International Conference on Education and Language (ICEL)
This Proceedings contains papers submitted and presented at the International Conference on Education and Language in 2013 and 2016. 4th International Conference on Language Education hosted by the University of Bandar Lampung on 20-21 May 2016, at the graduate campus, the University of Bandar Lampung (UBL), Lampung, Indonesia.
A NEW VOICE IN ELT: PLANNING INTENSIVE WORKPLACE CURRICULUM
The emergence of AEC and its consequences on English language teaching leads to three critical issues that involve ELT, ESL and EFL. In response to this, practitioners and teachers of the fields find it necessary to identify the language required in workplace. This paper describes one approach by means of survey to discover the necessary language functions in which they are used in the workplace and apply the language functions to draft a work-based curriculum. The results illustrated the general language functions necessary for: 1) a work topic; 2) work interaction; 3) appropriate usage for verbal communication; and 4) nonverbal communication. Practically, Master of Arts in English for Careers, a work-based curriculum, was drafted to serve the local, regional and global marketplaces.
FOSTERING THE USE OF DRAMA FOR ENGLISH LANGUAGE LEARNERS IN THE EFL CLASSROOM
Drama is a powerful tool that can engage students actively with the English learning process (Davis, 1990; Dervishaj, 2009). Drama provides a context to practice listening and speaking for learners and it makes language practice more meaningful than mechanical drills. It also gives great opportunities for them to communicate with others even when they have limited vocabulary. Therefore, the article presents the use of drama as a form of literature to encourage students to learn English as a foreign language. The method is not only to develop students’ language skills but also to provide them the real situation adopted from the real life. There will be a social engagement in doing drama activities.
THE CULTURAL COMPATIBILITY OF SAUDI EFL UNIVERSITY STUDENTS IN THE UT AUSTIN ESL PROGRAM
Saudi EFL and Saudi ESL students were studied in university programs in Saudi Arabia and in the US in order to assess their cultural competency and any potential clashes that may cause blockages in learning English in either environment. Critical pedagogy was used as an overarching methodology to construct lesson plans and provided the ideological basis for the construction of these studies. Saudi Arabia hosts EFL teachers from Western countries to instruct EFL students from grades 4 and up. Yet, cultures clash and these sentiments hinder learning EFL due to the cultural power a teacher can assert, even without their knowledge. Monologic and dialogic behaviors can help or facilitate learning, based on the teachers’ approach to topics and cultural dilemmas in the classroom. Having taught EFL in the women’s campuses in the capital city of Riyadh for over 10 years at 3 different universities, namely Al Yamamah, Al Faisal, and Prince Sultan, combined, ideological, religious and cultural issues were noted between Western teachers and Saudi students on a daily basis. Focused research was in 2011 conducted at Al Yamamah University, women’s campus in order to conduct teacher training and develop a framework of acceptable topics for use in the classroom. Further research including surveys, interviews and case studies of Saudi ESL students were conducted in 2015-2016 at the University of Texas at Austin ESL in order to assess Saudi ESL learners in an English immersion program. Guiding questions were developed to assess cultural competency, cultural clashes, identity issues and culturally habituated patterns from Saudi culture that were impacting Saudi learners in UT Austin ESL program.
CHALLENGES FOR 21st CENTURY LEARNING IN INDONESIA
Corresponding email: and hendarmananwar@gmail.com Abstract To develop a more advanced and diversified economy and improve its international competitiveness, in education sector, Indonesia focuses the development of 21st century learning skills to the students at all levels to be able to compete with other nations in the world. For this to happen, a number of challenges should be overcome which among others including teachers’ competency, literacy and numeracy skills as measured by PISA, Human Development Index (HDI), and competitiveness index. The engagement of actors or stakeholders within education sector ecosystem plays the pivotal role for the improvement of Indonesia’s education as well as for 21st century learning environment.
Courtroom discourse, which is in the field of Forensic Linguistics, presents the analysis on legal language used in the courtroom settings (Coulthard & Johnson, 2007; Olsson, 2004; Wang, 2012). It mainly focuses on the legal language as object, process and instrument (Stygall, 1994); and the legal language in enabling and reporting contexts (Matthiessen, 2009). In the paper, I present an overview of some critical issues concerning with the studies of courtroom language. By taking a case study of a Chinese criminal trial, I exemplify some language aspects used in the courtroom to shed light on the nature of the courtroom discourse - the primary speaking roles of a judge in directing, ruling and instructing. Further, I explore the distribution of information in the judge’s speech realized by the tone groups.
A SOCIOLINGUISTIC STUDY OF ENGLISH AND JAVANESE KINSHIP TERMINOLOGY
Misunderstanding in an interaction between people is commonly happened. One cause of this case is a different culture including the way to use language. This study intends to solve this problem by looking at one study in sociolinguistics focusing on the diversity of applying vocabulary in a kinship system of two different background societies, they are English and Javanese. The data collected from three sides, they are: the researcher's knowledge, available book, and participants. The study focuses on the native speaker of English and Javanese. This study results the differences and similarities taken from principles used in deciding kinship system (Nanda and Warms: 2007). Javanese has five priciples, they are Generation, Relative Age, Lineality and Collaterality, Gender, and Consanguineal and Affinal and English had four principles, they were Generation, Lineality and Collaterality, Gender, Consanguineal and Affinal.
ADAPTING MEG CABOT’S PRINCES DIARIES IN TEACHING WRITING
This article is written to describe the use of literary work particularly novel entitled Princess Diaries written by Meg Cabot in teaching writing. Writing is a very eminent skill in English language teaching and learning. It is a skill that helps students to put their thoughts into words in a meaningful form and to interact with the message mentally. However, among the four skills in English language and teaching, writing is claimed as the hardest one to be improved. Therefore, the use of literary work is believed to make students improve their writing ability. Adapting Meg Cabot’s Princess Diaries in teaching writing has many advantages including (1) expanding students’ awareness of language usage of the foreign language, (2)providing cultural enrichment , (3) engaging students’ interest that boost their motivation to learn, (4) developing students’ interpretative abilities, (5) the students could get better ideas to write, (6) the students could get better understanding about several basic techniques of writing, and (7) the teaching and learning process become more effective. The first step in adapting Meg Cabot’s Princess Diaries in teaching writing is introducing what teen-lit is to the students. Then, the students are asked what probably the novel is about based on the title. After that, the students read some parts in the beginning of the teen-lit to get to know the characters and the plot of the story. In order to deal with limited time provided in the classroom, students are asked to read the other chapters at home or each student need to read certain chapters before discuss it together in the next meeting. The final goal is that students are able write a review of the novel or to write a recount text based on the journal form of the novel.
ANALYSIS OF STUDENTS’ COMMUNICATION STRATEGIES IN ESP CLASS OF MATHEMATIC STUDY PROGRAM
This study examines communication strategies mostly appeared during the learning process at an ESP class, the code switch occurred during the presentation, and the meaning of the code switch that the students used. This research was non experimental descriptive study. Samples in this study were 20 fresh college learners of mathematic study program in a class at University of Lampung. The results show that of the 12 Communications Strategies (CSs) available, the students used 9 CSs. The researcher divided CSs that is used by the students into 4 levels, High frequency strategies (code switching (36,28%), time-gaining strategies (30,37%), and appeal for help (16,03%)), Mid frequency strategies (non-linguistic signal (6,32%) and literal translation (4,64%)), low frequency strategies (message abandonment (2,53%), topic avoidance (2,11%), circumlocution (0,84%), and approximation (0,84%)), non existence strategies (use of all purpose words, word coinage, and foreignizing).
AUTHENTIC LITERATURE AND TECHNOLOGY INVOLVEMENT IN EFL READING
This article comes up with the problems that are faced by the students in reading class. They are dealing with students’ interest and motivation in reading. Most of students are uninterested and unmotivated to read since most of teachers usually use only a single textbook in teaching reading. In fact, students’ interests in reading are various, so it will be better if the teacher use various texts in teaching reading. There are six types of texts for reading instruction; one of them is authentic literature. Authentic literature refers to narrative and expository texts that are written in the original and natural language of the authors. It is often refers as “real books” or “trade books”, such as magazine, novel, newspaper, comic etc. Technology, especially internet websites, presents the opportunities for authentic materials, as well as access to a wealth of ready-made ELT materials. This paper aims at emphasizing the use of authentic literature and internet websites in teaching EFL reading.
BLOG AS ALTERNATIF MEDIA IN TEACHING LITERATURE
The aims of this research are: 1) to know the students’ respond in utilization of blog as media in learning at students grade 3 Xaverius elementary school; 2) The effectiveness teaching folk lore by using blog at students grade 3 SD Xverius Lubuklinggau. Weblog or blog is one of interesting media used by teacher and students as teaching and learning media. Blog can be called as private website which in managing can be do individual or group. In this research, the researcher used quantitative method that focused at quasi-experimental research. Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. In this research, researchers took xavarius elementary school as population and grade three as many as 31 students have been selected as samples for research. The result at this research were 1. The percentage of students’ answer who stated that learning literature by using media blog was approved, its means that blog media is necessary for learning. From 31 students who fill the questionnaire, show all students stated that the question number 7, 8 , and 10 are beneficial for students with a percentage of each question 100 % . From the students ‘statement can be concluded that learning by using media blog is required by Indonesian students on the material, especially regional literature. 2. Calculations to determine the effectiveness of media blogs in teaching regional literature is done by using the t test. From the results of calculations using SPSS result that t is greater than t table or in critical areas, Ho was rejected, meaning that the process of learning the Indonesian language by using the media blog on learning folklore applied to the third grade students of Xavarius elementary school had proved effective.
COMMUNICATION THEORY: RITUAL CONSTRAINTS USED IN ENGLISH CLASSROOM INTERACTION AT TENTH GRADE STUDENTS OF SMK YADIKA LUBUK LINGGAU
This research aimed to investigate what are the ritual constraints used and how the ritual constraints are expressed in the English classroom interaction at the tenth grade students of SMK YADIKA Lubuklinggau. Method applied in this study was descriptive method. The result of this research was hoped to be useful for teachers and students in teaching and learning process. It gave an input in teaching to emphasize classroom interaction effectively both enhance student achievement and more motivated students in solving the psychology problems, conceptual understanding with the result that the interaction between teacher and students are smooth and yield good feedback each other. Based on the result of data analysis there were four ritual constraints found: (a) ritual constraints in opening/ closing (b) Ritual constraints and backchannel signals, the teacher used verbal backchannel signals such as okay, yeah, and well. Beside, the students used ritual constraints and backchannel signals by using nonverbal backchannel signals such as: eyes contact and body alignment such as stand up and waving their hand. (c) Ritual constraints and turnover signals, the interaction between teacher and students gave signals by giving gaps/ small silences such as, slowing tempo, and falling intonation. (d) Ritual constraints and Grice’s maxim (relevant), the student gave signals to answer the question relevantly without any other information; and ritual constraints and Grice’s maxim (clarity), teacher demanded the students to be brief and orderly.
DESIGNING INSTRUCTIONAL MATERIALS FOR BLENDED LEARNING BY USING SCHOOLOGY FOR SPEAKING CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY
This study aims to make instructional materials for blended learning suitable for implementation in Speaking class. The blended learning will combine face to face method with LMS-Schoology as the media for web-based learning. The participants of this research are the second semester of English Education Study Program in UBL who took speaking 2 subjects. The result of the research showed that the instructional materials for blended learning method in speaking 2 classes are able to facilitate students learning process and increase their activeness in learning.
DESIGNING LESSON ACTIVITIES THROUGH MALUKU FOLKLORE FOR CHARACTER EDUCATION
The teaching and learning process at school has notbeen able to shape the graduates as whole persons who reflect the character and the culture of thenation. The education process still emphasizes and focuses its outcome on the cognitive aspects. Meanwhile, the affective aspects of the learners which will become the strong basis to live in thecommunity have not been developed optimally. Therefore, characters education must be developed in school. One of the best ways is by introducing folklore in EFL class. In introducing local folktale (more specific to Maluku folktale) for characters education can serve potential materials for teaching character education as Maluku folklore not only reflect Maluku culture but also contain values and moral lessons. This article tries to explore more detail the value in “Harman Pardidu” story. This story is broaden of characters education which are implemented in lesson activities as a design for the EFL Teachers who wants to create their classes become fun, enjoyable, non-preachy and effective. Relating to this, language teachers are recommended to capitalize on the use of folklore by creatively designing activities relevant to character educations as well as adapting them in accordance with the students‟ level of proficiency”.
EFL TEACHERS’ BELIEF ON CLASSROOM MANAGEMENT AND BEHAVIOR AS THE KEY SUCCESS OF ENGLISH LANGUAGE TEACHING
The failure of teaching and learning process is as the result of the failure of managing the class and this becomes the crucial issue as the teachers still ignore to organize or create conducive atmosphere as well through the factors and process of what goes inside of the class. This study is aimed at finding out the teachers’ belief classroom management as the key success of English language teaching. This study employed as a qualitative study which used two data collection techniques; teacher survey and open-ended questionnaire with twelve English teachers in Lampung. After the data being analyzed, the finding revealed that the teachers’ belief of classroom management is as very important aspect of teaching and the process that teachers should deal with in the classroom with their students. The essential belief is that how teachers keep balance among the method and the management itself and the students’ needs can be taken as consideration for taking the strategies. The teachers’ beliefs are changed since they are pre-service teachers because their life experience, teaching experience, reading and professional development, changes in belief and strategies, and necessity to change. The most common annoying student infractions for English teachers have to deal are disturbing other, lazy students in the class, making noisy, bullying, forgetting the lesson, dependent students during the test, asking without raising hand and inappropriate words. The discipline procedures and strategies implemented by English teachers are verbal or non-verbal cues and warnings, establishing class routines, changing teachers’ attitude to routines, punitive behavior management, and conference with students, behavior plan and positively reinforced behavior management strategies and administrative intervention. The further study can be conducted by looking at another aspect in large scope of research and comparing between teachers with their different culture and educational background.
English education in Indonesia vocational schools are in the need of specific curriculum for each kind of vocational school. This study is a response toward a vocational English teacher experience, in which English lesson in maritime school still applies general English and even English for hotel during the learning process. It aims to provide materials which have direct relation to navigation in maritime school. The products of this study are syllabus and a module entitled English for Maritime consisting of thirteen units which is expected to be used by students of SMK Pelayaran Kupang. Research and development (R&D) method is applied in designing the materials.
ERROR ANALYSIS OF ASPIRATED AND UNASPIRATED CONSONANT SOUNDS PRODUCED BY STUDENTS AT ENGLISH CLUB SENIOR HIGH SCHOOL OF TRI SUKSES NATAR SOUTH LAMPUNG
Producing speech sounds is needed for almost speech sound. It is one of elements which is important in language learning. Teaching English especially aspirated and unaspirated consonant sounds requires an effective way especially for teaching English speaking class. The paper analyses the error of aspirated and unaspirated consonant sounds produced by students. Participants are 4 students at English club senior high school of Tri SuksesNatar Lampung Selatan. It is found that there is improvement of aspirated and unaspirated consonant sounds in teaching English.
The use of ICT (Information and Communication Technologies) in teaching English language is very useful. The availability of various applications makes teaching and learning more effective. There are Vocabulary Builder, Test Your English Vocabulary, English Vocabulary, English Vocabulary Daily, Antonyms and Synonyms Vocabulary, Vocabulary, 10000Q English Vocabulary Test, and TOEFL Vocabulary Flashcard. These kinds of applications can help teachers in teaching English.
IMPROVING STUDENTS’ PRONUNCIATION BY USING AUDIO-VISUAL-ASSISTED TEXT
This research describes the use of audio-visual assisted text to improve students’ pronunciation. In other words it is to find out whether audio-visual assisted texts are effective to improve students’ pronunciation or not. The subjects of this research were the second semester students of English Education Study Program in Bandar Lampung University. The instruments used for collecting data were tests consisted of pretest and posttest. The data analysis of this research was quantitative. The finding of the research revealed that there was significant improvement in using audio-visual assisted text to improve students’ pronunciation. It could be seen from the students’ achievements of pretest and post test. Students’ achievement in posttest was higher than in pretest. Based on the research, it was found that the use of audio-visual assisted text was effective to improve students’ pronunciation. Therefore, it was suggested to use audio-visual assisted text as a media in teaching English generally and teaching pronunciation particularly.
INFORMAL ASSESSMENT FOR LANGUAGE SKILLS: THE LEANERS’ PERSPECTIVE
Assessment is one of the important components in language teaching and learning. Through assessment, the learners’ learning achievement will be known. However, learners’ achievement cannot be accurately measured only through formal assessment which is conducted in a certain period of time with the purpose to judge of whether learners are successful or fail. In order to have accurate measurement, there should be an alternative for assessment which is conducted in ongoing process of learning. Wiggins (1998: xi) asserted that assessment should be designed to improve and educate student performance, not merely to audit as most school test currently do. Therefore, this research tried to reveal the learners’ perception as well as their preference in informal assessment. For teachers, it provides the evidence of informal assessment as an essential part in teaching and learning process. This paper is written on the basis of research which described the learners’ perception toward the use of alternative assessment in PBI UAD Yogyakarta. There were 211 randomly selected of 600 learners in language skills classes. They were asked to fill in the questionnaire to express their perception in informal assessment and to perceive the best appropriate informal assessment type for language skill. The result of the research was that learners had good perception toward the use of informal assessment. There were 67% of learners had good perception, and 26% of learners had very good perception, so there were 93% in overall of learners had good perception. In addition, about 65% of learners in all skills classes preferred the use portfolio assessment. Lastly, it was unexpectedly that learners preferred the performance assessment for listening (63.27%) and observation assessment reading (63.80%), and portfolio for speaking (70.59%) and writing (67.92%). Thus, the findings showed the high demand of learners to the practice of informal assessment for language skills.
LEARNER AUTONOMY IN BLENDED LEARNING SPEAKING CLASS
This research aims to know the condition of learner autonomy in blended learning speaking class and focus on measuring the first level of learner autonomy. The participants of this research were the students who took speaking class. They were the second semester students of English Language Education Study Program of Teacher Training and Education Faculty in Universitas Bandar Lampung. The researcher collected the data from the questionnaire. 12 questions involved in the questionnaire have been proved to have high content validity and high reliability to measure the first of three levels of learner autonomy by Benson (2000). From the data, the researcher found that in blended learning speaking class, the students are in moderate level of autonomy in the context of interdependent level of control over learning management.
LEARNING INTERACTION IN WEB BASED LEARNING IN SPEAKING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY
As we know that technology is the most important need for people nowadays. Without technology even we cannot think that we can complete our all works, so technology takes very important place in globalization area. Due to development of technology most of people use it as a tool for the leaning in the classroom or outside of the classroom. Example: - e-learning, distance learning, blended learning and etc. technological tools are very easy and cheaper than traditional methods. These learning styles can use as effective method for teaching and learning. By using technological tools in the classroom students can get many information and they can explore their ideas with others. Most of teachers in nowadays really want to change their styles of teachings. Web based learning is the most common use for the teaching and learning, but we must know about learners interaction. How learners interact with we based learning environment. Indeed it has been said learning is impossible without meaningful interaction. However, this kind of interaction does not occur by itself. The primary goal of this paper is to know how students interact with online learning.
LETTER TILES TO TEACH SPELLING: HOW DOES IT WORK?
This research aims at describing a new experience or concept about teaching spelling using letter tiles. Letter tiles are a set of alphabet, which contains of vowels and consonants, and they have different colors which can make students more fun to learn. Spelling is one of literacy skills that students have to be mastered, and this is the first step to mastering the major skills. The subjects of the research were the fourth grade students of elementary school. There were 50 students. The instrument used in the research was an English spelling test. The test was divided into two parts. They were the pre-test and post-test. Before the instrument was implemented, there was a try-out first. The result of the try-out was used to find out the validity and reliability of the test which was calculated by using SPSS conducted by using a computer program. The result of the analysis show that the mean scores of pre-test is higher that post-test, i.e. 33.63>29.31. Moreover, the T-test result shows that the t0 is higher than the tt, i.e. 3.167>1.677. It can be concluded that there is a significant difference between the score of the students who are taught by using letter tiles and those who are not taught by using letter tiles.
LOOKING AT ENGLISH NATIONAL EXAMINATION 2016 IN INDONESIA: A PROSPECT OF BLOOM’S REVISED TAXONOMY
The primary purpose of this qualitative study was to investigate two dimensions of Cognitive domains, which consist of Cognitive process dimension and Knowledge dimension, in Bloom’s Revised Taxonomy by gauging each category of thinking skills utilized on 35 reading comprehension questions in the English National Examination 2015/2016 of Senior Secondary School in Indonesia. The categories of Cognitive process dimension consist of six including remember, understand, apply, analyze, evaluate, and create; and, of Knowledge dimension consist of four including factual, conceptual, procedural, and meta-cognitive. Model questions of Bloom’s Revised Taxonomy, Structure of Cognitive process dimension, Structure of Knowledge dimension, and Taxonomy Table were deployed as instruments in this study. The findings, out of six categories of thinking skills, of Cognitive process dimension uncovered that, out of 35 reading questions, 22 questions, which indicated 63%, appeared as remember category, 10 questions, which indicated 28%, appeared as understand category, and 3 questions, which indicated 9%, appeared as analyze category. Meanwhile, the findings, out of four knowledge categories, of Knowledge dimension uncovered that, out of 35 reading questions, 27 questions, which indicated 77%, appeared as factual knowledge, 6 questions, which indicated 17%, appeared as conceptual knowledge, and 2 questions, which indicated 6%, appeared as procedural knowledge.
QUIPPER SCHOOL: HOW DO TEACHERS BRING IT IN THE CLASSROOM?
The advanced development of internet has influenced mankind in almost all aspects of life including the field of English Language Teaching (ELT). In response to it, English teachers should make use of it to enhance the quality of their teaching. One of its strategies is by using Quipper School, a popular educational online platform focusing on helping teachers and students dealing with internet use in the teaching learning. Quipper School contains a smart management tool that helps them get involved in teaching learning in more interactive ways. It also provides an assessment program that enables teachers to evaluate and monitor the students’ progress. Most students feel excited and amazed as they experience a new mode of English learning. Quipper School was introduced in Indonesia in 2013, and now gains its fast popularity. This paper strives to explain theoretical bases of teaching English with ICT, the nature of Quipper School, basic features of Quipper School, sample of teaching materials, some teaching procedures in designing and using Quipper School for the teaching of English focusing on reading skill, and the reflection.
SCANNING OF STUDENTS’ LEARNING STYLE AT SMA NEGRI 7 LUBUKLINGGAU IN ACADEMIC YEARS 2015/2016
This research aims to know students’ learning style in mastery English at SMA Negri 7 Lubuklinggau, the researcher took an observation several students to know type of learning style that can be used by teacher in teaching English in the classroom. The researcher took 18 students as the subject of the research where is representative from the whole of student at SMA Negri 7 Lubuklinggau. The objectives at this research are to know the student in learning style in mastery English and the students’ learning strategies to improve their English proficiency. In this research, the researcher used qualitative research which focuses on naturalistic approach, because the researcher wants to know students’ condition in naturally when they learn English. The result show that from eighteen students that chooses, seven students used kinaesthetic in learning English, six students used Auditory and five students used read and write. the result at this research as an inform to the teachers in teaching especially in English, they must understand the characteristic of their students and use mix strategies in teaching in the classroom, so students will understand all of the material well by their learning style.
SOCIETY’S ATTITUDES TOWARD INDONESIA AND PERSPECTIVE IN FACING THE ASEAN ECONOMIC COMMUNITY
This title of this research is “Society’s Attitudes toward Indonesia and Perspective in Facing the ASEAN Economic Community”. The aims to describe students’ attitude Indonesian and Literature Program STKIP-PGRI Lubuklinggau South Sumatera toward Indonesia and perspective in facing ASEAN Economic Community. Problem of research is why students attitudes of language study program and literature Indonesia , STKIP-PGRI Lubuklinggau South Sumatera toward Indonesia and perspective in facing ASEAN Economic Community. The population of research with total number 543 and sample with total number 55 or 10%. Data collection with questionnaire technique. From the data analysis and result research show that students attitudes positive (88,44%) and negative (11,56%) toward Indonesia as international language to communicate in Asean Economic Community, Indonesian is also able to become International language. Considering the potential of Indonesian intralingua has the fundamental rule, and extra lingua high number of native speakers. Therefore, the existence of Asean Economic Community is able to increase the prestige of Indonesian language.
STUDENTS’ CRITICAL THINKING IN ONLINE DISCUSSION FORUM
Online discussion forum is well-known in educational technology development especially in blended learning because it supports the traditional face to face (f2f) class. Online discussion forum is familiar as the leading of critical thinking process. This paper reports about qualitative study on web-based class by using blended learning focuses on online discussion forum. This study is held in order to analyze the critical thinking process that appears during online discussion forum class. This study is conducted with 26 students of speaking class of Bandar Lampung University. Observation and questionnaire are conducted to see critical thinking process during online discussion forum class. The finding of the study will help the further study to develop critical thinking ability.
STUDENTS’ PERCEPTION IN A BLENDED LEARNING SPEAKING CLASS
Technology is one of the ways to improve education and now it is not something strange in the world.This research aimed in describing students’ perception in a blended learning, the combination of face to face classroom and online class by using Schoology for speaking skill. The study was conducted with twenty-six students of second semester in Bandar Lampung University. The data colleted by using questionnaire,the questionnaire was posted after the materials have been done by students. The questionnaire was posted in Schoology through Google forms website. The finding of the research revealed that blended learning is categorized as a something new for the students but this environment makes easier in students understanding.
TEACHING READING COMPREHENSION BY USING CREATIVE THINKING READING ACTIVITIES (CTRA) TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 8 LUBUKLINGGAU
The problem of this study was “Is it significantly effective to teach reading comprehension by using Creative Thinking Reading Activities (CTRA) to the Eleventh Grade Students of SMA Negeri 8 Lubuklinggau in the academic year of 2013/2014?”. The objective of this study was to find out whether or not it was significantly effective to teach reading comprehension by using Creative Thinking Reading Activities (CTRA) to the Eleventh Grade Students of SMA Negeri 8 Lubuklinggau in the academic year of 2013/2014. In this study, the writer proposed two hypotheses. They were Nul Hypotheses (Ho) and Alternative Hypotheses (Ha). The method applied was pre-experimental method with one group pre-test post-test design. The sample was taken through cluster random sampling. The number of the sample was 28 students. The data were collected by using test consisting of 20 items of multiple choices. The data obtained were analyzed through three techniques: 1) Individual Score, 2) Minimum Mastery Criteria, and 3) Matched t-test. The results of this study: (1) The mean students’ score in the pre-test was 58.03, (2) The mean score of post-test was 70.17, and (3) the result of matched t-test was 7.05, which was higher than 1.701 of the ttable of 28 with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.
THE APPLICATION OF CARDS IN TEACHING GRAMMAR TO IMPROVE STUDENTS WRITING SKILL: A TEACHING STRATEGY DEVELOPMENT
This research was done to overcome the students’s problem in understanding grammar. The purpose of the research was to investigated how teaching grammar by using cards could improve students writing skill. The method of the research was classroom action research. The validity of the research used triangulation method. It lead to seek the validity of the research by collecting data from tests, observations, interview and study documents. The subject of the research was students of 7B of SMPN Satap Catang in the year of 2014/2015. The data was analyzed descriptively. The average of the tests increase from one test to the last test in each cycle. The average of pre test was 53 and It increased significantly after using cards. The average score of the first cycle was 74,The second cycle was 81.5 and 89 in the third cycle. This data showed that there was an increasing of student understanding in grammar. Based on the students writing tasks, the ability of students in writing increased significantly, in the first cycle was 70.16, in the second cycle was 79.16 and in third cycle was 86.02. The hypothesis test of Pearson Correlation showed that there was a positive correlation between students mastery in grammar and students writing ability. The observations showed the level of students participation in learning process increase significantly. Interview showed the students’ perception towards teaching grammar using cards was highly appreciated by the students. The results of this research proved that the application of cards in teaching grammar effectively improve students writing skill.
THE APPLICATION OF PROBLEM BASED LEARNING TO INCREASE CRITICAL THINKING AND METACOGNITIVE GRADE XII STUDENTS AT SENIOR HIGH SCHOOL (SMA) “XYZ” MAKASAR
Traditional learning, where a teacher teaches in a classroom and the students only listen, has several weaknesses. Some of the weaknesses are students have the tendency to be passive and less critical in the process of teaching and learning. The objective of this research is to analyze the effect of applying the problem based learning to students’ critical thinking and metacognitive. This research was conducted using quantitative approach and experiment method. The subjects of this research were 28 grade XII students at High School "XYZ" Makassar. The results of this study show that the problem based learning method is able to increase students’ critical thinking and metacognitive abilities.
THE APPLICATION OF WEB BASED LEARNING BY USING A BLENDED LEARNING APPROACH IN SPEAKING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY
This paper aims to investigate the application by using modern technology of Schoology in teaching English as a second language. It discusses Blended Learning approach which can assist English language students to improve their learning skills by using technology. The study was conducted with the second semester students of English Study Program in Bandar Lampung University. The instrument was the questionnaire designed to identify students’ views on blended learning. Results revealed the students’ views on blended learning process, such as ease of use of the web environment, evaluation, and face to face environment.
THE CRITICAL DISCOURSE ANALYSIS ON THE FAME OF OREO WONDERFILLED ADVERTISEMENT
Advertisement is one of functional texts which functions to commerce the audience about a product the company sells. A text in the advertisement is considered has to contribute people’s intention. This paper conducts a critical analysis on the fame of a product which becomes remarkable since it raises until now, Oreo. Fairclough’s three dimensional frameworks, Gee’s seven building tasks, and Halliday’s functional grammar are employed to do the research. Therefore, this paper discusses the linguistic features, advertisement invention, semiotic aspects and social contexts. However, the result of the research shows that, the language used in Oreo Wonderfilled advertisement has relation to power. Thus, the advertisement of Oreo does not only attract consumer but also shape the constumers’ mind through the language used both its’ audio or visual. The representation of symbolic power to capture the hearts and minds of consumers is by means of visual, audio, and verbal signs, which are analyzed using semiotics feature.
THE EFFECT OF USING PAIR TAPING TECHNIQUE TOWARD SPEAKING ABILITY IN DESCRIPTIVE TEXT OF THE SECOND YEAR STUDENTS AT A PRIVATE SECONDARY SCHOOL IN PEKANBARU
Learning how to speak English fluently and accurate is always a difficult task for students who learn English as a foreign language. Consequently, it is common to find students who are not used to express opinions in class, some appear conservative and uncomfortable, and rarely ask questions even though they do not understand the content being studied. These problems have also been faced by the students of a private secondary school in Pekanbaru. In this case, implementing a language learning technique called Pair Taping technique is proposed in order to assist learners to cope with those problems. According to the statement above, this study was objected to find the effect of using Pair Taping technique toward speaking ability in the descriptive text. It employed a quantitative method which involving 48 second grade students separated into experimental class and control class. Both classes were given a pre-test and a post-test, which only the experimental class received the treatment by using Pair Taping technique, while control class used the non Pair Taping Technique. The findings affirmed the rejection of the null hypothesis, thus including that Pair Taping technique had a significant effect on students’ speaking ability in descriptive text of the second grade students. This study is essential because it offers implication on teaching and learning process because applying Pair Taping technique provides a challenge for students to be more active and confident in speaking activities. Moreover, it also assists both teachers and students doing a direct evaluation of the speaking task through the recorded audio from taping activities.
THE EFFECTIVENESS OF SCAFFOLDED READING EXPERIENCE IN TEACHING READING VIEWED FROM STUDENTS’ INTELLIGENCE
Reading the English text has always been a nightmare for most vocational school students. However, having good ability in comprehending English text is a must for them since many instuctions which must be read by students are written in English. This research deals with scaffolded reading experience (SRE) as an alternative way in teaching English reading. SRE is a set of pre-reading, during-reading, and post-reading activities which is specifically designed to assist the students in successfully reading, understanding, and enjoying the English text. The objectives of this research are: (1) to identify whether SRE is effective to teach reading; (2) to identify whether students who have high intelligence have better reading ability than those who have low intelligence; and (3) to identify whether there is an interaction effect between teaching methods and students’ intelligence on the students’ reading ability. This is an experimental research which is conducted at SMK PGRI 2 Bandar Lampung. The researcher analyzes the data using ANOVA and Tukey test. Based on the result of data analysis, the research findings are: (1) SRE is effective to teach reading; (2) the students who have high intelligence have better reading ability than the students who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence on the students’ reading ability. The research result of this study implies that SRE is effective in teaching reading viewed from students’ intelligence. From that result, ideally, scaffolded reading experience could be implemented in the classroom in order to achieve optimal result.
THE IMPLEMENTATION OF FLIPPED CLASSROOM BY USING SCHOOLOGY IN SPEAKING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY
This research aimed at implementing flipped classroom method by using Schoology in speaking class. The participants of this research are the second semester of English Education Study Program in UBL who took speaking II class. The instruments are the observation and questionnaire. So the data of the research are gathered by doing the observation and giving questionnaire about opinion about both session (online and offline) which are made based on the observation data to the students. Result of the research showed that the students became more active, and also their achievement is better after experiencing in both sessions.
THE IMPLEMENTATION OF USING ONLINE APPLICATION IN INCREASING STUDENTS’ MOTIVATION
The researcher aimed to measure students’ motivation in implementing the online class learning by using application Schoology in speaking class. The participants of this research are the second semester of English Education Study Program in UBL who took speaking II class. The data that the researcher has collected is from the result of questionnaire. By using qualitative technique, the researcher can find differences between online and offline session in increasing students motivation. The questionnaire was posted after the materials have been done by the students. The questionnaire was posted in Schoology through SuperMonkey and Google forms website. The result of this research showed that the students became mor
THE POSSIBLE CAUSES OF INDONESIAN EFL STUDENTS’ ANXIETY IN SPEAKING IMPROMPTU SPEECH
Impromptu speech gives a different experience in doing public speaking for students. This speech involves students in speaking what they have written in short time. While doing impromptu speech, many students who do not have a good skill in speaking choose to give up while others stand to speechless on the stage. This study is aimed to explore what causes appear related to foreign language anxiety among the English Education Study Program students in speaking impromptu speech. The data were gathered from a qualitative research. The sample of this study was a group of Indonesian students who took Speaking 3 class at STKIP PGRI Bandar Lampung. Impromptu speech was taught in this class. The results show that there were four causes of foreign language students’ anxiety: discomfort, fear, shyness, and worry. From the result of the study, some suggestions could be proposed to help the students deal with foreign language anxiety of Indonesian EFL students in speaking impromptu speech.
THE USE OF AUTHENTIC MATERIALS IN SPEAKING CLASS AT THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY
This study was done in order to describe the students’ interest and motivation who were assigned by using the authentic materials through Schoology in speaking II class. The population of this study was the second semester students of English Education Study Program in UBL. Researcher used two kinds of instruments included the observation of students’ interest and motivation after they were assigned with authentic materials and the questionnaire aimed to describe their experiences during the treatment given. Result of this study showed that students’ interest and motivation improved and the treatment gave positive effect for their speaking ability.
THE USE OF CARD TRICK TO BUILD STUDENTS’ VOCABULARY
Language teachers have been told a great deal about new discoveries in English grammar, but they have heard much less about ways to help students learn new words. As an English teacher who had to perform in front of the class with fresh ideas, card tricks turned out to be a brilliant idea, especially when you have to teach new vocabulary to students. The purpose of this study is to determine the strategies that support and enhance students' understanding of new vocabulary and to help students remember their English vocabulary by teaching in a fun strategy.
THE USE OF HOT POTATOES FOR TEACHING VOCABULARY AT THE ELEVENTH GRADE OF SMA BODHISATTVA
Hot Potatoes is an authoring tool which enables teacher to create interactive exercises. The various kinds of exercises are used as web-based learning material. The mixed method research is aimed to find out how the use of Hot Potatoes program facilitates students’ learning process, students’ motivation, and students’ vocabulary achievement. The source of the data is collected through interview, observation, questionnaire and test. The data are analysed both qualitatively and quantitatively. The participants are 16 students at grade eleventh of SMA Bodhisattva Bandar Lampung. Based on the result of analysis, the researcher concludes that the use of Hot Potatoes program can facilitate both students’ learning process and their motivation in learning. Students’ learning process is facilitated from the features of the program which enable them to do exercise with direct feedback, cues of the answer, and automatic evaluation. Students’ motivation is facilitated from the interactivity of the media which makes students interested in learning. In addition, students’ vocabulary achievement is getting improved in which the result shows quite significant difference after doing treatment.
THE USE OF INTERACTIVE WHITE BOARD IN EYL MOTIVATION
Young learners are usually described as learners aged between 6 to 10 or 11 years old. To teach this age group means to understand them, know what their attitudes, opinions and interests are. There are some characteristics which teachers should bear in mind when preparing activities and teaching young learners. This is a heterogeneous group with different kind of motivation for learning. It mostly depends on teachers how they introduce the subject they teach and how they attract their attention. This paper will discuss one of the newest technical equipment, the Interactive White Board (IWB), which is quickly entering schools and helping teachers with their work. The aim of this paper is to inform interactive whiteboard materials for educators teaching English as a foreign language at Primary schools. It will also look at some possible advantages and disadvantages of using IWB, how easy or difficult it is to use, what effect it has on their motivation, and what actually is so fascinating about it.
THE USE OF PODCAST AND INTERPRETIVE TASKS FOR PEER ASSESSMENT IN THE EXTENSIVE LISTENING CLASS
Effective learners have gained understanding of the individual and social processes necessary to learn how to learn. Since learning is an activity of making meaning construction not simply of receiving. The social dimension is always present, and in social contexts collaboration supports learning. Then, in the context of language education, listening is recognized as the first skill that learnt by the students in the EFL classroom. However, some problems are commonly found in the process of learning to listen the material in form of English. Students are usually less confident and often confuse to start to listen the material in the EFL classroom, especially in the extensive listening class. To minimize this problem, this study is aimed at discovering an alternative method in learning listening material by using Podcast and then the students discuss the material with their friends. So, by giving interpretative tasks then make a peer assessment in the laboratory hopefully covered the students’ problem in the extensive listening class. Therefore, the teacher can also help the students to build their interaction skill and the students’ self confidence to improve their listening skill.
TRANSLATION SHIFT OF VERB AND SENTENCE STYLE FROM ENGLISH INTO BAHASA INDONESIAN
This paper explores translation shift of verb and sentence style from English into Bahasa Indonesian. The main problem is to discuss what kinds of shift found in Source Text (ST) and the realization in Target Text (TT). Shift is needed in translating and there also some factors play important role in the process of transferring. This is qualitative research which is base on text analysis. A descriptive analysis is conducted to compare both analyzed texts. The method goes thru 3 main stages starting from data classification, analysis and discussion. The theories applied in this study are: translation equivalence suggested by Cadford, and focuses on level shifts, where the SL item at one linguistic level (e.g. grammar) has a TL equivalent at a different level (e.g. lexis) and to investigate what decisions are made during the translation, and what is directing those decisions. A thorough analysis of selected texts will connect the differences in translational behavior to the norms that govern this behavior. The finding suggests that there some shifts in translating English to Bahasa Indonesia. In Bahasa Indonesia passive is more common style in writing report or scientific article.
USING MNEMONIC TECHNIQUES IN VOCABULARY LEARNING
This paper aims to find out how to apply the mnemonic techniques in vocabulary learning. Many methods, strategies, approaches and techniques are created to improve vocabulary master in learning process. Mnemonic is one of technique to train good vocabulary because mnemonic techniques are focus on memorizing things and it’s really suitable for vocabulary learning. Mnemonic techniques consist of: a) acronyms, b) sentences/acrostics, c) peg method, d) image mnemonic, f) chunking, and g) mind maps. Mnemonic techniques enable the student to explain about their experience, environment, place, things, etc. and systematically store new vocabulary in his or her brain which can be accessed easily without need more time to do it.