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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 393 Documents
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THE ROLE OF GOOGLE TRANSLATE FOR INDONESIAN EFL LEARNERS Ni Luh Putu Krisnawati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

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Abstract

Teaching English as a foreign language is a difficult and challenging job to do since the ability of learners in receiving the lesson may differ from one to another. A teacher is required to be creative and innovative in designing the syllabus and activity to be conducted in class. One of the ways to teach English is by using Google Translate. As everyone knows that google translate is a tool provided by Google Inc that enables the user to get the meaning of the source language into the target language. Therefore the aims of the study are, (1) to know the advantages and disadvantages in using Google Translate for Indonesian EFL learners, (2) to know what English proficiency skill can be develop by using Google Translate. The respondent of this study are student in the second semester of English Department, Udayana University. This study uses the descriptive qualitative method in describing the finding and a set of questionnaire will be given to the respondent to know their opinion about using Google Translate during their learning process. An observation method is also conducted to know the improvement of the English proficiency made by the learners. The findings shows that, there are both advantages and disadvantages in using Google Translate for Englishlanguage learning, the advantages are learners are able to enrich their vocabulary because it provide the synonym, learners will know how to pronoun a word correctly and the disadvantages is learners may find the wrong meaning of a word.And lastly, the findings show that by using Google Translate a learner can develop their vocabulary, speaking skill, and also their grammar. 
Informing Cross Cultural Understanding Curriculum through Classroom Research Ingrid Brita Mathew
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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Abstract

A short survey consisting of two questions was given in the first week of a Cross-Cultural Understanding course.  The first probed for students' schemata for culture.  The second probed for their awareness of cultural differences, as found in compliment-response adjacency pairs in Indonesian and English. The answers were analyzed and conclusions drawn as to which elements of the curriculum were redundant for that particular class, or needed less attention, and which elements needed more time and focus. Most students' definitions of culture included behavior, specific place and identity. Few included beliefs, values or environment.  The curriculum was adapted to spend less class time on cultural behaviors. Instead, from the second lesson, behaviors and places were linked with cultural norms, rules, geography and history. The compliment responses showed that most students were aware of differences between Indonesian and English.   That concept therefore did not need to be taught. Instead the curriculum built on from this example to directly introduce the topics of conversational analysis and pragmatic failure. Later in the semester the cultural meanings and functions of different English and Indonesian responses to compliments were analyzed. Each CCU class brings a level of cultural and language awareness. The curriculum can be adapted to take this into account.
TEACHING ENGLISH TO MIGRANTS IN PEKANBARU: ADVANTAGES AND DISADVANTAGES OF BEING NON L1 SPEAKER TEACHER IN MULTILINGUAL CLASSROOM Dewi Sari Wahyuni
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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Abstract

Teaching English in Non English Speaking Countries needs a bigger effort for the little expose availability. As an Indonesian who teaches English to Indonesian, the writer still faces some difficulties. Therefore, it is a great challenge and opportunity that when International Organization of Migration assigns the writer to teach English to migrants from Afghanistan, Iran, Iraqi, Syria, Palestine, Pakistan, Somalia, Sudan, Myanmar and even Sri Lanka. English is a media for communicating in multicultural environment such as detention house and community housings where these migrants stay before they are sent to their destination country or deported to their country of origin. The courses are done in Pekanbaru, Indonesia. As Non Native English Speaker, the writer gets used to teaching classroom to students with similar mother tounge. It is not easy, indeed, to deal with students from different countries who are diverse in languages. As the show must go on, the writer learns by doing. From arranging materials to the approaches have gone trials and errors. No matter how big the challenge is there are always be advantages and disadvantages that should be anticipated by the writer as teacher. In this paper, the writer will talk about her perspectives on the advantages and disadvantages of being not able to communicate in students first language in multilingual English Classroom.
USING SOCIOGRAM METHOD TO DEVELOP WRITING SKILL TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 OKU Novarita Novarita
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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Abstract

There were manv reasons why the students consider writing skill is a difficult thing. First. the students' writing is not comprehensible, because the content of the composition is not relevant to the topic, the ideas are not clearly stated the ideas, and sentences are not well organized. Second. there are many errors in vocabulary, grammar, and spelling. Another reason is the students' difficult in connecting the characters in the story of text that they write. Students are also difficulties in arranging the words according to the storyline and the role of every character in the story of text. Sociogram method was focus in social relationships between characters and the place. That was why the researcher chooses the title "Using Sociogram Method to Develop Writing Skill to the Eleventh Grade Students of SMA Negeri 2 OKU" for her research design. The main objective of this study was to find out whether or not was there the significantly effective using sociogram method for develop writing skill to the eleventh grade students of SMA Negeri 2 OKU. The researcher used the pre-experimental method. The population was students of SMA Negeri 2 OKU in academic year 2012/2013. The total number of population was 139 students. The sample of this study was 36 students. They were taken by using cluster random sampling technique and it got one class as sample of the research. The data were collected through written test in form of essay test. The researcher used matched t-test for analyzing the data. The result of the data analysis showed that there was significant difference of students' writing skill between the result of pre test and post-test in research process. There was difference in the result of Mean. Based on the result of the data analysis the researcher was found that the gained t of sample class (t0) 5.45 in the level of 5% and df: 34 (35-1) and t-table was 2.03 or to> T table. It meant that the Altemative hypothesis is accepted and null hypothesis is rejected. This indicates there is effective to develop students' writing skill through sociogram method.
INTERCULTURAL ENGLISH TEACHING AND LEARNING TO YOUNG LEARNERS Fauzi Miftakh
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

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Abstract

Teaching of English now should also be incorporated with the intercultural knowledge of target language, including to young learners. It can make them aware of differences and similarities between their own culture and the culture of the target language. This study was a qualitative study which investigated how the intercultural teaching and learning was implemented to young learners in an English classroom in Karawang,West Java, Indonesia. The principles of Intercultural language teaching and learning proposed by Liddicoat & Scarino (2013) were used by the teacher in the activities. The data was taken by observing the teaching and learning process to 25 seventh grade students in the classroom that was done in four meetings and interviewing 6 sample of students to know their responses. The findings showed that the intercultural English teaching and learning provides more opportunities for young learners to be more active and critical toward other language and cultures as well as improve their English skills. Since they are still young, they still should be guided to understand the material well by the teacher. Finally, it is recommended to other teachers to implement intercultural English teaching and learning in teaching English to young learners.
GENRE AND ITS APPLICATION IN LANGUAGE LEARNING Amrin Saragih
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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Abstract

Language is a social phenomenon.  The implication is that the use of language is determined by the social context.  One of the elements of social context is culture.  Thus, the use of language is culturally bound where such a use of language is technically termed as genre.  Specifically, genre is defined as staged goal-oriented social activities.  With reference to the definition, a genre-based language learning is developed.  This paper addresses descriptions of genre and a language learning technique with reference to genre theory.  
THE GRAMMATICAL-SEMANTIC PROPERETIES OF ENGLISH MEDIO-PASSIVES: HOW NECESSARY ARE THEY FOR EFL LEARNERS IN MULTILINGUAL SOCIETIES? Jufrizal Jufrizal
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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Abstract

Although learning a foreign language means learning to communicate in the language, it does not mean that to study and to understand the grammatical-semantic features of the learnt language are not essential. Most EFL learners in Indonesia, for instance, have academically known the grammatical-semantic properties of English actives and passives. However, it is assumed that not all EFL learners in multilingual societies academically know and cognitively understand the grammatical-semantic properties of one more phenomenon of English voice so called medio-passive constructions. Medio-passive constructions are grammatically constructed in active forms, but they are semantically understood as passive ones. This paper, which is derived and further developed based on a research report conducted in 2012 (Mukhaiyar an Jufrizal, 2012), particularly discusses: (i) the grammatical-semantic properties of English medio-passive constructions; and (ii) how they are academically and communicatively necessary for EFL learners in multilingual societies, as in Indonesia. The data presented in this paper are selected from those collected in a research conducted in 2012 and added with the relevant ones collected along with the writer did his activities in teaching English at S1 and S2 study programs of Universitas Negeri Padang. The analysis toward the data and its discussion are based on the relevant theories of linguistic typology of voice systems of English and foreign language learning, especially learning EFL for multi-lingual societies.
DEVELOPMENT OF COMPETENCE-BASED ENGLISH TEST FOR WORKPLACE READINESS Siti Hamin Stapa
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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Abstract

This article discusses the development of an English test to prepare for workplace readiness among Malaysian graduates.  This test is considered important to indicate the level of competency of the graduates before entering workplace.  This test focus on the oral competence as it was found that Malaysian graduates lack communication skills.  Six competencies (based on the framework developed by TOCC) are examined in the test. These are discrete but work together holistically to make a speaker persuasive and convincing in presentations and discussions: discourse competence – holistic impression of speaking ability – persuasiveness, articulateness, linguistic competence – fluency and accuracy of language, interactional competence – ability to give feedback or comment on another’s ideas without offending, strategic competence – ability to recover from mistakes, or to think on feet, socio-cultural and formulaic competence – expected courtesies as heard in   common expressions.  
CHALLENGES IN IMPLEMENTING LESSON STUDY AT HIGHER EDUCATION Nur Fatimah
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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Abstract

Without ignoring changes including the one on curriculum, it is the fact that teaching and learning process remains showing similar but unique phenomena. One of the phenomena is related to the teaching practice in a large class. Teaching in a large class often results in problems on the material delivery to students and class management. The teacher is challenged to deal with the problems. Lesson study offers an alternative to deal with such problems. The study involves the teaching teacher as well as the colleagues, authority and students.  The process including planning, doing and reflecting not only enhances teachers’ professional development but also improves classroom teaching and learning activities. Through this paper, the writer intends to elaborate challenges in implementing lesson study at higher education-English education in this case. The challenges range from the beginning when deciding to conduct the lesson study to the learning process and the peer discussion after teaching. Therefore, the points discussed here include the practice on conducting lesson study at an English classroom, the challenges and the solutions. It is expected that the shared ideas on the lesson study can be disseminated to the wider coverage of education.
MAKING USE OF THE TEACHERS’ QUESTIONS IN DEVELOPING STUDENTS’ LANGUAGE INPUTS Saunir Saun
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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Abstract

This paper discusses about using the teachers’ questions in developing language inputs: vocabulary, structure/grammar and pronunciation. The language inputs are very important for the students to master because their success in their language use or communication is determined by their mastery on the inputs. However, the mastery of these language inputs becomes a problem for the students due to some causes, namely, the unavailability of English speaking environment, the schools do not provide enough opportunities for optimizing the language inputs due to the limited time available and the teachers of English do not make use of the teaching  to increase the students’ language inputs maximally. To help solve this problem, this paper suggests the use of the teachers’questions to ask during the teaching process.

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