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<![CDATA[USING FOLKTALES IN IMPLEMENTING TEXT-BASED APPROACH TO IMPROVE STUDENTS’ READING COMPREHENSION ABILITY ]]>
<![CDATA[Edi Supriadi]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This research is an ongoing research of using folktales in implementing text-based approach to improve students’ reading comprehension ability. The students' reading scores have been below or just slightly over the passing grades. The students have difficulties in completing the reading questions assigned by their teacher that range from scanning, skimming to inferring. As a result, the students' participation has been low and they show no interest in the lesson. To solve the problems, the writer will use folktales in implementing "Text-Based Approach" as the strategy to improve the students' Reading Comprehension Ability. Students are expected to be able to participate actively in the class and improve their reading comprehension ability. Activities applied in this research function to engage the students during the learning process which is indicated by their active contribution to the class discussion and interaction with peers and teachers.]]>
<![CDATA[The Possibility of Developing English Magic Tricks Problem-Based Activities to Enhance Senior High School Students’ Engagement ]]>
<![CDATA[Ikhsanudin Ikhsanudin]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[One of the critical factors of successful teaching is the students’ engagement. This research is aimed at producing a set of classroom activities that were designed based on magic tricks problems to engage Indonesian senior high school students in English classes. Such a set of classroom activities wereexpected to be to significantly help teachers implement English language 2013 curriculum in various school situations. As required by the curriculum, Indonesian teachers should promote higher order thinking as an integral part of preparing Indonesian younger generation to be able to compete and to collaborate with human resources across the globe. Through opportunity analysis, design, and development steps, this research has revealed the followings. First, it was necessary to develop English magic trick problem-based activities (EMPA) to enhance senior high school students’ engagement. Second, the architecture of the activities was easy to understand. Last, the problem and language contents were found inline with the curriculum that was being used by all senior high school nationwide. Before publishing them widely, a least one research is necessary to try-out EMPA in “real classrooms.” It is also important to note that the teacher that would use EMPA should understand the concept of problem-based learning and should learn the tricks beforehand.]]>
<![CDATA[STUDENT TEACHER DISPOSITIONSATTHE ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF TANJUNGPURA PONTIANAK ]]>
<![CDATA[Rahayu Apriliaswati]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[The role of Teacher Training and Education Faculty is to prepare student teachers not only on the knowledge and teaching skills but also dispositions.The purpose of this descriptive study was to investigate the dispositions of student teachers at English Education study program of Teacher Training and Education Faculty of Tanjungpura University Pontianak. It was conducted through the participation of 10 lecturers who have been teaching the fourth semester students in 2016/2017 academic years. In the study, a questionnaire with totally 76 items of teacher disposition indicators was administered. Based on the result of questionnaire analysis, only a few lecturers (<1%) thought that the dispositions of student teachers were very positive and 80% lecturers stated that the student teachers’ dispositions needed to be paid attention and developed during their study especially in performing professionalism; showing enthusiastic attitudes, demonstrating effective oral and written communication skills; showing consistent learners. ]]>
<![CDATA[THE CHOICE OF ENGLISH LANGUAGE USEBASED ON CONTEXT A CASE STUDY ON STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF FKIP UNTAN ]]>
<![CDATA[Endang Susilawati]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This research was conducted for two specific objectives. The first is to figure out how appropriately the students can use English language expressions in accordance with the given context . The second is to identify what are the factors contributing the students’ ability in using appropriate English language expressions in accordance with the given context. A case study was applied to approach the solution of the problems. The data were collected from a multiple choise test and a composition writting task were administered to 36 students who were purposely selected as the participants of this research. From the findings and discussion, it is firstly concluded that there were only few students . could show their good and best category of abilility while many of them were still in poor ability Some of them were even unable to use English language Expressions appropriately in accordance with the given context. Secondly, it is concluded that there were some factors which contribute to such level of performance. The factors were dealing with the students’ ignorance of the importance of appropriateness dimension in communication in addition to fluency and accuracy; the ignorance of both various English language expressions in every interactional functions and the existance of context within which an interactional function occurs. The rest was the factors which concern with the lackness of exposure to such learning experience, from which they could actually practice using English language expressions in various contexts.]]>
<![CDATA[Continuing Professional Development among Indigenous teacher educators in the Institute of Teacher Education Rajang Campus, Sarawak Land of the Hornbill ]]>
<![CDATA[Laily Yahya]]>;
<![CDATA[Adam Prakash]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This paper presents a Continuing Professional Development strategic plan of FUN-TASK-TICK communication course for Indigenous teacher educators in the Institute of Teacher Education Rajang Campus, Sarawak. The inspiration of the course is our response in support of the National Agenda Highly Immersive Program (HIP) as specified in the Malaysian Education Blueprint (2013-2025) focusing on strengthening the use of English Language for all. It emphasises the fundamental need to acquire the English Language to remain relevant in the global market. Recognising these initiatives and acknowledging the vision and mission of the campus as the leading organization for teacher education excellence, therefore this communication course is profoundly pertinent to address these challenges. Encapsulating these aspirations, this paper highlights the roadmap of the course encompassing the beliefs, participants’ learning styles, the training Model and theoretical underpinning the development of the course. Reflective Accelerated Learning Cycle is advocated to navigate the execution of the course. As a Continuous Professional Development pursuit, Continuous Quality Improvement plan 4Rs: Reflect, Revisit, Realign, and Reconstruct is proposed to accelerate their professional attitudes and dispositions.]]>
<![CDATA[TEACHING ENGLISH FOR EFL YOUNG LEARNERS USING TASK BASED LANGUAGE TEACHING ]]>
<![CDATA[Nurbani Nurbani]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[In Indonesia, English is a foreign language which taught in school. For the EFL especially young learners, English is not common for them. It will be a quite challenging for teacher to motivate them involved in the classroom activities. This article attemps to share an overview of Task Based Language Teaching, the concept of Task Based Language Teaching it self and the example how its applied in teaching English for EFL young learners. The writer has tried to apply this method to the fifth grade students of primary school. The subject is fifth grade students. The selection of activities or tasks for the students were based on the students’ need in order to motivate students so they can engage their attention, improve intellectual and linguistic challenge and promote their language development. After applied this method in the classroom activities, the writer found that the students more interested with the subject because the task were based on their needs. It also motivates them to learn English because they can finish the task together in group work so they can share their knowledge fulfill the goal of task.]]>
<![CDATA[CORRELATION BETWEEN SELF-ESTEEM AND ENGLISH ACHIEVEMENT TO THE TENTH GRADE STUDENTS OF SMAN 03 KETAPANG IN THE ACADEMIC YEAR OF 2015-2016 ]]>
<![CDATA[Gusti Muhammad Randa]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This research was aimed to find out the correlation between self-esteem and students' English achievement. This research was conducted through correlational design. The sample was the tenth-grade students of SMA N 03 Ketapang in the academic year of 2015-2016. The sample was taken using disproportionate stratified random sampling which took five students each class from eight classes, there were forty students in the sample. This research used indirect communication as the technique of data collection. The tools of data collection were a questionnaire and school document. The data analysis used in this research was statistical analysis. To find out the relationship between both variables, Pearson Product Moment formula was used. It showed that there is a positive correlation between the two variables with the significant of correlation is 0.374 which is categorized as moderate correlation. Then, as the level of self-esteem increases, the level of students' English achievement also increases]]>
<![CDATA[QUALITY ASSURANCE OF MASTER’S STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION, TEACHER TRAINING AND EDUCATION FACULTY, TANJUNGPURA UNIVERSITY ]]>
<![CDATA[Sudarsono Sudarsono]]>;
<![CDATA[Ikhsanuddin Ikhsanudin]]>;
<![CDATA[Urai Salam]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[Accreditation for a study program is a must. The present study was designed to examine how far Master’s Study Program of English Language Education (S2BE) already applied its quality assurance. It was a descriptive study. The data were collected from its stakeholders covering students, alumni, alumni users, and lecturers. The instrument was a questionnaire of which the informants responded by showing their agreement to the statements. The data were analyzed with a very simple qualitative-statistical work. The research found out that the respondents rated S++ to show their strong agreement to the statements about the implementation of the quality assurance. ]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES: THE PROFILE OF TEACHER CANDIDATES LEARNING ENGLISH ]]>
<![CDATA[Adhitya Agri Astarini]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[Numerous research on second/foreign language learning indicates that language learning strategies (LLS) play an influential role in the process of language learning. In this regard, the present paper is a survey report on LLS use by teacher candidates in their second year. The survey was conducted in a teacher education institution (IKIP) in Pontianak involving 125 participants. The data collection instrument was SILL for EFL version by Oxford (1990) with 50 items divided into six different strategies; memory, cognitive, compensation, metacognitive, affective, and social strategies. The participants had to choose from Likert-scale ranging from never or almost never true of me (negative) to always or almost always true of me (positive). The data collected were compared to the classification of SILL frequency by Green & Oxford (1995) to determine the range of frequency of each type of strategies. The result showed that metacognitive and social strategies were frequently used by the participants with the mean 3.56 out of 5. In item-based comparison, item number 39 “I try to relax whenever I feel afraid of English” was found to be the highest and most frequent with 74.40% participants positively used the strategy.]]>
<![CDATA[THE EFFECTIVENESS OF METACOGNITIVE READING STRATEGY TO TEACH DESCRIPTIVE READING TEXT ]]>
<![CDATA[Fathul Bari]]>
<![CDATA[ ICoTE Proceedings ICoTE Proceedings 1 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[The purposes of this study were to find out the effectiveness of a metacognitive reading strategy to teach descriptive reading text and to find out how significant metacognitive reading strategy is for teaching descriptive reading text at tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015. In this study, the researcher used pre-experimental research design. The sample of this study was tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015. The researcher used deciding to sample as sampling technique. The researcher took one class (X IPS 2) which consisted of 24 students. The technique of collecting data was measurement technique. The tool of collecting data was written test in multiple-choice form. Based on the result of this study, the researcher concluded that using metacognitive reading strategy to teach descriptive reading text at tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015 was the to be applied for teaching and learning process descriptive reading text. Nevertheless, to achieve the teaching and learning goal by using metacognitive reading strategy to teach the descriptive reading text. The teacher should explain metacognitive reading strategy clearly, giving example, and practice. To make students understand the metacognitive reading strategy.]]>
