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<![CDATA[DONALD TRUMP AND BARRACK OBAMA’S INAUGURAL ADDRESS: STYLISTIC ANALYSIS ]]>
<![CDATA[Agung Suhadi]]>;
<![CDATA[Kiagus Baluqiah]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The two Presidents of U.S., Barack Obama (former) and Donald Trump displayed outstanding rhetorical craftmanship to drive the power of persuasion that gave them a victory. This study explores by taking up the 2009 Inaugural Speech of President Barack Obama and Donald Trump in 2016 as the target of stylistic analysis. To achieve this objective, this study analyzes the oral communication by corncerning on the content of speeches and how it was carried out as well. In order to identify the “what” and “how” questions will be formulated through research questions; what promise and requests are made, how does intertextuality strengthen the speech, what are the lexical features and what are the reference of politically loaded pronouns in the speech. The result of this study showed that Obama’s inaugral speech style is more communicative, evocative and its message conveyed orderly. While, Trump’s style is more conversationally, but it was able to awaken audiences through huge topics are delivered, for instance American first, transfering power, nation etc. ]]>
<![CDATA[PREPARING YOUR STUDENTS FOR MAIN ACTIVITY ]]>
<![CDATA[Mohammad Fernanda Levigta]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[Teaching students are known to be challenging. Among the challenges are that students have short attention span, love to spend most of their time playing, and often talk with their peers. Furthermore, in the context of learning English as a second language, simple distraction can be a good escape for them from studying. This will result in problems for the teacher. Therefore, teaching time should be meaningful for the students to be able to learn. In creating meaningful learning experience, teacher prepares the students to be ready for the lesson, makes students understand what and why they are learning it, and how they are going to learn it. It is the task of the teacher to ensure such process to happen. The presentation will describe my experience about how I ensure the above process to take place. Learning my lesson that my students were detached from the lesson I was giving, I changed the way I start the lesson in my class at a pre-school in Jakarta. I used some techniques to manage the class, namely “Presentation, Practice, and Production (PPP), and also used “Audio-Lingualism” method. These are considered to be the solution for me in grabbing their attention, in order to make them fully understand the lesson. The presentation is expected to be attended by English teachers, teacher trainers, and those who are interested in the area of teaching English to young learners.]]>
<![CDATA[A TEACHING PRACTICE INCORPORATING STUDENTS’ GOAL AND INSTITUTIONAL GOAL IN BIG-SIZED ENGLISH CLASSES ]]>
<![CDATA[Ari Nurweni]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[This paper reports a teaching and learning practice in three big-sized English classes incorporating the learning goal set by the students and that by their institution, and three questions in relation to the teaching and learning practice were investigated: 1) What do the students perceive at a text-based teaching and learning?; 2) What problems do the students face at a text-based teaching and learning class?; and 3) What do the students learn at the text-based teaching and learning ?The subjects of this study were 208 first year students of a state engineering institute in Lampung, Sumatera, Indonesia, who were put in 3 different classes. The teaching and learning activities were based on academic texts selected by the students in a group of ten. In every meeting a group of the students who had prepared a two-page English academic text presented its title and key words to the class, whereas the other groups asked questions based on the title and key words which had to be answered by the group orally. In every meeting at the end of the class the students were asked to write a journal according to the research questions. The results showed that they perceived the teaching practice differently, they had some problems,but they learnt some linguistic elements as well as skills, and they realized that they still needed to improve their English skill and to improve their participation in speaking.]]>
<![CDATA[PROMOTING SKILL OF SPEAKING VIA TWO STAY TWO STRAY STRATEGY AMONG THE ENGLISH STUDENTS OF FKIP OF BENGKULU UNIVERSITY ]]>
<![CDATA[Kasmaini Kasmaini]]>;
<![CDATA[Riswanto Riswanto]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The study is aimed at describing the effectiveness of two stay and two stray in enhancing students’ speaking ability. The paper is derived from the research result conducted among the 35 English department students of FKIP of University of Bengkulu. Classroom action research design with 3 cycles was applied to encourage students’ speaking skill. Observation checklist, fieldnote and speaking test instruments were used to capture students’ progress (reflection and evaluation) . Observation was done to see how well the strategy was understood and implemented by the students. Fieldnote aimed at jotting down success and constraints of the strategy usage and tes instrument was administered to evaluate the grading and scoring development during the first, second and third cycles. Reflecting and evaluating were conducted at the end of every cycle. Based on observation and fieldnote that the students’participation were getting increased in every cycle. Besides, the average score and grade at the end of 3 cycles were getting improved. Mean score of cycle 1 was 59.00, cycle 2 was 65.00 and final cycle was 72.00. It can be concluded that two stay and two stray strategy boosted speaking ability for English department students of FKIP of Bengkulu University. ]]>
<![CDATA[THE MOST EFFECTIVE ENGLISH GRAMMAR SYLLABUS FOR FRESHMEN DUE TO CURRICULUM ADJUSTMENT ]]>
<![CDATA[Imelda Bella Megadihas]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Freshmen of English Department have various backgrounds which affecttheir understanding on English grammar. Meanwhile, English Grammar is the basic need for English Department freshmen to deal with other subjects in the following semesters. Therefore, teaching grammar to first semester studentsneedsstrategies in order to achieve the goal of existing curriculum. One of the strategies is setting the best syllabus on the related course.English Letters Department of University of Sanata Dharma, recently, adjustedits curriculum in 2016. It compounds the syllabus of Structure course of freshman in batch 2016 becomes doubled from the syllabus applied before batch 2016. In other words, grammar study learnt by freshmen of batch before 2016 in the first and second semester advanced into compactly learnt in only one semester by the freshmen of batch 2016. With the same referencewhich isUnderstanding and Using English Grammar 3rd edition by Betty S. Azar used by the two categories of subjects in this research, later, will be discovered that the syllabus with fewer materials is the most effective syllabus.]]>
<![CDATA[MODEL OF AUTHENTIC ENGLISH TEACHING MATERIAL FOR LAW FACULTY STUDENTS ]]>
<![CDATA[Syahrial Syahrial]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[In recent years in line with identifying needs and wants of groups of students who learn English for either academic purposes (EAP) or job-related purposes (EOP), teachers or lecturers in the field of ESP have felt an onerous responsibility for fostering appropriate materials and methodologies for these students to maximize their learning. This study aimed to develop an effective model of authentic English teaching material (textbook) for law faculty students. This purpose was obtained through model development research. The students of law faculty at Universitas Bengkulu, the lecturers, and lawyers are used as the subjects of this study. The study was carried out in three steps, which are (1) needs identification and curriculum analysis, (2) learning material (textbook) design and development, and (3) textbook evaluation.In the first part, the students’ opinions of their needs and wants are presented based on the analysis of the questionnaires and documentation. This is followed by displaying the theory and the data for the fundamental basis of the second step. Lastly, the material was validated by two experts for the revision and improvement. Then, the material was tried out before gaining the final product. It is to be concluded that material of this kind allows the students to bring their own knowledge of the world to their lessons. At the end of English lesson, the students not only practice English, but also they are better informed about the issue of their field.]]>
<![CDATA[THE ROLE OF GOOGLE TRANSLATE FOR INDONESIAN EFL LEARNERS ]]>
<![CDATA[Ni Luh Putu Krisnawati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Teaching English as a foreign language is a difficult and challenging job to do since the ability of learners in receiving the lesson may differ from one to another. A teacher is required to be creative and innovative in designing the syllabus and activity to be conducted in class. One of the ways to teach English is by using Google Translate. As everyone knows that google translate is a tool provided by Google Inc that enables the user to get the meaning of the source language into the target language. Therefore the aims of the study are, (1) to know the advantages and disadvantages in using Google Translate for Indonesian EFL learners, (2) to know what English proficiency skill can be develop by using Google Translate. The respondent of this study are student in the second semester of English Department, Udayana University. This study uses the descriptive qualitative method in describing the finding and a set of questionnaire will be given to the respondent to know their opinion about using Google Translate during their learning process. An observation method is also conducted to know the improvement of the English proficiency made by the learners. The findings shows that, there are both advantages and disadvantages in using Google Translate for Englishlanguage learning, the advantages are learners are able to enrich their vocabulary because it provide the synonym, learners will know how to pronoun a word correctly and the disadvantages is learners may find the wrong meaning of a word.And lastly, the findings show that by using Google Translate a learner can develop their vocabulary, speaking skill, and also their grammar. ]]>
<![CDATA[INTERCULTURAL ENGLISH TEACHING AND LEARNING TO YOUNG LEARNERS ]]>
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[Teaching of English now should also be incorporated with the intercultural knowledge of target language, including to young learners. It can make them aware of differences and similarities between their own culture and the culture of the target language. This study was a qualitative study which investigated how the intercultural teaching and learning was implemented to young learners in an English classroom in Karawang,West Java, Indonesia. The principles of Intercultural language teaching and learning proposed by Liddicoat & Scarino (2013) were used by the teacher in the activities. The data was taken by observing the teaching and learning process to 25 seventh grade students in the classroom that was done in four meetings and interviewing 6 sample of students to know their responses. The findings showed that the intercultural English teaching and learning provides more opportunities for young learners to be more active and critical toward other language and cultures as well as improve their English skills. Since they are still young, they still should be guided to understand the material well by the teacher. Finally, it is recommended to other teachers to implement intercultural English teaching and learning in teaching English to young learners.]]>
<![CDATA[ACTIVE, BELIEF, AND CONSEQUENCE (ABC) MODEL TECHNIQUE IN MINIMIZING STUDENTS’ SPEECH ANXIETY ]]>
<![CDATA[Syafryadin Syafryadin]]>;
<![CDATA[Nurkamto, J, Linggar, D. A]]>;
<![CDATA[Mujiyanto, J]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Speech anxiety becomes one of the obstacles for the students to enhance their speaking competence. The students felt afraid of speaking in public because the students were apprehansion to make mistakes, gain negative evaluation and less preparation in giving speech. Thus, this study was designed to investigate whether Speech Training with ABC Model Technique could reduce the students’ speech anxiety or not. This study used an experimental research. The population of this study is all fourth semester students in the English Department in of universities in Kendari at academic year of 2015/2016. The instruments of this study were anxiety test, observation checklist, interview guidline and note taking. The data were analyzed quantitatively and qualitatively. The quantitative data were analyzed by SPSS 22` The finding of this study was ABC Model Technique could reduce the reduce the students’ speech anxiety. It was proved by the mean score of the students for pretest and posttest. The mean score of the pretest was 104.22 and the posttest was 91.50. It means that most of the students got low anxiety level. Therefore, ABC Model Technique reduced the students’ speech anxiety. ]]>
<![CDATA[DEVELOPING TASK BASED APPROACH TEACHING MATERIALS AS ALTERNATIVE TO FACE CHALLENGES AND OPPORTUNITIES IN MULTIDIMENSIONAL ENGLISH LANGUAGE TEACHING IN CHANGING EFL CONTEXT ]]>
<![CDATA[Elvi Elvi]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching ]]>
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<![CDATA[Facing multidimensional English language teaching in changing EFL context challenges teachers to prepare their students by facilitating them with teaching materials based on the approach that could possibly answer the challenge. This paper try to explore task based approach teaching material which the writer believes has some qualifications for that challenge. It is based on the concept behind the approach that brings the real world task of the language (the usage of the language in the real situation) into pedagogical task (the usage of language in classroom). By transferring the real usage of the language into the usage in classroom in the form of teaching material, it is hoped that the language learning could prepare the students to use the language as it is used to communicate and do other business in life with multi- languages and cultural people in the next free trade. It is also hoped to be used an alternative for the teachers in preparing their classroom activity. The writer also present – as an example - teaching material, a hand out, for seven grade students of junior high school designed based on the approach. Finally, this paper is hoped can give contributions in designing teaching material for English language teachers.]]>
