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<![CDATA[Developing TPR Vocabulary Peer Assessment in Primary School Classroom Practices ]]>
<![CDATA[Suciana Wijirahayu]]>;
<![CDATA[Ria Septiani]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study was conducted to improve students’ vocabulary mastery of the 2nd grader in a private primary school in Tangerang Indonesia. A classroom action research was initiated for the development. It was found in the preliminary observation that there were problems and weakness in students’ vocabulary mastery therefore suitable strategies to overcome that problem need to be employed. There are many aims of peer assessment, yet in this case it essentially involves young EFL learners as participants in providing feedback to others on the quality of their work. The students enjoyed to have the opportunity to assess their partner’s performance in doing TPR activities. There was a lot of fun when pair of student doing this Peer Assessment. One of them did the action based on the command in the rubric sheet while their partner guessed the correct command in accordance to what have their partner’s movements. Based on the students’ result of peer assessment activity in learning English vocabulary, it was found that students were so motivated and tried hard to do the best their performance. They realized that their partners will assess them, so they were enthusiastic to do TPR correctly. The vocabulary mastery improvement could be observed from the results of the students’ peer assessment score in each cycle.]]>
<![CDATA[EFL Students’ Perspectives of Applying CALL through Project-Based Learning ]]>
<![CDATA[Haryati Haryati]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Technology is everywhere in education. Schools, universities, and other educational institutions have provided computers for learners to run their learning activities. Most students enthusiastically welcome such an extraordinary technology. Moreover, the growth of technology encourages teachers to apply it in teaching learning process and involves learners in order to achieve the goals. Due to these issues, this study was conducted to determine students’ perspective on the implementation of Project Based Learning (PBL) activities in an application of Computer Assisted Language Learning (CALL). This study involved 40 participants who were learning writing at the fifth semester. To obtain the data, the writer distributed the paper-based Linkert scale survey, and the students handed the reflective notes in to answer two questions related to the implementation of PBL: What are the advantages of the PBL activities done in the CALL application? and What are the challenges of the PBL activities done in the CALL classroom?. The data analysis revealed that the students had positive responses on CALL and PBL in teaching and learning process although they found some obstacles to integrate CALL. The implication of CALL in learning English as a Foreign Language (EFL) can be used for further research.]]>
<![CDATA[EFL Teachers’ Practices on Authentic Writing Assessment at Vocational High School ]]>
<![CDATA[Abiadi Rahmat]]>;
<![CDATA[Aninda Ristri Rahmadita]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Indonesian Minister of Education and Culture regulations no. 66 of 2013 on National Educational Assessment Standards suggests that authentic assessment practices be employed in performing learning assessment in schools. However, former Minister of MONE reveals that many teachers find this a great challenge to them (Kompas.com, 2014). This study explores VHS EFL teachers’ authentic writing assessment practices in their classrooms. Twenty EFL teachers from nine VHS in East Jakarta have been involved as respondents for the study. A set of questionnaires for teacher respondents, a checklist for analysis of their lesson-plans, and semi-structured interviews for teacher respective students have been employed to collect data for the study. Discussion on findings of the study will be aimed at mapping the observed authentic writing assessment practices of the target respondents. The data obtained from teachers’ questionnaire, students’ interview and checklist document analysis, it can be concluded that EFL teachers from nine different vocational schools practice authentic assessment for assessing students’ output. The type that teachers chose is intensive. It means teachers concern with students’ vocabulary and grammar. Then the technique that they provide for assessing students’ writing is essay.]]>
<![CDATA[Health Literacy as Key to Developing Health Related Welfare in Jigawa State, Nigeria ]]>
<![CDATA[Amina Abubakar Bashir]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[English is the official language in Nigeria and all health information are written in English. However, evidence from our health institutions show that there is inadequate knowledge of essential health matters which is evident in the cases of lifestyle related health conditions. This is believed to be related to people’s health literacy which largely determines how people understand health and illness. Thus, determining the level of health literacy among all civil servants is an important step towards understanding the link between literacy and health outcomes. This study investigated the level of health comprehension in Jigawa state, Nigeria. Specifically, it identified community’s level of comprehension of health information contained in select health materials and further determined the relationship between their levels of comprehension and health perception with a view to providing a framework for designing, implementing and evaluating community health social welfare programmes. Both quantitative and qualitative research methods were used, using a modified Test of Functional Health Literacy among Adults (TOFHLA) and the analysis involved analysing the results with the findings from the quantitative data analysed. It has been found that health comprehension is low in Jigawa state. It has also been found that individual’s ability to read drug labels, interpret dosage instructions, determine health benefits of ingredients in packages of foods and drinks, among others, is determined by their health literacy not withstanding their education. It has been revealed that the respondents do not apply their knowledge of English in comprehending labels on health related products.]]>
<![CDATA[Improving Students’ Reading Comprehension through Cooperative Language Learning and Reading Strategies ]]>
<![CDATA[Wirhayati Wirhayati]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Reading is the active process of understanding print and texts. The effective of teaching reading is applied to improve students’ reading skills. In addition, reading cannot be separated by comprehension. Since reading is complex developmental challenges that we know to be intertwined with many other developmental accomplishments: attention, memory, language, and motivation, lecturers select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. And students are learning subject-specific content through authentic reading tasks. This study aims to identify the activities of teaching reading using cooperative language learning (CLL) and reading strategies at students of Pamulang University (UNPAM). It is focused on the effective of teaching reading through cooperative language learning and reading strategies. For The Data source is the English students who are learning in the second reading class. Qualitative approach is used to analyze the study and the results are described and analyzed in essay form. Based on the data analysis, the implementation of cooperative language learning method and reading strategies in teaching reading has an important significant that students are active and interested in their reading class. The materials used are from many sources, and some topics given to discuss are various in a group. It is applied in the class activities to know the achievement of students’ reading comprehension.]]>
<![CDATA[Indonesian ESL Teachers’ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing ]]>
<![CDATA[Bita Dwi Rahmani]]>;
<![CDATA[Herri Mulyono]]>;
<![CDATA[Ratih Novitasari]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacher’s Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacher’s perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacher’s competences which is not only relying on the result of teacher competencies test/UKG.]]>
<![CDATA[Material Process: The Participants Analysis in the Jakarta Post Article “All the single, working mothers" ]]>
<![CDATA[Lilik Damayanti]]>;
<![CDATA[Elisabeth Milaningrum]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research employs a Functional Grammar Approach (FGA) and used the method of descriptive which employs clause. This study is qualitative because it focuses on the meanings, concepts, definitions, and descriptions of things. The source data that used in this research is based from the articles which found in jakarta Post.This research focused on how the participant roles for material processes which is classified into several participants, there are: (1) Affected is the participant that someone or something happens to; (2) Recipient is the participant which indicates by indirect object in ditransitive clauses but takes the preposition to rather than for when the indirect object moved to the final; (3) Beneficiary is the participants which also indicates by indirect object in ditransitve clause but takes the preposition for rather than to when the indirect object moved to the final.]]>
<![CDATA[Paragraph Writing in Undergraduate English Department: Errors and Its Factors ]]>
<![CDATA[Latifah Latifah]]>;
<![CDATA[Umi Hani]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research was aimed to discuss the errors found in paragraph writing and to explain the factors that caused the problems by the second semester of English students of Fakultas Sastra Universitas Pamulang (UNPAM). Qualitative method was applied in conducting the research in which the data were taken randomly from the paragraphs written by the students. The tools were a paragraph-writing worksheet and a form prepared to record the types of errors of each data. The error category is based on Ferris and Hedgcock model (2005). The errors in the paragraph writing were identified and explained concerning the factors caused the writing problems. Four classifications of errors shown from the result of the writing are: morphological, lexical, syntactic, mechanical error. The four classifications of errors are divided into eight types: noun, article, word choice, sentence structure, subject-verb agreement, spelling, punctuation, and capitalization. It was found that verbs were the highest frequency of errors type.]]>
<![CDATA[ROXIFYonline: Helping Students Improve Their Writing through Online Feedback ]]>
<![CDATA[Roxanne Miller]]>;
<![CDATA[George Miller]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region and in Finland. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post graduate levels. It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.]]>
<![CDATA[Students’ Vocabulary Mastery in Listening ]]>
<![CDATA[Aminah Maulidah]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Listening is ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. Linguistic knowledge in this case vocabulary mastery is a problem faced by foreign language learners in listening. When the learner does not have good vocabulary mastery then the learner will be difficult to catch the message being heard. Vocabulary mastery here relate with word formation such as prefixes, suffixes, and Greek suffixes. The objective of this research is to find out the relationship of vocabulary mastery in terms of word formation in listening skill. The researcher uses a quantitative research by using survey method. The technique of data analysis is the statistical technique of correlation and regression. The population in this research is English Department students of Teacher Training and Education Faculty of Halu Oleo University who programmed Listening I course. The samples used are 39 students who selected randomly. Instrument used by the researcher is objective test (multiple choices).]]>
