English Language and Literature International Conference (ELLiC) Proceedings
English Language and Literature International Conference (ELLiC) proceedings are the proceedings of an annual international conference named the English Language and Literature International Conference (ELLiC). The proceedings publish scientific articles in the following fields
- language teaching,
- linguistics,
- literature,
- translatio
Articles
673 Documents
<![CDATA[Transgender Personality Reflected in Buffalo Billâs Character as Seen in Harrisâ `The Silence of The Lambs` ]]>
<![CDATA[Pratama, Putri Ganef]]>;
<![CDATA[Samanik, Samanik]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This research discusses transgender phenomenon as seen in Thomas Harrisâ novel entitle The Silence of the Lambs. The main purpose of this research is to reveal the Transgender symptoms in the novel through the main character Buffalo Bill. Transgender is a term of which one who fantasies being a woman or man by wearing woman or man dress and make gestures like woman or man. Transgender occurs because his or her background phenomenon of life. The writer arranges the literary review by discussing theory and approach. The theory that the writer applies is queer theory developed by Michael Foucault. Besides, the writer uses the theory of Judith Buttler that explains and describes about sex, orientation and gender. This queer theory is more correlated and understandable for the analysis. In addition, Psychology Literature approach by Ramajaru is also applied. The Result of this analysis shows some symptoms that exist in the character of Buffalo Bill. It was started with cross-dressing, assertion that transgender vital body parts are disgusting, have a desire to change gen types, existence of behavior and physical appearance of inside or abnormal genetic makeup. The writer hopes that by conducting this research it could give the reader more understanding about how is the implementation of queer theory in the literary field or work and become the new guidance to the future reader that are interested in discussing with same theory.]]>
<![CDATA[REVEALING TEACHERS’ BELIEFS OF HIGHER ORDER THINKING SKILLS IN TEACHING READING AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Kusumastuti, Ima]]>;
<![CDATA[Fauziati, Endang]]>;
<![CDATA[Marmanto, Sri]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Belief that the teachers have is a basic concept which will shape their works and all activities they do in the classroom practices. The way they plan the lesson, the decisions that they make, and the teaching method that they apply in the classroom are highly influenced by their beliefs. As Higher Order Thinking Skills (HOTS) and literary skill become important needs for the students to have in the 21st century learning, the teachers must have sufficient knowledge and understanding about it. This case study is aimed in revealing two Junior High School English teachers’ beliefs about Higher Order Thinking Skills (HOTS) mainly in teaching reading. It also reveals how the two teachers apply their beliefs in teaching practices. The findings suggest that teachers’ personal beliefs about HOTS vary from how the implementation of HOTS which should be conducted in the classrooms.]]>
<![CDATA[EFFECT OF GENDER AND THE TYPES OF WRITTEN CORRECTIVE FEEDBACK ON THE L2 LEARNERS’ WRITING PERFORMANCE ]]>
<![CDATA[Sabarun, Sabarun]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The study is aimed at measuring the influence of the types of WCF on EFL students’ writing performance with involving gender factors. The research design was a pretest-posttest quasi experimental design. A pre-post writing test for both experiment and control groups was the main instrument. The participants of the study were 72 L2 learners at IAIN Palangka Raya of 2018/ 2019 academic years. During the learning process, the experimental group 1 was given treatment using Direct Corrective Feedback (DCF); the experimental group 2 was given treatment using Indirect Corrective Feedback (ICF); and the control group was not given treatment or received No Feedback (NF). The data were analyzed using a two-way ANOVA analysis. The analysis revealed that there was a statistically different effect for the types of WCF on the learners’ writing performance (F= 34.354, p= 0.000). Meanwhile, there were no differences between gender to the learners’ writing performance (F= 0.739; p=0.393 eta squared= 0.011). The interaction effect of gender and types of feedback also did not show significantly different among other groups F (2,66) =.1.120; p= 0.332; eta squared= 0.033).]]>
<![CDATA[SOCIAL MEDIA AS AN AUTONOMOUS LEARNING FACILITY TO ENHANCE WRITING SKILL IN DIGITAL ERA ]]>
<![CDATA[Sari, Retma]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This paper focuses on the using of social media as part of digital medias to enhance writing skill that to be one of issues of Indonesian students. Internet facilities and social media are becoming increasingly important and take a strategic role in most of human activities included education and learning sector. The study was conducted at Tidar University, explored the experiences of second semester students supported the hypothesis that as students from non-English countries enter the globalization era where English is the norm, they are faced with the challenge of learning a new language especially in writing which has many requirements to make it such as vocabularies, grammar ideas and habit as a prerequisite to successful and further thriving .The fact that Indonesian students often played digital media as online communication stimulates young learners social connectedness. Academic achievement would also benefit from their activities, having access to a teaching material aimed at delivering skills for the use of Internet and digital technology. From the qualitative research done, the writer explored the new trend of digital media especially using social media to enhance writing ability as the facilities in autonomous learning because they are confronted with social media in their daily life anyway where they could use many channels they wanted to receive the information and learnt to share their writing freely and comfortably. From findings, it can be concluded that social media boosts the writing proficiency, influences the autonomy and promotes independent of learning writing, improves the vocabularies references, increases the confidences, explores the experience and styles also solves other academic difficulties such as grammatical rules, exploring and also developing ideas]]>
<![CDATA[FACTORS AFFECTING STUDENTS’ DIFFICULTIES IN WRITING THESIS: A MIXED-METHODS RESEARCH AT EIGHTH SEMESTER OF ENGLISH STUDY PROGRAM IN IAIN CURUP ]]>
<![CDATA[Puspita, Cyntia]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The research describes about the factors that affect students’ difficulties in writing thesis at English Study Program of IAIN Curup. The objectives of this research are to find the students’ difficulties in writing thesis. In this study, the researcher used mixed-methods study. The population and the subject of this research were consisted of all students at TBI, which are the total number 49 students. In this study, the researcher took total sampling and the instrument used are questionnaire and interview. The questionnaire is also used to find the students’ difficulties in writing thesis and the interview was used to find the factors that affect students’ difficulties in writing thesis. The data showed significant finding (1) there are 82% or 40 students have difficulties in personality factors. (2) There are 83% or 41 students have difficulties in sociocultural factors. (3) There are 86% or 42 students have difficulties in linguistic factors. From the three factors, it is concluded that linguistic factor is the highest difficulties face by English students. The interview result showed that the first factor is personality factors. They were lack of confidence in deciding the thesis topic and in writing a proper literature review. The second, Sociocultural factors that covered in have an understanding about the culture department of the university regarding the format of thesis writing. Finally, the third factor is linguistic factors. They were difficult in paraphrasing sentences from the source to the thesis writing.]]>
<![CDATA[SPECIFIED 21ST CYBER-BASED LEARNING ACTIVITIES: PERSPECTIVES FROM JHS EFL TEACHERS IN INDONESIAN EFL CONTEXT ]]>
<![CDATA[Wulandari, Cok Istri Agung Sri]]>;
<![CDATA[Aryati, Ni Putu Puspita Selly]]>;
<![CDATA[Permatasari, Ni Putu Intan]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This study aimed at investigating the specified 21st Cyber-based learning activities. The emergence of using specified 21st cyber-based learning activities is due to the integration of digital literacy and the 4Cs. The method of the study is descriptive qualitative study with SWOT data analysis technique. Then, to ensure the validity and reliability of the data analysis, methods triangulation was used to check the consistency of findings generated by different data collection methods. The data were collected through documents analysis, classroom observation, and interview section. The result of the study showed that JHS EFL teachers have different perspectives about the specified 21st cyber-based learning activities due to cultural attributes of Indonesian EFL learners which have society’s perspective behavior of collectivism, reticence and passivity. However, in line with the use of specified 21st century-based learning activities, another result showed that students need EFL learning activities which implementing the subskills of the 4Cs. Additionally, the EFL learning activities should be integrated with the 4Cs both in the cyber-based and classroom-based learning to answer the education challenge in 21st century education.]]>
<![CDATA[INNOVATING DIGITAL “J-SLATE” IN WRITING REPORT TEXTS ]]>
<![CDATA[Tiasari, Luky]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Creating a report text using technology in the cyber-based era is so unique, especially for the ninth graders of junior high schools. To support technological activities, J-SLATE (Jostle to Write on the SLATE) is proposed in this paper to guide students in writing report texts consisting of five ways: Sail, Lamp, Acceleration, Tool, and Eyot. Three sequences of the R&D model (Plomp:1997) were used to develop this product. At the end of the research, J-SLATE provides tasks and activities related to basic competence, and it also offers digital games based on the students' needs to explore the students' ideas in creating report texts creatively.]]>
<![CDATA[AN EVALUATION OF TEFL UNDERGRADUATE'S QUESTIONING CLASSROOM ACTIVITIES BASED ON BLOOM'S REVISED TAXONOMY ]]>
<![CDATA[Cahyaningtyas, Dhestyn Ervina Sigit]]>;
<![CDATA[Basuki, Yudi]]>;
<![CDATA[Nurkamto, Joko]]>;
<![CDATA[Ngadiso, Ngadiso]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Lecturers’ talk during classes stimulates active students, as a means of a successful lecture. This study investigated the levels of questioning used by lecturers. The data, collected from the participants having more than ten year professional experience, were described qualitatively. Observation and interview were used to generate the data. The findings of this study indicated the questions level based on Bloom’s revised taxonomy. Mostly used was the low and middle order thinking, less encouraging students’ critical thinking. Noted 66 questions or about 73% of the total question belong to low order. 22 questions or 25% of all were included medium order. The rest of them, the least of all, 2 questions or equally to 2% were high order. Thus, students and lecturers could use the Bloom taxonomy to administer class activities with sufficient preparation, while further research might examine how to employ high order thinking skill in various areas. ]]>
<![CDATA[PRODUCTION OF RELATIVE CLAUSES BY ENGLISH LEARNERS IN KAMPUNG INGGRIS PARE KEDIRI ]]>
<![CDATA[Novianto, Wawan]]>;
<![CDATA[Suhandano, Suhandano]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This study aims to describe relative clauses produced by English Learners in Kampung Inggris Pare Kediri. The description of relative clauses produced is to know the kind of relative clauses English learners can and cannot produce. Data was obtained from learners’ essay in IELTS simulation test part writing. Result says that English Learners can only produce relative clauses which relativize H as subject with 85.7% of percentage, as object with 8.5%, and as adverb with 5.8% of percentage. RCs whose H position is in possessive, object of preposition, and indirect object do not appear in the data. While for relational relative clause, cleft relative clause is also not produced by learners. Further, error analysis says that the errors learners produce are divided into six types: 1) error in using relativizer, 2) producing unneeded relative clauses, 3) The absence of relative pronouns, 4) Error in using verb in relative clause, and 5) Error in H-V agreement.53.4%]]>
<![CDATA[REDUCTION OF ENGLISH NOMINAL GROUP EXPERIENTIAL STRUCTURE IN INDONESIAN SUBTITLE: BECOMING NEW ENTITY? ]]>
<![CDATA[Noverino, Romel]]>;
<![CDATA[Nababan, M. R.]]>;
<![CDATA[Santosa, Riyadi]]>;
<![CDATA[Djatmika, Djatmika]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Reduction in subtitling is inevitable due to technical rules of time and space as well as synchronization, i.e. displaying subtitle when the utterance/dialogue is spoken. Consequently, reduction leads to the loss of meaning incorporated into the subtitle. Reduction takes place within linguistic unit, such as word, group of words, even clause/sentence. Under the scrutiny of experiential dimension within ideational metafunction of Systemic Functional Linguistics, this qualitative study article discusses the results of a study on how far reduction of English Nominal Group (NG) elements as experiential structure has contributed to alteration of entity expression in the Indonesian subtitle of The Kingdom (2007), of which the objective data were collected by way of purposive sampling. The results show that reduction of English NG experiential structure set new expression of entity and even reduction of the NG main element, Thing, resulted in the loss of entity in the subtitle.]]>
