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UICELL Conference Proceeding
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 23 Documents
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Search results for , issue " No 2 (2018): UICELL Conference Proceedings 2018" : 23 Documents clear
Comparison between Concept of Evaluation on KTSP Curriculum and 2013 Curriculum Aprillianti, Linda
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

This study tries to explain in detail related to the differences between concept of evaluation on KTSP and 2013 Curriculum.  the curriculum may is  referred to as a set of plans and arrangements concerning the objectives, content, and lesson materials and methods used as guidelines for the implementation of learning activities to achieve specific educational objective. Evaluation Curriculum is a systematic study of the benefits, the suitability of effectiveness and efficiency of the curriculum applied. Focus of this study is describing the comparison of concept evaluation in KTSP and 2013 Curriculum and also describing the strength and weakness of both curriculums. The method used by the writer belongs to qualitative descriptive. The result of the study explains in short description and table comparison. Based on the e result of this study, it shows that between curriculum KTSP and 2013 both have their own goals. So that, between KTSP and 2013 Curriculum have different aspect to assess.  So the evaluation between KTSP and 2013 Curriculum is relative different. As the conclusion, the curriculum can run well depend on the teachers themselves. Although we create an excellent curriculum, but if it handled by less qualified teacher, it will not produce adequate results. Conversely, in the hands of qualified teachers, the usual curriculum will produce good results. Thus, the existence of a new curriculum, as the Curriculum 2013 not necessary.
The Use of Cohesive Devices in Argumentation Essay Writing of English Literature Students Rullyanti, Merry; Anggeraini, Tri
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Writing arguments in an essay is both a challenge and an obstacle for students in writing essays. In fact, students make writing arguments as a constraint due to their lack of understanding of the use of Cohesive Devices in the right writing. The purpose of this study was to analyze the extent to which the use of Cohesive Devices in Unity and Coherence to improve the ability to write Argumentation Essays of English Literature Department students. This research method is quantitative descriptive research. The instruments used in researching Cohesive Devices on Unity and Coherence aspects in argumentation essay are Writing Test, Checklist, Questionnaire, and Interview. The results of the study showed that the ability of English Literature students to write essays in the arguments that were integrated and unity and coherence was at a fairly good level although there were still weaknesses in the selection of transition signals and pronoun references as part of the aspects of Cohesive Devices. Based on observations during the study, students can explain the background of the problem they want to raise in their essay's argument, besides that the use of sentence structure is also quite well controlled by students.  Furthermore, there are some transition signals as part of Cohesive Devices used by students in essay writing arguments in this study, starting with the most commonly used are and, but, because, however, so. Only a few use other transitions such as a result, on the other hand, although. According to Zemach and Rumisek (2015), the use of transitions is sufficient to meet the conditions for using transitions used in argumentation essays and / or cause and effect essays. However, students are still weak in writing essays coherently using cohesive devices especially in using transition signals. These constraints are caused by several things, among others, firstly students still cannot distinguish usage and place the transition signal in the sentence correctly. Second, students still cannot form the right argument by using the correct transition signal in the essay. Apart from that, students still try to express their ideas naturally in writing argumentation essays.
Prewriting Activities in Teaching EFL Writing Suharti, Dwi Sloria; Permanasari, Nurbaiti Eka; Khuluqo, Ihsana El
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

In this paper, the researchers would like to propose a teaching EFL writing course: News Story, which the researchers have used in an EFL classroom context. This effort is different from others in some occasions. Firstly, in the stages of developing ideas of a news story: a biography news, the researchers encourage students to seek for related information for their composition through pre writing activities such as, the activity of research that is by interviewing: preparing some questions and asking those questions to the (intended person) source. Secondly, at the phase of drafting, the researchers ask students to work cooperatively, to construct the main ideas and supporting ideas this activity ends with the results which are sentences then paragraphs. Furthermore, before the researchers provide a writing task: writing a biography news, students are given transitional words to make their composition coherently. Lastly, they upload their composition in their blog. In short, in the proposed teaching EFL writing: a biography news story, by interviewing, students can understand how to organize the writing material according to the necessities of the writing task; writing biography News. To sum up, prewriting activities; through interviewing can assist EFL students to generate the ideas which can inspire and aid them realize both what they want to write and how to write it on their writing task: A Biography News.

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