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393 Documents
<![CDATA[English as a Treat and a Threat: Why teachers should be Aware of Critical Language Awareness ]]>
<![CDATA[Delvi Wahyuni]]>
<![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[Charlemagne, King of the Franks once remarked that to have another language is like to have a second soul. This remark strongly emphasizes that having a command of several languages is beneficial. For this reason, aside from the learning of the national language, foreign languages are also included in school curriculum in Indonesia. Among all of foreign languages taught at schools, it is English which attains privileged position due to its states as one of the subjects which students must pass in the national examination system known as UN along with Math, Science and Bahasa Indonesia. Its privileged position also transpires to other fields such as the job market, academic achievement, and career development. As a result, there is a growing demand for the mastery of English for it has been associated with success and higher social stand. However, aside from the benefits it boasts, this frenzy over English proficiency has a potential to be damaging to the national language and culture. It is the objective of this paper to explain the treat the English language has to offer, and the threat in store for an uncritical learning of this language. Thus, in order to maximize our exploit of English for our national interest and to ward off the danger it poses, I propose critical language awareness as an approach in our pedagogic practice. ]]>
<![CDATA[TEACHING INDONESIAN SONGS' MELODY IN TEACHING ESL/EFL CLASSROOM ]]>
<![CDATA[Jannes Freddy Pardede]]>
<![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[Young leamers sometimes get bored even frustrated to learn English. There are many reasons why they feel like this. One of them is an inappropriate method of teaching. Psychologically, children usually like to play, relax, and have fun. They tend to be so dynamic and easily change their ccncentration from one to another. This situation also occurs in learning English. Therefore, teachers of English should be more creative in creating and applying various kinds of games, songs and any other activities. In this paper, the writer would like to show the influence of Indonesian songs' melody in learning English for young learners. Based on the writer's experience, teaching English songs is an effective way in attracting young leamer's concentration in learning English. In teaching, the writer translates some Indonesian songs' lyrics such as Bangun Tidur and Burung Kakak tua into English lyrics first. Through this way, learners can more focus on English words without getting difficulties in learning melody or rhythm of the scngs anymore because most of them have already been familiar with the songs in Indonesian version. The followings are some benefits of teaching English songs for young learners: l). Young learners become more active and enjoyful in learning English, 2) they can learn vocabulary with fun, 3) they can pronounce rvords nearly look like native speakers, 4) they can learn grammatical forms unconsciously, and 5) they can be more alert on spelling and corrected sounds.]]>
<![CDATA[A CONSIDERABLE TEACHING METHOD USED IN ENGLISH MORPHOLOGY CLASS: TEAM-BASED LEARNING FOR INDONESIAN LEARNERS ]]>
<![CDATA[Imamatul Khair]]>
<![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[Morphology is related to English knowledge that provides students with word structure and word formation. The areas of morphology are often problematic for students at English Department because of learning small pieces of words in a language. The objective of this research was to know a suitable learning and teaching method in class of Morphology. 12 samples were taken as respondents that answered several questions related to Morphology learning process in class. They are students at English Department, Universitas Airlangga who currently completed their course on Introduction to English Morphology Class C. It was found that the lecturer in that class tried to apply team-based learning that is involved in Cooperative Language Learning method. CLL gives students more chances to explore the studied lesson and it gives social impact for those who lack social skills. However, it is likely to sign that every teaching method in class should consider individual learning that students are used to do. ]]>
<![CDATA[Metaphor and Effective Language Learning ]]>
<![CDATA[Muh. Saeful Effendi]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[The writer digests that learning foreign language is a hard effort without considering the mind participation. Text of Metaphor is something that fits right to the process of first language acquisition which makes use mind power and sometime emotionally involved. Metaphor is not only linguistic but also conceptual phenomenon. Word in language is valuable thing and dynamic which is culturally rich of meaning. When People say to their children about life “life is ocean”, it implies the work of mind, emotion, experience about culture and the sense of aesthetic.So, metaphor is something possible for any reason, particularly for learning foreign language. Metaphor can be a bridge to facilitate the abstract concept by the more concrete concept. Metaphor in literature is such embedded feature which makes sense every single word. In short, Metaphor cultivates language as the most valuable tools in conveying ideas. Moreover, understanding theory of metaphor is the fundamental aspect to lead understanding of language learning.In conclusion, metaphor in English language teaching gives opportunity for learners to optimize their strength. Metaphor is effective for learning language. Metaphor also makes learners focus on the form of language. Furthermore, metaphor helps learners to handle linguistic creativity]]>
<![CDATA[BUILDING COMMUNICATION SKILLS THROUGH FLIPPED CLASSROOM ]]>
<![CDATA[Farina Nozakiah Tazijan]]>;
<![CDATA[Sakina Sofia Baharom]]>;
<![CDATA[Azianura Hani Shaari]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Flipped or inverted classroom has become a trend and a popular method of teaching and learning in educational practice. However, not many studies have been done in the practice of teaching English as a Second Language (ESL) in Malaysia. This paper discusses the use of flipped learning as a method to teach communication skills among a group of ESL learners in one higher learning institution. The study generally aims to analyse the effectiveness of flipped classroom method in enhancing students’ communication skills and abilities. The sample of respondents comprised of 75 ESL learners who were selected to undergo a five-week flipped communicative language program, which was designed to promote active learning and greater classroom engagement among its learners. Findings indicate a positive relationship between flipped teaching and active learning, thus improved learners’ verbal communication skills in certain ways.]]>
<![CDATA[CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) FOR ACHIEVING POSITIVE OUTCOMES OF STUDENTS COLLEGE ]]>
<![CDATA[Sri Yuliani]]>;
<![CDATA[Khulaifiyah Khulaifiyah]]>;
<![CDATA[Andi Idayani]]>
<![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[This research was aimed to find out the positive outcome of students college of Content and Language Integrated Learning (CLIL) on skill subjects. The sample of this research u'as semester six students of Islamic University of Riau who were taking Microteaching and ESP subject. The total sample was 30 students by using random sampling technique. The design of the research was experiment research focused on Post equivalent research. The instruments were questionnaires, observation, and interview. The treatment was given for 8 meetings in form of the students' assignment in giving motivation (story, Al Quran verse, wise words) for about 5 to 7 minutes. Based on the result, the data showed that there was significant effect of CLIL on the students outcome. The effect of CLIL was the students were eager to hear other motivation activities for next meetings, moreover the students were familiar with these moral values which effected their life style and behavior. The conclusion was CLIL was a methodological approach particularly suitable for contexts where students leamt content through supplementary teaching materials to give positive outcome of students' college.]]>
<![CDATA[MANHATTAN ATTACK: ARE NEWS MEDIA BIASED? ]]>
<![CDATA[Jaka Satria Warman]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
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<![CDATA[The study on different attitudes of news media in news report is worth attention because the perception and conception of society toward social event reported in news media depend on the way the news outlets present it. As reliable information providers, news media are obliged to report any events objectively. However, there has been a claim saying they do not fully execute the responsibility as they seem to report some events differently one another particularly in the event related to religion which is often linked to “the act of terrorism”. Four news reports from two American news media (NBC and New York Daily News) and two others from non-American news media (BBC and Al Jazeera) were analyzed using critical discourse analysis to seek whether they truly do such claim. The theory of Association Category by Van Leeuwen (2008) was also used to analyze the data. Based on the result, it was found that the two kinds of media reported the event, Manhattan Attack, the deadliest terrorist attack in New York City since the September 11 attacks of 2001, taking place on October 31, 2017 in a different way especially in representing the perpetrator. Thus, they were biased and not neutral in the coverage of the event. ]]>
<![CDATA[GRAMMAR: IS IT ESSENTIAL TO TEACH IT EXPLICITLY AT SECONDARY SCHOOLS ? ]]>
<![CDATA[Amri Isyam]]>
<![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[The article aims at discussing whether English grammar has to be taught at secondary schools in Indonesia. Internationally, whether grammar has to be taught has been controversial issues in second/foreign language teaching (SLT/FLT) at least for the last two decades. A few extremists have advocated that teaching grammar is not needed at all while a lot of language educators support the teaching of grammar. Some experts state that historically grammar has become central in SLT/FLT. Even one of them surprisingly claims that grammar is so important that she regards it as the fifth skill named grammaring after the other four: listening, speaking, reading, and writing skills. In fact, the writer agrees to say that grammar is one of the skills that learners must acquire in learning English as a foreign language (EFL). However, it is not the fifth. It must become the first because EFL learners will not understand well what they are listening to or reading, or they will not be able to speak or write well in English without understanding or mastering its grammar first. Hence, grammar cannot be neglected in ELT at secondary schools in Indonesia. It must be taught explicitly, and there should be some specially-allocated time to teach it.]]>
<![CDATA[GRAMMATICAL DIFFICULTIES ENCOUNTERED BY SECOND LANGUAGE LEARNERS OF ENGLISH ]]>
<![CDATA[Ni Ketut Ayu Widianingsih]]>;
<![CDATA[Ingatan Gulö]]>
<![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[Grammatical rule is among other difficulties found in the process oflearning other languages. this truth also applies to those who are studying english in different levels of education. second language learners usually make mistakes in certain grammatical rules. this research aimed to identify and analyse such grammatical difficulties in order to give a contribution to the study of linguistics and help students in identifying grammatical errors commonly made by second language learners of english. the data taken for the purpose of this research were from second language students. the writings of the students were copied both from them and from their teachers to be analysed. reading the papers to find grammatical errors was the first thing to do. after underlining those mistakes, the next step was to take notes on the kinds of the errors found. this led the present researchers to group the data into smaller classifications, based on the characteristics the data showed. the data were then analysed in details in order to answer the research question. the result of this research shows that the major kinds of errors made by the students are related to plural markers, articles, verbs, and tenses. hopefully these findings would be beneficial to those studying and teaching english to l2 learners.]]>
<![CDATA[Model of Communicative Writing Instruction through Genre Process Approach and Peer-Review Technique in Undergraduate English Program ]]>
<![CDATA[Besral Besral]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
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<![CDATA[The current study looks at possible implementation of Genre Process Approach under Peer-Review technique to improve students’ competence in writing discussion or argumentative essays. As the study focuses on the development of students’ language awareness, teacher’s method and techniques were explored to investigate: (a) The extend to which students’ understanding of language and rethorics get improved; (b) Ways in which students appreciate English and its culture; and (c) Students’ ability to use English in terms of structure and vocabulary as reflected in their academic writing. Data were collected through interview with some students soon after the process of Peer-Review, while the assessment of students’ writing products were done by two independent raters using Jacob’s (1981) criteria. It was found that students’ improvement in understanding of language and rethorics include pluralization, capitalization, present verb ‘have’, future tense, and use of past form of modal (should and must). Students appreciated English since it promises good job in the future. Students perceived English as an interesting language that the users seem to be honest. Peers and discussion with the lecturer gave significant impact to their oral skill, however, such activities presented a little impact to the betterment of their writing products. The findings suggest that language awareness in the teaching and learning process of Essay Writing does not only include linguistic aspects, but also rethorical styles, attitudinal education, and metacognitive opportunties as well. To achieve the ultimate goals of ELT, therefore, peer-review activities needs to be collaboarated with other related disciplines.]]>
