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 Implementation of Authentic Assessment in Vocational High School 1 Kuala Cenaku ]]>
<![CDATA[Ekawati, Dian]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
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.]]>
<![CDATA[The Identification of Complain Responding Turn in `Shopaholic to the Rescue` ]]>
<![CDATA[Nugraha, Setia Adi]]>;
<![CDATA[Nababan, M. R.]]>;
<![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[Teachers Assessment of Young Learners English Productive Skills ]]>
<![CDATA[Amalia, Suci Nugrah]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
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[Reflection on Implementing Quotes as Attractive Media Related to Student Motivation in Learning English-Indonesian Translation ]]>
<![CDATA[Laeli, Asfia Nur]]>;
<![CDATA[Kusumaningrum, Retno Damayanti]]>
<![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[Dewi, Puspa]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
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[Sociocultural Framework: Emotional Geographies of a Female EFL Teacher in 3T Area ]]>
<![CDATA[Rejeki, Sri]]>;
<![CDATA[Kristina, Diah]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![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 participantâs 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[Purjayanti, Ani]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
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 studentsâ learning preference into accountall at once. Needs analysis containing studentsâ 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 studentsâ 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[Haque, Syaiful]]>;
<![CDATA[Ifadah, Muhimatul]]>;
<![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 was aimed to investigate whether the English Textbook Contextual Teaching and Learning âBahasa Inggris Sekolah Menengah Pertamaâ 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 âBahasa Inggris Sekolah Menengah Pertamaâ. 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[Aimah, Siti]]>;
<![CDATA[Wijayatiningsih, Testiana Deni]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
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 Learni ]]>
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.]]>
