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<![CDATA[ASSESSMENT AND EVALUATION IN EFL TEACHING AND LEARNING ]]>
<![CDATA[Effendy Gultom]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[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.]]>
<![CDATA[ENGAGING STUDENTS IN EXTENSIVE READING THROUGH LITERARY TEXTS IN THE EFL CLASSROOM ]]>
<![CDATA[Loh Chin Ee]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[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.]]>
<![CDATA[TEACHER’S TALK ROLE IN TEACHING SPEAKING ]]>
<![CDATA[Bayu Hendro Wicaksono]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[In the teaching learning process, scholars need to consider so many things. The two biggest things are students and teachers. Teachers as the focus of the present study are required to have many strategies in teaching. Consequently, speaking subject teachers need to speak actively in teaching and learning process and may use teacher’s talk to encourage the students to speak and respond the instructions in the speaking class actively. The objective of this present study was to investigate whether teacher’s talk exist in speaking class and to analyze the most dominant teacher’s talk element used by the teacher and the teacher’s reason to use it. Xiao-yan (2006) defines teacher talk (TT) as the kind of language used by the teacher for instruction in the classroom. In English teaching and learning, when a teacher just talks to their students and if their students understand, they are not only giving the lesson about the subject, but also may be giving the best language lesson (Hariyanti, 2005). Located at University of Muhammadiyah Malang, this present study used qualitative narrative design to obtain and analyze the data. Observation and interview were used to collect the data. Non participant interview was chosen to get the data of teacher’s talk and the element of teacher’s talk used by the lecturer. Besides, the structured interview was used to gain the information of the teacher’s reason of using the most dominant element of teacher’s talk. ]]>
<![CDATA[USING MULTILINGUALISM TO ADVANTAGE IN ENGLISH DEPARTMENT CLASSES ]]>
<![CDATA[Inggrid Brita Mathew]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[English department students at Padang State University are both multilingual and heading into a multilingual world and workplaces. Prudent use can be made of their previous and on-going experience of language acquisition when teaching English. Four strategies are described. For grammar/speaking classes brief comparative analysis of a problematic English sentence structure with other languages can be made.. For pronunciation classes, sounds where errors are frequently found can be taught by looking for any allophonic equivalent from another language available in the classroom. For vocabulary and translation classes the mis-match between lexical concepts in languages the students are familiar with can be exploited to help students deal with that concept in English. Student experience of multiple language-based identities can be used in the cross-cultural communication classroom can provide a stepping stone to interacting across different languages and cultures.]]>
<![CDATA[TEACHING TECHNIQUE FOR DEVELOPING READING COMPREHENSION ]]>
<![CDATA[Fitriadi Lubis]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[The success of teaching reading comprehension depends on various factors, one of them is technique of teaching. There are many techniques that can be applied in teaching reading comprehension. The most important thing is to select the most suitable techniques for reading comprehension, and develop appropriate techniques for that. This is very important for the teachers because a variety of teaching technique can achieve the highest degree of the students’ learning motivation and teaching result. In this writing, the writer explained the technique of presenting reading comprehension, technique of organizing reading comprehension homework, and technique of reading comprehension evaluation.]]>
<![CDATA[TEACHING PRONUNCIATION BY USING GAMES AND AUDIO VISUAL MEDIA ]]>
<![CDATA[Erisa Kurniati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Pronunciation is important in English as communication purpose because, if we mispronounce a word, it will lead into misunderstanding. Pronunciation is how the way we pronounce the word. Unfortunately, some English learners think that basic vocabulary and grammar are enough for communicative with English native speaker, but they are wrong. We need to pronounce well so people can understand what we are talking about. Audio visual media is one of media that can be used as the tool in learning and teaching process, but it is not enough to make the students interest in class, teacher need something special here. One of the way that teacher can use is game. There are so many kinds of games and teacher can combine it with audio visual media. This combination can create an interactive class. This article is about Teaching Pronunciation by Using Games and Audio Visual Media, to know how to used games and audio visual media then combine it in learning. It is important because by using games and audio visual media in fact are able to create fun and relax situation of the students in learning process, the students more able to answer teacher’s questions and more active to give suggestion to the teacher. They will not refuse to read dialogue in front of the class, cheerful, pay attention to the learning, and active during the teaching and learning process. ]]>
<![CDATA[MANAGING LOCAL WISDOM IN ENGLISH TEACHING MATERIALS ]]>
<![CDATA[Adzanil Prima Septy]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[The national system of education of Indonesia has emphasized on the importance of developing students’ competence and building characters according to the philosophy of national culture Pancasila. This also applies to English language teaching (ELT), that is, to develop a communicative competence while integrating ideal characters as good Indonesians. This argued that English language teaching should not simply let students copy foreign cultures in their communication learning, but importantly reflect an understanding to norms and values incorporating a sense of national integrity in their English proficiency, characterizing them as Indonesians in the global community.In spite of this, such ideal objective of ELT seems difficult to attain due to foreign-dependent learning resources that many English teachers often rely on. Besides, students’ learning success has often been indicated through their ability to express English in foreign ways to communicate leading them to disregard their local norms, values, and cultures. This paper will discuss an attempt to manage local wisdom content as learning resources in English teaching materials. The aim of such local wisdom content is to integrate students’ communicative competence with appropriate character development. In particular, this paper will suggest how teachers could manage English materials containing local wisdom to internalize appropriate understanding and characters, and how such materials could be organized into attractive ICT based media. This would be an attempt to ignite the brighter future of English teaching and learning in Indonesia multilingual society.]]>
<![CDATA[TEACHING ENGLISH TO MIGRANTS IN PEKANBARU: ADVANTAGES AND DISADVANTAGES OF BEING NON L1 SPEAKER TEACHER IN MULTILINGUAL CLASSROOM ]]>
<![CDATA[Dewi Sari Wahyuni]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Teaching English in Non English Speaking Countries needs a bigger effort for the little expose availability. As an Indonesian who teaches English to Indonesian, the writer still faces some difficulties. Therefore, it is a great challenge and opportunity that when International Organization of Migration assigns the writer to teach English to migrants from Afghanistan, Iran, Iraqi, Syria, Palestine, Pakistan, Somalia, Sudan, Myanmar and even Sri Lanka. English is a media for communicating in multicultural environment such as detention house and community housings where these migrants stay before they are sent to their destination country or deported to their country of origin. The courses are done in Pekanbaru, Indonesia. As Non Native English Speaker, the writer gets used to teaching classroom to students with similar mother tounge. It is not easy, indeed, to deal with students from different countries who are diverse in languages. As the show must go on, the writer learns by doing. From arranging materials to the approaches have gone trials and errors. No matter how big the challenge is there are always be advantages and disadvantages that should be anticipated by the writer as teacher. In this paper, the writer will talk about her perspectives on the advantages and disadvantages of being not able to communicate in students first language in multilingual English Classroom.]]>
<![CDATA[THE GRAMMATICAL-SEMANTIC PROPERETIES OF ENGLISH MEDIO-PASSIVES: HOW NECESSARY ARE THEY FOR EFL LEARNERS IN MULTILINGUAL SOCIETIES? ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[Although learning a foreign language means learning to communicate in the language, it does not mean that to study and to understand the grammatical-semantic features of the learnt language are not essential. Most EFL learners in Indonesia, for instance, have academically known the grammatical-semantic properties of English actives and passives. However, it is assumed that not all EFL learners in multilingual societies academically know and cognitively understand the grammatical-semantic properties of one more phenomenon of English voice so called medio-passive constructions. Medio-passive constructions are grammatically constructed in active forms, but they are semantically understood as passive ones. This paper, which is derived and further developed based on a research report conducted in 2012 (Mukhaiyar an Jufrizal, 2012), particularly discusses: (i) the grammatical-semantic properties of English medio-passive constructions; and (ii) how they are academically and communicatively necessary for EFL learners in multilingual societies, as in Indonesia. The data presented in this paper are selected from those collected in a research conducted in 2012 and added with the relevant ones collected along with the writer did his activities in teaching English at S1 and S2 study programs of Universitas Negeri Padang. The analysis toward the data and its discussion are based on the relevant theories of linguistic typology of voice systems of English and foreign language learning, especially learning EFL for multi-lingual societies.]]>
<![CDATA[DEVELOPMENT OF COMPETENCE-BASED ENGLISH TEST FOR WORKPLACE READINESS ]]>
<![CDATA[Siti Hamin Stapa]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
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<![CDATA[This article discusses the development of an English test to prepare for workplace readiness among Malaysian graduates. This test is considered important to indicate the level of competency of the graduates before entering workplace. This test focus on the oral competence as it was found that Malaysian graduates lack communication skills. Six competencies (based on the framework developed by TOCC) are examined in the test. These are discrete but work together holistically to make a speaker persuasive and convincing in presentations and discussions: discourse competence – holistic impression of speaking ability – persuasiveness, articulateness, linguistic competence – fluency and accuracy of language, interactional competence – ability to give feedback or comment on another’s ideas without offending, strategic competence – ability to recover from mistakes, or to think on feet, socio-cultural and formulaic competence – expected courtesies as heard in common expressions. ]]>
