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<![CDATA[Student’s Perceptions of Using TED Talks to Improve EFL Speaking Skill ]]>
<![CDATA[Kusumastuty, Patria Erry]]>;
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Ekawati, Anita Dewi]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 (on progress) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This quantitative study investigated the students? perception of using TED Talks to improve their speaking skill. The study drew upon 210 in-service EFL scholar across universities in fourteen provinces in Indonesia. These student participants were asked to complete seventeen items of close-ended questionnaire. Statistical data analysis using reliability, descriptive analysis and One-Way ANOVA were performed using SPSS software. The findings revealed two students? perceptions about using TED Talks, there were positive and negative perceptions. The results were performed with differences between gender and age as demographic. Keywords: TED Talks, Speaking Skill]]>
<![CDATA[Student’s Perceptions of Using TED Talks to Improve EFL Speaking Skill ]]>
<![CDATA[Patria Erry Kusumastuty]]>;
<![CDATA[Herri Mulyono]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This quantitative study investigated the students’ perception of using TED Talks to improve their speaking skill. The study drew upon 210 in-service EFL scholar across universities in fourteen provinces in Indonesia. These student participants were asked to complete seventeen items of close-ended questionnaire. Statistical data analysis using reliability, descriptive analysis and One-Way ANOVA were performed using SPSS software. The findings revealed two students’ perceptions about using TED Talks, there were positive and negative perceptions. The results were performed with differences between gender and age as demographic. Keywords: TED Talks, Speaking Skill]]>
<![CDATA[Developing Learner Autonomy in English as a Foreign Language Classes: Teachers’ Perceptions on Its Feasibility ]]>
<![CDATA[Silih Warni]]>;
<![CDATA[Nurhandayani Supraptiningsih]]>;
<![CDATA[Roslaini Roslaini]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study examined English as a Foreign Language (EFL) teachers’ perceptions toward how feasible it is to develop learner autonomy in secondary school context in Jakarta. 106 EFL teachers teaching in senior high schools in Jakarta took part and responded questionnaires concerning feasibility for developing learner autonomy in EFL context. The first part of the questionnaire explored the teachers’ perceptions on the feasibility of involving learners in a range of language course decisions associated with learner autonomy. In this regard, teachers perceived that it is most feasible for students to get involved in decision making related to tasks and activities, topics, materials, and classroom management. The least feasible areas of choice are those related to teaching methodology and objectives. The second part of the questionnaire revealed how feasible it was, according to the teachers, for their students to develop a range of abilities associated with the capacity of learner autonomy. The discussion of the findings suggests that teachers’ professional development program needs to take into account the teachers’ understandings of the learner autonomy and the pedagogical aspects concerning how to promote this capacity on students.]]>
<![CDATA[Preserving Local Wisdom Through Extensive Reading Book “Traditional Games Of Indigenous People In West Kalimantan” ]]>
<![CDATA[Ana Fergiana]]>;
<![CDATA[Melti Oktavianda]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aims to develop Extensive Reading books as learning materials for undergraduate students and to preserve the culture of traditional games that for decades have been performed by indigenous people in West Kalimantan yet are now being overlooked. The researchers believe that by developing a book based on local wisdom, students will be motivated to read the book because it is in accordance with their cultural identity. The researchers focused on the first three steps of the ADDIE model proposed by Branch (2009), namely Analyse, Design, and Develop. In the Analyse section, 50 students were invited to participate in need analysis in which they were asked several questions in the form of interviews and questionnaires. The results of need analysis were particularly accommodating to ascertain the level of difficulty of the text, student expectations, writing format and book content in the Design step. In the Develop step, the researchers produced an Extensive Reading book entitled "Traditional Games of Indigenous People of West Kalimantan" which is hoped to be used as learning material not only for students at Tanjungpura University but also for the people of West Kalimantan in general.]]>
<![CDATA[Utilizing Authentic Literature and Orai Application in Improving Students’ Literature Comprehension and Speaking Skills ]]>
<![CDATA[Arida Susyetina]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The rapid development of technology has brought a significant change in English classrooms. Nowadays, the use of technology plays a significant role in teaching and learning activities as students are more driven and enthusiastic when technology is utilized to facilitate learning. Orai application is proposed to improve students’ ability to comprehend authentic literature and speaking skills. The findings were classified into the students’ score improvement and the steps of teaching literature using Orai application. The improvement of students’ literature comprehension and speaking skills can be seen in the presentation delivered by the students and the increased score after the implementation of the teaching of speaking using Orai application in the first Cycle. The average score in the preliminary study was 61 while the average score at the end of implementation was 73. The overall result shows that Orai application was effective and beneficial to improve students’ comprehension of authentic literature and speaking skills. Keywords: authentic literature, ORAI application, comprehension, speaking skills]]>
<![CDATA[THE USE OF MOBILE PHONE FEATURES BY EFL STUDENTS IN A PRIVATE UNIVERSITY IN JAKARTA ]]>
<![CDATA[Dinda Ismu Asyifa]]>;
<![CDATA[Silih Warni]]>;
<![CDATA[Cahya Komara]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The study investigated features of mobile phone that EFL students potentially use as one as explores their perception toward mobile phone features. Located in one private university in Jakarta (English major and non-English major), this research focused to answer two main questions; 1) what are the features of mobile phone that EFL students’ mostly use to support their English learning? and 2) what are EFL students’ perceptions towards the use of mobile phones features in English learning context? To be able to answer the questions, the quantitative survey method was used by involving 200 students as respondents using Google form questionnaire online. After the data was collected, the researcher calculated and analyzed using IBM SPSS 24 to find mean and percentage. The result of questionnaire showed that students truly use mobile phone features for learning English with the most features that they used were MP3 Players for listening to English music. Next features used by students were Internet Browser, Educational Application, Video Recorder-Application, Game, Camera-Social Media Application, SMS, E-mail, Audio Recorder, and the last is Video Recorder. Meanwhile, from perception questionnaire, the students clearly stated that they enjoyed learning English by using mobile phone features. They strengthened mobile phone features can help them in self-learning than traditional learning.]]>
<![CDATA[The Effect of Debate Activity in English Four Skills: The Students' Perspective ]]>
<![CDATA[Ira Atika Zahra]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[In this 21st century, an integrative way to master four language skills is required. Debate is an activity which involves four language skills (listening, speaking, reading and writing) and enables students to practice skills properly. This study examines whether debate activity can lead to improve four language skills based on EFL students’ experience. The participants were 121 university students in Indonesia from district I – XIV who participated in National University Debate Competition (NUDC) 2019. 97 students were debaters and 24 students were N1 adjudicators. They came from different faculties/majors, semester and year of a debate club member. The debate activity is taking on the British Parliamentary debate format. The data were gathered through a questionnaire and interview the students. The finding shows that the students feel their four-skills ability improved. Therefore, this study aims to propose instructions for teaching integrated four skills based on the students’ debate training activity. Finally, this study is expected to contribute to the development of debate as a media in English Language Teaching.]]>
<![CDATA[Learning Strategies of Two Thai Undergraduate Students ]]>
<![CDATA[Ista Maharsi]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Language learning strategies are important for students to help develop their language competences and succeed academically. This paper is aimed to identify the learning strategies used by two Thai university students taking English language training program. The two female students speak Thai language as their mother tongue, Bahasa Indonesia and English as their second/foreign languages. Data were collected from interviews, observations, and documents. Results of this study reveal that those two Thai students employ two learning strategies—compensation strategies (getting help, using mime or gesture, avoiding communication partially or totally, and selecting topic) and metacognitive strategies (overviewing and linking with already known materials, identifying the purpose of a language task, seeking practice opportunities, and self-evaluating). Several emergent findings are paying attention to classmates and memorizing strategy. Difficulties in finding speaking partners as well as the feeling of reserved and shy are indicated as speaking problems. To help them with such problems, Google Translate is also perceived as beneficial to translate unknown words and expressions. Keywords: learning strategies, EFL students, qualitative inquiries]]>
<![CDATA[Problems Encountered by Learners and How to Deal with Them in Learning English as A Foreign Language ]]>
<![CDATA[NURAENI NURAENI]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[In the process of learning English, EFL learners undergo many difficulties and give negative attitude towards the language. This research is conducted to respond this phenomenon. The aim of this research is to find out problems encountered by students who learn English as a foreign language and how they cope with the problems. This research uses qualitative approach in order to understand the phenomenon and uses interview as the research tool to gather data. The participants of this research are EFL learners who experience difficulties in learning English. In analysing the data, thematic analysis is used. From the findings, the data reveal that difficulties encountered by the students are varied which are grouped into themes: problem with grammar, problem with pronunciation, and problem with academic writing. In dealing with the problems, the participants use some different ways: autonomous learning, family and friends support, lectures as role models, and be diligent. Key words: EFL, Foreign Language Learning, Teaching English as A Foreign Language, Problems in Leaning English]]>
<![CDATA[Using Different Forms of Assessment to Assess Young Language Learners ]]>
<![CDATA[Rifa Andhini]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Using different forms of assessment is beneficial. The practice will increase the reliability of the assessment itself and enable teachers to obtain deeper and richer information regarding students’ abilities. Even though it might present numerous challenges, applying the principle in assessment for young language learners can be advantageous as well. Thus, literature review was done so that rich information regarding the practice of using multiple sources in assessment, especially the ones intended for young language learners, can be presented in this paper. Based on the findings, it can be concluded that assessment for young language learners should not focus solely on tracking the learners’ progress. Instead, it should also aim to get the learners involved in the process and maintain their motivation in order to create strong “pillars” for their language learning journeys. Hence, adding forms of assessment that can cover those areas will increase the quality of the assessment. Self-assessment and portfolio are forms of assessment that can be used to reach the goals. These insights will be beneficial for teachers of young language learners who wish to achieve maximum results not only in terms of assessment, but also in the learning and teaching process as a whole. Keywords: assessment, language learners, young learners]]>
