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<![CDATA[ The Effect of Direct Reading Thinking Activity (DRTA) On Studentsâ Reading Comprehension: An Experimental Study at SMA Negeri 4 Bogor ]]>
<![CDATA[Lusyani, Fajaria]]>
<![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 studentsâ 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 groupsâ including pre-post test true experimental design was used in this study. The instrument tools are studentsâ 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 studentâs reading comprehension.]]>
<![CDATA[ Improving Studentsâ 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 studentsâ 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 studentsâ reading comprehension.]]>
<![CDATA[ The Influence of Teachersâ Performance in Promoting Effective English Teaching Classroom at State Junior High School ]]>
<![CDATA[Rosyada, Amrina]]>;
<![CDATA[Ramadhianti, Agustina]]>
<![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 teachersâ 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, teacherâs performance is still the main variable in promoting the effective English teaching classroom. Thus, the research aims at determining the influence of teacherâs performance to promote the effective English teaching classroom in state junior high school. The teacherâs performance focuses in teacherâs personality and teacherâs 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 teacherâs performance and effective English teaching classroom. The results are hoped to be as teachersâ and studentsâ 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[ Studentsâ Vocabulary Mastery in Listening ]]>
<![CDATA[Maulidah, Aminah]]>
<![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 speakerâs 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).]]>
<![CDATA[ Developing TPR Vocabulary Peer Assessment in Primary School Classroom Practices ]]>
<![CDATA[Wijirahayu, Suciana]]>;
<![CDATA[Septiani, Ria]]>
<![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 studentsâ 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 studentsâ 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 partnerâs 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 partnerâs movements. Based on the studentsâ 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 studentsâ peer assessment score in each cycle.]]>
<![CDATA[The Effect of Reading Strategy and Personality Traits in Improving The Students' Reading Comprehension Achievement ]]>
<![CDATA[Astuti, Prihatin Puji]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This paper investigated the effect of reading strategy and personality traits in improving students’ reading comprehension achievement. This reseach was conducted at the grade 12 students of SMK Sasmita Jaya 2 Pamulang, Tangerang Selatan. The researcher administered quantitative research under quassy esperimental research through pre test and post test. The two reading strategies named QAR (Question and Answer Relationship) reading strategy and KWL (Know Want know and Learn) reading strategy were andministrated to the students. The pre test and post test were applied in order to know the effect of the reading strategy toward the students’ reading comprehension achievement, meanwhile the questioner of MBTI (Myers-Briggs Type Indicator) was administrated to the students to know their types of personality whether they are extrovert and introvert. After analysing the data, it was found that there is significant improvement of the students reading comprehension achievement after the strategy being applied. However the result also showed that there is no significant difference between QAR reading strategy and KWL raeding strategy in improving students reading comprehension achievement. Meanwhile from the calculation of SPSS, the result showed that there is no significant interaction between personality toward the students’ reading comprhension achievement.]]>
<![CDATA[The Need Analysis of English for Specific Purpose in Faculty of Law ]]>
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Iman, Candra Hayatul]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The flow of globalization is inevitable. This has brought changes in the development of English for Specific Purpose. Responding to this condition, this study was conducted to determine the need analysis of ESP in faculty of Law, however this study focus on the undergraduates point of view. This research focused to students of Law Faculty in on state university in West Java, Indonesia by using qualitative research design. The data were obtained from several techniques, namely interview, and documentations. Based on the interview data, it was found that the expected materials for the ESP in Law Faculty are communication skills especially on speaking and writing to prepare themselves to serve their clients. In addition, grammar focus and pronunciation drilling are less interesting, they think that active learning activities are more engaging.
Keywords: ESP, Law Faculty, students point of view]]>
<![CDATA[Classroom Experiences of Creative Thinking ]]>
<![CDATA[Wijirahayu, Suciana]]>;
<![CDATA[Ayundhari, Vidia Lantari]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study examines the application of higher order thinking in a real classroom practices. Some theories are presented to give a solid ground for examining the evidence. The experience of joining the instruction and assessment will also be elaborated. The course description, classroom activities and assessment are presented to give evidence on how HOTS was applied by the lecturers and the students. The scope of discussion in this study is limited on creative thinking through teaching strategies and assessment in Research Method and MA Thesis Writing subjects at Sofia University “St. Kliment Ohridski”, Bulgaria. Critical linguistic and cultural approach used in both of the courses coloured the result of the creative thinking exposed in this qualitative research. Information on how teaching-learning and assessment could be done more creatively especially by Indonesian teachers to facilitate appropriate teaching strategies and learning environments to support the English as a foreign language learning competence growth and their flexible attitudes are one of the objectives.]]>
<![CDATA[AN An Analysis of Adjacency Pairs in The Conversation between David Frost and Paul Mc.Cartney ]]>
<![CDATA[siahaan, junita]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated about the adjacency pairs in the conversation between David Frost and Paul Mc.Cartney. The aims of this study are to find out what types of adjacency pairs appeared in the conversation and what types of communicative function contained in the conversation between David and Paul.
This research used qualitative descriptive method as a research design. The data were a video containing conversation between David Frost and Paul Mc.Cartney. The data were transcribed into written form and analyzed using theory of adjacency pairs and communicative function.
The findings of this research revealed that: first, there were two types of adjacency pairs appeared in the conversation. From those two types of adjacency pairs, there were 12 adjacency pairs that represent question-answer; 2 adjacency pairs represent Assessment-Agreement/Disagreement. Second, for communicative function, there were 14 referential function contained in the conversation, followed by phatic functions with 3 occurrences, 1 occurrence for each emotive function and metalingual function.
From the finding, it can be concluded that question-answer was the mostly-appeared type of adjacency pairs in the conversation between David Frost and Paul Mc.Cartney and Assessment-Agreement/Disagreement were the least pairs. While for communicative function, referential function was the mostly-served function in the conversation.
Keywords: Discourse Analysis, Adjacency pairs, Conversation]]>
<![CDATA[Pilot Study: Malaysian University Students’ Attitudes towards Wiki Writing as an Alternative Assessment ]]>
<![CDATA[Hussein, Nur Hafezah]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Recently, alternative assessment has gained increasing attention especially in the context of Malaysian tertiary education. In line with this, the present study aimed at investigating Malaysian university students’ attitudes towards the use of wiki writing as an alternative assessment in English learning. 29 university students participated in this study and data was collected via a questionnaire. Descriptive statistics were employed in analysing the data. Results showed that the students’ attitudes were negative towards the use of wiki writing as an alternative assessment for their English writing. They believed that alternative assessment is time-consuming and ignores students’ writing skills. The students further expressed their preference for traditional written tests over alternative assessment. Limitations of the study as well as recommendations were further discussed.]]>
