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<![CDATA[Material Process: The Participants Analysis in the Jakarta Post Article “All the single, working mothers" ]]>
<![CDATA[Lilik Damayanti]]>;
<![CDATA[Elisabeth Milaningrum]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research employs a Functional Grammar Approach (FGA) and used the method of descriptive which employs clause. This study is qualitative because it focuses on the meanings, concepts, definitions, and descriptions of things. The source data that used in this research is based from the articles which found in jakarta Post.This research focused on how the participant roles for material processes which is classified into several participants, there are: (1) Affected is the participant that someone or something happens to; (2) Recipient is the participant which indicates by indirect object in ditransitive clauses but takes the preposition to rather than for when the indirect object moved to the final; (3) Beneficiary is the participants which also indicates by indirect object in ditransitve clause but takes the preposition for rather than to when the indirect object moved to the final.]]>
<![CDATA[Paragraph Writing in Undergraduate English Department: Errors and Its Factors ]]>
<![CDATA[Latifah Latifah]]>;
<![CDATA[Umi Hani]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research was aimed to discuss the errors found in paragraph writing and to explain the factors that caused the problems by the second semester of English students of Fakultas Sastra Universitas Pamulang (UNPAM). Qualitative method was applied in conducting the research in which the data were taken randomly from the paragraphs written by the students. The tools were a paragraph-writing worksheet and a form prepared to record the types of errors of each data. The error category is based on Ferris and Hedgcock model (2005). The errors in the paragraph writing were identified and explained concerning the factors caused the writing problems. Four classifications of errors shown from the result of the writing are: morphological, lexical, syntactic, mechanical error. The four classifications of errors are divided into eight types: noun, article, word choice, sentence structure, subject-verb agreement, spelling, punctuation, and capitalization. It was found that verbs were the highest frequency of errors type.]]>
<![CDATA[ROXIFYonline: Helping Students Improve Their Writing through Online Feedback ]]>
<![CDATA[Roxanne Miller]]>;
<![CDATA[George Miller]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region and in Finland. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post graduate levels. It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.]]>
<![CDATA[Students’ Vocabulary Mastery in Listening ]]>
<![CDATA[Aminah Maulidah]]>
<![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 speaker’s 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[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.]]>
