNIQUES EMPLOYED IN WRITING CREATIVE NON-FICTION ]]>
<![CDATA[Leni Marlina]]>
<![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[Travel writing is a creative non-fiction that has real places as its focus accounts. However. 'Any form of travel text is always a constructed, crafted artefact, which should never be read naively as just a transparent window on the world (Carl, 2011:30). According to Davis and Robinson-McCarthy (2012a:8) 'most travel writing [...] tends to consists of two parts-the narrative of experience and the greater theme mediated that the experience serves to enunciate'. Swick in his article, 'Road Not taken' (2001:65) makes several claims about what constitutes good travel writing. In other words, he says that there will be good travel writing pieces if they do not lack of some significant elements which can engage the readers. Swick (2001: 65-67) mentions seven missing elements which often occur in boring travel writing pieces: negative, experience, imagination, interpretation, humour, dialogue, and people. A textual analysis of two well-known travel writing works, Peter Davis's Bollywood Blockbuster and Benjamin Law's Tourism, was conducted. This paper discuss the techniques used by these travel writers to convey their travel experiences. to transform incident they have experienced into narratives. and to engage the reader in their works particularly in the type of personal narrative based on the reference to Swick's article (2001) - on why so much travel writing is so boring. The conclusion of this paper is that Davis's Bollywood Blockbuster and Law's Tourism can be classified as good travel writing pieces as rvell as personal narratives. These travel writing pieces can inspire readers to take a trip through the authors' personal discovery.]]>
<![CDATA[WHAT DEMOTIVATES HIGH SCHOOL STUDENTS TO LEARN ENGLISH? ]]>
<![CDATA[Sri Puji Astuti]]>
<![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[This study investigated what aspects demotivate students to learn English in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected from teachers by conducting semi structure interviews and from the students through focus group interviews. The findings of the research indicated that each teacher had unique strategies to motivate their students and thestudents reported that the strategies influencingtheir motivation, the students mentioned several points that demotivate them. These could be categorized intofive main groups: teachers’ classroom behaviors, classroom atmosphere, learning resources and activities, and the way feedback was given. These findings suggest that teachers of English in an Indonesian high school context should pay attention and minimize factors that demotivate their students.]]>
<![CDATA[The Sentence Pattern Approach in Teaching the English Tenses: Problems in Achieving the Communicative Goals ]]>
<![CDATA[Saunir Saun]]>
<![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 awareness of communicative teaching of English has been realized since long time ago. In Indonesia, the wish to make the communicative ability as a goal of the teaching English in our schools, both the junior high schools and senior high schools, can be traced back from the development of the school curricula from time to time. However, the ways or approaches used by many teachers seem not yet successful in making the students able to communicate. One of the possible drawbacks causing this “failure” is the inappropriate approach to teaching the English grammar, especially the tenses. This paper discusses the problems that may appear in teaching the English tenses in relation to achieving the communicative goals. The teaching of the tenses should not make the students find it difficult to use the language communicatively. The sentence pattern approach in teaching them can cause problems in achieving this goal.]]>
<![CDATA[FURNISHING ENGLISH STUDENTS’ PROFICIENCY FOR BEING PUBLIC SPEAKER TO MULTILINGUAL SOCIETY AT EDUCATIONAL MAJOR ]]>
<![CDATA[Hepy Charli]]>;
<![CDATA[Hayati Syafri]]>
<![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[The students of English Education Major is guided to be a teacher later on. Nevertheless, not all these students want to be a teacher. Moreover, the chance to be a teacher is more limited and test to be a teacher is getting difficult. Consequently, students want to work in other fields that is still related to their major. Become a public speaker is one option besides being a teacher because this occupation still in line with the teacher but stand in different field. Good English profiency is required to be a good public speaker in multilingual society. English for Occupational Purpose(EOP) can be used to fulfill the requirement by using the appropriate module. This module is purposed to furnish English students’proficiency for being a public speaker. Then, the module consist varieties, description and the qualification which is needed for each public speaker area. Through this module the students is guided and is trained to be a good public speaker to multilingual society by some simulations. Briefly, this module will help the students in enhancing their profiency and it can make them entry occupation in public speaking confidently. ]]>
<![CDATA[TEACTIING ENGLISH THROUGH A MOOC? ]]>
<![CDATA[Umi Rokhyati]]>
<![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[MOOC, Massive Open Online Courses, is a new trend in teaching and learning English. It is actually an e learning. The teaching is conducted through internet access. Therefore, the teachers and leamers must have access to internet so that MOOC can be implemented. Learning through a MOOC can be very interesting since learners can meet lots of friends to share ideas, to give and get feedback, to learn from others, and to make a reflection too. A MOOC can also encourage learners to be autonomous. What about teaching through a MOOC? Based on the experience in joining a MOOC, it can be concluded that the program must be very well prepared. The very well preparation includes the material for the course and also for the IT. There must be collaboration betrveen creative English teachers and IT experts to design teaching and learning activity through a MOOC. Is it possible to teach English to our students through a MOOC? This paper tries to describe what, how, and why a MOOC is. lt will be continued by analyzing the strengths and weaknesses of using a MOOC in teaching English. The result hopefully can answer the question written as a title of this paper.]]>
<![CDATA[ENGLISH TEACHERS’ STRATEGIES IN GIVING ORAL CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING PERFORMANCE ]]>
<![CDATA[Widia Siska]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![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[The aims of this research were to analyze the strategies used by the English teachers in giving corrective oral feedback on students’ speaking performanceand the reasons of the English teachers tend to use particular strategies in giving oral corrective feedback on students’ speaking performance at SMAN 1 Koto Salak and SMAN 2 Koto Baru. The type of this research was descriptive qualitative research. The data were collected through video recorder and interview. The sources of data were 6 English teachers at SMAN 1 Koto Salak and SMAN 2 Koto Baru Dharmasraya. The finding of this research indicated that oral corrective feedback strategies used by the teachers were explicit correction, recast, clarification request, metalinguistic clue, elicitation, repetition, body language and combined strategies. The strategies that mostly used by the English teachers were recast and explicit correction. The teacher tend to used particular strategies because they know the level of the students’ understanding, motivation, condition, and the ability in understanding and receiving what the teacher gave]]>
<![CDATA[INTEGRATED APPROACH IN TEACHING-LEARNING ENGLISH ]]>
<![CDATA[Idaryani Idaryani]]>
<![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[In Indonesia people speak vernacular languages as their mother tongues and Bahasa Indonesia as lingua franca however English as foreign language is considered as important language to learn. Therefore, even English is not significant means of communication in Indonesia, national curriculum has positioned English as one of prerequisite subjects in education. Since the learner of additional languages are expected to develop both of linguistic and communicative skill, teaching-learning process requires not only learner motivation but also appropriate and integrative pedagogical approach so that the students will learn English more easier. PPP method is suitable for the students to learn more about grammar which focuses on words, phrases and sentences. Communicative language teaching (CLT) and task-based language teaching are appropriate to enhance speaking skills of learners which encourage them to be more engaged and be active in classroom activities and put the students as the centre of classroom activities. Thus the students will have more opportunity to apply the grammatical rules by practicing them through their speaking and writing. Content-based approach can help the students to discuss particular issue that common happen and associated with their discipline or life context. Classroom activity is very important to enable students to keep speaking and practice their English as much as possible so that the students can apply the use of grammatical functions in their activities in order to improve their productive skill.]]>
<![CDATA[TEACHING ENGLISH FOR TOURISM IN BALI BASED ON LOCAL CULTURE: WHAT DO STUDENTS NEED? ]]>
<![CDATA[Rima Andriani Sari]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[The demands of English speaking workers in tourism and travel industry in Bali is increasing and this leads to the increase of the number of vocational learning and training for Tourism. However, more attention is given to the source culture (English culture) rather than the target culture (local culture) in most teaching materials. English for Tourism (under the course name English for Tour and Travel), an ESP in English Education Department Undiksha, has the same problem. Students learn English to talk to visitors who come to their country, but they are not expected to travel to target countries or to learn about target cultures while the textbook used focus more on the target culture. A new design of teaching material based on local culture is then needed. This paper reports an on-going project which aims at designing teaching materials based on local culture for English Tour and Travel. The development is carried out in three major stages. The paper draws on the data of the first stage that has been completed, and discusses the needs of the the EED students learning English for Tour and Travel based on local culture in several aspects: tourism topics, language functions, language skills, and local culture. It highlights the learners’ needs in the eyes of students, tourism practitioners and lecturers and discusses the implications of these on the design of the English for Tour and Travel teaching material.]]>
<![CDATA[ACTIVATING STUDENTS’ PARTICIPATION THROUGH COMMUNICATIVE STRATEGIES: GRAMMAR SUBJECT IN STKIP YAYASAN ABDI PENDIDIKAN PAYAKUMBUH ]]>
<![CDATA[Fadila Taslim]]>
<![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[This study was an action research aiming at revealing the students’ Participation in communcating ideas in Grammar course. Sometimes, Communicating idea become an uneasy work. The difficulties commonly found in relation to the lackness of vocabulary. Yet, the learners makes some efforts in overcoming their problem called communicative strategies. The Subject was 25 students of Grammar IV subject of English Study Program at STKIP Yayasan Abdi Pendidikan. The data were collected by using observation sheet, recording and lecturer’s journal. This study ran for two cycles. In the second cycle, it was shown that there was gradual improvement of the participation shown the increase of the students’ participation in communicating their ideas. It was significant because the aspects of the participation such as the students’ enthusiasm in finding the answer arose untill 76 % (very active); discussing actively was 56%(active), asking question was 60%(active), answering question was 52%(active) and noting down was 92%(very active). It means that the students enjoyed and were not reluctant in transfering their ideas anymore. The most frequence strategies in communicating their ideas was fillers and literal translation respectively. So, these strategies was a motivation for them to communicate their thoughts eventhough they were up against some problems on vocabulary. ]]>
<![CDATA[PROMOTING HUMANISTIC TEACHING THROUGH SPEECH ACTS AWARENESS ]]>
<![CDATA[Andri Donal]]>
<![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[Education is verv important because it is a moral enterprise that shapes human development. A good education system should be able to develop students' potential by appreciating the diversity owned by students without pressure. force and violence especially from the individual of a teacher. In the cbntext of classroom developing autonomy and humanity is not a natural process, but an interactive process between teacher and students under social power relationships. Teacher's speech acts in the classroom potentially break the humanistic education principles. Discussing the relationship betrveen teacher's speech acts and the humanistic teaching is interesting to be explored. A teacher. someone who has authority in the classroom should be able to implement the humanistic teaching. Humanistic teaching is a teaching process that considers the principles of humanism involving the consideration of each individual's potential and self actualization. Because in teaching learning process: the interaction between teacher and students occurs naturally. It needs teacher's awareness in uttering speech acts. Teachers must be aware that their speech acts will have great impact to students. It can shape students' attitude not only towards teacher but also to lesson taught by that teacher. Therefore, promoting the implementation of humanistic teaching through teachers' speech acts awareness is a must.]]>
