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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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PROVIDING RADIO BROADCASTING SUBJECT FOR IMPROVING STUDENTS'S SPEAKING AND AS A NEW TREND WRITING SKILLS Sumira Sumira
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

Every educational institution requires its own characteristics to define its particular competence and skills of its graduates. By having the specification, the institution rviil help the students to find their best job. So that, it is important to provide the students rvith some subjects that can give them the practical experiences instead of provide them only with theoretical understanding. Therefore Politeknik Negeri Padang implements and adopts some specific subjects as a feature/ identity in its curriculum. The aim of this article is describing the competence and activities in Radio Broadcasting class which is a compulsory subject for students of English Department Politeknik Negeri Padang. Therefore, it may be used to improve students' speaking and writing skills. This article explores possible activities that are usually conducted by students when they are taking this subject to improve their productive skills (speaking and writing). In conducting the class. the teacher asks the students to make some writing task and broadcast it in radio studio. Hence the students can get the real environment to practice their productive skills.
THE INFLUENCE OF COLLABORATIVE SUGGESTOPEDIA METHOD AND AUDIO VISUAL MEDIA TOWARD STUDENTS’ SPEAKING ABILITY Dini Deswarni; Setiawati Setiawati
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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Abstract

This study aimed to investigate the influence of Collaborative Suggestopedia Method and Audio Visual Media Toward Students’ Speaking Ability at English Department of STAI Hubbulwathan Duri. It was a correlational research design. Then, it also involved 13 students as a sample. Three hypotheses were posed in this study to find out the influence Suggestopedia Method toward students’ speaking ability, audio visual media toward students’ speaking ability, and collaborative suggestopedia method and audio visual media toward students’ speaking ability. The research findings showed that there was an influence of collaborative suggestopedia method and audio visual media toward students’ speaking ability of English Department of STAI Hubbulwathan Duri in academic year 2017/2018. This study used SPSS to analyze the data. The data were correlated by using Pearson Product Moment Correlation (SPSS). Then, the level significance 5% = 0.05 because this study used oral test and Significant F change = 0.04. The degree of correlation between suggestopedia method and audio visual media toward students’ speaking ability is 0.689. Category between 0.5 ≤ r <0.75 is strong. So, based on coefficient correlation (r) value from the formula, 0.689 is strong. It showed that hypothesis alternative (Ha3) was accepted. In conclusion, collaborative suggestopedia method and audio visual media had a strong contribution to students’ speaking ability
GOOD ENGLISH TEACHING METHODOLOGY FOR JUNIOR HIGH SCHOOL STUDENTS Ana Elvia Jakfar
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

Teaching methodology has become popular in teaching and learning activities in classroom. It also became the major thing included in lesson plan. Teaching methodology used in class room is an action to attain the purpose for each subject matter. Appropriate teaching methodology will make teaching activities more effective, and make students learn better. Hence, this condition will be an important aspect of the success of teaching and learning activities. However, finding an appropriate teaching method for both students and teachers are easily said than done. There are many factors that need to be considered in determining the appropriate teaching methodology. This presentation aims at reporting a research result that investigated some schools toward appropriate teaching English methodology for junior high school students. Research was conducted in some junior high school with interviewing and spreading questionnaires. The expected research result aims to find the appropriate method in teaching for junior high school students and be able to become a good suggestion for local government(s) to create this research result to be done for several years to come. This research result also expected to become a foundation for another researchers for doing the next same activity, so that our teaching in English subject will acquire useful input in enhancing the quality for both teaching for teachers and learning for students.
STRATEGIES APPLIED BY ENGLISH TEACHERS IN EXPANDING STUDENT TALK IN CLASSROOM INTERACTION Nindy Chairani; Zulhermindra Zulhermindra; Yulnetr Yulnetri
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

One of many roles of English teachers in the classroom is facilitating communication. An indication thatcommunication has been facilitated is the expansion of student talk. Expansion is a type of clause complex in logio-semantic relation of Systemic Functional Linguistics (Halliday and Matthiessen, 2014). However, in spite of many theories which promote the importance of student talk, classroom discourse is still dominated by English teachers. Phenomena which commonly found are the English teachers use mother-tongue language with the students, talk too much, and do not provide students sufficient time to response their statements and questions. Consequently, students use their mother tongue freely and give a single word or phrase in responding the teacher. However, brighter phenomena happened in two senior high schools in Tanah Datar Regency. Expanded student talk could be observed because the English teachers applied certain strategies. This paper aimed to describe strategies applied by English teachers in expanding student talk in classroom interaction. This paper employed qualitative method. The data were taken from interview result from 14 students 3 English teachers from two state senior high schools in Tanah Datar. To check the data trustworthiness, the source triangulation was employed. The result of this study revealed that there were eleven strategies applied by the English teachers: (1) Giving motivation, (2) Stating expectation, (3) Establishing rapport, (4) Giving meaningful feedback, (5) Holding discussion based activity, (6) Using interesting material, (7) Using understandable English language, (8) Asking referential question, (9) Establishing supportive environment, (10) Using body language, and (12) Extending wait time.  
PLACING LOCAL CULTURAL CONTENT INTO EFL TEACHING IN INDONESIA’S SCHOOLS Fekry Nur
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

English as a foreign language teaching (EFLT) in Indonesia could not yet enable high school graduate communicate intelligibly. Placing local cultural content into curriculum English for Indonesia’s schools shall improve EFLT for a better result, since it would raise the students cross cultural awareness. Local cultural content is the learners’ background of cultural values that influence their “what to say and how to say” on communication as a whole. English language learners in Indonesia are taught by or with model teachers from its locality. Hence, it is un-avoidable for the class (both teachers and students) to refer back to their local culture and values in their efforts to develop their transitional English. While it is hard to deny that a mere English cultural content in the EFLT contributed a lot to learners’ un-intelligible English and miss-communication, which may be caused by ‘broken culture’. I am proposing that local culture become issues in the EFL teaching content, and it should be intertwined with English culture, to foster a better understanding. But, the class must remain EFLT’s, not dangling to cultural study. In the end, students learning in EFLT classes will become aware that they are communicating in English language inter-culturally.   
ENGLISH FOREIGN LANGUAGE INSTRUCTION: HOW FAR DO WE GO? Putu Kerti Nitiasih
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

This paper reviews some phenomenon on English Language Teaching Instruction. A reflection on the ELT method, material development and production, classroom management and assement were used as the basis to shape a new trends in English Language Teaching Instruction. This paper gives an insight to English Foreign Language Teacher which becames a direction to go after a reflection was done. Trends offer by this article guides the English Foreign Language Teacher to a more-innovative way in EFL instructions.
Integrating Classroom English Skills into Real World Communication Kamonpan Boonkit
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

This paper aimed to encourage the students studying English as a foreign language (EFL) to use their classroom English skills in real world contexts, particularly in the AEC communication scenario. A series of action research was conducted to activate communication skills and maximize the learners’ performance of English, covering the four skills of listening, speaking, writing, and reading. In each study, these four macro skills were naturally integrated into real world communication. To illustrate this, one research article in a series was detailed. In this article, the classroom English skills were applied to the popular social networking website, Facebook, to design a research framework focusing on reading for communication.  From the researcher’s teaching experience, EFL classroom reading materials are limited to commercial textbooks or selected reading articles based on instructors’ interests. In order to promote extensive reading and strengthen the reading skills as a basis for communication in real world contexts, EFL learners should expose themselves to authentic reading outside the classroom and be provided with alternative sources of English learning materials. Based on the popularity of Facebook, this study therefore aimed to encourage extensive reading by employing the website as a cyber forum for EFL undergraduate students, who then shared their reading topics and their reflections on applying classroom reading strategies to reading English in real world contexts with other Facebook members. This eventually led to the main research question: To what extent did EFL undergraduate students develop their extensive reading on Facebook? The study methodology was designed for qualitative, action research conducted with a group of 31 undergraduate Thai students taking the course, “Reading and Discussion”. The data for the findings was derived from two sources: 1) from the articles, new words, reading strategies, reflections, and comments posted on Facebook during the 14 weeks of the university semester, and 2) from the responses to a structured interview questionnaire. The data were then qualitatively analyzed and categorized relative to the main research question and other related aspects. The findings revealed that female participants were likely to read and post topics related to health care, beauty, and fashion, while males were more interested in current news and different content-based topics. Results on effective strategies included using context clues to guess the meaning of new words, and analyzing the first sentence of each paragraph of an article to scope the subject area, the topic or the direction of the article. In addition, new words, idioms, and expressions learned from each article were detailed. The main conclusions drawn from this study covered the advantages of using Facebook for bridging the gap between classroom English to authentic English reading in real world contexts. Discussions on the drawbacks and implications of Facebook were also included in the paper. 
AN ANALYSIS OF STANDARD ENGLISH AND GENERAL AMERICAN VARIETIES IN TEACHING SPEAKING OF FKIP UIR-PEKANBARU Estika Satriani; Afrizal Afrizal; Arimuliani Ahmad
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

Standard English and General American are part of varieties of English that are used and learned in education world. Formerly only Standard English had been taught, but lcently General American has been taWht as well. Nowadays, both varieties of General American and Standard English are found in university "of Indonesia. Based on this phenomena, the writers think, some problem may occur when deciding which variety to teach in the classroom. The purpose of this study is to finiout the aititudes of eight EFL lecturers of English toward differert varieties of English, namely Standard English and General Amirican. Likewise, the researchers want to find out ifthese varieties are reflected in their classroom teaching as well as what their views are on student's use of the variety of English in question. The study was carried out in Islamic University of Riau Pekanbaru. The participants were inteiviewed by "alternative" and "open ended', questions. The results of this study showed that the Standard English variety was most frequently used among English lecturers at Islamic University of Riau when teaching speaking English than the General American variety. Furthermore, the lecturers' 'formal', varieties illustrated that standard english was considered as "educated", "polite","better constnrction of sentence", etcetera. General American was described as being "friendly", "simple", "commonly used", "young approached" and so on.
POETRY: FOSTERING SELF IDENTITY AND CREATIVE THINKING IN THE EFL CLASSROOM Ainul Addinna
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

This article describes how poems can effectively be used to foster EFL/ESL students’ self- identity and creative thinking. This study is based on the data gathered from graduate students in English Language Teaching Program of one of state universities in Malang. Twelve students are involved as samples of this study. The participants expressed their perceptions and told their stories after they took English Literature course for a semester. Open-ended questions have used to get the data that allow participants to express their opinion on how their culture identity and culture experience influence them in analyzing the poetry and how poetry could establish their creative thinking, as well as help them find their identity. The results of the written experiences and opinions indicate that some students believe that they have been given an opportunity to work independently through analyzing poems and creating ones. They admitted that their culture experience give an influence in how they analyzing the poetry and this activity was so amusing since they could get new cultural understanding. The participants finally could produce nice and creative poems at the end of the semester based on their own styles.
Tense and Aspect of English In Pedagogical Grammar: How essential are they for EFL Learners in Indonesia Jufrizal Jufrizal
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

Tense, aspect, and modality are those of universal grammatical features which make specific characteristics on human languages cross-linguistically. As a tenseness language, English grammatically constructs the tense, aspect, and modality in sentential constructions in different ways compared with those of bahasa Indonesia and most of local languages in Indonesia which belong to tenseless languages. The grammatical strategies used by English concerning with tense, aspect, and modality should be intentionally and academically learned in any program of English learning. This paper discusses the grammatical features tenses and aspects of English on the particular perspectives of pedagogical grammar. This paper continuously analyzes the how essential the understanding on English tenses and aspects is for EFL learners in Indonesia as the way of building and strengthening grammatical competence and language awareness. It is scientifically believed that the descriptive and pedagogical perspectives on English tenses and aspects are academically and psychologically essential for EFL learners in this country

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