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<![CDATA[The Acquisition of Conjoined-Clause of An Indonesian Child ]]>
<![CDATA[Rosihin Rosihin]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The objectives of this study were to analyze the language acquisition for conjoined-clauses in speaking of an Indonesian child who got exposures from English cartoon films and opportunities to practice with his linguistic environment. This research was qualitative research and it was longitudinal study where the data were collected for twelve months ( April 2016 – March 2017) by recording his spontaneous speech when the subject was 4.10 until 5,9 years old. The data were transcribed then analyzed to see the development of his English syntactic constructions of conjoined-clause. The finding of the research showed that the process of language acquisition of the subject closely followed the universal principles of language acquisition for conjoined – clauses. By giving exposure of English cartoon film everyday for three hours and opportunities to practice with his linguistic environments, the acquisition of foreign language learner can be similar to first or second language learner.]]>
<![CDATA[The Collaboration of Question and Answer Technique and See Differences Game in Improving Students’ English Speaking Ability at Grade Four Cigugur State Elementary School ]]>
<![CDATA[Agatha Kristi Pramudika Sari]]>;
<![CDATA[Irfan Fajrul Falah]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aims to figure out the implementation of question and answer technique that collaborated with see differences game in improving students’ speaking ability which conducted on grade IV of Cigugur State Elementary School of Kuningan. The research method used is Quasi-Experimental Design with Non-Equivalent Control Group PretestPosttest Design. The technique of collecting data are through observation and test. The results shown in this research are 1) the observation resulted in the average of 85.75%, it means the learning process by applying the collaboration of question and answer technique and see differences game have been done very well. 2) Independent Samples Test in experimental class resulted by Sig. (2-tailed) = 0,000 <α = 0.05, it means there is the influence of question and answer technique and see differences game in improving students’ speaking. The data is supported by N-Gain test that shows a difference in the level of 1 percent (t = -5,166; p <0.01), it means there is a significant increase in students' speaking ability after question and answer technique and see differences game is implemented. So the treatment given to the experimental group was successful.]]>
<![CDATA[The Effect of Academic Self-Management and Reading Anxiety toward Reading Comprehension ]]>
<![CDATA[Eka Wilany]]>;
<![CDATA[Desi Surlitasari Dewi]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[As one of required subjects in University level for EFL class, reading should be learned by the students to their own way and strategy so that their reading comprehension has better progress. Unfortunately, reading can be a difficult subject for them even though they are English department students. Internal and external can be the two factors for them in learning it. Academic self-management is one of internal psychological factor defined as learning strategy used by foreign learner to control various factors influenced their learning process specifically reading comprehension. Reading anxiety can be the threats of self-concept caused by limited knowledge and foreign language skill. The objective of this research is to find out the effect of academic self-management and reading anxiety toward English reading comprehension. The researcher uses quantitative research by using expost facto design. Random sampling is chosen as sampling technique in this research and English department students of Riau Kepulauan University in Batam as the population. Instruments used by the researcher are questionnaire to assess the students’ academic self-management and their reading anxiety. Moreover, test is used for measuring the students’ reading comprehension. The data was analyzed by using Two-Way ANAVA and then continues to Tuckey test. The result shows that there was effect of academic self-management and reading anxiety toward the students reading comprehension, the score of Qcount bigger than Qtable (12,22>3,07). Then, it was also found that students reading comprehension having low reading anxiety differ to students having high reading anxiety in which Qcount(3.47)> Q table (2.89). Besides that, students higher reading anxiety having high academic self-management were showed different to students low reading anxiety and having high reading anxiety. It was calculated that Qcount (9.00)> Qtable (3.01). In contrary, it was counted that Qcount (-0.08)<Q table (3.01) means there was no difference students lower academic self-management having low reading anxiety and high reading anxiety in reading comprehension]]>
<![CDATA[The Effect of Direct Reading Thinking Activity (DRTA) On Students’ Reading Comprehension: An Experimental Study at SMA Negeri 4 Bogor ]]>
<![CDATA[Fajaria Lusyani]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The aim of this study was to investigate the effect of directed reading thinking activity (DRTA) on students’ reading comprehension at second grade students of SMA Negeri 4 Bogor. The population of this study consisted of 60 secondary grade students at SMA Negeri 4 Bogor. The two groups’ including pre-post test true experimental design was used in this study. The instrument tools are students’ reading score such as pre-test and post-test such as summarizing and responding test; and reading asessment rubric. The result showed that tcalculated is 14.136 with the value of d.f is 58 while the result of t-table in the level significant t0.05 = 1.684 and t0.01 = 2.423. Since the t-calculated is higher than t-table (4.624 > 1.624 < 2.423), it can be concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It is concluded that Directed Reading Thinking Activity (DRTA) effects on student’s reading comprehension.]]>
<![CDATA[The Implementation of Cognitive and Metacognitive in Speaking Skill through a Short Duration Video to Improve Students’ Confidence ]]>
<![CDATA[Muhammad Ali Ghufron]]>;
<![CDATA[Nurmala Hendrawaty]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Speaking is a productive skill in learning a language, and it is one of the most influential skills that has to be mastered by students in EFL classroom. The improvement of speaking skill is important to the development of the students taking an English Program at university. However, the facts showed that mostly students’ speaking skill is still poor. The problems come up from internal and external factors. From the internal factor, one of the reasons is students feel unconfident to communicate in English both in and outside the classroom, and from the external factor is the monotonous speaking teaching and learning activities in class. To solve the problems, a lecturer requires effective and innovative learning strategies. As a result, the study aims at discussing the implementation of cognitive and metacognitive in speaking skill through a short duration video to improve students’ confidence; in addition, some procedures and considerations are presented in this paper. It can be assumed that implementing both cognitive and metacognitive strategies by watching a short duration video can encourage students’ confidence in speaking skill.]]>
<![CDATA[The Implementation of the 2013 Curriculum in Teaching Simple Present Continuous Tense through Cooperative Learning at the Eighth Grade Students of SMPN 13 Semarang ]]>
<![CDATA[Samsudin Samsudin]]>;
<![CDATA[Muslimin Muslimin]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study attempts to describe teacher’s method in implementing of 2013 curriculum. This study used qualitative as the approach and case study as its research design. The subject of this study was eighth grade students of SMPN 13 Semarang. To collect the data, the writer used observation and interview. The result of the study shows that the English teacher used cooperative learning in teaching simple present continuos tense using cooperative technique in implementing 2013 curriculum. He tried to implement the five learning steps of scienctific approach of 2013 curriculum. However, he encountered some problems such as limited time, less competence in implementing 2013 curriculum, unavailablity of workshop or seminar in his school. In other cases, the English teacher only focus on the textbook to give the examples of the material. Whereas, teaching simple present continues tense needs the real examples to make students understand. Therefore, the teacher needs workshop of the implemetation of 2013 curriculum. the authentic example should be used by the teacher to make students understand easily.]]>
<![CDATA[The Importance of Needs Analysis for English for Specific Purposes at Elementary School Teacher Department of University of Muhammadiyah Sukabumi ]]>
<![CDATA[Arsyi Rizqia Amalia]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Based on a data, there are several elementary schools in Sukabumi which do not have a teacher with English background education, so that the graduate of elementary school teacher education or PGSD who is teaching English in the school. This research is conducted on PGSD students of University of Muhammadiyah Sukabumi (UMMI) to prepare themselves as teachers of English in the future, but it is found that students at PGSD UMMI have difficulties in following the lessons taught on campus. The objectives of this research are (1) to know the background of students’ English competency as need analysis process. (2) to make an appropriate materials that is given in ESP subjects. The researcher conducted this study with quantitative and RnD methods. The results of this study show that (1) more than 90% of students are not able to pronounce letters and to mention numbers, especially large numbers in English correctly; (2) the impact of the research is the change of syllabus where the materials taught to the students. From this research, it can be concluded that need analysis is something that must be done to improve the quality of English education in our environment.]]>
<![CDATA[The Importance of Teacher’s Motivation in Improving the Quality of Students’ Education ]]>
<![CDATA[Suhendar Suhendar]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Fundamentally, teacher’s motivation in the framework of improving the quality of students’ education is considerably required and shall constitute a value-based effort for the teacher, as he/she is actively involved in pedagogical process of learning. In addition, teacher has an ultimate role in the process of building students ‘education. In view of that, the students’ ideal characters building can be accordingly attained if it is performed by a highly qualified teacher. For that reason, teacher supposedly recognizes systematically the matters which can satisfy the fulfillment of student’s education quality and the characteristic of education itself in the society. Academically, the writer specifically analyzes the problem as follows: 1) How important is the teacher’s motivation in improving students’ education quality? 2) Why is teacher’s motivation very crucial in the society?; and 3) what are the steps of teacher’s motivation fulfillment in improving students’ education quality ?. To sum up teacher’s motivation in improving student’s education quality is very important and to such an extent it is very crucial as teacher is the actor of agent of change in the society. For that reasons, teacher should use his/her best endeavor to realize such purpose through a value-based motivation developments.]]>
<![CDATA[The Influence of Teachers’ Performance in Promoting Effective English Teaching Classroom at State Junior High School ]]>
<![CDATA[Amrina Rosyada]]>;
<![CDATA[Agustina Ramadhianti]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Promoting effective English teaching classroom is one of the teachers’ concerns which is positive classroom environment for the sake of achieving success in English teaching and learning process. Beyond the presence of the advanced technology and information, teacher’s performance is still the main variable in promoting the effective English teaching classroom. Thus, the research aims at determining the influence of teacher’s performance to promote the effective English teaching classroom in state junior high school. The teacher’s performance focuses in teacher’s personality and teacher’s language. The effective English teaching classroom is measured quantitatively by applying correlational research design. The method conducts several steps as procedures of investigation in analyzing the data, namely: 1) data collection, 2) data analysis, and 3) data interpretation. Engaged by 71 students of eighth grade and 2 English teachers, findings have shown that there is a significant correlation between teacher’s performance and effective English teaching classroom. The results are hoped to be as teachers’ and students’ contributions in establishing their effective English teaching classroom; gaining their confidence and ability to learn; and use knowledge and skills to interact and to fully participate in education.]]>
<![CDATA[The Relationship Between Motivation, Axiety, and English Proficiency at Pusdiklat Keuangan Umum Jakarta ]]>
<![CDATA[Efi Dyah Indrawati]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The study analyses motivation and anxiety in relation to the English proficiency of trainees of English at Pusdiklat Keuangan Umum (PKU) Jakarta. Based on a survey consisting of AMTB questionnaire, FLCAS questionnaire, and the result of English proficiency test, the findings revealed that there were a high level of motivation and moderately high level of anxiety in learning English among PKU trainees, as well as an intermediate level of English proficiency. Also, motivation was more significant than anxiety in influencing English proficiency, but both variables were found to have not a very strong relationship with it, which is only 0.291 to affect on English proficiency. Therefore, based on goodness of fit statistics, there should be variables other than motivation and anxiety to be put in the regression model. Finally, the study puts several suggestion and recommendations for teachers, training center, and future researchers in the area.]]>
