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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 54 Documents
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Search results for , issue "Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language " : 54 Documents clear
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 Face-to-face interactions between teachers and students have often been replaced by virtual communication through these media.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.
THE EVALUATION OF ENGLISH TEXTBOOK FOR GRADE VII OF JUNIOR HIGH SCHOOL IN INDONESIA Sri Handayani
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

The purpose of this research was to evaluate the quality of English textbook for grade VII of junior high school in Indonesia entitled “When English Rings a Bell - Revised Edition”.  This research employed a document analysis (Cresswel, 2012). The evaluation of the textbook was conducted qualitatively through adapted checklist developed by Litz (2005). The checklist was six criteria including practical consideration, layout and design, activities, skills, language type, subject and content, out of seven criteria in Litz’s checklist were selected for this research.The results of this research revealed that the  “When English Rings a Bell - Revised Edition” textbook fits the criteria of good English textbook in term of practical consideration, layout and design, activities, and  skills. However, this textbook needs to provide workbook and audio-tapes as supporting aids, detailed overview instead of general overview, grammar points and vocabulary items, and highlights and practices natural pronunciation. In term of language types this textbook needs many improvement or revision, such as there are no authentic, i.e. real-life English language used, there are no brief and easy example and explanation of grammar, and there are no language represents a diverse range of registers and accents. And in terms of subject and content, this textbook needs to improve the variety in the subject and content of the textbook in order to make this textbook interesting, challenging and motivating.
COMPOSITION WRITING ABILITY OF PRE-SERVICE SPECIAL EDUCATION STUDENTS: AN ANALYSIS Rufo A. Labarrete
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

Thestudy aimed to analyze the composition writing ability developed through the process approach following both free and controlled exercises formats of the 84 junior pre-service special education teachers of the Leyte Normal University for AY 2014-2015. It adopted the descriptive cross-sectional survey research design and had used Jacobs’ English as a Second Language Composition Profile as the instrument of the study. For valid and reliable interpretation of data, the mean and t - test were used. Results showed that the level of the respondents’ composition writing ability developed through free-exercises in terms of organization, vocabulary and language component were rated to be at “average good” level.  In terms of content and mechanics; the respondents’ compositions were both rated “poor to fair” by the four raters. On the other hand, the level of the respondents’ composition writing ability developed through controlled-exercises in terms of content, organization, and language were at the average to good level while their vocabulary and mechanics components were rated poor to fair level. The over-all or general level of the respondents’ composition writing ability developed in both free and controlled exercises is at the average to good level. The raters noted that the respondents committed errors the most in mechanics, vocabulary and language use. 
ARGUMENTATIVE ELEMENTS AND QUALITY OF MULTILINGUAL LEARNERS’ WRITING Witri Oktavia
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

As multilingual learners who have an array of linguistic and cognitive skills, Indonesian students have been exposed to various learning experiences intended to improve their metalinguistic awareness. They are expected to possess integrated competence of languages learnt. In light with this, this paper aims at analyzing students’ argumentative elements produced in their English argumentative writing, evaluating how far these elements contribute to the overall quality of their writing, and considering the influence of their status as multilingual learners. The result reveals that the students’ way in structuring their arguments influenced the quality of their writing. The developed writing were mostly produced by the students who were able to provide the equal weight of defending arguments and counter arguments which were elaborated in multiple arguments.  Furthermore, since providing proper elaboration for the counterarguments was one of major problems in the students’ argumentative writing, the strategies to integrate arguments with counterarguments were also presented.
THE APPLICATIVE USE OF PROBLEM SOLVING TECHNIQUE IN TEACHING GRAMMAR Rahmah Apen
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

This paper is aimed at getting a deep understanding of the process and results in improving grammar mastery in learning English through problem solving technique. It reports the action research involving 30 students of English Education Study Program at Language and Arts Faculty in State University of Padang who took Structure I Subject. The instrument used were questionaire, students’ portofolios, observers’ and reseacher’s journals, pre-test and post-test.The data were analyzed by using descriptive statistics in the form of mean and percentage, and the validity of the data was checked by using triangulation technique.The result shows that (1) The process of using problem solving technique is chalanging, and it makes the students active, thinks critically, improves the students’ learning result, and gradually makes the students become autonomous learners.(2) The result of grammar mastery varied within the three cycles of different instructional activities conducted. The indicators are seen from the pre- to post-test results of each cycle. The results of grammar mastery through classical instructional activities improved from 28.53 to 67.0. In group discussion activities the improvement is from 69.53 to 77.13. Meanwhile, the improvement is seen from 77.06 to 83.23 in pair work instructional activities. Based on  the result,  the learning process through problem solving technique improved the learning result of grammar mastery. 
STUDENTS’ PROBLEMS IN GIVING PRESENTATION A STUDY AT STKIP PGRI OF WEST SUMATERA Melvina Melvina; Dona Alicia
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

Class presentation is one kinds of activity that is done by the teacher in teaching and learning. In class presentation, the students will present the material or topic that will be discussed in the classroom. In presenting the material, the students get the opportunities to speak English well in their performance. It also gives valuable experience for them to prepare themselves to use English in multi society where English is a demanding tool for communication in our today’s life. This paper is intended to discuss about students’ problem in giving presentation in classroom. The data of this research are collected while teaching and learning process by means of observation, recording, and note taking. The result of the research are, students have some problems in delivering and content of presentation. The result indicates that the students need more practice to improve their speaking performance and take more attention about delivering technique in presentation. While, presentation skill need to be transferred in the classroom by the teacher to prepare students for their further academic career as well as future professional surrounding.
A MODEL FOR ASSESSING STUDENTS’USE OF APOLOGY STRATEGIES Tatang Sopian
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

Working as teacher in a tourism higher "education" that is running diploma program in hospitality services is quite challenging. The diploma programs emphasize development of student professional competency that includes knowledge, skills, and attitude. In term of English language teaching the heavy is put on developing speaking competency, especially to those programs that require direct guest-contacts such as Food and Beverage program that produces among others waiters, or Rooms Division program that produces among others receptionist. Finding effective and efficient ways to evaluate students performance is not an easy task. Taking notes of students’ performance during an oral role-play practice of handling complaint topic can be challenging. So is when the teacher evaluates students’ written works on the same topic. Teacher will have to note many ‘empirical examples’ using easy to follow ways that later when it is used as feedback will be understandable for students so that students learning may improve. Empirical examples notes of students’ performances may vary from word-choice to grammatical mistakes, but this study focus on the employment of Blum-Kulka’s five apology strategies that is used in handling complaint situation. The five apology strategies are 1) Illocutionary Force Indicating Device (IFID), 2) Taking on Responsibility, 3) Explanation or Account, 4) Offer of Repair, and 5. Promise of Forbearance. A model of assessment is made by applying simple coding of the possible combinations use of the five strategies. The apology strategies are coded 1 to 5 while possible combination use the five strategies are coded a to z and more. So, for example a combination is coded “k” represents the use of apology strategies of 1+2+4 or IFID + Taking on Responsibility + Offer of Repair. The assessment model was applied to measure the use of apology strategies in handling complaint situations to students of four well-known tourism higher educations in Indonesia located in Medan, Bandung, Makassar, and Bali. There were eight complaint situations in the DCT or Discourse Completing Test questionnaire in which students have to complete a dialog in written form. These parts of student answer then identified and categorized into one type of combination in the model based on answers given. It is a worth trying alternative of students’ performance evaluation that is helpful for teacher.
MAKING USE OF THE TEACHERS’ QUESTIONS IN DEVELOPING STUDENTS’ LANGUAGE INPUTS Saunir Saun
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

This paper discusses about using the teachers’ questions in developing language inputs: vocabulary, structure/grammar and pronunciation. The language inputs are very important for the students to master because their success in their language use or communication is determined by their mastery on the inputs. However, the mastery of these language inputs becomes a problem for the students due to some causes, namely, the unavailability of English speaking environment, the schools do not provide enough opportunities for optimizing the language inputs due to the limited time available and the teachers of English do not make use of the teaching  to increase the students’ language inputs maximally. To help solve this problem, this paper suggests the use of the teachers’questions to ask during the teaching process.
STUDENTS’ LANGUAGE USE AND RESPONSE IN CLASSROOM PRESENTATION (A STUDY AT CROSS-CULTURAL UNDERSTANDING CLASS OF ENGLISH DEPARTMENT IN STKIP PGRI WEST SUMATERA) Yelliza Yelliza
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

Tulisan ini menjelaskan bahasa yang digunakan serta jenis respon yang disampaikan oleh mahasiswa dalam berkomunikasi di lokal saat persentasi terjadi. Partisipan dari penelitian ini adalah mahasiswa Jurusan Bahasa Inggris di STKIP PGRI Sumatera Barat di kelas Cross-Cultural Understanding (CCU ). Dalam mengumpulkan data, peneliti melakukan pengamatan dengan merekam proses belajar mengajar yang dilakukan di kelas CCU. Kemudian, peneliti mendapatkan beberapa data dari pengamatan yang telah dilakukan. Dalam mengkomunikasikan materi presentasi pada umumnya disampaikan secara lisan dengan bantuan powerpoint. Penulis menemukan siswa cenderung menggunakan bahasa buku dan internet tanpa menjelaskan dengan bahasa mereka sendiri, peneliti juga menemukan respon yang berbeda-beda saat persentasi. Mahasiswa merespon dengan menggunakan confrimation dan disconfirmation response terhadap materi persentasi yang disajikan. Di dalam confirmation mahasiswa merespon dengan cara  direct acknowledgement, positive feeling, clarifying and agreeing response. Selanjutnya siswa merespon dengan cara impervious, irrelevant, interrupting, incoherent, and incongruous response untuk tipe disconfirmation.Namun, respon yang banyak dilakukan mahasiswa adalah disconfirmation response. Dengan temuan ini, peneliti menyarankan kepada setiap dosen dan guru yang mengajar dengan sistem membagi siswa dalam beberapa kelompok tidak hanya memberikan tugas membuat powerpoint pada kelompok yang akan tampil. Singkatnya, setiap kelompok membuat powerpoint dan siap tampil sebab kelompok yang tampil dilot sesaat sebelum kelas persentasi dimulai. 
USING “STORYBIRD” FOR TEACHING NARRATIVE WRITING Rini Anita
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

Major changes in Information and Communication Technology (ICT) have made lecturers need to come up with an idea of bringing it into the classroom. Indeed, lecturers may not just neglect the impact of new technologies and fail to incorporate them in their teaching practice. One big evolution in classroom technology has been in the development of using webtools for teaching writing. Storybird; a website 2.0 tool, is an excellent new media for teaching narrative writing. It will not only highly motivate the students to write in English and other languages but also it gives an opportunity for the students to control their learning experiences by means of technology device. Beside Storybird can be easily accessed by the students using their netbook, smartphones, or other devices. Thus, this paper deals with the use of Storybird in teaching narrative writing.

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