English Language Teaching and Research
Prodi S2 Pendidikan Bahasa Inggris FBS Universitas Negeri Padang menggelar Konferensi Nasional Pengajaran Bahasa Inggris dan Riset bertajuk "ELTAR Conference. Konferensi ini telah dilaksanakan pertama kali pada tanggal 18-19 September 2017 di Gedung FBS Universitas Negeri Padang. Selanjutnya kegiatan ini menjadi agenda tahunan yang diselenggarakan setiap tahun. Materi seminar akan dipublikasikan dalam prosiding online ini.
Articles
62 Documents
<![CDATA[THE EFFECT OF USING RECONSTRUCTION CLOZE TASKTOWARD STUDENTS’ GRAMMAR MASTERY AT IAIN BUKITTINGGI ]]>
<![CDATA[Veni Roza]]>;
<![CDATA[Rika Fitriani]]>;
<![CDATA[Jondra Nikmat]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[The research was due to some problems related to grammar teaching carried out by lecturers. The method used in teaching grammar was still deductive method, the students were lack of grammar practice in context, the average of students’ grammar test result was still unsatisfying and they were also less active in learning. The aim of the research is to find out the effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. The type of this research is a quasi-experimental research. To choose samples, the researcher usedPurposive Sampling Technique with the consideration of the same level ability that is IIA and IIB. To analyze the data, the researcher used the independent t-test by using SPSSS software. The finding reveals that there is significant effect of using Reconstruction Cloze Task toward students’ grammar mastery in past perfect tense. Based on students’ gain scores at pretest and post-test scores in the both experimental and control classes, the researcher found the score of ½ Sig. for two-tailed test for homogenous variances is .00 which is smaller than alpha (0.05). Since the score of ½ Sig. of independent sample test does not exceed alpha 0.05, alternative hypothesis (Ha) is being accepted. In conclusion, the use of Reconstruction Cloze Task in teaching grammar effectively improves students’ grammar mastery. Key words: Reconstruction Cloze Task, Grammar Mastery, Past Perfect Tense]]>
<![CDATA[LEARNING STRATEGY AND INTERLANGUAGE ERRORS: A Case Study of SMPN 5 Padang Panjang Students ]]>
<![CDATA[Rezy Anggraini]]>
<![CDATA[ English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH ]]>
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<![CDATA[This study describes learning strategies in relation to interlanguage er- rors. Interlanguage errors are believed as the result of cognitive mechanism or learning strategy used by second language learners. This study specifically describes learning strategies employed by SMPN 5 Padang Panjang students which result in interlanguage errors. The data are sentences containing errors taken from students’ compositions. The result indicates that there are three major types of learning strategy used by the learners, including: overgeneralization, first language transfer, and simplification. Of these, the dominant learning strategy is overgeneralization which implies that the students have relied their linguistic knowledge on the target language (English) rather than on that of their first language. English teachers should have positive attitude on interlanguage errors since errors are an inevitable process in foreign language learning. They must also provide appropriate training for the students so that they are aware the differences between English and Indonesian. Such understanding could help them minimize errors and hence they will be able to develop their interlanguage system. Keywords: interlanguage errors, learning strategy]]>
<![CDATA[THE IMPORTANCE OF ENGLISH SUBJECT IN ELEMENTARY SCHOOL CURRICULUM ]]>
<![CDATA[Marsika Sepyanda]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[The curriculum changes in Indonesia bring another problem for English subject in Elementary school. The subject can not be found in Kurikulum 2013 (K-13), while it was one of subjects stated in previous curriculum known as KTSP. It becomes current issue in education area. Some people agree that English subject should not be included as subject for Elementary School students, because it is more important for the students to learn Bahasa Indonesia as first and national language.. In other hand, some people state that it is important because English is international language that should be learnt by everyone in the world. Then, Elementary School is the right level to start introducing English as foreign language because of the students’ golden age. They will get easier to learn this subject in the next school levels. In fact, English as foreign language is very important to be learnt since early age especially for the students in Elementary School. They have to learn English in line with Bahasa Indonesia that being learnt as their first language. Elementary School students as young learners need to get English as one of subject in their school, because they have high interest in learning new things such as English that starting commonly used in daily life. So, it is important to take English as one of subject in Elementary School curriculum with several considerations. Key words/phrases: curriculum changes, young learner, elementary school, EFL]]>
<![CDATA[THE USE OF SMART AND ACCURATE TECHNIQUE IN IMPROVING STUDENTS’ ENGAGEMENT AND SPEAKING ABILITY AT SMA 1 BATANG ANAI ]]>
<![CDATA[Lilisuryani Lilisuryani]]>
<![CDATA[ English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH ]]>
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<![CDATA[Speaking is one of the important skills among the four skills in teaching English as a Foreign Language (EFL). This is because speaking is fundamental to human communication. Just look at what happen in daily life in terms of how many people involve in speaking as compared to writing. Most of the time people speak more than write. Another reason is that many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language. Therefore, in order to strengthen students’ motivation in learning English, it is higly recommended that teachers enhance speaking skill in the classroom. However, there are many problems happen in the classroom when it is time to speak. One of the problem is that the students do not talk or say anything at all in the classroom. They feel really shy about talking in front of other students. Another reason is that the students’ silence may simply because the class activities are boring. To tackle the problem above, it is recommended that the teachers increase students’ engagement because it is an important component in English classroom activities, especially speaking. Engagement serves to encourage the development of English skills through a more active form of student-centered learning. Students’ engagement can also provide the teacher with some confidence that learning takes place during the lesson. Researches show that learning is an active, not a passive process and that students learn best and retain more by actively doing. This paper reports a best practice on the use of smart and accurate technique in improving the students’ engagement and speaking ability at SMA N 1 Batang Anai. This technique was applied to the third year students in the second semester of 2017/2018 academic year. The result shows that by using this technique, the students’ engagement in the classroom was really improving. The students, who used to be silent, scrambled to take turn in speaking. The students who used to be passive tended to involve actively in classroom activities. The students who used to be shy started to talk a lot. As a result, their speaking ability was also improving significantly.Key words: smart and accurate, engagement, speaking ability]]>
<![CDATA[IMPROVING STUDENTS ABILITY IN SPEAKING DESCRIPTIVE TEXTBY USING MIND MAPPING ]]>
<![CDATA[Fitra Murni AR]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This classroom action research was conducted to see the improvement of students’ ability in speaking descriptive text by using mind mapping. The research was done at the first year 7 (X7) SMAN 3 Padang Panjang in the 2015/2016 academic year in two cycles. There were twenty nine students in this class. The data were collected through pre-test, formative test and observation. The students were led to speak descriptive text by using mind mapping and guided to speak it well. Through observation and formative test, it seemed that the students liked and enjoyed speaking descriptive text. It could be seen from their achievement improved from cycle to cycle and their test results. The improvement got was 61 % in the first cycle and 78 % in the second cycle. In conclusion, the students’ speaking ability can be improved if they know and understand what and how to speak and the use of the appropriate teaching aids is very important. One of the teaching aids that can be used to improve students’ ability in speaking descriptive text is mind mapping. It is suggested to English teachers to use mind mapping in teaching speaking descriptive text. Keywords: speaking, descriptive text, mind mapping]]>
<![CDATA[Exploring the Maritime Words: An Introduction ]]>
<![CDATA[I Wayan Dirgayasa]]>
<![CDATA[ English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH ]]>
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<![CDATA[Maritime English is also known as sea words or sea speak. It is the language used in a maritime world or maritime industry worldwide. As its name, the Maritime English (ME) is the most typical and unique language among other branches of the English for Specific Purposes (ESP) such as English for business (EB), English for Tourism (ET), English for Journalism (EJ), etc. This paper attempts to explore an overview of the nature of Maritime English in terms of spelling, grammatical patterns, and vocabulary usage. Keywords: Spelling, grammatical patterns, vocabulary usages]]>
<![CDATA[NLP MODELLING TECHNIQUE IN REDUCING PRONUNCIATION ERRORS ]]>
<![CDATA[Yousef Bani Ahmad]]>;
<![CDATA[Abduloh Abduloh]]>
<![CDATA[ English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[This study aims to determine modelling techniques in Neuro Linguistic Programming (NLP) in reducing the pronunciation errors of students. In this study, researcher used a qualitative approach with descriptive methods. Subjects in this study were English education students who took the English Spelling Corner (ESC) program. This research data was obtained from observation, interviews and documentation. There were 6 samples taken from students who participated in the spelling corner program. The results of this study designated that in learning English pronunciation by using NLP modelling techniques, students are able to practice according to the right way. This technique is able to make students easier to pronounce English by modelling native speakers in the video material that has been prepared in learning activity. Wherefore, it is easy to model English pronunciation directly from native speakers, students are able to reduce errors in aspects of the pronunciation such as vowel sounds, consonant sounds, stress in English syllables, intonation and even accents like native speakers. The impact on English learners is that the quality of the English pronunciation of students who take the English spelling corner is getting better and more self-assured.Key words: Pronunciation, Neuro Linguistic Programming, Vowel and Consonant Sounds]]>
<![CDATA[The Ability of The Fourth Semester Students in Constructing Passive Voice in Writing Explanatory Essay: A study at the English Department FBS UNP Padang ]]>
<![CDATA[Rima Yunita]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Fitrawati Fitrawati]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
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<![CDATA[This study is aimed to describe the ability of the fourth semester English department students at UNP, who are registered in 2015/2016 academic year, in constructing passive voice in writing explanatory essay. This study is also aimed to find out grammatical problems in constructing passive voice. This is a descriptive quantitative research. Proportional random sampling technique was used to determine the sample. The data were collected by using writing test with four alternative topics, one of which should be chosen. Students were asked to write passive sentences in their essay. Based on the findings of the research, it was found that students’ ability in constructing passive voice is in average level. There are four common grammatical problems identified from the students’ writing, which are grammatical problems related to the use of auxiliary be (22%), the use of past participle verb (46%), the agreement of subject and auxiliary (20%), and the choice of voice that should be used to construct the sentences (12%). V1, Ving, and incorrect form of past participle verb were used to replace the use of past participle verb in students’ passive sentences. In addition, incorrect forms of auxiliary and missing auxiliary were found to be the students’ problem. It was also found that students constructed active voice for sentences that should be written in passive voice since it is the subject that must receive the action. Key words/phrases: passive voice, explanatory essay, ability]]>
<![CDATA[TEACHING STRATEGIES IN STUDENTS’ MICRO TEACHING PERFORMANCE ]]>
<![CDATA[Pipit Rahayu]]>;
<![CDATA[Syamsiah Depalina Siregar]]>
<![CDATA[ English Language Teaching and Research Vol 2, No 1 (2018): ENGLISH LANGUAGE TEACHING AND RESEARCH ]]>
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<![CDATA[Microteaching is a teacher training technique in learning teaching skills. It employs real teaching situation for developing skills and helps to get deeper knowledge regarding the art of teaching with the significant reduction in the teaching complexities with respect to number of students in a class, scope of content, and timeframe, etc. Most of the pre-service teacher education programs widely use microteaching, and it is a proven method to attain gross improvement in the instructional experiences. Effective student teaching should be the prime quality of a teacher. The objective of this article is to analyze students’ teaching strategies used in micro teaching performances. The Population was English departments’ students from sixth semester class. Descriptive Qualitative is used in analyzed the data. Besides, the writer used observation checklist and video documentation of students’ micro teaching performance for collecting the data in gathering information on students’ teaching strategies. The writer found there were two types of teaching strategies used; direct instruction strategy and indirect instruction strategy. In direct instruction strategy, English students always used memory, cognitive and compensation strategies. Otherwise, metacognitive, affective and social strategies founds in terms of indirect strategy used by the students in micro teaching performance. Furthermore, the application of teaching strategies in teaching and learning process will help the teacher to convey information about teaching material to the students and to increase the learning outcomes. Keywords : Teaching Strategies, Micro Teaching Performance, direct instruction and indirect instruction strategies ]]>
<![CDATA[UTILIZING MIND MAPPING AS ASSESSMENT TOOL FOR READING COMPREHENSION ]]>
<![CDATA[Iradatul Hasanah]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Ratmanida Ratmanida]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[Until now, there are still many students who get difficulty in reading compehension, it is hard for them to gain the essence of information among the overlapping sentences. Therefore, the lecturer provides them strategies to handle it. Among others is mind mapping which facilitates the students in acquiring the important informations of the textbook effectively. The fact shows that mind mapping has been applied in some schools even in higher level of education which is intended to assist students in reading comprehension. However, there is too little attention in assessing it whereas mind mapping can be another alternative assessment tool for reading comprehension. By doing ongoing assessment, mind mapping can provide the lecturer with the information needed to develop appropriate lessons and improve instruction. This article explores on how the to utilize mind mapping as assessment tool rather than just as an assignment for reading comprehension. Key words: mind mapping, assessment tool, reading comprehension]]>
