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<![CDATA[Critical Thinking: From Psychological Perspectives To Pedagogical Prospectives In Efl Teaching Contexts ]]>
<![CDATA[Gunadi Harry Sulistyo]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[Critical thinking is necessary and therefore it is considered to be an essential mental attribute that students must master. It was once a means that was needed to be learned in order for a nation at risk not to degrade intellectually. Now, the teaching of critical thinking skills has shifted in orientation from saving a nation from intellectual degradation to equipping students with necessary skills required to survive in the next millenium. English as a school subject can contribute significantly to the empowerment of students in facing the 21st Century with critical thinking skills. Pedagogical approaches fitting the characteristics of critical thinking skills are there available. If so, then it is the critical role of EFL teachers to harness their students with critical thinking skills – the fifth skills in language learning – through their innovative and creative teaching delivery that really matters.Keywords: English, critical, learning, skills, thinking]]>
<![CDATA[Information and Communication Technology (ICT) in English Language Teaching ]]>
<![CDATA[Gusti Nur Hafifah]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[ICT has been a basic requirement and essential aspect of education in global context nowadays. ICT in the form of digital literacy becomes one of the skills that students must acquire besides words and numerical literacy in the 21st era of learning. This paper explores the progress of ICT integration in education, especially in English Language Teaching. It reviews several findings from empiric studies about the impact of ICT toward teaching and learning. It elaborates the chronological development of ICT in ELT starting from; CALL, TELL, LMS, and how it is integrated into Blended learning. Teachers’ perspective of ICT is also discussed to see how it affects ICT practices. At last, it expounds the recent research result of the implementation of ICT in the teaching of English in Indonesia. Keyword: ICT, ELT, teachers’ perspective, Indonesia]]>
<![CDATA[English Teachers’ Investigation Of Windows Movie Maker As Technology In Teaching Speaking ]]>
<![CDATA[Ika Wulandari]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[Because of the widespread use of computers, most professions have been influenced by them in one way or another (Gough-Jones, 1995). Teachers need to be more creative in integrating technology into the classroom, especially in teaching speaking which is considered as the most challenging skill for students to learn. Thus, the aims of this study are to introduce Windows Movie Maker (WMM) as a technology in teaching speaking and to reveal the attitudes of ten English teachers towards its utilization. The implementation of WMM is illustrated through sample activities. Besides, to collect data regarding their attitudes, the participants were directly distributed a document consists of an introduction to this tool, tutorials on how to apply it, and sample of WMM slides. They were then asked to write their reflections on WMM application and kind of activities they could use in teaching speaking. The collected qualitative data was analyzed by means of content analysis. It was revealed that the participants mostly gave positive attitudes towards the use of WMM and they also shared their ideas about teaching activities incorporating this tool. In sum, the use of new technology in teaching speaking is likely to lead to a more effective ELT process. Â Keywords: Technology in ELT, Windows Movie Maker, Teaching Speaking.]]>
<![CDATA[Speaking Assessment Based On The 2013 Curriculum From English Teachers And Their Perception ]]>
<![CDATA[Imro Atus Soliha]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[This study was focused on the speaking assessment used by six English teachers at three Junior High School in Probolinggo. The objectives of this study are to explain; 1) the Implementation of Speaking Assessment based on 2013 Curriculum, 2) the types of speaking assessment from English teachers, and 3) teachers’ perception on speaking assessment based on 2013 curriculum. Type of this research was qualitative. The data were collected from interview, questionnaires, observation, and document analysis. The samples of this study were six English teachers who taught eight grade from three Junior High schools in Probolinggo. The data were classified and analyzed in qualitative way. The result showed that; 1) the English teachers of three Junior High Schools in probolinggo have applied the assessment in speaking, but not all standard was completed, 2) role play performance was used in assessing the students’ speaking skill, 3) teachers’ perception on speaking assessment was very good, and thought that the assessment could be the solution for their problems in assessing student’s speaking skill.Keywords: assessment, speaking, curriculum 2013, perception.]]>
<![CDATA[The Struggle Of Antonia Shimerda And Lena Lingard Against Patriarchal Gender Roles Portrayed In Willa Cather’s My Antonia ]]>
<![CDATA[Kinanti Resmi Hayati]]>;
<![CDATA[Laksmi Budiana]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[Women is never ending issue to discuss. My Antonia is one of popular novel in early 20th century which is told about women’s struggle. There are not many novels or literary works that discuss about woman’s struggle against patriarchal gender role explicitly such as in My Antonia by Willa Cather. This topic will discuss about the struggle of Antonia Shimerda and Lena Lingard against patriarchal gender role. As already known, equality is very difficult to get for women in early 20th century. The phenomenon of inequality between men and women is being a trigger for women movement or usually called as feminist. The issue of inequality attracts women to start their movement against the patriarchal gender role which has been already existed in the society since a long time ago. Antonia Shimerda and Lena Lingard depicted in the novel as woman who decided to focus with their career rather than to get married. It is still taboo for woman to behave as feminist in that era.Key words: patriarchal gender roles, struggle, equality, feminist.]]>
<![CDATA[Exploring Local Wisdom In Students’ Writing: Reflecting High Order Thinking Skills In Developing Material Design ]]>
<![CDATA[Lilla Musyahda]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[Achievement tests are often written by the teachers and given to the students to see how well they are doing. Ideally, they should reflect progress not a failure. They have to reinforce the learning that has taken place, not go out of their way to expose weakness. Meanwhile, the class of Writing has some obstacles in gaining the ultimate goal. Therefore, the writer would like to tailor an instruction which views the class as end product tasks in the framework of  High Order Thinking Skills to design language materials for Writing class. The main idea of this study concerns the ability of the language users to pair sentences with the contexts. It reflects the cultural values that can be explained and made sense of independently established cultural priorities. It is an approach which emphasizes the construction of end product as the main thing to be focused on. It stresses that writing is re-writing, re-vision, seeing with new eyes has a central role to play in the act of creating text. In addition, it also increases students’ awareness of alternative ways of studying, and explore their ability in expressing their idea in different cultural context. The context-description of students’ works refer to knowledge of appropriate subject matter in which it promotes the value of local wisdom.  It will then be assessed with holistic rubrics which all criteria are evaluated at the same time to see the progress of the learners. Key words: end-product tasks, materials design, high order thinking skills, cultural context.]]>
<![CDATA[Students’ Critical Thinking Of Explanation Writing ]]>
<![CDATA[Linda Mayasari]]>;
<![CDATA[Ria Novia]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[This research paper aims to describe the use of task-based learning strategy in teaching learning writing explanation at tenth grade of senior high school. The research focused on the use of task-based learning strategy to improve students’ critical thinking ability in explanation writing. This classroom action research consists of one cycle and in the cycle consisted of four steps: planning, action, observation, and reflection. The subject of this research was the students of tenth grade in SMA Negeri 13 Surabaya. In analyzing and collecting the data, it used the information from the interview, observation in the class and the achievement of the students’ writing. Brown’s theory and Willis’ theory were utilized to find out more about the writing and critical thinking of students’ in writing explanation through task based learning. Based on the analysis, it can be seen through TBL, the students were able to perform six components of critical thinking suggested by NEIU’s in CTL (the issues, context, perspective, assumption, evidence and implication) in their explanation writing under the topic eco-composition. Key words: Writing, Task-Based Learning, Eco-composition, Critical Thinking. ]]>
<![CDATA[Seeing The Preference Of The Genres Of Literature And The Four Primary Temperament Types As An Indicator Of Efl Reading Achievement ]]>
<![CDATA[Rita Nurhalimah]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[This paper described the study which tried to explore the impact of the four primary temperament types (Sanguine, Choleric, Phlegmatic, and Melancholic) and the preference of the genres of literature toward the achievement of reading like a foreign language. Hence, the objectives of the study were (1) to find out the impact of the four primary temperament types and the preference of the genres of literature toward EFL reading achievement, (2) to seek which more influential variable among the four primary temperament types and the preference of the genres of literature on EFL reading achievement. The population (N=43) of the study was the eleventh-grade students of SMA Muhammadiyah 2 Surabaya in the academic year of 2017/2018. The quantitative method was utilized in this study with the Multiple Linear Regression as a research design. In collecting the data, the researcher administered the reading preference questionnaire which consisted of 20 items and ready-made of the temperament type questionnaire consisted of 48 items. After administering the two questionnaires to the sample of the study, then the researcher conducted the IELTS-like test to obtain the score of reading achievement. In analysing the data, Multiple Linear Regression in SPSS 23.0 was utilized. The findings of the study revealed that there were simultaneous impacts of the variables of the Preference for Fiction (X1), Preference for Non-fiction (X2), and Temperament types (X3) toward Reading Achievement variable (Y). Moreover, only one independent variable which was the preference for fiction (X1) that had more influence toward the dependent variable. Therefore, it could be implied that the variable of preference for fiction (X1) had a significant impact on reading achievement (Y)Keywords: Temperaments Type; Preference of the Genres of Literature; Reading Achievement.]]>
<![CDATA[An Analysis Of Morphological Error In English Word Formation Process Made By The Third Semesrter Students Of English Education Department Madura Islamic University ]]>
<![CDATA[Samsi Rijal]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[This research begins from the observation at teaching and learning process of English language as foreign language especially at the English Morphology class, the researcher found some students’ problems related to the analyzing of English word formation process through tree diagram. They felt difficulties in analyzing English word formation process particularly in combining prefixes and suffixes. In this research, the researcher used descriptive qualitative which is the objective to describe the morphological error in analyzing the English word formation. The subject of this research is the third semester students of academic year 2018/2019 at English Education Department FKIP Madura Islamic University. In collecting the data, the researcher used the test and document study. The result of the research, the students understand well the function of every affixes in English word formation process but they made some errors in analyzing English word formation in multi word formation processes especially in combining prefix and suffix, derivational affix and inflectional affix.Keywords: Word Formation, prefixes, suffixes.]]>
<![CDATA[The Implementation Of Teaching Speaking On Explanation Using Live Presentation And Recorded Presentation On Whatsapp Application At Sma Muhammadiyah 9 Surabaya ]]>
<![CDATA[Siti Imalia Tanjung]]>;
<![CDATA[Linda Mayasari]]>;
<![CDATA[Sofi Yuniati]]>;
<![CDATA[Ramizah Rizqiya]]>
<![CDATA[ PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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<![CDATA[This research is conducted to apply teaching speaking by using live presentation and recorded presentation via WhatsApp application. The research design is descriptive qualitative, the researcher analyzed the eleventh grade of science program in senior high school of Muhammadiyah 9 Surabaya. The purpose of the research is to describe the implementation of teaching speaking on explanation text material by using live presentation and recorded presentation through WhatsApp, the students’ responses, the strength and weakness of this implementation. The result was the students could practice speaking English on WhatsApp application as the learning media with two different strategy; recorded presentation and live presentation. The responses of the students were very interest with the media that applied during teaching-learning process. The strength of recorded presentation was students can present better, meanwhile on live presentation, teachers can monitor directly if they have errors. However live and recorded presentation have the weakness. The weakness of recorded presentation was students cannot be monitored directly by the teacher and the weakness of live presentation was the learning time that was less efficient so that it required additional time. Keyword: Teaching speaking, Recorded Presentation, Live Presentation and Explanation Text]]>
