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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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Genre Pedagogy: towards a more nuanced approach Kristina Love
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

The English portion of Indonesia’s Curriculum 2013 draws heavily on the Australian experience of syllabus and curriculum development, particularly in regard to a Genre Based Approach (GBA) to language and literacy (Emilia et al, In press). In its applications, this GBA has provided significant benefits in literacy education in L1 and ESL contexts in Australia, both in teacher preparation (eg Love, 2010) and school (eg Christie, 2012) contexts, and there is a strong likelihood that similar outcomes can be achieved for English Language Teaching (ELT) in Indonesia. However, there is a danger in both contexts that pedagogic practice in the academy and in school education will ‘fossilize’ around the formulaic teaching of prototypical genres, rather than being responsive to more nuanced understandings of generic structures and the patterning of language choices within these.Contributing to this danger is: the pressure of national literacy testing, which in Australia explicitly evaluates students’ performance in narrative and persuasion; the convenience for teachers of using codified ways of teaching genres in a time of increased demands on them; the infrastructure of the publishing industry which pre-packages resources for teachers’ convenience; and the internet or schools’ intranets, where ‘atomistic’, rather than cumulative strategies and resources are freely available.Furthermore, while there is a strong commitment at an academic level to communicative approaches to second language learning of English in both Australia and Indonesia, a challenge remains for L1 teachers in Australia, and possibly ELT teachers in Indonesia, to move beyond looking at language as simply a collection of rules and labels, even as they implement a GBA. Halliday's 1985 model of the relationship between context and the language system provides an important theoretical framework to return to as teachers continue to understand the subtleties involved in authentic and contextual language teaching and learning. A range of pedagogies have been developed in Australia using Hallidayan theory, including Humphrey’s 4x4 framework, which has been trialed in some ELT contexts in Indonesia (Emilia et al, In press). By providing a ‘word to text level’ model (Love & Humphrey, 2012), frameworks such as this offer teachers a means to shift their orientation from the continued use of the decontextualised grammar that many had grown up with, towards an orientation that unifies discrete and potentially fragmented aspects of grammar. Such approaches allow a more nuanced GBA that goes beyond the memorisation and application of rigid text type formulas, help teachers improve their meta-semiotic language and provide a strong groundwork for students as they learn to speak and write the more complex text types required in the senior years of schooling (Christie & Derewianka, 2008; Schleppegrell, 2004).In this presentation I will outline what some of these new orientations look like in the Australian context. I will then report on outcomes from a government funded project exploring teachers’ uptake of a Hallidayan oriented approach to the teaching of Persuasion, a text type that is currently the focus of the National Testing for Literacy. The design of our program with teaches drew on two key principles from Hallidayan linguistics: the principle of the metafunctions and the principle of stratification. I will focus on one teacher in this project as she shaped her pedagogy around these principles and supported her students to write engaging, as well as well-structured persuasive texts. Implications for a similarly more nuanced use of a GBA in an Indonesian ELT context could be explored following the presentation. 
AN ANALYSIS OF SPEAKING LANGUAGE LEARNING STRATEGIES USED BY THE STUDENTS OF ENGLISH STUDY PROGRAM OF FKIP UNIVERSITY OF RIAU Fakhri Ras; Hadriana Hadriana
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 objective of this study is to determine strategies used b,v students of English Study Program of FKIP UIR quantitatively and qualitatively in order to solve the problems in the course of Speaking. The population is the students rwho are taking Speaking 3 in which the sample is all population of this study due to the homogeneous oftheir characteristics (the aspects of academic achievement). For quantitative data, Strategy Inventory for Language Leaming (SILL) (Oxford, 1989) is used while as for the qualitative data, interviews were commenced. The findings show that the highest use of the strategy is social strafegy (3:26) and the lowest one (3:04) is memory strategy, 4 other strategies (cognitive, metacognitive, affective, and compensation) are in the medium category. The qualitative findings cover four elements: (1) Grammar (memorizing the tenses and using them in daily life, finding the solution in grammar books, finding examples of compound sentences and meaning, studying the complex sentence, and looking for the explanation on the use of preposition), (2) Vocabulary (consulting the dictionary, memorizing the vocabulary items, finding the explanation on intemet, and translating the text), (3) Fluency (practicing general and basic grammar, applying the phrases in daily conversation, and learning more about the difference between clauses),and (4) Pronunciation (often downloading video of spoken English, finding the correct pronunciation of the word in the dictionary, practicing the reading aloud, identifying the intonation pattern. and practicing a lot). The implication of the study is that language leaming strategies used quantitatively and qualitatively should be instructed to the students of Englisli Study Program of FKIP UR especially for those who are taking Speaking 3.
DONALD TRUMP AND BARRACK OBAMA’S INAUGURAL ADDRESS: STYLISTIC ANALYSIS Agung Suhadi; Kiagus Baluqiah
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

The two Presidents of U.S., Barack Obama (former) and Donald Trump displayed outstanding rhetorical craftmanship to drive the power of persuasion that gave them a victory. This study explores by taking up the 2009 Inaugural Speech of President Barack Obama and Donald Trump in 2016 as the target of stylistic analysis. To achieve this objective, this study analyzes the oral communication by corncerning on the content of speeches and how it was carried out as well. In order to identify the “what” and “how” questions will be formulated through research questions; what promise and requests are made, how does intertextuality strengthen the speech, what are the lexical features and what are the reference of politically loaded pronouns in the speech. The result of this study showed that Obama’s inaugral speech style is more communicative, evocative and its message conveyed orderly. While, Trump’s style is more conversationally, but it was able to awaken audiences through huge topics are delivered, for instance American first, transfering power, nation etc. 
Applying Schema Theory in Teaching Reading Comprehension Jufri Jufri
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 is aimed at discussing reading strategies used  by teachers in teaching reading. One of strategies discussed here is schema theory. In this theory, teachers implement types of connections in reading. The connections can be divided into three categories, namely: text-to self connections, text-to world connections and text-to text connections.  By applying this schema theory, the students are involved actively in reading activities. The more they are involved in reading, the more they can comprehend the reading text. For this reason, the students should do total involvement, that is, physical and psychological involvements.  These involvements are very important because the students will try to comprehend three levels of comprehensions, namely, literal level, inferential level and evaluational level. Reading literally is often called reading on the lines or reading stated information. Meanwhile, reading inferentially is reading between the lines or implied meaning. The last one reading critically is reading beyond the lines or making evaluation toward the writer’s message. These levels of comprehension will affect the students’ comprehension about a reading text. By applying three types of connections in reading, it is expected that the students will be able to increase their reading comprehension. 
ASSESSMENT AND EVALUATION IN EFL TEACHING AND LEARNING Effendy Gultom
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

In general, assessment and evaluation must be done by every EFL teacher. Most teachers conduct a test or examination to measure the students` achievement in EFL teaching and learning. The tests can be either diagnostic or prognostic. The words `test` and `examination` have a considerable amount of overlap of meaning. They may measure someone`s present achievement or delineate his present weaknesses, or they may claim to measure potential. Normally, teachers conduct tests to make assessment and evaluation. The test may be either subjective or objective. In the subjective test, the scoring is impressionistic, not necessarily reliable, dependent to some extent on the marker`s whim or judgment. In the objective test, there is a list of items each with only one correct answer, and the marker`s task is simply mechanical to total the number of `rights` and `wrongs`. An example of a subjective test is the marking of an English essay. An example of an objective test is the multiple choice type of test with the instruction to the students to tick the correct answer. Tests might measure linguistic competence, or they might measure particular skills. Tests can be written or oral. In constructing a test or examination, we need to check the validity in the sense that it measures what it is intended to measure. It is possible for an examination to be reliable but not valid. Reliable means that different examiners award the same marks to the same paper. In general, examinations are more ominous for students than tests. Students might have semester examinations but weekly tests. Examinations sound more serious than tests.
CLASSROOM INTERACTION: A KEY TO FACILITATE LEARNING Ratmanida Ratmanida
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 study aims to investigate factors that facilitate learning based on classroom interaction analysis at Fledgling Intemational Standard Schools known as Rintisan Sekolah Bertaraf Internasional (RSBI). The purposes of this study are in particular to find out how the interactions that take place between teacher student, student-teacher, and student-student facilitate learning. The site ofthe research is the Public Senior High Schools located in Padang that are implementirrg RSBI programmes; and the participants are Physics teachers along with their students. Data of this study is drawn from direct classroom observation, questionnaire and intensive intervierw and these data'were analyzed quantitatively and qualitatively. Data analyses reveal the following results. Some ofthe lactors that facilitates learning appeared to be constructive explanation, teacher's response to the students' question. and sharing ideas between or among students the so-called collaborative learning.
IN TEACHING READING COMPREHENSION TO SECONDARY EDUCATION LEVEL STUDENTS Ardayati Ardayati; Herlensi Zesti
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

The Objective of this research was to find out whether or not it was significantly effective after applying Concept Oriented Reading Instruction (CORI) Strategy in teaching reading comprehension to secondary education level students. The subject of this research was eighth grade students of SMP Negeri 13 Lubuklinggau. This strategy was applied by using pre-experimental method with one group pretest-posttest design. The total population was 110 students and sample of the research was 28 students. The data was collected through test in the form of multiple choice which consisted of 25 test items. The data was analyzed by using four techniques : 1) Students’ individual score, 2) Minimum mastery criteria, 3) Normality testing and 4) Pairedt-test calculation. The result of the research showed that students’ mean score in the pre-test was 64.00 while students’ mean score in the post-test was 76.00. Finally, the result of paired t-test was 11.43 which was higher than 1.703. It showed clearly that the null hypotheses (Ho) was rejected and the alternative hypotheses (Ha) was accepted. It can be concluded that Concept Oriented Reading Instruction (CORI) Strategy was effective in teaching reading comprehension to secondary education level students at SMP Negeri 13 Lubuklinggau.
Raising Students’ Awareness on Word Stress in Teaching Listening Wulan Fauzanna
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

Listening skill for English as Foreign Language learners is important to make the communication understood among the speakers and avoid misunderstanding. In teaching listening, teacher points that students find the difficulties to understand the words they hear because of lack of exposure to English words sounds and not familiar with the words sound (Cohen, 2007). To deal with this problem, teacher should starts to expose students to the new words in the intensive listening practice. Students learn to listen closely to the sounds, words and phrases. In this activity, teacher can introduce new vocabulary which is available in the text before the listening activity. In this activity, teacher raises student’s awareness on word stress. Word stress is when we pronounce a word based on the number of syllable which receives stress. The sound it produces can make rhythm which makes students familiar with the word.  Students can practice pronounce words; content words and function words before each listening activity. In pre-listening activity, word stress is introduced, students will be more aware of the words they will hear during listening process. The study emphasizes that integrating word stress in teaching listening can help students improve their listening ability and achieve comprehension. 
POLITENESS ISSUES IN COMMUNICATION OVER TEXT MESSAGES Made Frida Yulia
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

Text messages have become common media of communication in this era. Face-to-face interactions between teachers and students have often been replaced by virtual communication through these media. In practice, such a communication may create breakdown due to the language which is used in them. Politeness features which serve an essential buffer for a successful interaction are sometimes neglected. The research was aimed at analyzing politeness issues appearing in English and Indonesian text messages. The communication took place between Indonesian students at the English Education Department of Sanata Dharma University Yogyakarta and their teachers. Thirty text messages were collected from various teachers and then they were analyzed. The analysis revealed that there were features in the text messages which did not abide by the principles of politeness. It could be seen among others from the diction and absence of greetings and address terms. The situation was potentially able to induce discomfort on the receiver’s part and it may affect the flow and success of communication. From the findings it could be concluded that not all of the senders had sociolinguistic competence. Such senders often disregarded the concepts of social distance and power relation, which should actually be taken into consideration while texting their teachers.
ENGAGING STUDENTS IN EXTENSIVE READING THROUGH LITERARY TEXTS IN THE EFL CLASSROOM Loh Chin Ee
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

Much has been written about the benefits of extensive reading, which include increased positive attitudes towards reading, increased scores in reading comprehension ability and increased reading speed and fluency. Well-implemented extensive reading programmes can thus improve students’ reading competency and motivate them to read more. As a result of their wide reading, they are more likely to increase their knowledge, which lead greater linguistic and academic competence. This paper argues for the use of literary texts to engage students in extensive reading in the EFL classroom. In addition to improving their linguistic ability, the students are exposed to creativity in language, to different social and culture worlds embedded in texts, and to enjoyment through the reading of literature. Various strategies for using literary texts such as reading aloud, organizing literary reading circles, complementing extensive reading with intensive reading of literary texts, book cluster selection will be discussed in this paper.

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