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<![CDATA[TEACHING TECHNIQUE FOR DEVELOPING READING COMPREHENSION ]]>
<![CDATA[Fitriadi Lubis]]>
<![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 success of teaching reading comprehension depends on various factors, one of them is technique of teaching. There are many techniques that can be applied in teaching reading comprehension. The most important thing is to select the most suitable techniques for reading comprehension, and develop appropriate techniques for that. This is very important for the teachers because a variety of teaching technique can achieve the highest degree of the students’ learning motivation and teaching result. In this writing, the writer explained the technique of presenting reading comprehension, technique of organizing reading comprehension homework, and technique of reading comprehension evaluation.]]>
<![CDATA[THE TEACHERS' TEACHING APPPROACHES TO THE IMPROVEMENT OF THE STUDENTS' ENGLISH SKILLS IN BILINGUAL CLASSROOM ]]>
<![CDATA[Syarifah Kurniaty K]]>
<![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[The study focuses on describing the teaching approaches that teacher uses in bilingual classroom, including Contextual Teaching and Learning (CTL) approaches. Total Physical response (TPR), a combination of teaching approaches, and to investigate the impact of those approaches to the students' English language skills. The researcher employed qualitative method for the study. The data sources for the research were one English teacher and twenty nine students of bilingual class. The instruments for the research consisted of the researcher as the main instrument, field-note, recorder, and camera. In the process of collecting data, the researcher carried out an observation, interview. and fieldwork. In analyzing the data, the researcher employed Constant Comparative Method. The result showed that the teacher used Contextual Teaching and Learning and Total Physical response as the approaches in teaching English in bilingual class. The impact of the teacher's approaches was categorized into good for listening skill (gained 84), speaking (83) was categorized into good, reading (87) was categorized into good. and writing (90,5) was categorized into verv good.]]>
<![CDATA[THE EFFECT OF TEA PARTY STRATEGY TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X OF SMAN 12 PEKANBARU ]]>
<![CDATA[Yulia Rilani]]>;
<![CDATA[Mukhaiyar Mukhaiyar]]>;
<![CDATA[Sitti Fatimah]]>
<![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[Teaching strategy is one of some important aspects in teaching reading process. Therefore, teacher needs some appropriate strategies to achieve the teaching reading’s goal. Tea Party is good to teach reading comprehension. This strategy helps students to comprehend the text through interactive way and discussing about limited information that they get from the text. The aim of this quasi experimental study was to investigate whether Tea Party strategy is effective than Small-Group Discussion strategy in teaching reading comprehension. The population of this study was students of the grade X of senior high school 12 Pekanbaru in 2016/2017 academic year which consist of four classes. Two classes were randomly selected as the sample of this study, namely X 2 as the experimental class and X 4 as the control class. In collecting the data, the researcher uses reading comprehension test that consisted of 40 items. The data were analyzed by using t- test. The result shows that Tea Party strategy gives better result than Small- Group Discussionin teaching reading comprehension.]]>
<![CDATA[INTERVIEWING FOREIGNERS TO BROADEN STUDENTS’ UNDERSTANDING ACROSS CULTURE; A REFLECTION UPON A VIDEO PROJECT ]]>
<![CDATA[Desri Sumbayak]]>
<![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 group project to interview foreigners was given to students of Cross-Culture Understanding Class in English Department, FKIP, UR. After discussing the topic about cultural conflict and adjustment, as many 29 students were grouped into six. They were given time to design their questionnaire and to choose the foreigners who have been living in Pekanbaru for some times to be interviewed. They had two weeks to do the project. After finishing the project, they presented their video-recording of the interview in the class. Then, the students were asked to write reflection upon their project to see how it might help them to understand different culture. The result revealed that all the students thought that the project was significantly beneficial for them to understand the differences among cultures. They were also able to see the Indonesian culture from foreign people’s perspectives. Furthermore, most of students said that they learn how people make adjustments in a new culture. This experience taught them how to understand their own culture and to appreciate other culture. ]]>
<![CDATA[THE APPLICATIVE USE OF PROBLEM SOLVING TECHNIQUE IN TEACHING GRAMMAR ]]>
<![CDATA[Rahmah Apen]]>
<![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[This paper is aimed at getting a deep understanding of the process and results in improving grammar mastery in learning English through problem solving technique. It reports the action research involving 30 students of English Education Study Program at Language and Arts Faculty in State University of Padang who took Structure I Subject. The instrument used were questionaire, students’ portofolios, observers’ and reseacher’s journals, pre-test and post-test.The data were analyzed by using descriptive statistics in the form of mean and percentage, and the validity of the data was checked by using triangulation technique.The result shows that (1) The process of using problem solving technique is chalanging, and it makes the students active, thinks critically, improves the students’ learning result, and gradually makes the students become autonomous learners.(2) The result of grammar mastery varied within the three cycles of different instructional activities conducted. The indicators are seen from the pre- to post-test results of each cycle. The results of grammar mastery through classical instructional activities improved from 28.53 to 67.0. In group discussion activities the improvement is from 69.53 to 77.13. Meanwhile, the improvement is seen from 77.06 to 83.23 in pair work instructional activities. Based on the result, the learning process through problem solving technique improved the learning result of grammar mastery. ]]>
<![CDATA[THE MOST EFFECTIVE ENGLISH GRAMMAR SYLLABUS FOR FRESHMEN DUE TO CURRICULUM ADJUSTMENT ]]>
<![CDATA[Imelda Bella Megadihas]]>
<![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[Freshmen of English Department have various backgrounds which affecttheir understanding on English grammar. Meanwhile, English Grammar is the basic need for English Department freshmen to deal with other subjects in the following semesters. Therefore, teaching grammar to first semester studentsneedsstrategies in order to achieve the goal of existing curriculum. One of the strategies is setting the best syllabus on the related course.English Letters Department of University of Sanata Dharma, recently, adjustedits curriculum in 2016. It compounds the syllabus of Structure course of freshman in batch 2016 becomes doubled from the syllabus applied before batch 2016. In other words, grammar study learnt by freshmen of batch before 2016 in the first and second semester advanced into compactly learnt in only one semester by the freshmen of batch 2016. With the same referencewhich isUnderstanding and Using English Grammar 3rd edition by Betty S. Azar used by the two categories of subjects in this research, later, will be discovered that the syllabus with fewer materials is the most effective syllabus.]]>
<![CDATA[CHANGE OF CURRICULUM AND ITS IMPLICATION ON TEACHERS' PERFORMANCE IN EFL CLASSROOM ]]>
<![CDATA[Absharini Kardena]]>
<![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[Changes of curriculum commonly face such resistances by educational practitioners. The resistances commonly appear because the changes of curriculum give impacts not oniy on aims of education, but also on the process of its implenrentation. During the process of implementing a new curriculum, many aspects are intluenced. such as syllabi, teaching materials, teaching techniqr:e and so on that shortly deal with teachers' performance. Thus, teachers are demanded to acclimatize with any changes on the new curriculum. Theteachers as one ofeducational practitioners are required to have a depth- understanding on running a new process of EFL classroom as demanded by the new curriculum. Thus, teachers' understanding about the new curriculum is so essential since it directly inf'luenc€s their performance in the classroom. This article, which is derived and further developed based on research conducted in 2013, discusses and analyzes how the change of curriculum in Indonesia affects teacher's performance on EFL classroom even when it has been implemented for years. It specifically explains teachers' performance in implementing school-based curriculum; rvhether the teachers' performance has been in line with aims and goals ofschool-based curriculum or it needs further development.]]>
<![CDATA[Authentic Texts: Their Advantages in Developing Students’ Language Awareness in ESP ]]>
<![CDATA[Arwina Dharma]]>
<![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[This paper is to discuss the advantages of using authentic texts in teaching English as a Foreign Language. It is based on my experience in guiding learners studying English for Specific Purposes in Language Training Centre - Andalas University. The aim is to share experience with other English teachers as well as to enrich English teaching materials which are really suitable for the specific learners. The purpose of using authentic texts in teaching is to realize that the functions of language are often best understood in a discourse environment so that exploring language in context helps us to improve our understanding about forms and meanings of language.The discussion on this paper is divided into; the background, some principles on ESP, how to select materials, some limitation of published materials, and some advantages of using authentic texts. The focus on authentic texts can help learners to notice and analyze aspects of language usage which have gone unnoticed and untaught. It also provides them with insight of the real language use in the real situation. Furthermore, it helps the learners to recognize the role of aspects of culture in the texts since language and culture are inseparable. To conclude, real language use in a variety of natural occurring texts can help English teachers to develop students’ language awareness]]>
<![CDATA[RITUAL MODEL IN SPEAKING INSTRUCTION BY USING ISLAMIC TEXT ]]>
<![CDATA[Hayati Syafri]]>
<![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[RITUAL model is the model that is used to be applied in the class fbr improving speaking skill in English especially in the Islamic college. This model has double meanings from the word (spirituai as pertaining to the spirit as the seat of the moral or religious nature) and from the explanation of the abbreviation ( RITUAL as Reading. Internalizing, Transleting. and Using Active Learning) that has been supporied by some theoritical based as the new trend in speaking instruction. The idea comes from the lack of s;qategies and models that relate to lslamic values in speaking instructional in the lslamic college. Besides,*in speaking instruction, some teachers are Iittle bit confuse about how to relate speaking instruction to Islamic values. Therefore, this new model is the alternative fbr the English teachers rvho want to combine the atmosphiere in teaching speaking and islamic values by using Islamic text. As rhe conclusions, RITUAL model is applicable to be used in Islamic College where the students will not only get the skill in speaking, but also understand the islamic values. In other words, the designing of speaking instructional in by using ritual model is the new trend that can be applied in the class.]]>
<![CDATA[MODEL OF AUTHENTIC ENGLISH TEACHING MATERIAL FOR LAW FACULTY STUDENTS ]]>
<![CDATA[Syahrial Syahrial]]>
<![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[In recent years in line with identifying needs and wants of groups of students who learn English for either academic purposes (EAP) or job-related purposes (EOP), teachers or lecturers in the field of ESP have felt an onerous responsibility for fostering appropriate materials and methodologies for these students to maximize their learning. This study aimed to develop an effective model of authentic English teaching material (textbook) for law faculty students. This purpose was obtained through model development research. The students of law faculty at Universitas Bengkulu, the lecturers, and lawyers are used as the subjects of this study. The study was carried out in three steps, which are (1) needs identification and curriculum analysis, (2) learning material (textbook) design and development, and (3) textbook evaluation.In the first part, the students’ opinions of their needs and wants are presented based on the analysis of the questionnaires and documentation. This is followed by displaying the theory and the data for the fundamental basis of the second step. Lastly, the material was validated by two experts for the revision and improvement. Then, the material was tried out before gaining the final product. It is to be concluded that material of this kind allows the students to bring their own knowledge of the world to their lessons. At the end of English lesson, the students not only practice English, but also they are better informed about the issue of their field.]]>
