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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
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Developing EFL Learners’ Vocabulary through Strategic Vocabulary Learning Desmawati Radjab
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

There is no hesitance to state that vocabulary takes a crucial role in language learning. None of the language skills (listening, speaking, reading and writing) can be well developed without sufficient vocabulary. Inspite of its importance, vocabulary has not been given sufficient attention in ELT curriculum in Indonesia. As the teaching approach is text-based, the teaching-learning of vocabulary is only based on texts learned dealing mostly on unfamiliar words and lexical feature of the texts. So, words are not taught systematically, but based on the texts to be comprehended. Consequently, this type of instruction results on lack of vocabulary. Lots of research in reading skill expose that vocabulary is one of the main problems in reading comprehension. This indicates that vocabulary instruction should be improved. Considering that vocabulary instruction will take much time in class,  it should focus more on  developing learning rather than teaching because learning can be done anywhere at any time. This is the role where strategic vocabulary learning should take place. By using vocabulary learning strategies, students are enabled to develop their vocabulary inside and outside their class and thus become independent and autonomous learners. Through strategic vocabulary learning students should be taught how to understand, develop, enrich and use the vocabulary in communication.  Therefore, this paper will discuss the vocabulary learning strategies, first in discovering meaning which is started from guessing the meaning from the context clues, using dictionary, word parts analysis and extensive reading. Further, Oxford’s learning strategies of social, cognitive and metacognitive strategies will be explored to use the vocabulary communicatively.
"NEW EDEN'' IN LITERATURE: IGNATIAN PEDAGOGY G. Fajar Sasmita Aji
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

Literature and pedagogy seem to be a coin of two faces. Since literature has the ultimate goal in preserving human civilization and pedagogy in humanizing civilization, the two play a very significant role in the creation ofqualitatively excellent characteristics to young participants ofeducation. So far the discussion on a piece of literary work is not interesting as the students commonly think that the study of literature is merely about an out dated text uplifting activities and people who are not real but imaginative. Moreover, sometimes the story is also dealing with the foreign culture. It is absolute that there is no practical benefit taken from such a study, and as a result students are not interested any more to achieve the ideal target in presenine human civilization, at least dealing with his/her own local wisdom. There is a strategy, called the Ignatian pedagogy, that may suggest the solution to the abole problem. lt provides a significant lole to students, and the positiirr of teacher transforms into the agent to consult due to the unsolved problems among the students. Therefore, there could be "New Eden" for the students to enjoy their study because the subject becomes enjoyable. The pedagogy covers some steps or elements to undergo and the main element is dealing about self-student's reflection and evaluation. To the concrete model, there is a given model on how lgnatian pedagogy can be applied into the lecture of Literature, especially in History of English Literature.
STUDENTS’ LANGUAGE USE AND RESPONSE IN CLASSROOM PRESENTATION (A STUDY AT CROSS-CULTURAL UNDERSTANDING CLASS OF ENGLISH DEPARTMENT IN STKIP PGRI WEST SUMATERA) Yelliza Yelliza
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

Tulisan ini menjelaskan bahasa yang digunakan serta jenis respon yang disampaikan oleh mahasiswa dalam berkomunikasi di lokal saat persentasi terjadi. Partisipan dari penelitian ini adalah mahasiswa Jurusan Bahasa Inggris di STKIP PGRI Sumatera Barat di kelas Cross-Cultural Understanding (CCU ). Dalam mengumpulkan data, peneliti melakukan pengamatan dengan merekam proses belajar mengajar yang dilakukan di kelas CCU. Kemudian, peneliti mendapatkan beberapa data dari pengamatan yang telah dilakukan. Dalam mengkomunikasikan materi presentasi pada umumnya disampaikan secara lisan dengan bantuan powerpoint. Penulis menemukan siswa cenderung menggunakan bahasa buku dan internet tanpa menjelaskan dengan bahasa mereka sendiri, peneliti juga menemukan respon yang berbeda-beda saat persentasi. Mahasiswa merespon dengan menggunakan confrimation dan disconfirmation response terhadap materi persentasi yang disajikan. Di dalam confirmation mahasiswa merespon dengan cara  direct acknowledgement, positive feeling, clarifying and agreeing response. Selanjutnya siswa merespon dengan cara impervious, irrelevant, interrupting, incoherent, and incongruous response untuk tipe disconfirmation.Namun, respon yang banyak dilakukan mahasiswa adalah disconfirmation response. Dengan temuan ini, peneliti menyarankan kepada setiap dosen dan guru yang mengajar dengan sistem membagi siswa dalam beberapa kelompok tidak hanya memberikan tugas membuat powerpoint pada kelompok yang akan tampil. Singkatnya, setiap kelompok membuat powerpoint dan siap tampil sebab kelompok yang tampil dilot sesaat sebelum kelas persentasi dimulai. 
Portfolio and Self-Assessment to Enhance Cultural (and Language) Awareness: A Case Study in a Translation Class Harris Hermansyah Setiajid
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

Learner autonomies have become a major issue in the recent years. Learners are encouraged to undergo a cycle of learning, consisting of learning, experiencing, reflecting, and evaluating. Learner’s reflection has become an effective tool for students to measure their progress and to increase to what they have learned. The reflection can be made through portfolios and self-assessment method in which students are able to assess what they have done and to compare it with the teacher’s assessment. This will lead to students’ understanding of their problem and of weakness they do not realize previously. To some extent, the self-assessment method will also raise students’ awareness to what they have learned, and develop them to be autonomous learners, which are essential when dealing with real life tasks. In translation class, this cycle of learning and portfolios and learner self-assessment is beneficial for students in that they can reflect and assess how far they are progressing. Such method helps students to be an autonomous learner and solve the problems independently and enhance the cultural and language awareness. This paper tries to discuss a cycle of learning and to show how portfolios and learner self-assessment work in a translation class.
PHONOLOGICAL DIFFICULTIES FACED BY STUDENTS IN LEARNING ENGLISH Ahmad Renaldi; Ranni Putri Stefani; Ingatan Gulö
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

Being exposed to English use at campus, the writers were interested in phonological difficulties faced by the students as second language learners of English. The question arised was about what kinds of phonological difficulties the learners are having in their effort to learn and speak English. Underlining this research question was the objective to focus on those difficulties when teaching English to L2 learners of English. In collecting the data needed, the initiation was to conduct a survey on talks, speeches, and presentations made by the students. From the findings, main areas where to focus on were decided. The results were then used to list possible difficult sounds and asked the students to pronounce them. How they pronounced the words were recorded to be analysed. The students were also interviewed in order to have another measurement to determine the difficulties they faced. As the result, most of the phonological problems found were related to consonant sounds such as voiced dental fricative, voiceless dental fricative, voiceless post-alveolar fricative, and voiced alveolar approximant sounds. These are the striking features among other phonological issues found after conducting the research.
USING CHILDREN LITERATURE FOR TEACHING ACADEMIC WRITING Lestari Setyowati; Nur Samsu
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

Almost all language teachers share typical opinions that literature is oftenly seen as complex and difficult. Thus, it is almost neglected and has not been given much emphasis in EFL classroom untill recently. Many EFL teachers often wonder how to utilize literary works in their teaching of language. Used appropriately and chosen carefully, some literary works, especially children literature, can work very well in ELT classroom, especially in writing class. The paper is aimed at sharing some knowledge on the characteristics of children literature, the characteristics of academic writing, what types of children literature that can be used in ELT writing class, and how to use those literary works for teaching that fit into the academic writing class. There are three stages that should be taken to use literary work to teach writing: a warmer stage, prewriting stage, and the writing stage. In the warmer stage, the learners are made ready for the topic through discussions about the works, such as about the writer and their prior knou,ledge of the work. In the prewriting stage, they are exposed to the work either by audio visual media or paper-based material, followed with a short discussion about the work. Finally, in the writing stage, they are given to write about their opinion in relation to the poem or short story presented earlier. using literary works for teaching writing for adult learners enhances not only the their writing ability but also their critical thinking.
ACTIVE, BELIEF, AND CONSEQUENCE (ABC) MODEL TECHNIQUE IN MINIMIZING STUDENTS’ SPEECH ANXIETY Syafryadin Syafryadin; Nurkamto, J, Linggar, D. A; Mujiyanto, J
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

Speech anxiety becomes one of the obstacles for the students to enhance their speaking competence. The students felt afraid of speaking in public because the students were apprehansion to make mistakes, gain negative evaluation and less preparation in giving speech. Thus, this study was designed to investigate whether Speech Training with ABC Model Technique could reduce the students’ speech anxiety or not. This study used an experimental research. The population of this study is all fourth semester students in the English Department  in of universities in Kendari at academic year of 2015/2016. The instruments of this study were anxiety test, observation checklist, interview guidline and note taking. The data were analyzed quantitatively and qualitatively. The quantitative data were analyzed by SPSS 22` The finding of this study was ABC Model Technique could reduce the reduce the students’ speech anxiety. It was proved by the mean score of the students for pretest and posttest. The mean score of the pretest was 104.22 and the posttest was 91.50. It means that most of the students got low anxiety level. Therefore, ABC Model Technique reduced the students’ speech anxiety. 
Awareness Centered Learning as One of the Language Learning Models to Build the Good Character of Learners-based Innovative Creator in the Future Sawirman Sawirman
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

Awareness Centered Learning (ACL) is a learning model developed to address the problems of students’ lack of awareness during the (language) learning process. The core objective of this model is to develop the internal awareness, good national character, and strong integrity of the students through focusing on authentic ideas and creativity building. This objective becomes the basis of ACL methodology in which the process is framed to be students’ self inflicted determination to contemplate, not only to think and to use. Contemplation on the objects of language learning material is the very ground of designing new authentic ideas and awareness which will shape more profound good character and integrity. ACL views language awareness in the context of learning English as a foreign language to be a mere means or instrument to master the knowledge in the western world, but not to be hegemonized or dominated mentally by Western centrism. Based on this point, the national character and identity to be shaped by ACL through learning English is to be equal to the westerns in producing authentic ideas. The purpose of this writing is to explore the history, concepts, indicators, methodology and philosophy including impact of ACL to TEFL and its contribution to the Indonesian character of education as well. This model had been disseminated in International TESOL Methods held by American English Institute of Oregon University during ten weeks since October 7 to December 13, 2013. ACL gained well reception from hundreds of participants around the world at that time.
EFL LEARNERS’ LANGUAGE TRANSFER IN WRITING SHORT ENGLISH ESSAYS: A STUDY AT ENGLISH DEPARTEMENT OF UNP PADANG Hermawati Syarif
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

Cross-linguistic influence within mutilingual users commonly happens when communication occurs. While using a forein language, for instance, learners  often transfer the first language to the foreign language.  The study at the English department UNP Padang shows how students transfer the Indonesian language in writing their short English essays. Linguistic and non-linguistic differences of the two languages are the factors discussed to see how the first language transfer emerged in their writing.  Through the analysis of 30 pieces of students’ short essay, it is found that students’ language transfer is  seen in  factors of linguistics, such as the structure of topic-prominent transfer and literal  translation, pragmatic (concentration progression on cohesion and coherence) and culture (indirectness and implicitness). 
DESIGNING GRAMMAR INSTRUCTION BASED ON INTEGRATED CONSCIOUSNESS-RAISING ACTIVITIES Veni Roza
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

The paper is a theoretical framerwork on presents how to design grammar instruction by applying integrated consciousness raising activities. There are mountains of evidence that many learners, of whatever age or tendency in learning style, are unable to transfer good formal knowledge of grammar to effective use. Such discrepancy between knowledge and putting it to use had led us to look for alternative ways of helping teachers to manage the practice of grammar in a more efficient way. One possible way to do this is by using consciousness-raising activities integrated to the English skills; such as reading and writing. These activities provide students with the opportunity to interactively solve grammar tasks in a communicative way. It is hoped the model will be effective in increasing students' knowledge and in providing authentic opportunities for communication.

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