UAD TEFL International Conference
UTIC Proceeding welcomes research and non-research articles from academics, educators, teachers, trainers, and other practitioners in all aspects of education and learning. Papers for publication in this proceedings are selected through accurate peer-review to ensure their quality. The proceedings comprise a variety of topics of education and learning, including but not limited to English Language Teaching, Literature, Linguistics, instructional technology, technology education, pedagogic and educational approaches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, emerging technologies in education, etc.
Articles
63 Documents
Search results for
, issue
"Proceedings of the 4th UAD TEFL International Conference"
:
63 Documents
clear
<![CDATA[THE IMPORTANCE OF CULTURE AS A BASIC TEACHING ENGLISH LANGUAGE IN CHILDHOOD IN INDONESIA ]]>
<![CDATA[Ima Frafika Sari]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.179.2017
<![CDATA[This research aims at revealing: (1) the important of teaching culture in English language; (2) the important teaching culture for childhood; (3) the teaching English is important for childhood; (4) the teaching English is important in Indonesia; and how the age and duration of education in Indonesia. It is kinds of qualitative research which is aimed at revealing the important of teaching English language for early childhood in Indonesia. There are still lack of research about the important of teaching culture in English language, therefore, this research is significant tobe conducted. The finding of the research can be described as follows: First, cultural learning in the foreign language classroom touches three spheres: empathy and understanding, knowledge, and communicative skill. Second, learners will understand aspects of the foreign culture in the traditions of social anthropology. Third, young children being educated in English that is highlighted in this volume refers to the widespread belief that ‘younger is better’ when it comes to language learning. Fourth, the objective of English language teaching in Indonesia is to equip students with a working knowledge of the language. The last, in Indonesia the age begin to study in formal education is from the age 7 years old, and the duration is for 12 years. ]]>
<![CDATA[STUDENTS’ PERCEPTIONS TOWARD LEARNING MATERIALS USED IN ONLINE LEARNING ]]>
<![CDATA[Nuryansyah Adijaya]]>;
<![CDATA[Ratih Pertiwi]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.195.2017
<![CDATA[Online learning is assumed as a new paradigm in learning-teaching process in which lecturer and students do not need to sit in the same room to make class activities. They just need a gadget with internet connection to create the activities. Along with the practical of online learning, many institutions or universities in Indonesia create online learning to support learning-teaching process. However, online learning still faces some problems in learning activity, one of the problems is the use of learning materials. This study is aimed to explore students’ perceptions toward the use of learning materials in online learning whether the learning materials already support their activity in online class. 100 students of online learning TOEFL 2 are targeted to be research data. They are given some questions to explore their perceptions related to their perceptions toward the use of learning material. Besides, some students are also interviewed to explore deeper information. Quantitative analysis is employed in the study. This study reveals that students cannot decide whether learning material used in online learning already support online class or not which shown by mean score that reaches 2,805. they think materials are practical. However, they sometimes face some difficulties of using the materials; to understand instruction, responses, etc.These factors make students cannot decide their perception toward the use of learning material in online learning. That is why to support online learning, we must periodically revise learning materials for online learning.]]>
<![CDATA[THE UTILIZATION OF FOLKLORES AND THE HAPPY STRATEGY TO IMPROVE ENGLISH SPEAKING SKILL AND SELF CONCEPT (BEST PRACTICES FOR NONFORMAL EDUCATION) ]]>
<![CDATA[Wiwiek Afifah]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.210.2017
<![CDATA[This paper aims to discuss: (1) the integration of moral values through folklore in narrative texts, (2) the implementation of the happy strategy in teaching and learning processes, and (3) the improvement of speaking skill and self concept. The integration of moral values in folklores as narrative texts can be done to fulfil the learning targets. It is because students will be supported to internalize and actualize those values in their life. Some moral values that can be stressed in the integration of folklores are how to be an honest one, confident, careful, communicative, and down to earth person. The Happy strategies are joyful learning activities that can support students in learning how to speak effectively. It is because learning experiences on how to speak and to communicate were framed fun and relax. The characteristic of the happy strategies included ice breaking, storytelling, role playing, self assessment, peer assessment, and selected report. The strategy also made students felt directly aware of their performance from the result of peer assessment. The teaching strategy that had been implemented in non formal education especially for packet B program was proven to be appropriated. Having been implemented the language input (moral values based on folklores) and the happy strategies, student’s linguistic competence, linguistics performance (speaking skill) were improved. Furthermore, student’s self concept also changed to be better. It is because they can learn some moral values from the folklores and strengthen them through the reflection session of the class.]]>
<![CDATA[SEKOLAH PANTAI AS THE EXPOSURE OF CREATING HOLISTIC FUN ENGLISH EXPERIENCE IN PACITAN EAST JAVA ]]>
<![CDATA[Chusna Apriyanti]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.157.2017
<![CDATA[This paper aims to know the implementation of fun English learning through Sekolah Pantai in Pacitan East Java and the obstacles in implementing fun English learning to the children. The vision of this program is for every child in Indonesia has the opportunity to learn, to have healthy start, and to feel supported and secure living in a clean environment that is prepared for natural disasters. The researcher uses descriptive qualitative research design. The data are collected through observation and interview to the children and the volunteers of Sekolah Pantai. The result shows that all of the programs use English language with small portion of Indonesian language completed with theoretical input, group work as well as active sports games or garden work. English is included implicitly in four basic activities: ocean conservation, open class for kids, environmental workshop day with eco-ambassadors from high schools, and supporting local teachers through seminar and workshop to create fun English learning at schools. The volunteers use methods of teaching through arts, music, dance, storytelling, and other ways to share knowledge and integrate soft skills into the practical learning. However, there are some obstacles appeared during the program, such as: the children’ anxiety in communicating using English language, distrust from the public schools that need effort to make them believe to the programs, distrust from the society because of the native speakers volunteer, time management in conducting parallel activity for the students in private schools.]]>
<![CDATA[COPS STRATEGY: A STRATEGY TO TEACH WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.174.2017
<![CDATA[The purpose of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through COPS strategy and that of those who were not. The sample of the study was 71 students of SMP N 1 Sungai Pinang Ogan Ilir. Purposive sampling technique was used to select the sample. Written test was used to collect the data which consisted of five topics. T-test was used to analyze the data. Based on the result, it was found that the t-obtained (6.450) was higher than t-table (1.950) and the àvalue (0.000) was lower than Pvalue (0.05), the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in writing achievement between students who were taught by through COPS Strategy and that of those were not. Thus, COPS strategy can be used to teach writing skill.]]>
<![CDATA[AN INTEGRATED STUDY PACK BASED ON A SHORT FILM ENTITLED “SLAP HER: CHILDREN’S REACTION” ]]>
<![CDATA[Noor Aeni]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.190.2017
<![CDATA[This study aims to develop a set of alternative English teaching and learning materials covering four language skills (listening, speaking, reading, and writing). Learning materials are designed based on a short film entitled “Slap her: Children’s Reaction”. It is designed for language teachers of general English course for adult learners of English as a foreign language with the proficiency level of B2 according to CEFR (the Common European Framework of Reference for Languages).The nature of the study is Research and Development (R & D). The involving steps are conducting needs analysis, designing the course grid, and developing the materials. Data were collected by analyzing CEFR documets and conducting interview. They were analyzed quantitatively and qualitatively.The activities within the study pack were designed in chronological order. They are categorized in three orders, before viewing the short film “Slap her”: children’s reactions, during, and after the viewing. The activities are interlinked on levels B2 of CEFR. The activities content builds logically onto each other, with later activities that are recycling language items or content of previous activities. The activities involve all four language skills that are integrated. In the implementation of the study pack, students will be required to work either, individually, in pairs, even in groups.]]>
<![CDATA[DEVELOPING ENGLISH TEXTBOOK FOR MUHAMMADIYAH SCHOOL; AN IDEA TO INTEGRATE THE MUHAMMADIYAH VALUES INTO ELT ]]>
<![CDATA[Septian Dwi Cahyo]]>;
<![CDATA[Ika Rizqi Vitasari]]>;
<![CDATA[Sucipto Sucipto]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.201.2017
<![CDATA[As the most common teaching materials, textbook always has significant impact toward English language teaching. An English textbook contains language culture, ideology, and behavior. While a common textbook is developed by mimicking the native language, it can be said that an English textbooks have secular knowledge for not integrating faith into its content. The Muhammadiyah proposed an education of coherence between knowledge and faith for better education by developing unique curriculum known as ISMUBA which is contain Islamic values and enhancing knowledge. The problem is most of teachers in the Muhammadiyah school use general English which does not meet with the Muhammadiyah education goal.This paper propose and give example of an idea to develop an English textbook for the Muhammadiyah schools by integrating the Muhammadiyah values into textbook. The textbook is developed by integrating Islamic values as base of language teaching materials. The textbook is also developed based on Kurikulum 2013 for English language teaching, so there is no contradiction of national education goal and the textbook itself. The textbook is developed in order to achieve coherence of knowledge and faith in the Muhammadiyah education]]>
<![CDATA[A STUDY ON THE EFFECTIVENESS OF USING ALPHABET CARDS GAME IN TEACHING VOCABULARY FOR COMMERCIAL BUSINESS ADMINISTRATION STUDENTS ]]>
<![CDATA[Arita Destianingsih]]>;
<![CDATA[Ari Satria]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.150.2017
<![CDATA[The aim of this study was to know the effectiveness of the use of alphabet cards game as interesting tool to explain vocabularies and it make it easier to remember their meanings. This study belongs to the quasi experimental research and presents pre-test, post test and to investigate the effect of using alphabet cards game on vocabulary mastery of commercial business administration students. The participants were the students from commercial business administration students at the third semester (N=54) of State Polytechnic Bengkalis and divided into two groups. Both groups were taught vocabulary, however, the experimental group students who are exposed to alphabet cards game and the controlled group students who received conventional method. Pre-test and post-test were given to both experimental group students and controlled group students. The score of the vocabulary tests were compared through independent sample t-test. The mean value of pre-test of experimental class was 61.35, while the control class was 52.23. After learning using alphabet card games in experimental class the mean value obtained in post-test was 78.85, while in control class was 59.04. The improved of learning outcomes can be seen from the level of significance was 0.000 and it was lower than t test 0.000<0.05. It means that the hypothesis null is not accepted. Therefore, it can be concluded that the score of the students in learning vocabulary between the experimental group and control group was significantly different. The experimental group students who learned vocabulary using alphabet cards game had increased their vocabulary mastery.]]>
<![CDATA[IMPROVING STUDENTS’ ABILITY IN READING COMPREHENSION THROUGH COOPERATIVE LEARNING OF TAI (TEAM ASSISTED INDIVIDUALIZATION) ]]>
<![CDATA[Ermawati Zulikhatin Nuroh]]>;
<![CDATA[Vidya Mandarani]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.168.2017
<![CDATA[One of the learning models based on student activities (Students Centered Learning) is by using cooperative learning of TAI (Team Assisted Individualization) on the learning process in the classroom. This research is intended to know the improving reading comprehension through cooperative learning model of TAI (Team Assisted Individualization). This research used quantitative research using experimental design type one group pretest-posttest design with the sample student of semester 1 Diploma III Midwifery Program of Universitas Muhammadiyah Sidoarjo. The result of the research shows that there is a significant improvement toward the first semester students of Diploma III Midwifery Program by using cooperative learning model of TAI type (Team Assisted Individualization). This can be seen from some calculations such as pre-test average X = 44,32 and average post- Test Y = 66.56 from the average pre-test and post-test posttest is higher than the pre-test. (Compare) with 5% significant level of degree of freedom (df) = (n-1) = 28, whether t value> t table. There is improvement in reading comprehension through cooperative learning model type TAI (Team Assisted Individualization) toward the first semester students of Diploma III Midwifery Program of 0.07> 0.14. This research is expected to contribute to the learning model of reading comprehension to improve students' ability. ]]>
<![CDATA[DESIGNING STOP MOTION VIDEO USING LEARNING STYLE APPROACH TO TEACH VOCABULARY AT 4TH GRADE SD MUHAMMADIYAH PURWODININGRATAN II IN THE ACADEMIC YEAR 2015/2016 ]]>
<![CDATA[M. Luthfi Imama]]>;
<![CDATA[Rahmi Munfangati]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v1.185.2017
<![CDATA[This research was proposed to design Stop Motion video using learning style approach as a media to teach vocabulary for 4th grade students of SD Muhammadiyah Purwodiningratan II in the academic year 2015/2016.ADDIE (Analyze, Designing, Developing, Implementation, and Evaluating) was used by the researcher as a research methodology. The data for needs and learning style analysis was collected by giving questionnaire, doing an interviews and doing observation in the classroom. In order to develop the Stop Motion video, the prototype of the product was evaluated by the expert. Then, the video was implemented on the learning process to know its feasibility. In order to measure the effectiveness of the Stop Motion video, pre-test and post-test were given to class 4.A.1 as an experiment class and class 4.A.2 as a control class. The data of the pre-test and post-test were calculated by using SPSS 16.00. After the implementation, the researcher conducted an evaluation by analyzing the response of the student to the media. The result of the research suggested that stop motion video suitable to teach 4 grade elementary students of SD Muhammadiyah Purwodiningratan II.]]>
