cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
INDONESIA
Proceedings of ISELT FBS Universitas Negeri Padang
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 89 Documents
 1   2   3   4   5 
Search results for , issue "Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)" : 89 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.519 KB)

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (639.495 KB)

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.
DISCOURSE ON MEDIA: Bringing Hot News into ELT's Classroom Discussion Budi Hamuddin
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (693.605 KB)

Abstract

This paper presents a perspective in managing English language teaching (ELT) situation into more interesting in Discourse Analysis class. It aims to introduce and give a brief explanation on how to analyze the recent hot news or current issucs in the media using DA approach and bringing the students into a deeper Discussion on ELT sihration. Tbe. idea of analyzing a discourse of hot news and brought into ELT classroom, promising an advantageous and benefits for both students and lectures. For learners. Discourse Analysis uses to show and introduce how to examine news in the media in some levels; text. discursive practice. social practice and various ways qf analyzing media depends.on what sort of discourse being presented. Whereas for the lecturers, the idea of bringing hot nervs into ELT classroom, can be used as a strategy to empower the students more active in proposing or counter opinion in a forum of class discussion as well as teaching the class to be more aware and critical regarding to the news posted in the media.
TEACHING ENGLISH EFFECTIVELY IN LARGE CLASSES Meylina Meylina
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.856 KB)

Abstract

One of the major obstacles which is often perceived in ensuring the quality of education is large classes. Large classes are a reality in many schools and many countries. Generally, it is a direct result of inadequate of funding and insufficient numbers of teachers and classrooms. This paper does not offbr a universal solution to all the challenges related to teaching in large classes. It attempts to present a variety of practical methods and practices that could be useful for teachers who need to deal with a large class everyday, especially in teaching Engilsh. It addresses issues such as how to prepare and plan lessons specifically adapted for large classes. It shows pointers to manage the class in the best possible way and to see a large classes as a resource, rather than a challenge, to teaching-leaming process. It also provides a guidance in creating and managing inclusive classrooms as well as in maintaining positive discipline within them. Overall. it is hoped that the content and methods presented will help teachers to meet the needs of their daily' work in facing a large class.
EDMODO AS A VIRTUAL LEARNING ENVIRONMENT IN ACADEMIC WRITING CLASS Yustinus Calvin Gai Mali
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.85 KB)

Abstract

Minister of Education and Culture Republic of Indonesia, through its substantial policy stipulated in Indonesian Qualification Framework (KKNI), has issued integrating technology into teachers' pedagogical practices. Responding creatively to the policy, the study explores 21 Indonesian undergraduates' perspectives on the use of Edmodo, a virtual learning environment as rvell as a pedagogical and collaborative communication system, in facilitating them to achieve the learning objectives in Academic Writing Class at English Language Education Study Program, Satya Wacana Christian University (ED-SWCU). Data were collected through an online questionnaire and interview. On the questionnaire, the participants responded 18 multiple-choice statements and 2 open-ended questions dealing with possible advantages and challenges in using Edmodo. In the interview process, the researcher involved 4 pafticipants to explore their perspectives on how Edmodo facilitates them to achieve learning objectives in their classroom. The data analysis provides some evidence that the students respond positively the use of Edmodo. Further, with regard to the findings, the study would seem to indicate the essence of teacher-student communication and the teacher's feedback in helping the students achieve the leaming objectives. Eventually, the study hopes to provide ED-SWCU students, regarded as an English teacher candidate, and Indonesian teachers with insights into the pedagogical applications ofusing Edmodo. It is expected that they can have more alternatives on conceivable educational technologies they can utilize to support their teaching activities and to facilitate their students achieve particular learning objectives in their classrooms.
LESSON STUDY FOR INCREASING STUDENTS' ABILITY IN TEACHING PRACTICE Fitri Handayani
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (523.236 KB)

Abstract

Teaching practice is one of compulsory subject to be taken by English Department students of Universitas Mahaputra Muhammad Yamin Solok. This subject provides an opportunity for the students to apply their skill and knowtledge that they gained during their study in the real classroom environment. During this teaching practice, the students will be exposed to the real environment ofteaching process and its challenge in the field of education. As a beginner, doing teaching practice is not as easy as to be done by the students. A lot of challenges and complexities are found by the students during teaching practice. Those involve preparing lesson plan, developing good ilassroom management, preparing materials'and media, and participating in non-teaching activity. Lesson study is a good way to help students in doing teaching practice. Basically, it is a method of professional development carried out by teacheis in their own schools, with their own students and colleagues, in their own classroom to improve quality of teaching and learning. The teachers work collaboratively to plan. teach. observe and analyze lessons. Applying lesson study will be beneficial for teaching practice students in guiding them about the.way to teach English effectively. This paper will talk about the use of lesson study with the expectation to promote students' ability in teaching practice.
NO COMMON LANGUAGE IN SECOND LANGUAGE TEACHING TO ADULT LEARNERS: IS IT POSSIBLE? Karunia Purna K; Fenty Kusumastuti
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.157 KB)

Abstract

In this paper, we try to share our experience in teaching language lacking of common language at our Bahasa Indonesia to foreign adult learners' class. Most of the learners come from various countries in which English is not the main language, whereas, the teachersare not able to speak or understand their languages. How to overcome this language barrier in language class during the teaching and learning process will be presented and then discussed. We find three main difficulties in transferring the knowledge to the leamers: the problems in teaching vocabularies, affixations, and cultural concept. Those problems are acquired not only from the experience done by the teachers during the language teaching and learning process, but also from the observation of the classroom and interview with the learners. Next. we provide the appropriate method of teaching used in resolving the problems in such language class.The alternatives of language teaching approaches and methods by Richards and Rodgers (2001) can then be applied t_o design the classroom teaching methods. Furthermore, the latest research about affbctive filter by Dulby and Burt (1977) and Krashen (1982) as well as psycholinguistics theory of Steinberg (1993) are the basic considerations in resolving the problems. The findings show that using Total Physical Response (TPR). Communicative Language Teaching (CLT). and Audilingual Method can efl-ectively fix the problems in teaching vocabularies. affixations, and cultural concepts, particularly in the area rvhere no common language is shared.
THE TEACHERS' TEACHING APPPROACHES TO THE IMPROVEMENT OF THE STUDENTS' ENGLISH SKILLS IN BILINGUAL CLASSROOM Syarifah Kurniaty K
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.091 KB)

Abstract

The study focuses on describing the teaching approaches that teacher uses in bilingual classroom, including Contextual Teaching and Learning (CTL) approaches. Total Physical response (TPR), a combination of teaching approaches, and to investigate the impact of those approaches to the students' English language skills. The researcher employed qualitative method for the study. The data sources for the research were one English teacher and twenty nine students of bilingual class. The instruments for the research consisted of the researcher as the main instrument, field-note, recorder, and camera. In the process of collecting data, the researcher carried out an observation, interview. and fieldwork. In analyzing the data, the researcher employed Constant Comparative Method. The result showed that the teacher used Contextual Teaching and Learning and Total Physical response as the approaches in teaching English in bilingual class. The impact of the teacher's approaches was categorized into good for listening skill (gained 84), speaking (83) was categorized into good, reading (87) was categorized into good. and writing (90,5) was categorized into verv good.
CHANGE OF CURRICULUM AND ITS IMPLICATION ON TEACHERS' PERFORMANCE IN EFL CLASSROOM Absharini Kardena
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.17 KB)

Abstract

Changes of curriculum commonly face such resistances by educational practitioners. The resistances commonly appear because the changes of curriculum give impacts not oniy on aims of education, but also on the process of its implenrentation. During the process of implementing a new curriculum, many aspects are intluenced. such as syllabi, teaching materials, teaching techniqr:e and so on that shortly deal with teachers' performance. Thus, teachers are demanded to acclimatize with any changes on the new curriculum. Theteachers as one ofeducational practitioners are required to have a depth- understanding on running a new process of EFL classroom as demanded by the new curriculum. Thus, teachers' understanding about the new curriculum is so essential since it directly inf'luenc€s their performance in the classroom. This article, which is derived and further developed based on research conducted in 2013, discusses and analyzes how the change of curriculum in Indonesia affects teacher's performance on EFL classroom even when it has been implemented for years. It specifically explains teachers' performance in implementing school-based curriculum; rvhether the teachers' performance has been in line with aims and goals ofschool-based curriculum or it needs further development.
RITUAL MODEL IN SPEAKING INSTRUCTION BY USING ISLAMIC TEXT Hayati Syafri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.966 KB)

Abstract

RITUAL model is the model that is used to be applied in the class fbr improving speaking skill in English especially in the Islamic college. This model has double meanings from the word (spirituai as pertaining to the spirit as the seat of the moral or religious nature) and from the explanation of the abbreviation ( RITUAL as Reading. Internalizing, Transleting. and Using Active Learning) that has been supporied by some theoritical based as the new trend in speaking instruction. The idea comes from the lack of s;qategies and models that relate to lslamic values in speaking instructional in the lslamic college. Besides,*in speaking instruction, some teachers are Iittle bit confuse about how to relate speaking instruction to Islamic values. Therefore, this new model is the alternative fbr the English teachers rvho want to combine the atmosphiere in teaching speaking and islamic values by using Islamic text. As rhe conclusions, RITUAL model is applicable to be used in Islamic College where the students will not only get the skill in speaking, but also understand the islamic values. In other words, the designing of speaking instructional in by using ritual model is the new trend that can be applied in the class.

Page 1 of 9 | Total Record : 89

 1   2   3   4   5 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) Vol 1 (2013): Proceedings of National Seminar on English Language Teaching