Articles
294 Documents
<![CDATA[Micro teaching and students' teaching performance ]]>
<![CDATA[Yuyun Hendrety]]>;
<![CDATA[Nyayu Lulu Nadya]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated to what extend micro teaching develops students’ teaching skill. It was a descriptive qualitative research. It used purposive sampling technique involving two lecturers of micro teaching and 66 seventh semester students majoring at English education study program and Indonesian language and literature education study program in the academic year of 2016/2017. Questionnaire with open ended questions were distributed as the technique for collecting data and then the data were analyzed and interpreted to answer the research question. The finding revealed that microteaching had played a significant role in developing students’ teaching skill. It provided students with both conceptual knowledge as well as teaching practice activities which built up their better understanding and confidence needed in preparing themselves before doing teaching practice program]]>
<![CDATA[Boosting Students’ Motivation in Speaking through Blended Learning ]]>
<![CDATA[Elis Susanti]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The rapid grows of internet and technology affects the teaching and learning strategy applied in a classroom activity. Nowadays, students are getting more and more interested in the implementation of internet and technology in a teaching and learning process. Due to the fact that the use of on-line learning through the internet increases students’ interest, this study was conducted to find out the effect of blended learning on students’ motivation in speaking. As it is believed that speaking is such a complex skill to be mastered by students, this study is aimed at investigating how students’ motivation turned out to be after one semester taught using blended learning. This is a descriptive quantitative study in which the sample consisted of 34 students of the fourth semester in English Education Study Program STKIP Muhammadiyah Kotabumi. A questionnaire was administered to the research sample in order to collect the data of students’ motivation. Refering to the data analysis, it was found that most of the students’ motivation belongs to high motivation level (52,94%), while 32,36% of the students’ motivation belong to medium level of motivation, and the rest (14,71%) of the students showing low motivation in speaking. The research findings reveal the fact that the use of blended learning is effective to boost students’ motivation in speaking class. Therefore, it is hopefully that the lecturers teaching in this class able to apply the similar strategy in which involving the classroom teaching with internet and technology in order to trigger students’ awareness to learn better.]]>
<![CDATA[Commerce Register Analysis of Minangkabau Vernacular in a Colloquial Conversation: A Sociolinguistics Studies ]]>
<![CDATA[Siti Nurani]]>;
<![CDATA[Widya Widya]]>;
<![CDATA[Nico Harared]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research aims at identifying register used in the commerce colloquial conversations among sellers and buyers. Systemic Functional Linguistics (SFL) approach is applied to examine the linguistic features viewed from the aspect of field, tenor and mode of discourse. Findings show that in the field of discourse, registers release the experiential domain of nouns, verbs, idiomatic expression, and word blending. The goal orientation appears to have both short and long term while the social activity results in exchanges among participants. Furthermore, in the field of tenor, participants have an equal agentive role as they have same social function. The social role is non-hierarchic and the social distance is minimal. Finally, in the mode of discourse, both constitutive and ancillary language role formed in present simple, past simple and future simple. The channel is phonic and the medium is spoken with visual contact as it is characterized by the use of back channel signs. The Systemic Functional Linguistics approach employed in this research could be used as the parameter for educators in teaching Sociolinguistics especially in conducting discourse analysis in various colloquial discourse contexts.]]>
<![CDATA[Cultivating Local Culture Awareness by Using InsideOutside Fishbowl to the Students of Tridinanti University Palembang ]]>
<![CDATA[Ridha Ilma]]>;
<![CDATA[Jenny Elvinna Manurung]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Local culture provides a sense of identity for rural communities and residents. This study aimed to describe the improvement of local culture awareness by applying inside-outside fishbowl to the students of Tridinanti University Palembang. Seventeen people of sixth semester students of English study program became the sample of the study. The researchers used a classroom action research as a method of study. This study consisted of two cycles; cycle I and cycle II. Test and observation were used to collect the data. Data calculation showed that there was a significant improvement on students’ local culture awareness, the mean score in cycle I was 67.47 and the mean score in cycle II was 82.35. In other words, the local culture awareness was improved by using inside-outside fishbowl.]]>
<![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.]]>
