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Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
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Education
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Articles 76 Documents
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Search results for , issue "Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)" : 76 Documents clear
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. 
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. 
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. 
English Competency Test (UK BIG) in ILC Anugerah: Between Hope And Fact I Made Ardana Putra; Ni Ketut Suciani; Anak Agung Raka Sitawati
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 Competency Test (UK BIG) has been undertaken by English Competency Certification Board (LSK) since 2009. It has authority to conduct the English Competency Test which preceded by coordinating with Directorate of Course and Training Development, Early Childhood Education Non Formal and Informal, Ministry of Education and Culture of Republic of Indonesia (Direktorat Pembinaan Kursus dan Pelatihan PAUDNI, Kemendikbud RI). In the stage of English Competency Test (UK BIG), English Competency Certification Board (LSK) has full authority as the organizer which realization is entirely handed to the English Competency Test Centre (TUK BIG) which has spread over Indonesia. TUK BIG acts as the organizing institutionAs we have known that English Competency Test (UK BIG) is projected to replace the position of National exam but unfortunately it is not broadly known by education community and public society. Besides, the supports and motivations from Ministry of Education and Culture is very strongly, the spirit of LSK BIG is also very highly and  TUK BIG have been formed nearly at every capital city in Indonesia. However, the echo of UK BIG is not clearly seen yet, even some efforts had been done thoroughly. Concerning to this reality, this writing will make segments about recent UK BIG: Between hope and fact. 
The Power of Feedback to Enhance Writing Skill Sucipto Sucipto
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

Writing is not a simple task, even in the first language. Obviously, writing in the second language is more complicated. Teachers should find appropriate techniques to assist students to overcome their difficulties in learning writing. Feedback is one alternative that can be implemented in the classrooms. Teachers provide feedback to support students’ writing development and encourage their confidence as writers. Feedback plays a significant role in writing development. According to Ur (1996 : 242) feedback is information that is given to the learner about his or her performance of the learning task, usually with the objective of improving their performance. This article describes three research findings based on the classroom action research of feedback implementation in writing class. The research findings discussed in this article show that the feedback is able to help students to enhance their writing performance.
The Implementation of a Progressive Aproach PBL Model to Improve Students Reading Comprehension at English Study Program FKIP -UR Erni Erni; Hamidah Yamat
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

Based on the curriculum of English Study Program FKIP University of Riau, Reading as a subject course is focused on reading for academic purposes which required high academically demanding. Data of students post-test in previous semester show that students find difficulties in comprehending academic text. The teaching method applied by lecturers in the reading class did not engage students to learn fully that the result of students reading score could not reach the minimum achievement criteria of Reading III. This research is classroom action research. The objectives of this study were to know how PBL can improve the reading comprehension of the third semester students of English Study Program FKIP University of Riau and to know what factors give dominant   increase to the reading comprehension of the third semester students of English Study Program FKIP UR.The result of the study found that PBL Model which is derived from constructivism theory can improve the reading comprehension the third semester students of English study program FKIP UR. The data analysis showed that the mean of pre test is 45.78, post test I is 70.03 and post test II is 75.95. The improvement was due to the increase on students’ activity and motivation well in learning reading by using PBL Model. It was because this model can facilitate students in identifying the problems,   brain storming, analyzing, formulating problem, self-study and presenting activities
SURE: Developing Learners’ Language Awareness through Pragmatics Instruction in the EFL Classroom Rita Erlinda
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

A large number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience). Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriate to a variety of communicative settings.
Authentic Texts: Their Advantages in Developing Students’ Language Awareness in ESP Arwina Dharma
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 to discuss the advantages of using authentic texts in teaching English as a Foreign Language. It is based on my experience in guiding learners studying English for Specific Purposes in Language Training Centre - Andalas University. The aim is to share experience with other English teachers as well as to enrich English teaching materials which are really suitable for the specific learners. The purpose of using authentic texts in teaching is to realize that the functions of language are often best understood in a discourse environment so that exploring language in context helps us to improve our understanding about forms and meanings of language.The discussion on this paper is divided into; the background, some principles on ESP, how to select materials, some limitation of published materials, and some advantages of using authentic texts. The focus on authentic texts can help learners to notice and analyze aspects of language usage which have gone unnoticed and untaught. It also provides them with insight of the real language use in the real situation. Furthermore, it helps the learners to recognize the role of aspects of culture in the texts since language and culture are inseparable. To conclude, real language use in a variety of natural occurring texts can help English teachers to develop students’ language awareness
Discussion on Myths of Female Heroes in Respect of Gender Socialisation: an Alternative Activity for EFL College Students in Doing a Literary Analysis Leni Marlina
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

Myths, tales and other related stories for children have significant role in all cultures since they can render the multiplicity of experiences; explain the behaviour of the physical universe; and describe human nature and society. These stories are ‘the most potent means by which perceptions, values and attitudes are transmitted from one generation to the next’ (Hourigan 1997, p.1). One genre of such stories is hero story. The hero story is very popular in children’s literature and young adult literature since they are considered to be ‘unequivocally good for children morally and mentally’ (Hourigan 1997, p.3). To see how the heroic archetype has changed over time, we can explore and compare the journey of traditional female heroes with a contemporary female superhero. This research paper shows how to do an alternative activity for EFL (English as Foreign Language) college students in doing literary analysis by discussing the journey of three female heroes from ancient Greek myths and a recently young adult (YA) text. The heroines of the ancient myths are Psyche in Apuleius’s Cupid and Psyche (1855); and Artemis in Callimachus’s Artemis (1988). The heroine of the YA literature is Katniss in Collin’s The Hunger Games (2008), a contemporary young adult’s dystopian literature. By patterning the quests of the heroes in question onto Campbell’s monomyth, the author tries to demonstrate that these female heroes (Psyche, Artemis and Katniss) qualify as male heroes. Then, the author compares and contrasts the female heroes in respect of contemporary gender theory and the socialisation of girls. 
Contribution of Concept Mapping on the Improvement of Students’ Reading Comprehension of Open University of Bengkulu Yusrizal Yusrizal
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

In a distance learning program, UT is not only required to provide assistances in formulating independent learning materials, examination material, tutorials, practice classes, and examinations with the distance characters, but also to build students’ awareness to learn independently. Almost all learning resources at UT are in printed materials-books. Students must be prepared to learn independently to succeed in a distance learning program, supported by having a suitable strategy on reading of givens learning sources. The reading activities for students to exercise are very important in their independent learning. Therefore, comprehensing texts is crucial for academic success. The strategy is needed efficiently to increase students reading activity and practically enable students to understand a text comprehensively.Concept mapping is considered as one of strategies which hopefully used to improve student’s reading comprehension, especially for Open University student, whose a particular long distance characters of academic study. This strategy is provided since they can use their time effectively so that they can study regularly according to their own schedule. From the study of improving students’ reading comprehension by using concept mapping at sixth semester of PGSD program of Open University of Bengkulu, it was found that Concept Mapping can improve students’ reading comprehension. This can be evidenced from the students’ means which gradually improved in cycle one, two and three.  In particular, the study provided the discussion of 7 indicators of reading comprehension that were improved by using concept maps during the research, as the result of Concept Mapping contribution.

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