Articles
31 Documents
Search results for
, issue
"No 4 (2020): UICELL Conference Proceedings 2020"
:
31 Documents
clear
<![CDATA[Translation of the Taboo Word ‘fuck’ as A Linguistic Approach in ELT: The Case of Everything is F*cked and Segala-galanya Ambyar ]]>
<![CDATA[Pendi Lestiani Novita Putri]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The word 'fuck' is one of the taboo words in English and the research of its translation into Indonesian has been little conducted. This research aims to investigate the translation of ‘fuck’ and its compounds (e.g.motherfuck) and derivatives (e.g.fucking) into Indonesian. The data are collected from a bestselling book Everything is F*cked by Mark Manson which has been translated as Segala-galanya Ambyar. The method used is a descriptive method by sorting out the variations of fuck and their translation and by analyzing them based on grammatical categories of usage and translation strategies. The result shows variations of fuck are used in 12 grammatical categories: (1) adverbial booster; (2) curse expletive; (3) destinational usage; (4) emphatic adverb/adjective; (5) figurative extension of literal meaning; (6) general expletive; (7) idiomatic “set phrase”; (8) literal usage; (9) predicative negative adjective; (10) ‘pronominal’ form with undefined referent; (11) personal insult referring to defined entity; and (12) premodifying intensifying negative adjective. The analysis on grammatical structures and the lexical meaning analysis disclose that variations of ‘fuck’ impart emotive expressions such as dissatisfaction, emphasis, contempt, and excitement. These emotions take part in determining their translation strategies. Further analysis shows that euphemism, discursive creation, transfer, and omission, are the significant strategies used in this case. Essentially, this method of research could be an effective method to teach the usage of English taboo words – especially ‘fuck’, on lexical and contextual dimensions.]]>
<![CDATA[WhatsApp: The Contribution of a Smartphone-Based Applicatio as Media during Online Learning ]]>
<![CDATA[Umi Rahmawati]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[E-learning is based on computer learning that is connected to the internet where the users have an opportunity to learn anywhere and anytime. This type of learning become very popular recently, during Covid19. One of the most popular media to use is WhatsApp, the most popular Smartphone-based application. This study aims to describe students' perception regarding the use of WhatsApp as a Learning Media in SMK Nusantara Blora, Central Java. The questionnaire was used as a method for collecting students' data. This research uses descriptive qualitative in elaborating the result and discussion. In this article, the result draws how students interest in having e-learning as a medium of teaching especially in English class.]]>
<![CDATA[The Contribution of Teachers’ Beliefs to Pedagogical Grammar Instruction in English as Second and Foreign Language ]]>
<![CDATA[Erna Nawir]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Having background knowledge and past experiences of teaching, a teacher has been equipped with one of the sufficient and essential tools to ensure that his teaching process will be run as he plans. It is generally known as belief. Teaching English to learners as second or and foreign language means teaching the two most important aspects of the language that is vocabularies and grammar. This article deals with one of the aspects in teaching and learning English that is grammar which is of utmost significance in any languages. Teaching grammar means involving pedagogical theories to figure out the most adjustable teaching method to get the learners not only to view the syntactic structures of the target language but also to be aware of its importance and the way to learn it which later on is known as pedagogical grammar. The paper highlights teachers’ beliefs that influence their way of teaching in grammar reflected in their grammar instruction. Teaching experiences and some principles are put into a consideration to construct the beliefs contributing to teachers’ knowledge of pedagogical grammar instruction. Nevertheless, a teaching approach (Communicative Language Teaching/CLT) is required to be employed in order to ensure that the learners will be able to optimize their language competence by learning the grammar. Therefore, there is a big possibility ahead that teachers will be able to improve their own pedagogical grammar instruction by utilizing their teaching beliefs in their learners’ language acquisition process in teaching English as second and or foreign language.]]>
<![CDATA[Learning and Pragmatic Values: Students' Positive Politeness Strategies in English Learning ]]>
<![CDATA[Yeli Zastika]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to identify and explain the patterns and strategies of students' positive politeness in the English learning process. The research data is the utterances of 11 elementary school students who participated in private English courses in August-November 2020. The research is descriptive qualitative. Data were collected using the listening method involving conversation and recording techniques. The data collected in the tape recorder is then transcribed into a transcript of the conversation, which is the final data. Data analysis was carried out by referring to the qualitative analysis stages of Miles and Huberman (2014), which consisted of data collection, data reduction, data display, and conclusion drawing. The identification of politeness strategies is carried out by referring to Brown and Levinson's (1987) theory of positive politeness strategies. The results showed that there were seven strategies of positive politeness used by students in the learning process: exaggerate (16 utterances), intensify (23 utterances), presuppose common ground (28 utterances), joke (21 utterances), assert S 'knowledge and concern for H's want (42 utterances), offer and promise (33 utterances), optimistic (29 utterances). This study proves that learning English can collaborate with the internalization of pragmatic values in the form of language politeness. Students are not only given learning material but also linguistic values that can build a positive character for themselves in communicating.]]>
<![CDATA[A Content Analysis of Critical Thinking Repesentation in English Textbook for Twelve Grades ]]>
<![CDATA[Rohmatika Anggraini Putri Hestrian]]>;
<![CDATA[Sekar Lathifatul Aliyah]]>;
<![CDATA[Pradita Lina Dewi Afifah]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This paper discovers the representation of critical thinking in an English textbook for twelve grades, which using curriculum 2013. It is a revised edition in 2018 published by the Ministry of Education and Culture in Indonesia. Content analysis and descriptive qualitative were utilized to conduct this paper. Subsequently, the critical thinking framework created by Ilyas was applied to obtain the data. This paper aims to find out about the existence of critical thinking in the textbook to support the increase of critical thinking in students. The paper's findings showed that the textbook contained a few critical thinking elements related to the framework.]]>
<![CDATA[Motivational Strategies to Develop L2 Student Engagement on Online Platforms ]]>
<![CDATA[Lalitha B. Devi]]>;
<![CDATA[Madhumathi P.]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Online learning often becomes debatable with the question of how it could create motivation among disadvantaged learners or learners with low language proficiency levels. A classroom with mixed abilities is the biggest challenge for teachers to handle. But finding a one-size-fits-all solution will not be a viable option. Instead, providing a free space for students, using motivational stories in mother tongue, giving immediate feedback, posing reflective questions on different online platforms to engage students can act as a good motivational strategy to create a positive outlook among students regarding second language learning. The present research considers a sample of 114 students from various degree colleges in Telangana, India- who participated in a survey related to their perspectives on online Interaction, a story-based discussion conducted on WhatsApp, and a reflective discussion conducted on easyclass discussion board, an online tool. Students feel motivated when they were connected to the theme of the discussion or connected to the reflective questions posed in the discussion. Immediate feedback also motivates them instantly. It is observed that story-based discussion motivated students’ participation compared to the discussion on easyclass discussion board where questions related to personal experiences were asked. This implies teachers’ consideration of learner’s preferences of technological platform, motivational strategies, personal choices, time provided for students to interact and types of questions posed.]]>
<![CDATA[A Study of EFL Students' Cultural Empathy from Cross-Cultural Communication Perspective ]]>
<![CDATA[Siti Hajar Amrina]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Cultural empathy is an essential thing in cross-cultural communication, which is a complex unit in teaching foreign languages. Empathy plays a crucial role in placing oneself concerning the views of others. Briefly, (Matthew, 2003) stated, Empathy Pedagogy applied the theory of empathy to language teaching and appealed educators to pay more attention to the teaching system that can help students cultivate the ability of cross-cultural communication. The objectives of this study are to investigate the relationship between cultural empathy and cross-cultural communication to create an effective method of learning English as a foreign language. This research uses a descriptive quantitative method. To accomplish this objective, this study conducted interviews with 39 students of English Education, Tidar University. The result of the research shows that there is a positive relationship between cultural empathy and cross-cultural communication. That way, it is necessary to have an appropriate method in learning English as a foreign language.]]>
<![CDATA[Improvement Extensive Reading Interest Primary School Pupils Bone-Bilingual Book Covid-19 Pandemic: It is a case study at Cikarang Selatan ]]>
<![CDATA[Ainayya Azzahra]]>;
<![CDATA[Alya Rahayu Gunardi]]>;
<![CDATA[Arsal Maulana Nugeraha]]>;
<![CDATA[Muhammad Kemal Jatnika Almuharam]]>;
<![CDATA[M. Taufik Hidayat]]>;
<![CDATA[Muhammad Yazidus Syukri]]>;
<![CDATA[Sylva Aulia]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The primary objective of this study is to achieved reading interest in primary school pupils ranged between 7 up to 13 years old at South Cikarang, Indonesia. This research is conducted as a community services program at Ciantra village the local RT/RW (hamlet) 24th /10 local regency sub-district on South Cikarang region. The research method used in this study by using extensive reading for children entitled Bone bilingual book used audio-visual learning through mentoring program, The preliminary and post-researches were conducted as a qualitative descriptive approach with a case study to reveal some benefits of this extensive reading program from 10 children as population and samples. The data collection method used is interview and questionnaire. The research finding as follows; 1) the partners were highly interested in reading Bone book, 2) easy to access the audios and visuals, and 3) very useful for mentoring activities. The reading habit and interest are also shown in this program. Finally, further research and study can be done in similar program to investigate next level of extensive reading through various teaching methodologies.]]>
<![CDATA[The Impact of Negative/Positive Emotions on English Language Teachers` Identity: A Qualitative Research ]]>
<![CDATA[Vida Orouji]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study was a qualitative research into the impact of emotions on the professional identities of teachers. The researcher follows Zembylas (2005a, 2005b) in conducting this study following the argument that politics and disciplinary power affect every aspect of teachers` lives, hence their emotions and professional identities. Foucault (1975 & 1984) was the source of theoretical underpinning in this study. The researcher used an open written interview and a written narrative inquiry. Ten English language teachers (8 English Institution teachers, 2 public school teachers) took part in the first phase. Finally, six English language teachers participated in the final phase. The study indicated that both groups of teachers have held negative emotions because of institution and governmental rules and positive emotions because of their success and their relationships with their students. English Institution teachers also experience negative emotions because of underpayment. This study implies that politics has its own way even in shaping the way teachers think they should express and suppress their emotions. Politics has penetrated deep enough to tell teachers what to teach, how to teach, and when to show emotions. Hence, teachers` dissatisfaction with institution and school strategies, policies, and rules.]]>
<![CDATA[Students’ Perspectives on the Use of PODCAST with Peer Assisted Learning Approach in Online Listening Classroom ]]>
<![CDATA[Shofiyatul Huriyah]]>;
<![CDATA[Emilia Contessa]]>
<![CDATA[ UICELL No 4 (2020): UICELL Conference Proceedings 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Podcast with peer-assisted learning was a classroom program designed to improve awareness and encouragement for EFL listening, particularly for poorer listeners. The method of peer-assisted learning focused on interacting with peer groups or couples, providing opportunities for meaningful social experiences with Platform online Google classroom and Google meet. Podcasts were the creative media that can fulfill the needs of students and the classroom. The reason of this considers was to clarify the desires of the understudies almost utilizing Podcast with peer-assisted learning in tuning in comprehension. The sample of this study was the English Education study program for 27 students. At the end of the classroom, a questionnaire consisting of 30 questions was administered to the study group. The findings showed promising results, with most of the students believing that peer-assisted learning Podcast helps them learn listening skills. Peer-assisted learning podcasts have enhanced their vocabulary, grammar, and pronunciation and listening comprehension.]]>
