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English Language and Literature International Conference (ELLiC) Proceedings
Published by Universitas Muhammadiyah Semarang
ISSN : 25797549     EISSN : 25797263     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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
Arjuna Subject : -
Articles 673 Documents
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Authorial and Non Authorial Affect in Speech: An Appraisal Theory Approach Dwi Meisyitah Ananda; M. R. Nababan; Riyadi Santosa
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 : Universitas Muhammadiyah Semarang

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Abstract

This study deals with authorial and non-authorial affect in speech. The aim is to find out the types of affect, graduation and engagement. This study used descriptive qualitative approach. The data were obtained through content analysis from speech transcript. The data was analyzed by using domain, taxonomy, and componential analysis. The result shows that there are 10 types of affects found in authorial affect, 13 types of affects found in non-authorial affect, and 10 types of affects found in authorial-non-authorial affect. Authorial affects and combinations are used more frequently than non-authorial It indicates that the speaker as first person often expresses his/her own feelings and also expresses his/her and others’ feeling upon something.
Sharpen the Saw Teachers! Proposing a Model of Teacher Professional Development Program Paulus Widiatmoko
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Aside from their main responsibility as educators, English teachers certainly need to regularly sharpen the saw or keep improving their professionalism. These demand both understanding of theoretical foundation and practical applications of interconnected aspects of EFL teaching and learning. This paper reports a case of a teacher professional development program in reflective teaching, motivating and engaging learners, and ICT applications for language learning. These topics are chosen as they are considered essential for EFL teachers who strive for a process of building expertise. This two-day workshop elaborates experts as plenary speakers to share theoretical foundation of the three areas and teachers as parallel presenters to demonstrate good practice of their teaching experience. A quantitative assessment at the end of the training results in positive responses from the participants along with evaluations on how this model of teacher development program could be improved. As a post-workshop activity some teacher participants are assisted and facilitated to implement the material. Techniques of engaging reading and ICT use for language skill practice are chosen. Finally, six points of reflection from the committee and an external reviewer provide another assessment, evaluations, and recommendations for the program improvement.
Students’ Difficulties in Translating Idiomatic Expression from English into Indonesian Dian Paramita Ayuningtyas; Muhimatul Ifadah; Siti Aimah
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 : Universitas Muhammadiyah Semarang

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Abstract

This research is about the difficulties in translating idiomatic expressions. It is aimed to find out about how students translate the idiomatic expressions, and the difficulties experienced by students during the translating process.18 English Education students were taken as the sample of the study by purposive sampling. The students were given translation test which contained idiomatic expressions. The students’ translation results wereanalysed to know the accuracy level. The resultof accuracy level then leads to the analysis of students’ difficulties in translating idiomatic expressions. Therefore, questionnaire and short interview were employed to gain further data. The research found that 15% of students’ translations were totally inadequate, 23% were inadequate,10% were adequate, 14% were almost successful, and 38% were successful. The fact that the amount of the inaccurate translation result was more than the accurate translation result indicated that the students experienced difficulties during the translating process. Meanwhile, the translation difficulties experienced by students were lexical difficulty at 73%, stylistic difficulty at 67.5%, cultural difficulty at 66%, and 64% for grammatical difficulty. Based on the result, it is suggested for the students to improve their knowledge of English idiom and the translating ability. Inaddition, the students should optimize the use of dictionary to help produce good translation. For teachers, the result of the research can be used to reflect the students’ difficulties in translation, so that they are expected to overcome the difficulties by considering students’ ability and background knowledge in translation.
Google Docs: Enhancing Collaborative and Cooperative Learning in the 21st Century Ooi Choon Meng
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Teaching of writing has been an uphill task for teachers, as students find writing as the most difficult and boring task. Students are basically sitting quietly writing paragraphs after paragraphs on paper and hand it in at the end of the lesson. There is hardly any collaboration and cooperation among the students. Those who are weak in writing struggle to complete their work for there is barely any interaction or discussion among the peers.In the perspective of 21st century education, learning needs to be more interactive with teachers as facilitators, while students collaborate and cooperate in their writing task. Students are empowered to write creatively and effectively through collaboration and group discussion. This could be done via Google Documents, one of the apps which allows students to comment, edit, collaborate, share and view the revision history of learners work. Writing has taken a step further, as it is going paperless.This workshop introduces participants to 21st century teaching writing via Google Documents, which will help to enhance writing lessons.** Laptop and Internet connection are required.
AN ANALYSIS OF EFL TEACHERS’ BELIEFS ABOUT TEACHING WRITING AND THEIR PRACTICES IN VOCATIONAL SCHOOL Mala Rovikasari; Suparno Suparno; Slamet Supri
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This research aimed to investigate the EFL teachers’ beliefs about teaching writing and their practices in Vocational School and to reveal problems and solutions in teaching writing. The research design used a case study. The subjects were four writing teachers who have been teaching in Vocational School. The data collecting technique used semi-structured interview, observation, and document analysis. Then, the data were analyzed using Flow Model Analysis. To ensure the credibility of data, it used data triangulation and methodological triangulation. The findings showed that the EFL teachers had positive beliefs which covered the nature of teaching writing and its objectives, teachers’ roles, teaching approaches, and writing assessment. There was a relationship between teachers’ belief and practices in teaching writing. The teachers also concerned about the problems: vocabulary, language use, organization, and students’ motivation in teaching writing.
Coachee-centered Coaching: Toward the Implementation of Learner-centered Learning in The Context of Indonesian 2013 Curriculum Siti Tarwiyah
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 : Universitas Muhammadiyah Semarang

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Abstract

Coaching is a type of professional development focusing on professional dialogue to build teacher capacity to enhance the success of learning and the quality of education in general. Coachee-centered coaching gives model to the coachees the implementation of learner-centered learning. This paper describes the model of presenting coaching materials through coachee-centered coaching dealing with the implementation of 2013 curriculum in EFL class. The study was designed qualitatively. The data were accessed from 6 teachers of English at State Islamic Junior High School in Semarang-Indonesia (MTsN2 Semarang). The materials and the procedures of implementation were formulated based on need analysis through teaching observation, lesson plan analysis, and Focus Group Discussion. In term of material presentation, the coachee-centered coaching was implemented through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.
Teachers Perceptions towards Social Media Use to Improve Professional Development and Integration in English Language Teaching Agustrianita Agustrianita
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Social media such as Facebook, BBM, Whatsapp, Instagram, Youtube, Twitter, E-mail, LinkedIn, Edmodo, Blog, and Skype have significant impact on aspect of life, including English education. Teachers need to know not only social media use as a tool to enhance professional development,but also integrate social media in English Language Teaching (ELT) because the students who are Digital Natives are already familiar with social media and they feel quite comfortable with each innovation and changes. This study aims at investigating the teachers professional development as well as their perspectives towardimplementing the social media into EFL teaching and learning. It is formulated in order to answer two research questions: (1) What is the teachersperceptionstoward the implementing of social media in developing their professional inELT? (2) How do the teachers integrate social media in ELT? Data of this qualitative study were taken from survey through questionnaire which was administered to 20 participants. The findings of this research show the participants havepositive perspectives about the implementation social media as a helpful learning tool to develop their professional. Moreover, social media can beapplied with a variety of advantages in ELT. The recommendation is that the EFL teachers is worth trying to find the available social media for their professional development and implement social media to create more effective teaching and learning activities.
The Relationship between Jigsaw Cooperative Learning Method and Parents Attention with English Learning Achievement Student in Public Junior High School 4 Bogor Ika Kartika; Saepudin Saepudin
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 : Universitas Muhammadiyah Semarang

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Abstract

This study aims to prove and examine the relationship between parents' attention to English learning achievement, either individually or together. The hypotheses tested were: (1) there is a positive the relationship between the jigsaw cooperative learning method and English learning achievement, (2) there was a positive the relationship between parents' attention and English learning achievement, and (3) there was a positive the relationship between jigsaw cooperative learning method and parents' attention together towards the English learning achievement. The research method used is survey method with correlational approach. The research was conducted at Public Junior High School 4 Bogor. The study respondents were 80 students, with the sampling technique using is cluster random sampling technique. The instrument uses the English learning achievement test questionnaire as the dependent variable, while the model instrument is corporative jigsaw method and the attention of the parent as independent variable. The result of the research shows that: (1) there is positive the relationship between model of jigsaw method to English learning achievement; (2) there is positive the relationship between parent's attention to English learning achievement; (3) there are a positive the relationship between the jigsaw cooperative learning method and the parent's attention collectively to the English learning achievement. Thus the results of this study conclude that English learning achievement can be improved through improved jigsaw cooperative learning method and parental attention.
The Effectiveness of Strategy-based Reading Instruction (SBRI) and Reciprocal Teaching (RT) For Teaching Reading Comprehension in EFL Context Semi Sukarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The objective of the study is to investigate the effectiveness of Strategy-based Reading Instruction (SBRI) and Reciprocal Teaching (RT) for teaching readingcomprehension. The research had been done in English Education Program of Purworejo Muhammadiyah University involving two classes of the fifth semester students. It is an experimental study that had been done by pretest-treatment-posttest. The reading comprehension test adopted from TOEFL and FCE was used to collect the data of student reading proficiency.The data were analyzed by using descriptive and inferential anlysis. The finding shows that SBRI is more effective in improvingStudents Reading Proficiency as this has been proved by different mean score between SBRI class and RT class. The mean score of SBRI class is 66.4which lays in the Good level, while the mean of RT class in only 61.4 which lays in the Sufficient level. The inferential analysis shows that the t-test is 2.27 with the significant level 0.027 (<0.05). It means that Ho is rejected and Ha is accepted.
The Embodiment of the Black Feminist Spirit In Iola Leroy, the Female Mulatto Protagonist, in Frances Harpers `Iola Leroy` Asmarani, Ratna
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The aim of this paper is to analyze how the female protagonist in Harpers novel entitled Iola Leroy, although a mulatto, embodies the spirit of black feminism. To carry out the analysis, feminist literary criticism is used as the frame of analysis linked with gynocriticism. Several concepts concerning black feminism including empowerment, solidarity and sisterhood are used to support the frame of analysis. The result shows that the female mulatto protagonist, who does not know that she has black blood, all of a sudden experiences real slavery. This harsh turning point on her previously comfortable life leads to her new insight about slavery, about her race, and about her personal existence as a woman. The last point results not only in the emergence of the spirit of black feminism but also in the application of this spirit to other blacks, especially the black women. The convergence of thought and action makes the female mulatto protagonist turns out from the victim of slavery into the agent of change for the black race.

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