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Discussion on Myths of Female Heroes in Respect of Gender Socialisation: an Alternative Activity for EFL College Students in Doing a Literary Analysis Leni Marlina
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Myths, tales and other related stories for children have significant role in all cultures since they can render the multiplicity of experiences; explain the behaviour of the physical universe; and describe human nature and society. These stories are ‘the most potent means by which perceptions, values and attitudes are transmitted from one generation to the next’ (Hourigan 1997, p.1). One genre of such stories is hero story. The hero story is very popular in children’s literature and young adult literature since they are considered to be ‘unequivocally good for children morally and mentally’ (Hourigan 1997, p.3). To see how the heroic archetype has changed over time, we can explore and compare the journey of traditional female heroes with a contemporary female superhero. This research paper shows how to do an alternative activity for EFL (English as Foreign Language) college students in doing literary analysis by discussing the journey of three female heroes from ancient Greek myths and a recently young adult (YA) text. The heroines of the ancient myths are Psyche in Apuleius’s Cupid and Psyche (1855); and Artemis in Callimachus’s Artemis (1988). The heroine of the YA literature is Katniss in Collin’s The Hunger Games (2008), a contemporary young adult’s dystopian literature. By patterning the quests of the heroes in question onto Campbell’s monomyth, the author tries to demonstrate that these female heroes (Psyche, Artemis and Katniss) qualify as male heroes. Then, the author compares and contrasts the female heroes in respect of contemporary gender theory and the socialisation of girls.

TEACHING PRONUNCIATION BY USING GAMES AND AUDIO VISUAL MEDIA Erisa Kurniati
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

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Pronunciation is important in English as communication purpose because, if we mispronounce a word, it will lead into misunderstanding. Pronunciation is how the way we pronounce the word. Unfortunately, some English learners think that basic vocabulary and grammar are enough for communicative with English native speaker, but they are wrong. We need to pronounce well so people can understand what we are talking about. Audio visual media is one of media that can be used as the tool in learning and teaching process, but it is not enough to make the students interest in class, teacher need something special here. One of the way that teacher can use is game. There are so many kinds of games and teacher can combine it with audio visual media. This combination can create an interactive class. This article is about Teaching Pronunciation by Using Games and Audio Visual Media, to know how to used games and audio visual media then combine it in learning. It is important because by using games and audio visual media in fact are able to create fun and relax situation of the students in learning process, the students more able to answer teacher’s questions and more active to give suggestion to the teacher. They will not refuse to read dialogue in front of the class, cheerful, pay attention to the learning, and active during the teaching and learning process.

PAKISTANI WOMEN'S RESISTANCE TOWARD PATRIARCHAL, CULTURE IN QAISRA SHAHRAZ'S NOVELS; THE HOLY WOMAN AND TYPHOON Seswita Seswita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Feminist movement has started to arise in the whole world in this twentieth century. Women are trying to voices their rights by struggling to fight for patriarchy. the system in which women are considered inferiorand helpless. In different part of the world we still can see discrimination toward women in every field; social life, education. domestic life, law, and many more. Due to the discrimination thing, the feminist try to struggle in every way and one of them is through literature. There are so many novels written by female authors, not only from western countries but also from eastern that usually discussed and talked about women struggle and image of women in specific culture depends on the author's background. Qaisra Shahraz is one of the female writer from Pakistan who live in Manchester, England since she was l0 years old. Her two novels: The Holy Women and Typhoon are mainly discussed about image of Pakistani women who try to live their life normally with dignity in the system of patriarchy. Those Pakistani women are using their image and characterization to resist against the Eastern patriarchal culture that is represented by male characters existed in the two novels.

CODE SWITCHING USED IN EFL CLASSROOM AND IN RESEARCH PROPOSAL SEMINAR INTERACTION OF EFL STUDENTS Maria Ramasari; Febria Kumalasari
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

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The aim of this research was to describe the code switching used in EFL classroom and in research proposal seminar interaction of EFL students. Qualitative research with descriptive method was used in conducting this research. Based on the result of data analysis, there was 1 type of code switching used: Inter-Sentential Code Switching. Whereas, there was 2 forms found in EFL classroom: 1. English – Bahasa switching, 2. Bahasa – English Switching. Moreover, there were 4 forms found in research proposal seminar interaction of EFL students: 1. English – Bahasa Switching, 2. Bahasa – English Switching, 3. English – Palembang-Lubuklinggau Switching, 4. Palembang – Lubuklinggau – English Switching. The use of code switching was caused by some reasons. They were: 1) Lack of vocabulary of English, 2) Habitually, and 3) Participants and setting. The dominant reason was situational code switching; a change in the situation that causes the bilingual switches from one code to others. It could be the setting, participants (subject) and norm of interaction. The researcher suggests to EFL speakers that they should increase and intensify their English vocabulary mastery, create a positive habitual in practicing English to others in their environment, especially in formal setting. In her point of view, code switching could be used and give useful for certain situation to keep the interaction run smoothly and avoid misunderstanding each others.

Contribution of Concept Mapping on the Improvement of Students’ Reading Comprehension of Open University of Bengkulu Yusrizal Yusrizal
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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In a distance learning program, UT is not only required to provide assistances in formulating independent learning materials, examination material, tutorials, practice classes, and examinations with the distance characters, but also to build students’ awareness to learn independently. Almost all learning resources at UT are in printed materials-books. Students must be prepared to learn independently to succeed in a distance learning program, supported by having a suitable strategy on reading of givens learning sources. The reading activities for students to exercise are very important in their independent learning. Therefore, comprehensing texts is crucial for academic success. The strategy is needed efficiently to increase students reading activity and practically enable students to understand a text comprehensively.Concept mapping is considered as one of strategies which hopefully used to improve student’s reading comprehension, especially for Open University student, whose a particular long distance characters of academic study. This strategy is provided since they can use their time effectively so that they can study regularly according to their own schedule. From the study of improving students’ reading comprehension by using concept mapping at sixth semester of PGSD program of Open University of Bengkulu, it was found that Concept Mapping can improve students’ reading comprehension. This can be evidenced from the students’ means which gradually improved in cycle one, two and three. In particular, the study provided the discussion of 7 indicators of reading comprehension that were improved by using concept maps during the research, as the result of Concept Mapping contribution.

STUDENTS’ PROBLEMS IN GIVING PRESENTATION A STUDY AT STKIP PGRI OF WEST SUMATERA Melvina Melvina; Dona Alicia
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

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Class presentation is one kinds of activity that is done by the teacher in teaching and learning. In class presentation, the students will present the material or topic that will be discussed in the classroom. In presenting the material, the students get the opportunities to speak English well in their performance. It also gives valuable experience for them to prepare themselves to use English in multi society where English is a demanding tool for communication in our today’s life. This paper is intended to discuss about students’ problem in giving presentation in classroom. The data of this research are collected while teaching and learning process by means of observation, recording, and note taking. The result of the research are, students have some problems in delivering and content of presentation. The result indicates that the students need more practice to improve their speaking performance and take more attention about delivering technique in presentation. While, presentation skill need to be transferred in the classroom by the teacher to prepare students for their further academic career as well as future professional surrounding.

MANAGING LOCAL WISDOM IN ENGLISH TEACHING MATERIALS Adzanil Prima Septy
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

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The national system of education of Indonesia has emphasized on the importance of developing students’ competence and building characters according to the philosophy of national culture Pancasila. This also applies to English language teaching (ELT), that is, to develop a communicative competence while integrating ideal characters as good Indonesians. This argued that English language teaching should not simply let students copy foreign cultures in their communication learning, but importantly reflect an understanding to norms and values incorporating a sense of national integrity in their English proficiency, characterizing them as Indonesians in the global community.In spite of this, such ideal objective of ELT seems difficult to attain due to foreign-dependent learning resources that many English teachers often rely on. Besides, students’ learning success has often been indicated through their ability to express English in foreign ways to communicate leading them to disregard their local norms, values, and cultures. This paper will discuss an attempt to manage local wisdom content as learning resources in English teaching materials. The aim of such local wisdom content is to integrate students’ communicative competence with appropriate character development. In particular, this paper will suggest how teachers could manage English materials containing local wisdom to internalize appropriate understanding and characters, and how such materials could be organized into attractive ICT based media. This would be an attempt to ignite the brighter future of English teaching and learning in Indonesia multilingual society.

CLASSROOM ACTION RESEARCH AND LESSON STUDY: HOW DO THEY WORK FOR LECTURERS AND HIGH SCHOOL ENGLISH TEACHERS Zul Amri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

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Classroom Action Research (CAR) has become the main policy of education in Indonesia. It has been a subject at some higher learning institutions, no matter public or private one. Universitas Terbuka, or Open University has also put it as a compulsory subject for its students. It has been trained to education practitioners at all levels of education in Indonesia. The outcome has been used to help practitioners to get promotion in their careers. In line with that, Lesson Study (LS) has become more popular in Indonesia right now. It helps the teacher improve the learning process without having to end with a report. CAR has four steps, Planning, Action, Observation, and Reflection while LS has only three, namely, Plan, Do, and See. When the teachers are not interested in writing research report, LS can be the choice even though it may also be ended with research report.

A MODEL FOR ASSESSING STUDENTS’USE OF APOLOGY STRATEGIES Tatang Sopian
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

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Working as teacher in a tourism higher "education" that is running diploma program in hospitality services is quite challenging. The diploma programs emphasize development of student professional competency that includes knowledge, skills, and attitude. In term of English language teaching the heavy is put on developing speaking competency, especially to those programs that require direct guest-contacts such as Food and Beverage program that produces among others waiters, or Rooms Division program that produces among others receptionist. Finding effective and efficient ways to evaluate students performance is not an easy task. Taking notes of students’ performance during an oral role-play practice of handling complaint topic can be challenging. So is when the teacher evaluates students’ written works on the same topic. Teacher will have to note many ‘empirical examples’ using easy to follow ways that later when it is used as feedback will be understandable for students so that students learning may improve. Empirical examples notes of students’ performances may vary from word-choice to grammatical mistakes, but this study focus on the employment of Blum-Kulka’s five apology strategies that is used in handling complaint situation. The five apology strategies are 1) Illocutionary Force Indicating Device (IFID), 2) Taking on Responsibility, 3) Explanation or Account, 4) Offer of Repair, and 5. Promise of Forbearance. A model of assessment is made by applying simple coding of the possible combinations use of the five strategies. The apology strategies are coded 1 to 5 while possible combination use the five strategies are coded a to z and more. So, for example a combination is coded “k” represents the use of apology strategies of 1+2+4 or IFID + Taking on Responsibility + Offer of Repair. The assessment model was applied to measure the use of apology strategies in handling complaint situations to students of four well-known tourism higher educations in Indonesia located in Medan, Bandung, Makassar, and Bali. There were eight complaint situations in the DCT or Discourse Completing Test questionnaire in which students have to complete a dialog in written form. These parts of student answer then identified and categorized into one type of combination in the model based on answers given. It is a worth trying alternative of students’ performance evaluation that is helpful for teacher.

LINGUISTICS AND ENGLISH LANGUAGE TEACHING Effendy Gultom
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Linguistics is needed in English language teaching because it helps teachers explain the English components and structures to the students. Every language has a system or linguistic rules that can be learned in terms of phonology, morphology. syntax, and semantics. However, English language teaching should be incorporated with other fields sucl;as psychology, education- cognitive science, anthropology. language acquisition. sociology, bilingualism,and language teaching. Knowing the Students is very important for the teacher in order to create condusive classroom atmospheres. The teacher needs to have empathy and patience toward the students and he should be able to place himsellin the students' position. In general, the purpose of English teaching is to enable the students to use the language for communication fluently and appropriately both in oral and written forms. In order to achieve this purpose, the teacher must realize that the students are not blank spaces that can be filled with knowledge. The teacher can function as a coach, moderator, or adviser but he should give freedom to the students to experiment, ask questions, and express their ideas. Teaching English as a foreign language involves a lot of knowledge and strategies. An English teacher is expected to know the students and teaching objectives, the subject matter, some teaching methods, and broad general kno'"vledge. Furthermore, an English teacher must have strong motivation in doing his job in order to be a good model for the students.

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Location Kota padang, Sumatera barat INDONESIA

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota padang,

Sumatera barat

INDONESIA