International Conference on Education and Language (ICEL)
This Proceedings contains papers submitted and presented at the International Conference on Education and Language in 2013 and 2014. 2nd International Conference on Language Education hosted by the University of Bandar Lampung on 20-22 May 2014, at the graduate campus, the University of Bandar Lampung (UBL), Lampung, Indonesia.
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<![CDATA[STUDENTS’ PERCEPTION IN A BLENDED LEARNING SPEAKING CLASS ]]>
<![CDATA[Desi Ike Sari]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Technology is one of the ways to improve education and now it is not something strange in the world.This research aimed in describing students’ perception in a blended learning, the combination of face to face classroom and online class by using Schoology for speaking skill. The study was conducted with twenty-six students of second semester in Bandar Lampung University. The data colleted by using questionnaire,the questionnaire was posted after the materials have been done by students. The questionnaire was posted in Schoology through Google forms website. The finding of the research revealed that blended learning is categorized as a something new for the students but this environment makes easier in students understanding.]]>
<![CDATA[INFORMAL ASSESSMENT FOR LANGUAGE SKILLS: THE LEANERS’ PERSPECTIVE ]]>
<![CDATA[Apsus Grumilah]]>;
<![CDATA[Irfan Nur Aji]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Assessment is one of the important components in language teaching and learning. Through assessment, the learners’ learning achievement will be known. However, learners’ achievement cannot be accurately measured only through formal assessment which is conducted in a certain period of time with the purpose to judge of whether learners are successful or fail. In order to have accurate measurement, there should be an alternative for assessment which is conducted in ongoing process of learning. Wiggins (1998: xi) asserted that assessment should be designed to improve and educate student performance, not merely to audit as most school test currently do. Therefore, this research tried to reveal the learners’ perception as well as their preference in informal assessment. For teachers, it provides the evidence of informal assessment as an essential part in teaching and learning process. This paper is written on the basis of research which described the learners’ perception toward the use of alternative assessment in PBI UAD Yogyakarta. There were 211 randomly selected of 600 learners in language skills classes. They were asked to fill in the questionnaire to express their perception in informal assessment and to perceive the best appropriate informal assessment type for language skill.The result of the research was that learners had good perception toward the use of informal assessment. There were 67% of learners had good perception, and 26% of learners had very good perception, so there were 93% in overall of learners had good perception. In addition, about 65% of learners in all skills classes preferred the use portfolio assessment. Lastly, it was unexpectedly that learners preferred the performance assessment for listening (63.27%) and observation assessment reading (63.80%), and portfolio for speaking (70.59%) and writing (67.92%). Thus, the findings showed the high demand of learners to the practice of informal assessment for language skills.]]>
<![CDATA[BLOG AS ALTERNATIF MEDIA IN TEACHING LITERATURE ]]>
<![CDATA[Y. Satinem]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The aims of this research are: 1) to know the students’ respond in utilization of blog as media in learning at students grade 3 Xaverius elementary school; 2) The effectiveness teaching folk lore by using blog at students grade 3 SD Xverius Lubuklinggau. Weblog or blog is one of interesting media used by teacher and students as teaching and learning media. Blog can be called as private website which in managing can be do individual or group. In this research, the researcher used quantitative method that focused at quasi-experimental research. Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. In this research, researchers took xavarius elementary school as population and grade three as many as 31 students have been selected as samples for research. The result at this research were 1. The percentage of students’ answer who stated that learning literature by using media blog was approved, its means that blog media is necessary for learning. From 31 students who fill the questionnaire, show all students stated that the question number 7, 8 , and 10 are beneficial for students with a percentage of each question 100 % . From the students ‘statement can be concluded that learning by using media blog is required by Indonesian students on the material, especially regional literature. 2. Calculations to determine the effectiveness of media blogs in teaching regional literature is done by using the t test. From the results of calculations using SPSS result that t is greater than t table or in critical areas, Ho was rejected, meaning that the process of learning the Indonesian language by using the media blog on learning folklore applied to the third grade students of Xavarius elementary school had proved effective.]]>
<![CDATA[THE USE OF INTERACTIVE WHITE BOARD IN EYL MOTIVATION ]]>
<![CDATA[. Munjiana]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Young learners are usually described as learners aged between 6 to 10 or 11 years old. To teach this age group means to understand them, know what their attitudes, opinions and interests are. There are some characteristics which teachers should bear in mind when preparing activities and teaching young learners. This is a heterogeneous group with different kind of motivation for learning. It mostly depends on teachers how they introduce the subject they teach and how they attract their attention. This paper will discuss one of the newest technical equipment, the Interactive White Board (IWB), which is quickly entering schools and helping teachers with their work. The aim of this paper is to inform interactive whiteboard materials for educators teaching English as a foreign language at Primary schools. It will also look at some possible advantages and disadvantages of using IWB, how easy or difficult it is to use, what effect it has on their motivation, and what actually is so fascinating about it.]]>
<![CDATA[THE CRITICAL DISCOURSE ANALYSIS ON THE FAME OF OREO WONDERFILLED ADVERTISEMENT ]]>
<![CDATA[Alfriani Ndandara]]>;
<![CDATA[Frederika Mei Anggraeni]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Advertisement is one of functional texts which functions to commerce the audience about a product the company sells. A text in the advertisement is considered has to contribute people’s intention. This paper conducts a critical analysis on the fame of a product which becomes remarkable since it raises until now, Oreo. Fairclough’s three dimensional frameworks, Gee’s seven building tasks, and Halliday’s functional grammar are employed to do the research. Therefore, this paper discusses the linguistic features, advertisement invention, semiotic aspects and social contexts. However, the result of the research shows that, the language used in Oreo Wonderfilled advertisement has relation to power. Thus, the advertisement of Oreo does not only attract consumer but also shape the constumers’ mind through the language used both its’ audio or visual. The representation of symbolic power to capture the hearts and minds of consumers is by means of visual, audio, and verbal signs, which are analyzed using semiotics feature.]]>
<![CDATA[QUIPPER SCHOOL: HOW DO TEACHERS BRING IT IN THE CLASSROOM? ]]>
<![CDATA[Asep Idin]]>;
<![CDATA[M. Syahrul Z. Romadhoni]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The advanced development of internet has influenced mankind in almost all aspects of life including the field of English Language Teaching (ELT). In response to it, English teachers should make use of it to enhance the quality of their teaching. One of its strategies is by using Quipper School, a popular educational online platform focusing on helping teachers and students dealing with internet use in the teaching learning. Quipper School contains a smart management tool that helps them get involved in teaching learning in more interactive ways. It also provides an assessment program that enables teachers to evaluate and monitor the students’ progress. Most students feel excited and amazed as they experience a new mode of English learning. Quipper School was introduced in Indonesia in 2013, and now gains its fast popularity. This paper strives to explain theoretical bases of teaching English with ICT, the nature of Quipper School, basic features of Quipper School, sample of teaching materials, some teaching procedures in designing and using Quipper School for the teaching of English focusing on reading skill, and the reflection.]]>
<![CDATA[ENGLISH FOR MARITIME ]]>
<![CDATA[Lucia Tri Natalia Sudarmo]]>;
<![CDATA[Heidy Wulandari]]>;
<![CDATA[Marita Safitri]]>;
<![CDATA[Fransiscus Widya Kiswara]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[English education in Indonesia vocational schools are in the need of specific curriculum for each kind of vocational school. This study is a response toward a vocational English teacher experience, in which English lesson in maritime school still applies general English and even English for hotel during the learning process. It aims to provide materials which have direct relation to navigation in maritime school. The products of this study are syllabus and a module entitled English for Maritime consisting of thirteen units which is expected to be used by students of SMK Pelayaran Kupang. Research and development (R&D) method is applied in designing the materials.]]>
<![CDATA[A SOCIOLINGUISTIC STUDY OF ENGLISH AND JAVANESE KINSHIP TERMINOLOGY ]]>
<![CDATA[Andrias Yulianto]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Misunderstanding in an interaction between people is commonly happened. One cause of this case is a different culture including the way to use language. This study intends to solve this problem by looking at one study in sociolinguistics focusing on the diversity of applying vocabulary in a kinship system of two different background societies, they are English and Javanese. The data collected from three sides, they are: the researcher's knowledge, available book, and participants. The study focuses on the native speaker of English and Javanese. This study results the differences and similarities taken from principles used in deciding kinship system (Nanda and Warms: 2007). Javanese has five priciples, they are Generation, Relative Age, Lineality and Collaterality, Gender, and Consanguineal and Affinal and English had four principles, they were Generation, Lineality and Collaterality, Gender, Consanguineal and Affinal.]]>
<![CDATA[THE POSSIBLE CAUSES OF INDONESIAN EFL STUDENTS’ ANXIETY IN SPEAKING IMPROMPTU SPEECH ]]>
<![CDATA[Galuh Dwi Ajeng]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Impromptu speech gives a different experience in doing public speaking for students. This speech involves students in speaking what they have written in short time. While doing impromptu speech, many students who do not have a good skill in speaking choose to give up while others stand to speechless on the stage. This study is aimed to explore what causes appear related to foreign language anxiety among the English Education Study Program students in speaking impromptu speech. The data were gathered from a qualitative research. The sample of this study was a group of Indonesian students who took Speaking 3 class at STKIP PGRI Bandar Lampung. Impromptu speech was taught in this class. The results show that there were four causes of foreign language students’ anxiety: discomfort, fear, shyness, and worry. From the result of the study, some suggestions could be proposed to help the students deal with foreign language anxiety of Indonesian EFL students in speaking impromptu speech. ]]>
<![CDATA[TEACHING READING COMPREHENSION BY USING CREATIVE THINKING READING ACTIVITIES (CTRA) TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 8 LUBUKLINGGAU ]]>
<![CDATA[. Syaprizal]]>;
<![CDATA[Yayuk Handira]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The problem of this study was “Is it significantly effective to teach reading comprehension by using Creative Thinking Reading Activities (CTRA) to the Eleventh Grade Students of SMA Negeri 8 Lubuklinggau in the academic year of 2013/2014?”. The objective of this study was to find out whether or not it was significantly effective to teach reading comprehension by using Creative Thinking Reading Activities (CTRA) to the Eleventh Grade Students of SMA Negeri 8 Lubuklinggau in the academic year of 2013/2014. In this study, the writer proposed two hypotheses. They were Nul Hypotheses (Ho) and Alternative Hypotheses (Ha). The method applied was pre-experimental method with one group pre-test post-test design. The sample was taken through cluster random sampling. The number of the sample was 28 students. The data were collected by using test consisting of 20 items of multiple choices. The data obtained were analyzed through three techniques: 1) Individual Score, 2) Minimum Mastery Criteria, and 3) Matched t-test. The results of this study: (1) The mean students’ score in the pre-test was 58.03, (2) The mean score of post-test was 70.17, and (3) the result of matched t-test was 7.05, which was higher than 1.701 of the ttable of 28 with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.]]>
