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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 37 Documents
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Search results for , issue "Vol 1 (2013): Proceedings of National Seminar on English Language Teaching" : 37 Documents clear
INTRODUCING CHILDREN’S LITERATURE BY MAXIMAZING TABTALE'S INTERACTIVE BOOKS AT DIGITAL DEVICES Titik Wahyuningsih
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

The rapid development of technology has changed children’s attention mostly to computer and its all-things rather than to paper based things.  This way, story books for children may become untouched things that lead to the unheard of strange things to children.  If the condition happens, language acquisition, cultural understanding, and moral teaching and all the advantages of tales reading will then come into only a fantasy. TabTale’s interactive storybooks provide an exciting and rich reading experience on iPad, iPhone and other digital devices. With over 25 million downloads TabTale's interactive books, games and educational apps provide a new interactive experience full of innovative activities which inspire children’s creativity and imagination as well as help caring parents to educate their lovable children in a uniquely enjoyable and fun way. As brilliant interactive books for kids, TabTale provide many famous stories for children in which in each title not only can we enjoy the story but games as well.  Thus, children can help the characters inside the stories to do certain things, tap a character and see how it transforms, opt whether to read the story by themselves and record the sound or let the media read for them so they know the best way to pronounce the words, do puzzles in between the readings, paint the pictures, count objects, match pictures, and else.  Thus, the variations of activities inside motivate children to know more and understand any aspects of education they should get in their early stage of life.
PROMOTING LEARNING THROUGH JOURNAL WRITING Made Frida Yulia
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

Journals have received an increased interest in education context. They have been found to be a fruitful way of communication between teacher and students. Liuolienė & Metiūnienė (2009) mention some purposes of journal writing. It can create a positive atmosphere for learning and foster deep learning by making learners relate new knowledge with the previous one. Moreover, as confirmed by Boud (2001), journal writing encourages students to articulate their level of understanding. It is part of reflective learning and a tool to facilitate language skill development. Through this activity learners are shaped to become reflective, which is crucial for their learning advancement. The study aimed at describing the effects of journal writing on ELESP students in three courses from different semesters. They were Structure I, Textual Pronunciation, and Micro Teaching classes. The sources of the data were the students’ reflective writings. From the analysis it was discovered that the students gained benefits from the use of journal writing in their classes. They showed that they became reflective learners, who could make meaning of what they learned. They were also trained to be more critical of their own ability, and hence were more able to find ways to advance. By so doing, their autonomy in learning was developed. 
INTERVIEWING FOREIGNERS TO BROADEN STUDENTS’ UNDERSTANDING ACROSS CULTURE; A REFLECTION UPON A VIDEO PROJECT Desri Sumbayak
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

The group project to interview foreigners was given to students of Cross-Culture Understanding Class in English Department, FKIP, UR. After discussing the topic about cultural conflict and adjustment, as many 29 students were grouped into six. They were given time to design their questionnaire and to choose the foreigners who have been living in Pekanbaru for some times to be interviewed. They had two weeks to do the project. After finishing the project, they presented their video-recording of the interview in the class. Then, the students were asked to write reflection upon their project to see how it might help them to understand different culture. The result revealed that all the students thought that the project was significantly beneficial for them to understand the differences among cultures. They were also able to see the Indonesian culture from foreign people’s perspectives. Furthermore, most of students said that they learn how people make adjustments in a new culture. This experience taught them how to understand their own culture and to appreciate other culture. 
CLASSROOM ACTION RESEARCH AND LESSON STUDY: HOW DO THEY WORK FOR LECTURERS AND HIGH SCHOOL ENGLISH TEACHERS Zul Amri
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

Classroom Action Research (CAR) has become the main policy of education in Indonesia. It has been a subject at some higher learning institutions, no matter public or private one. Universitas Terbuka, or Open University has also put it as a compulsory subject for its students. It has been trained to education practitioners at all levels of education in Indonesia. The outcome has been used to help practitioners to get promotion in their careers. In line with that, Lesson Study (LS) has become more popular in Indonesia right now. It helps the teacher improve the learning process without having to end with a report. CAR has four steps, Planning, Action, Observation, and Reflection while LS has only three, namely, Plan, Do, and See. When the teachers are not interested in writing research report, LS can be the choice even though it may also be ended with research report. 
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.  
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.
INTEGRATING GENRE SKILLS AND READING SKILLS IN TEACHING READING TO INCREASE STUDENTS’ COMPREHENSION IN EFL CLASSES Jufri Syahrudin
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

This paper is aimed at discussing the way how to integrate genre skills and reading skills in teaching reading at EFL classes in Indonesia. These two skills should be taught simultaneously in the classroom by the teacher as genre-based approach is applied in teaching reading today at junior and senior high schools. By this approach, the students are expected to be able to comprehend some kinds of monologue texts, such as narrative, recount, descriptive, procedure, explanation and exposition and functional texts like advertisement, announcement, letter, invitation and so forth. On the other hand, the students are also demanded to acquire the reading sub-skills in order that they are able to comprehend the text well. These reading sub-skills are unavoidable to get by the students because they will help them to read more effectively, quickly and easily. For this reason, a reading teacher should be able to find the way how to integrate the genre skills and reading skills in reading classes. If the teacher cannot do that, he/she will fail in his/her job. In this paper, the writer will discuss more deeply about this issue, so that the reader, especially teachers later on will get more information and knowledge in teaching reading. To do the integration, the teacher does not only need appropriate teaching techniques, but also media and materials chosen. In addition, how the teacher designs teaching and learning activities will determine the success in the classroom.                     
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.
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.   
TEACHING ENGLISH AT HIGHER EDUCATION IN INDONESIA: SEARCHING FOR USEFULNESS Ummi Rokhyati
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

Foreign language is one of compulsory subjects for every student including students at higher education to learn. English becomes the choice as a foreign language learnt in many universities in Indonesia. This is a good choice since up to now English is still an international language that is needed in global society. Higher education graduates live as members of global society and therefore are demanded to be able to communicate in English. However, if students learn it only for two credits during their time studying at universities can it meet the demand? What can the students learn from two credits of English? What should be taught? Teaching English in such situation sometimes makes the lecturers confused. Offering higher education students two credits of English is just like a formality. It is not really useful. The English teaching at higher education must be changed into one which contributes to the students’ success in the global communication using English. This paper will offer the ways how teaching English in higher education should be conducted. It will be started by discussing the policy of teaching foreign language in higher education made by the government. Then, examining the goals of teaching English and the materials taught to the students. If the usefulness is the target, a revision of teaching English to higher education students must be made.

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