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[SOCIAL MEDIA AS AN AUTONOMOUS LEARNING FACILITY TO ENHANCE WRITING SKILL IN DIGITAL ERA ]]>
<![CDATA[Retma Sari]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (525.236 KB)
<![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[Student’s Satisfaction in Doing Assessment by Using Lasvita ]]>
<![CDATA[Yuanovita Prihatianti Fitria]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Sumardi Sumardi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1391.85 KB)
<![CDATA[When final examination (UNBK) by using conventional assessment tends to facilitate cheating, another offer in language learning assessment has been done, i.e., computer-based test. However this test has weakness, because it is only held at school because of the server connection reason. One of the solution being proposed here is having assessment by using Lasvita. Lasvita itself, is an android-based program which is designed to help teachers both do teaching and assessing. The easiness to organize, manage, practical, and support eco-learning makes Lasvita is considered to give satisfaction for students in doing assessment. This research will dig up more the satisfaction of the students by using questionnaire. Quantitative method will be used, while for analyzing data, satisfaction index theory will also be employed here. Describing the details of the research, it is expected that this research will give a reference for schools to do an effective assessment in language learning.]]>
<![CDATA[Exploring Subjective Difficulty as l2 Explicit Knowledge in Advanced Grammar Exams ]]>
<![CDATA[Muhammad Dhika Arif Rizqan]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (775.859 KB)
<![CDATA[Perceiving the difficulty tocomplete an exam is possibly diverse for one student with another. Indeed, this kind of difficulty which called as the subjective difficulty is faced by TEFL students in all degrees, including the master students. This study aims to explore the subjective difficulty and its factors which areperceived by the TEFL master students in completing their mid and final term of Advanced Grammar Exams. In these exams, the students are given tasks to identify the (un)grammatical sentences, correct the errors, and provision the rules. Qualitative method is selected to analyze this case by applying questionnaire, documents, and interview to obtain the data. The findings indicated thatmetalanguagewas their main problem. This difficultywas influenced by familiarity towards the tasks in these exams which should be performed by the students.In their admissions, they have had a complete understanding of the technical and non-technical metalanguage terms. However, using and producing metalanguage in order to label and provide grammatical rules required not only understanding but also similar perception between the students and their lecturer. Interestingly, for the students, the use of metalanguage to provision therules which had been broken in ungrammatical sentences was perceived as a new knowledge.]]>
<![CDATA[Hedonism as Reflected in Hemingway’s `The Snows of Kilimanjaro` ]]>
<![CDATA[Vincentia Gita Yulis Setyaningrum]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (783.576 KB)
<![CDATA[This research deals with the hedoism in The Snows of Kilimanjaro short story by Ernest Hemingway. The writers use hedoism as the main theory to analyze because the problems of this short story are related to luxurious lifestyle and temporary happiness. The objectives are to find the hedoism values and the influence of hedoism from the main character of the short story, which the writer wants to convey to the reader. The study was conducted by applying qualitative research. Data that uses this study are primary data were reached from The Snows of Kilimajaro short story. Then, secondary data were reached from literature review and other sources information that related to object of this research. The technique for collecting the data was documentary technique. After analyzing the short story, it was found one of hedoism value which is materialism. The influence of hedoism can be seen by the main character Harry descriptions with the the cases of a narration and dialogues, the writer concludes some influence of hedoism that have a bad behaviour and personalities to the readers which is alchoholics drinks becomes a part of lifetyle. The other reason hedoism portrayed by the main character are found from their own surroundings such as social condition or environments even it cames from themselves.]]>
<![CDATA[Discourse Competences: A Case of English Foreign Language Students in Graduate Program ]]>
<![CDATA[Gani, Citra Amiliani Abdul]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (706.619 KB)
<![CDATA[This study concerns with discourse competence in conversation. The aim of this study is to examine the speakers dominance, the most strategy used when the problems of communication arise, and the speakers discourse competence. The subject of this research is students of graduate program. The conversation involvedthree participants (speakers) of English students of educational program. The transcripts of conversationwere divided into turns, moves and clauses, and discourse competence was analyzed further based on the content specification of Celce Murcia (1995). Eventually, interpretation on the result of analysis was conducted. The findings of the study show that three speakers are dominant in the conversation. There is no incidental participant in the conversation due to they speak purposively. Additionally, the result concluded that the most frequently strategy that is used in thisconversation is stallingor time gaining. It indicates that the speakers have more problems of hesitation within the conversation. Therefore, this claims that the speakers are not fluent in speaking English. Though the conversation that is produced by the speakers is not well formed, the conversation has involved cohesion and coherence aspects. Therefore, it can be inferred that the speakers discourse competence is good since they produce utterances cohesively. According to the findings, it is suggested to the EFL students to produce more English in their daily activities to decrease the communication problems and increase their speaking competences. Besides, the lecturer also guide and stimulate studentscreatively to speak more English during EFL learning.]]>
<![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, Lite ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (469.162 KB)
<![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[Code-switching: To what extent it benefits in EFL classroom? ]]>
<![CDATA[Nurhamidah, Nurhamidah]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1452.895 KB)
<![CDATA[Bilingualism and multilingualism have been an issue in linguistics for decades and moreover the technology which shortens the distance between countries or even languages and evokes code-switching. Such phenomenon has been researched by many researchers and experts of linguistics to see what actually it functions. In EFL classroom, code-switching by some researchers has been considered as language barriers while others see code-switching as the communication strategy to ease the teaching-learning process. The two coined side are still developed and invited more creative researchers to reject or to support. Code-switching which commonly occurs in foreign language classroom is still under of unconscious state of both teachers and students to conduct. The code switching on this side will neglect based on the teachers and students who employ this in EFL classroom. This paper will be based on the literature study which have been mushrooming in the current state of code-switching.]]>
<![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, Lite ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (666.461 KB)
<![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[Compensatory Strategies in Facing Communication Breakdown Used by EFL Students in Surakarta ]]>
<![CDATA[Mifta Muriska Isya]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1154.97 KB)
<![CDATA[This research applied descriptive qualitative design. It aims to find out how the EFL students overcome their communication breakdown in delivering message or idea to interlocutor also the reason why they use those compensatory strategies. The knowledge of compensatory strategies supported the speaker or EFL students to achieve effective communication. There are two ways to collect the data in this research: observation then been transcript and interview. This research applied purposive sampling. There are 21 participants who are grouped into seven group then they had to present their assignment in front of the class. That class was a content course which forced student to learn another subject and practicing their speaking skill. According to the data analysis, there are several types of compensatory strategies which is one aspect of the taxonomy of communication strategies that can be used by the students. The most dominant compensatory strategy found in this phenomenon was literal translation from their first language. It was followed by non-linguistic means and code switching as the EFL students preference. They employed compensatory strategies in order that their classmates could catch up what the idea of the presentation is.]]>
<![CDATA[CONTRASTIVE ANALYSIS OF USING ACTIVE AND PASSIVE SENTENCE IN THE NOVEL OF “EAT, PRAY, AND LOVE†BY MARGARET GILBERT ]]>
<![CDATA[Haryani, Haryani]]>;
<![CDATA[Hartanto, Cahya Fajar Budi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (434.02 KB)
<![CDATA[The objective of this study was to find out the differences and similarities of using passive voice in Source Text (ST) and translated them into Target Text (TT). The difference and similarity itself was found by comparing two sentences in two languages, between Indonesian and English which focused on using the passive voice sentences. Besides that, a descriptive qualitative method and contrastive analysis technique were used in analyzing 20% of data. The main results of the study were: the data that used active sentence in source language, and transfer it into active sentence (AA) was about 244 data (82 %). Next, the data from active sentence in source language and transfer it into passive sentences (AP) in target language was 45 (15 %). Moreover, the data from source language in the form of passive sentence and translated it into passive sentence (PP) in target language was 10 (3%). However, 0 (0%) data was in passive sentence and translated it into active sentence (PA).]]>
