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[The Challenge of the Interpreter in Interpreting Non-native English Speakers: A Case Study - EIT Case at Court of Gianyar – Bali ]]>
<![CDATA[I Wayan Ana]]>
<![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[The aim of this research is to find out the challenges faced by the interpreter in interpreting Bulgarian Accused for the ATM Case. To discuss the problems of this research, eclectic theories are applied. But facial Pochhaker's theory is applied as the main theory for interpreting andother theories of syntax, semantics and pragmatics as well as semiotics. The data used for this research were taken from court examination at the District Court of Gianyar in the case of two Bulgarians charged engines with Article 30 paragraph (2) and Article 33 of Law No. 11 of 2008. Based on the result of the analysis, it was found that there are some challenges faced by the interpreter in charge for foreign accused in the District Court, such us, week voice of the accused, poor and unclear features of English, incorrect grammar and limited vocabulary. To cope these difficulties, the strategies applied in interpreting English to English acres paraphrasing with addition and simplification of information, shift of information as well as non-technical strategy, by using hand illustration while to understand their English the interpreter observed the Accused facial expressions and gestures, and noticing the mouths and forms of lips.]]>
<![CDATA[21st Century English Language Education: Revisiting Idealism and Realism in Enhancing Pedagogical Skills ]]>
<![CDATA[Aslam Khan Bin Samash Khan]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[21st Century English Language Education is currently the focus and concern among English language practitioners and policy makers in ensuring success in all aspects of English Language endeavours. Since English language teaching is evolving in this rapidly changing world of education, numerous platforms are being used to discuss the latest developments pertaining to 21st Century Pedagogical Skills in English language education. As we move forward, this conceptual framework is being deliberated from various perspectives and levels to ensure that the outcome of any classroom practice should be significantly reflecting the principles of teaching and learning being advocated. Therefore, in enhancing pedagogical skills among practitioners of English language education, innovations and best practices will be the subject of discussions in trying to find the right formula for effective teaching and learning of English language aligned to the 21st Century educational framework.This presentation aims to revisit idealism and realism in enhancing pedagogical skills in English language teaching and learning, in accordance to the notion of 21st Century education conceptual framework. Other pertinent issues related to 21st Century pedagogical skills in English language education will also be discussed with the hope of finding common grounds in enhancing contextualized English language teaching.]]>
<![CDATA[REVEALING TEACHERS’ BELIEFS OF HIGHER ORDER THINKING SKILLS IN TEACHING READING AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Ima Kusumastuti]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Sri Marmanto]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite ]]>
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[The Use of Metacognitive Strategies in EFL Reading Comprehension ]]>
<![CDATA[Muhammad Nafi Annury]]>
<![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[The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring in EFL students, Faculty of Education and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of forty three students; ten male students and there are thirty three female students actually. First of all metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In the other words, metacognitive strategies are steps that learners take for improving their language performances. Based on SORS (Survey of Reading Strategies) questionnaire, there are four categories being scored in the reading metacognitive strategies. They are global reading strategies, problem-solving strategies,, and support reading strategies. The result showed that academic learners mostly apply the problem-solving strategies, followed by global reading strategies, and support reading strategies.]]>
<![CDATA[The Use of Communicative Approach in Foreign Language Learning Through Listening Activity by Using Whatsapp Application ]]>
<![CDATA[Tendiami, Anggia]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Listening is one of the four skills taught to learners in foreign language learning activity. Yet, it is no rarely found that students are sometimes uninterested in the listening activity caused by repeated same technique delivered by teacher in the classroom. Besides that, the interaction among students seems to be forgotten when the listening activity is conducted. This paper is about to explain and describe how the communicative approach is applied in the process of foreign language learning activity specifically in listening activity through the using of WhatsApp application as the means for communication. This technique is used in order to make students feel more lively when doing their activities in the classroom and allow for the interaction among them. As the part of technology, WhatsApp plays quite important role in this activity to motivate students to interact with their partners. The application of this method is implemented in a class consists of twelve basic-level foreign language learners and using the materials contained in their textbooks. Also, the teacher takes part in the activity to monitor and provide feedback to the result of the listening activity. By applying the communicative approach in the listening activity, teacher is expected to create an interesting learning atmosphere for students and allowing them to interact with each other. After the listening activity is conducted, questionnaires are distributed to see the response of the students telling their self-reflection regarding to this activity. As the result, besides improving the listening skill, students can also improve their communicative competence.]]>
<![CDATA[EFL Student Teachers’ Perception and Challenges toward Online Platforms in Language Pedagogy ]]>
<![CDATA[Mulyadi, Dodi]]>
<![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 aims to investigate EFL Student teachers’ perception and challenges of performing online platforms of Interactive Multimedia on Language Teaching and Learning. This study used mixed methods, qualitative and quantitative in nature. The participants of the study were 15 learners who have involved in the learning process of Interactive Multimedia on Language Learning Class. Questionnaires and interviews were used as data collection instruments. The data were analyzed and interpreted through qualitative and quantitative procedures. The results reveal that the online platforms of interactive multimedia such as Edmodo, PlayPosit, and Duolingo, TED Videos are very helpful and beneficial in improving their pedagogical competence. However, the limited time and facilities coupled with a poor Internet connection were challenges for EFL student Teachers to carry them out in educational process. The results of this study give meaningful insights for policy makers in education such principals in relation to provide the facilities to accommodate English teachers who want to employ online platforms of interactive multimedia in English teaching and learning in the classroom.]]>
<![CDATA[Secret to Finlands Education Success: A Reflection for Education in Indonesia ]]>
<![CDATA[Moch. Said Mardjuki]]>;
<![CDATA[Sihab Lapoto Ade Potradinata]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Finland has emerged as the top-scoring of Organization for Economic Cooperation and Development (OECD) on theProgram of International Student Achievement (PISA) assessment since 2000. Its secondary school students regularly achieve high scores in PISA tests.Finland has one of the worlds best performing education systems.The gap between the highest and lowest students within schools is not significant.Many researches have been conducted by researchers from various countries to investigate the Finlands education success.As a developing country, Indonesia is one of the lowest-scoring OECD nation on PISA. Finlands education could be a model for Indonesia. This study is aimed to present the secret of Finlands education success and to compare with Indonesian educational system. Based on the analysis, the most probable factors as the key elements that has impacted Finlands education success are excellent teachers, and appropriate curriculum and educational system. The writers try to propose solutions for Indonesian teachers and Indonesian educational system policy makers to be used as a reference.]]>
<![CDATA[Indonesian EFL Secondary School Teachers Perception and Preferences on Authentic Speaking Performance Assessment ]]>
<![CDATA[Erna Hamidah]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[A major challenge faced by English language teachers is to enable their learners to use speaking skills for effective communication and to assess it. The best way to evaluate it would be through assessing students ability in real tasks of written and spoken communication as it can improve their speaking skill. However, todays foreign language teachers rarely assessed students speaking skill and they have relied on traditional pencil and paper evaluation format. Curriculum 2013 addressed to bridge the gap through authentic assessment. The present study thus attempted to address the phenomena by studying EFL secondary school teachers perception and preferences on authentic speaking performance assessment in qualitative research method. Eighteen participants from various junior and senior high school in Indonesia have answered an online questionnaire on authentic speaking performance assessment (ASPA). The study revealed that Indonesian EFL secondary school teachers have perceived adequate knowledge and practice on ASPA, it was proved by the existed implementation of ASPA in their classroom practice. Role play dedicated as the most preferred ASPA regardless teachersgender, school level or certification status. Time was main obstacle in conducting ASPA. Self-reflection was suggested to be initial respond to decide appropriate adjustment. Colleagues best practice, a talk with EFL expert via blog or other modes, and related online materials wereways to take as teachers techniques enhancement for handling and maintaining students motivation and engagement during ASPA.]]>
<![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, Lite ]]>
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[Running Dictation as an Effective Technique on the Teaching Writing Skill ]]>
<![CDATA[Fitri Nurdianingsih]]>;
<![CDATA[Oktha Ika Rahmawati]]>
<![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[Writing is an activity to tell our ideas and thought about something in written form. Writing becomes an important skill to be mastered by the students to face the global era. It conveys that writing is used in every aspect of life, particularly for interacting and communicating with other people. Writing can be the most difficult thing to do because sometimes it is difficult to decide the words or even to produce a paragraph. One of the techniques that can be used in teaching writing is running dictation. Running dictation is a technique of dictation method that can be used for teaching writing cooperatively. It is a fun technique that can be adapted in a number of ways and it is fairly easy to prepare, explain, set up, and adaptable. Using running dictation to teach writing can avoid boredom for students because the technique help the students to brainstorm, elaborate paragraph and finish final paragraph. The objective of this study is to know whether or not the implementation of running dictation technique could be an effective technique in teaching writing skill. The method used in this study was an experimental research. The data collecting technique by using writing test to measure the students’ achievement. The data analysis technique by using t-test formula. This study compared between pre and post treatment which is using running dictation technique. The implementation of running dictation technique can improve students’ writing, memorizing, communicating cooperatively with their group and of course it can improve students’ creativity during teaching and learning process. Besides that, running dictation technique motivates the students to encourage the students to improve their writing skill. Finally, this technique gives good contribution and had a positive effects in improving the students’ writing skill achievement.]]>
