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 Analysis of Questioning Strategies Used by Lecturer in Reading Class ]]>
<![CDATA[Puspa Dewi]]>
<![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 study analyses spoken discourse particularly the questioning strategies used by the lecturerduringteaching in Reading class in English Education Program. Questioning has long been used as a teaching tool by teachers and preceptors to assess students‟ knowledge, promote comprehension, and stimulate critical thinking. This is a descriptive qualitative research using recorded class activity as the data. The unit of analysis is the questioning strategies used by the Reading lecturer. The result shows that during the recording, there are fifteen questions proposed by the lecturer. I consulted to the revised Bloom‟s taxonomy in the field of cognitive domain to analyze the data. These results can be applied in the classroom and in experiential learning environments particularly in Reading class to enhance student engagement and promote critical thinking and higher-order learning.]]>
<![CDATA[BETWEEN YOU AND WE: STRUCTURAL NARRATIVE ANALYSIS ON DOA YANG DITUKAR BY FADLI ZON ]]>
<![CDATA[Susanto Susanto]]>
<![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[One of political phenomena in 2019 in Indonesia is the polemics caused by a political poem by Fadli Zon (FZ) entitle Doa yang Ditukar (exchanged prayer) which was considered as mocking one of Nahdhatul Ulama Senior Clerics, Maemon Zubair known as Mbah Moen. There was unclear subject/ character of Kau (you) in the poem which was suspected as referred to Mbah moen. Indonesian Mass media made this situation worse by only discussed it politically and legally without ever touching language and literary discourse in their programs as means of social education. Therefore, in this study, the poem Doa yang Ditukar by Fadli Zon is analyzed from structural narrative point of view which sees poetry as narrative structure which its meaning is built by intrinsic elements. The result of this study shows that first the poem Doa yang Ditukar by Fadli Zon narrate about the struggle between we which refers to the narrator and pejuang istikomah and amanah and kau which refers to amoral government and its companions. Second it is hard to show that there is mockery made by the poem because there is no clear subject of kau refered to certain person in reality.]]>
<![CDATA[Using Assessment of Reading Test: Analysis Of Reading Comprehension Problems toward the Ninth Graders ]]>
<![CDATA[Khotimah Mahmudah]]>
<![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[The difficulty to understand a text in English has become common problem for young learners who have English as Foreign Language. Through preliminary investigation, problems about reading comprehension were identified. Some students have gotten background knowledge about short functional text in form of descriptive and recount text in eight graders. This study examines reading comprehension problems about those types of text toward the ninth graders at SMP N 8 in Jambi City, Indonesia. This is a case study research. The purpose of this study is to explain the main English reading comprehension problem encountered by the ninth graders after doing reading test. Finding revealed problems from literal and interpretive comprehension level of reading based on the result of all students answer.]]>
<![CDATA[Dissociative Identity Disorder Reflected in Frederick Clegg’s Character in `The Collectors` Novel ]]>
<![CDATA[Janitra Asia]]>;
<![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 paper discusses dissociative identity disorder as seen in John Flowless’ novel entitled The Collectors. The main purpose of this research is to reveal the causes of dissociative identity disorder and the symptoms of dissociative identity disorder in the novel. The writer focuses of the main character who named Frederick Clegg. The writer arranges the literary review by discussing about theory and approach. The theory that is used dissociative identity disorder by Pierre Janet. Dissociative identity disorder is characterized by the presence in one individual of two or more alternative personality states (alters). For such individuals, the memory representation of a particular event can have full episodic, auto noetic status for one alter, while having the status of knowledge or even being inaccessible to a second alter this analysis applied qualitative and library research to depict clearly about the problem by using the words. The result of this analysis shows some causes and symptoms that exist in the novel. For the causes it was started from capacity for dissociation, traumatic experiences, perpetuating factors. Meanwhile for the symptoms are start from memory loss (amnesia), mental health problems, such as depression, anxiety, and suicidal thoughts and behaviors. The writer hope that by conducting this research it can be use full for the future reader that are interested in the same theory.]]>
<![CDATA[Teachers Assessment of Young Learners English Productive Skills ]]>
<![CDATA[Suci Nugrah Amalia]]>
<![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[Assessing the productive skills namely speaking and writing tends to be more difficult than assessing the receptive skills namely listening and reading. The teachers need to pay more attention in assessing these skills especially for the elementary school students who are in the beginner level of English ability. Therefore, the aims of this research were to find out : The test format, marking criteria and the scoring scheme used by the teachers in assessing students productive skills. This research was conducted under descriptive design. The respondents were 2 English teachers of Sekolah Dasar Islam Terpadu Aisyiyah (SDITA) Taman Harapan Curup. The data were taken from observation, interview and document analysis. The results of this research were : 1) The test formats used by the teachers to assess speaking skill wereinterview, picture description, and presentation while composition, brief description, writing the interview result and writing the expression were used to assess writing skill. 2) The criteria used by the teachers were pronunciation, vocabulary and fluency for speaking assessment, grammar, vocabulary and mechanics for writing assessment, 3)The teacher use the scoring scale to score students productive skills. The scale itself depends on the criteria or language component which were being assessed and each scale of score has its own description. Virtually, it would be better if the teachers write down some notes in students writing product so that they can analyze their weakness easily.]]>
<![CDATA[Extensive Reading: Expanding the English Program by Creating Autonomous Learners ]]>
<![CDATA[Thomas Koch]]>
<![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[Extensive Reading has been shown to be an effective way of increasing English learners‟ language skills. In this presentation we look at why extensive reading should be a part of every language program and how to implement the program. It also will explore the differences between intensive reading and extensive reading and some of the misunderstandings about the appropriate materials for extensive reading. Teachers often apply the standards of intensive reading to the materials recommended to their students in extensive reading. The justification for the use of the Start with Simple Stories (SSS) extensive reading program is provided to make extensive reading materials accessible to the students. Finally, two online extensive reading websites will be provided where teachers can monitor student reading activities.]]>
<![CDATA[Reading Self-efficacy and Its Influence on Students' Reading Proficiency ]]>
<![CDATA[Semi Sukarni]]>
<![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 objective of the study is to analyze the influence of self-efficacy on students' reading proficiency. The research had been done in English Education Program of Purworejo Muhammadiyah University involving 62 students from two classes of the fifth semester. Self-efficacy questionnaire and reading comprehension test were used to collect the data. The data were analyzed by using descriptive and inferential analysis. To test the hypotheses correlation product moment and linear regression were applied. The finding shows that there is a positive and significant correlation between self-efficacy and reading proficiency as the r-value is 0.332 with sig. = 0.004 < 0.05. The regression test shows that self-efficacy contributes 11% to the achievement of reading proficiency while 89% was contributed by other factors. Self-efficacy has significant influence as the t-value 2.120 with significant level 0.000. The implication of the study is it is important to develop the students with positive self-efficacy during learning process as it can influence on their language achievement particularly in reading.]]>
<![CDATA[THE EFFECT OF USING GALLERY WALK AS AN ALTERNATIVE TECHNIQUE TO STUDENTS’ ACHIEVEMENT IN SPEAKING ]]>
<![CDATA[Indah Puspitasari]]>
<![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 objective of this research was to find out whether there is a significant effect of using Gallery Walk as an alternative technique to students’ achievement in speaking. This research is a pre-experimental research using one group pre-test post-test design. The sample of the study was 25 students of X MIPA 3 in SMAN Tulakan. The data were collected by means of a speaking test. The result of the sample t-test showed that the mean difference between students’ pre-test and post-test was 5.98, with significance value was 0.05. This result showed that teaching speaking using Gallery Walk as an alternative technique had a significant effect on students’ achievement in speaking. In other words, it can be concluded that teaching speaking using Gallery Walk as an alternative technique significantly improved students’ achievement in speaking.]]>
<![CDATA[English Teachers’ Perception on Educational Supervision ]]>
<![CDATA[Dion Wildan Praditya]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![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 objective of this study was to describe the English teachers’ perception on educational supervision. This research was a qualitative study using purposive sample. The research was conducted in the three senior high schools which had different accreditation in Kalirejo, Lampung. The data were collected from the interview with three English teachers. Each of them represented different school. The data the researcher had included were all about how the English teachers’ perceptions on educational supervision in Kalirejo, Lampung. All the subjects in this research had been supervised before, thus they could describe their perceptions on educational supervision. The result of the research showed that the teachers believed that educational supervision is an ongoing process to observe the way teachers teach in the classroom according to the lesson plan and to improve their teaching skills.]]>
<![CDATA[The Implementation of Authentic Assessment in Vocational High School 1 Kuala Cenaku ]]>
<![CDATA[Dian Ekawati]]>
<![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[Teaching and learning are not complete without assessment which is needed to measure the students capability and achievement in language learning. Assessment is an essential activity and as an integral part of teaching learning process and it is used to see whether the teaching and learning process can run as expected and reach the desired objectives. One particular form to assess the students reading comprehension is by using authentic assessment. Authentic assessment requires demands on teachers professional skills since it calls for independent judgment and interpretation of student performance. It takes times and careful planning to be used effectively However, most teachers do not feel adequately prepared and mastered in assessing their students by using an authentic assessment. The problems appear while the teachers start to apply it. The main contribution of this study is to determine the problems of two English teachers in implementing and applying an authentic assessment on reading comprehension. Using descriptive qualitative method and semi-structured interview administered to two English teachers, the researcher observes directly to confirm the data obtained from English teachers who use authentic assessment in their reading comprehension class and this study highlights some findings those are the teachers problems in implementing an authentic assessment. Based on the observation and interview the researcher finds several difficulties that faced by the teacher in preparing, applying and implementing the authentic assessment on students reading comprehension.]]>
