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 Identification of Complain Responding Turn in `Shopaholic to the Rescue` ]]>
<![CDATA[Setia Adi Nugraha]]>;
<![CDATA[M. R. Nababan]]>;
<![CDATA[Djatmika Djatmika]]>
<![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 purpose of this research to identify types of turn which respond to complaining speech act in Shopaholic to the Rescue novel and use pragmatics approach. It is because in pragmatics field, moreover in conversation turn becomes one of important foundations in reaching the purpose of communication, especially in verbal communication. Besides when people want to have a conversation and being involved in it, it must be organized, managed, and it can be seen by the turn. This research is categorized as a descriptive-qualitative research with embedded case study and using pragmatics approach. The data of this research are taken from conversations between characters in the Shopaholic to the Rescue novel which contain turns that respond to complaining speech act, and this study only takes verbal responds. As the result of this research, there are 45 types of complain responding turn from 120 data. Stating becomes the most dominant turn in responding the complaining speech act with 14 data, followed by complaining (11 data), asking (9 data), and explaining (9 data).]]>
<![CDATA[Reflection on Implementing Quotes as Attractive Media Related to Student Motivation in Learning English-Indonesian Translation ]]>
<![CDATA[Asfia Nur Laeli]]>;
<![CDATA[Retno Damayanti Kusumaningrum]]>
<![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[A translator needs to choose the best diction in order to express the meaning without losing the aesthetic of language from source language to target language. Using quotes as one of attractive media could be the alternative way to improve student motivation in translating meaning andexpression. Quotes become new trend media learning in translation since quotes are rarely used by lecturers. The students often find quotes in social media that are related to their feeling, situation, and interest in their daily life. Therefore, using quotes for translating facilitate them inunderstanding the figurative language and help them learn relax circumstance. In this paper, the writer would like to share feedback from the students of the English Education Program of State University of Semarang Indonesia in the English-Indonesian translation class by reflecting on the student learning experience in Translation. This research uses descriptive qualitative. The researchers do the observation while in translation class in 2017. Then, the researchers conduct interview and questionnaire to collect the data from the research participants. The result of the study shows that the students give positive feedback that quotes increase student motivation in English-Indonesian translation since quotes is interesting media and help express their feeling.]]>
<![CDATA[Visualization Strategy to Encourage Young Learners to be Creative in Learning English ]]>
<![CDATA[Puspa Dewi]]>
<![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[This paper deals with some theoretical reflections aboutvisualising and teaching reading and viewing for young learners. Then, a sequential work procedure which can be carried out with young learners is described. In this method, students learn to create pictures in their minds to help comprehension and recall. The language development stages of young learners between ages of 8 and11are shown in concrete operation. It means it is logical but depends upon concrete referent. Creating mental pictures helps students to improve comprehension of ideas in written text. It helps students to transform words into higher-level concept, and improves students focus, attention to detail and independent reading skills. Teacher can make students work in pairs and allow them to work through the texts together from different subject areas. They can make notes, draw diagrams, draw lines between relationships, etc. Visualisation can help students remember and apply their learning in new and creative situations.]]>
<![CDATA[BRIDGING THE GAP: REFLECTIONS ON EAP MATERIALS AT PHARMACY ACADEMY OF SURABAYA ]]>
<![CDATA[Ria Lusiyani]]>;
<![CDATA[Dian Wahyunianto]]>
<![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[This study aims to evaluate the course module used in EAP teaching at Pharmacy Academy of Surabaya. The coursebook was evaluated in terms of its subject matter, structure and capability to meet students‘ need. Two instruments were employed to draw potential strengths and weaknesses of the coursebook. Firstly, an evaluation checklist adapted from several literatures was designed to serve teachers’ perspective about the coursebook. Secondly, a set of questions was constructed to observe students‘ feedback. Surprisingly, the result of the study shows that eight chapters presented in the module are, considerably, more appropriate for EGAP class rather than ESAP class. Besides, it was found that each chapter is less-defined as every of them is organized differently. Furthermore, the whole aspects conclude that a lot of room remains for improvement for the materials in order to meet the students‘ need.]]>
<![CDATA[Sociocultural Framework: Emotional Geographies of a Female EFL Teacher in 3T Area ]]>
<![CDATA[Sri Rejeki]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Nur Arifah Drajati]]>
<![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[Teaching English in EFL context needs more than the knowledge of subject matter and pedagogical skill but also its emotional side. Teacher emotion is one of necessary aspect that could not be left behind. An EFL teacher who teaches English in 3T areas in Indonesia encountered some challenges such as geographical feature, culture, poor quality of both students and teachers, and so on. This research paper tries to find out teacher emotions experienced by female teacher in one of 3T areas. This research will explore the distance and closeness felt by the teacher while teaching English there. This research was conducted using a narrative case study method. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant namely sociocultural, political, moral, spatial, and professional. This research contributes to Indonesian government as the one that concerns in 3T areas. It is also significant data for EFL teachers who have to handle complex situations while teaching in such context.]]>
<![CDATA[Why Not Their Way? ]]>
<![CDATA[Ani Purjayanti]]>
<![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 way information is disseminated and learned is changing rapidly. What used to be meaningful sources of information in the past may be less preferred these days. As this trend has been touching nearly all aspects of life, it also brings about vast impacts in the teaching and learning process. Moreover, we are now dealing with the Y generation which obviously has distinct characteristics compared to the previous ones. Unfortunately, in the university where I teach, the way the material presented remains unchanged: a workbook prepared by the academic commitee for 29 diverse study programs. This paper, hereby, aims to explore a variety of ways in which this book can still be utilized but taking students’ learning preference into accountall at once. Needs analysis containing students’ learning preference were then distributed at the end of the first meeting, followed by a small discussion for better clarification. Then it is analyzed and clustered in order to obtain a clear picture on how the material available can be developed into a meaningful interesting source. Several activities and additional materials were next designed to cater for students’ dynamic participation in exploring the workbook. Students were asked to express their impression on material discussed after each meeting, and this was then discussed in week 7. It is revealed that with activities they like, classroom materials can be turned into something interesting.]]>
<![CDATA[A Content Analysis of English Textbook Related to Contextual Teaching and Learning ]]>
<![CDATA[Syaiful Haque]]>;
<![CDATA[Muhimatul Ifadah]]>;
<![CDATA[Dodi Mulyadi]]>
<![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 was aimed to investigate whether the English Textbook Contextual Teaching and Learning “Bahasa Inggris Sekolah Menengah Pertama” fulfilled the criteria of good textbook suggested by government and supporting the contextual teaching and learning. This research was designed in collaboration of descriptive qualitative and quantitative analysis. The object of this research was Textbook entitled “Bahasa Inggris Sekolah Menengah Pertama”. Library research and analysis were used to collect the data, while the instruments used were analysis sheet and interview. The result of this research showed that the textbook met the criteria of good textbook with the score for content fulfilment was 84.86%. The lowest achievement was in the criteria of cooperative fulfilment, which only achieved 28.18%. The researcher suggested that teacher could be more flexible in delivering the material of the textbook. For supplementing cooperative activity, teacher could arrange the activities that give students opportunity to collaborate in pairs.]]>
<![CDATA[Fostering Students' Motivation on Speaking through Talking Stick and Snowball Throwing Method ]]>
<![CDATA[Susilowati Susilowati]]>;
<![CDATA[Siti Aimah]]>;
<![CDATA[Testiana Deni Wijayatiningsih]]>
<![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[This research was a study to examine the students motivation on speakingthrough talking stick and snowball throwing. It used descriptive quantitative. It meant that this research would find the students motivation toward the use of talking stick and snowball throwing method. The subect of research was the eighth grade of SMPN 3 Tegowanu. There were 44 students. The data analysis of this research were questionnaire and video documentation. Based on the research result, the students motivation of questionnaire were3.38 students response very good in the use of talking stick in the experimental class. Than, there were 3.00 students response was good in the use of snowball throwing method. It meant that the students have a motivation to the learning process especially in speaking skill. Meanwhile, the result of the video documentation showed that the students motivation became better than in the previous meeting. The students who really felt ashamed at the beginning now they are not as ashamed as before. The students be more confident that at the beginning they always hide their face and ashamed to speak up because of less confident. Even their motivation for sepaking much better after being given the method of talking stick and snowball throwing. Then, the researcher suggests that the teacher could use talking stick and snowball throwing method in teaching speaking to achiev students speaking ability.]]>
<![CDATA[No Hero Here! (A Post Colonial Study on Bahurekso Story) ]]>
<![CDATA[Susanto Susanto]]>
<![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[Bahurekso, one of Pekalongan`s folktales and local wisdoms, is promoted to be taught in school. However, not all folktales can be taught to students. Like literary work, Folktale needs to be read critically.In this paper, Bahurekso was analyzed from the perspective of post colonialism. The aim of this research was to find colonial values or ideologies contained in the story. The data were collected through library research by collecting supported data from journals, books and other related sources.The result of the study showed that Bahurekso story contained colonial values in form of representation of Baurekso as coward, traitor, and deceitful hero. In fact, Bahurekso isMataram commander who died in Battle of Batavia to fight against Dutch Colonial. This false representation created bad figure of Bahurekso and students cannot take him as role model. This was the colonial agenda to stigmatize Indonesian heroes as bad and to maintain this stigma Dutch colonial hired dalang (shadow puppet masters) to use false Bahurekso story in their performance so that people unconsciously accept the story as truth.]]>
<![CDATA[HYPNOSIS MODEL TOWARDS UNIVERSITY STUDENTS’ THINKING SKILL ]]>
<![CDATA[Yohanes Michell Darius Prana Jaya]]>;
<![CDATA[M. Fajru Sidqi]]>
<![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[Nowadays, learning activity in University expects student to build the mind set in cognitive structure and improving the thinking skill of student. Every movement in our ideas, concepts, and so forth is called as thinking. However, the way how to build this skill is still less. This paper is design using library research model which analyse the data qualitatively. Moreover, this also telling about how the lecturer can fulfil and improving the students’ thinking skill with a hypnosis model. Changing perception that learning is not about the score but how we can develop our mind to be creative. APA Division 30 state that hypnosis is a state of consciousness involving focused attention and reduced peripheral awareness characterized by an enhanced capacity for response to suggestion. Therefore, using hypnosis model can train university students’ mind to think out of the box and not fixated with the material. Through the subconscious mind of student, the lecturer gives the point or clue of the material and they will develop by their own.]]>
