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[LEARNER AUTONOMY IN BLENDED LEARNING SPEAKING CLASS ]]>
<![CDATA[Ida Nahdaleni]]>;
<![CDATA[Yanuarius Yanu Dharmawan]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This research aims to know the condition of learner autonomy in blended learning speaking class and focus on measuring the first level of learner autonomy. The participants of this research were the students who took speaking class. They were the second semester students of English Language Education Study Program of Teacher Training and Education Faculty in Universitas Bandar Lampung. The researcher collected the data from the questionnaire. 12 questions involved in the questionnaire have been proved to have high content validity and high reliability to measure the first of three levels of learner autonomy by Benson (2000). From the data, the researcher found that in blended learning speaking class, the students are in moderate level of autonomy in the context of interdependent level of control over learning management.]]>
<![CDATA[COMMUNICATION THEORY: RITUAL CONSTRAINTS USED IN ENGLISH CLASSROOM INTERACTION AT TENTH GRADE STUDENTS OF SMK YADIKA LUBUK LINGGAU ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This research aimed to investigate what are the ritual constraints used and how the ritual constraints are expressed in the English classroom interaction at the tenth grade students of SMK YADIKA Lubuklinggau. Method applied in this study was descriptive method. The result of this research was hoped to be useful for teachers and students in teaching and learning process. It gave an input in teaching to emphasize classroom interaction effectively both enhance student achievement and more motivated students in solving the psychology problems, conceptual understanding with the result that the interaction between teacher and students are smooth and yield good feedback each other. Based on the result of data analysis there were four ritual constraints found: (a) ritual constraints in opening/ closing (b) Ritual constraints and backchannel signals, the teacher used verbal backchannel signals such as okay, yeah, and well. Beside, the students used ritual constraints and backchannel signals by using nonverbal backchannel signals such as: eyes contact and body alignment such as stand up and waving their hand. (c) Ritual constraints and turnover signals, the interaction between teacher and students gave signals by giving gaps/ small silences such as, slowing tempo, and falling intonation. (d) Ritual constraints and Grice’s maxim (relevant), the student gave signals to answer the question relevantly without any other information; and ritual constraints and Grice’s maxim (clarity), teacher demanded the students to be brief and orderly.]]>
<![CDATA[THE USE OF PODCAST AND INTERPRETIVE TASKS FOR PEER ASSESSMENT IN THE EXTENSIVE LISTENING CLASS ]]>
<![CDATA[Delsa Miranty]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Effective learners have gained understanding of the individual and social processes necessary to learn how to learn. Since learning is an activity of making meaning construction not simply of receiving. The social dimension is always present, and in social contexts collaboration supports learning. Then, in the context of language education, listening is recognized as the first skill that learnt by the students in the EFL classroom. However, some problems are commonly found in the process of learning to listen the material in form of English. Students are usually less confident and often confuse to start to listen the material in the EFL classroom, especially in the extensive listening class. To minimize this problem, this study is aimed at discovering an alternative method in learning listening material by using Podcast and then the students discuss the material with their friends. So, by giving interpretative tasks then make a peer assessment in the laboratory hopefully covered the students’ problem in the extensive listening class. Therefore, the teacher can also help the students to build their interaction skill and the students’ self confidence to improve their listening skill. ]]>
<![CDATA[A NEW VOICE IN ELT: PLANNING INTENSIVE WORKPLACE CURRICULUM ]]>
<![CDATA[Amporn Sa-mgiamwibool]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The emergence of AEC and its consequences on English language teaching leads to three critical issues that involve ELT, ESL and EFL. In response to this, practitioners and teachers of the fields find it necessary to identify the language required in workplace. This paper describes one approach by means of survey to discover the necessary language functions in which they are used in the workplace and apply the language functions to draft a work-based curriculum. The results illustrated the general language functions necessary for: 1) a work topic; 2) work interaction; 3) appropriate usage for verbal communication; and 4) nonverbal communication. Practically, Master of Arts in English for Careers, a work-based curriculum, was drafted to serve the local, regional and global marketplaces. ]]>
<![CDATA[THE EFFECT OF USING PAIR TAPING TECHNIQUE TOWARD SPEAKING ABILITY IN DESCRIPTIVE TEXT OF THE SECOND YEAR STUDENTS AT A PRIVATE SECONDARY SCHOOL IN PEKANBARU ]]>
<![CDATA[Intan Septia Latifa]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Learning how to speak English fluently and accurate is always a difficult task for students who learn English as a foreign language. Consequently, it is common to find students who are not used to express opinions in class, some appear conservative and uncomfortable, and rarely ask questions even though they do not understand the content being studied. These problems have also been faced by the students of a private secondary school in Pekanbaru. In this case, implementing a language learning technique called Pair Taping technique is proposed in order to assist learners to cope with those problems. According to the statement above, this study was objected to find the effect of using Pair Taping technique toward speaking ability in the descriptive text. It employed a quantitative method which involving 48 second grade students separated into experimental class and control class. Both classes were given a pre-test and a post-test, which only the experimental class received the treatment by using Pair Taping technique, while control class used the non Pair Taping Technique. The findings affirmed the rejection of the null hypothesis, thus including that Pair Taping technique had a significant effect on students’ speaking ability in descriptive text of the second grade students. This study is essential because it offers implication on teaching and learning process because applying Pair Taping technique provides a challenge for students to be more active and confident in speaking activities. Moreover, it also assists both teachers and students doing a direct evaluation of the speaking task through the recorded audio from taping activities.]]>
<![CDATA[SCANNING OF STUDENTS’ LEARNING STYLE AT SMA NEGRI 7 LUBUKLINGGAU IN ACADEMIC YEARS 2015/2016 ]]>
<![CDATA[Agus Triyogo]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This research aims to know students’ learning style in mastery English at SMA Negri 7 Lubuklinggau, the researcher took an observation several students to know type of learning style that can be used by teacher in teaching English in the classroom. The researcher took 18 students as the subject of the research where is representative from the whole of student at SMA Negri 7 Lubuklinggau. The objectives at this research are to know the student in learning style in mastery English and the students’ learning strategies to improve their English proficiency. In this research, the researcher used qualitative research which focuses on naturalistic approach, because the researcher wants to know students’ condition in naturally when they learn English. The result show that from eighteen students that chooses, seven students used kinaesthetic in learning English, six students used Auditory and five students used read and write. the result at this research as an inform to the teachers in teaching especially in English, they must understand the characteristic of their students and use mix strategies in teaching in the classroom, so students will understand all of the material well by their learning style.]]>
<![CDATA[ERROR ANALYSIS OF ASPIRATED AND UNASPIRATED CONSONANT SOUNDS PRODUCED BY STUDENTS AT ENGLISH CLUB SENIOR HIGH SCHOOL OF TRI SUKSES NATAR SOUTH LAMPUNG ]]>
<![CDATA[Fitri Anggraini]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Producing speech sounds is needed for almost speech sound. It is one of elements which is important in language learning. Teaching English especially aspirated and unaspirated consonant sounds requires an effective way especially for teaching English speaking class. The paper analyses the error of aspirated and unaspirated consonant sounds produced by students. Participants are 4 students at English club senior high school of Tri SuksesNatar Lampung Selatan. It is found that there is improvement of aspirated and unaspirated consonant sounds in teaching English.]]>
<![CDATA[ADAPTING MEG CABOT’S PRINCES DIARIES IN TEACHING WRITING ]]>
<![CDATA[Pramugara Robby Yana]]>;
<![CDATA[Zahara Ramadani]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This article is written to describe the use of literary work particularly novel entitled Princess Diaries written by Meg Cabot in teaching writing. Writing is a very eminent skill in English language teaching and learning. It is a skill that helps students to put their thoughts into words in a meaningful form and to interact with the message mentally. However, among the four skills in English language and teaching, writing is claimed as the hardest one to be improved. Therefore, the use of literary work is believed to make students improve their writing ability. Adapting Meg Cabot’s Princess Diaries in teaching writing has many advantages including (1) expanding students’ awareness of language usage of the foreign language, (2)providing cultural enrichment , (3) engaging students’ interest that boost their motivation to learn, (4) developing students’ interpretative abilities, (5) the students could get better ideas to write, (6) the students could get better understanding about several basic techniques of writing, and (7) the teaching and learning process become more effective. The first step in adapting Meg Cabot’s Princess Diaries in teaching writing is introducing what teen-lit is to the students. Then, the students are asked what probably the novel is about based on the title. After that, the students read some parts in the beginning of the teen-lit to get to know the characters and the plot of the story. In order to deal with limited time provided in the classroom, students are asked to read the other chapters at home or each student need to read certain chapters before discuss it together in the next meeting. The final goal is that students are able write a review of the novel or to write a recount text based on the journal form of the novel.]]>
<![CDATA[THE USE OF AUTHENTIC MATERIALS IN SPEAKING CLASS AT THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY ]]>
<![CDATA[Helta Anggia]]>;
<![CDATA[Randi Setyadi]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This study was done in order to describe the students’ interest and motivation who were assigned by using the authentic materials through Schoology in speaking II class. The population of this study was the second semester students of English Education Study Program in UBL. Researcher used two kinds of instruments included the observation of students’ interest and motivation after they were assigned with authentic materials and the questionnaire aimed to describe their experiences during the treatment given. Result of this study showed that students’ interest and motivation improved and the treatment gave positive effect for their speaking ability. ]]>
<![CDATA[THE APPLICATION OF CARDS IN TEACHING GRAMMAR TO IMPROVE STUDENTS WRITING SKILL: A TEACHING STRATEGY DEVELOPMENT ]]>
<![CDATA[Eroh Muniroh]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This research was done to overcome the students’s problem in understanding grammar. The purpose of the research was to investigated how teaching grammar by using cards could improve students writing skill. The method of the research was classroom action research. The validity of the research used triangulation method. It lead to seek the validity of the research by collecting data from tests, observations, interview and study documents. The subject of the research was students of 7B of SMPN Satap Catang in the year of 2014/2015. The data was analyzed descriptively. The average of the tests increase from one test to the last test in each cycle. The average of pre test was 53 and It increased significantly after using cards. The average score of the first cycle was 74,The second cycle was 81.5 and 89 in the third cycle. This data showed that there was an increasing of student understanding in grammar. Based on the students writing tasks, the ability of students in writing increased significantly, in the first cycle was 70.16, in the second cycle was 79.16 and in third cycle was 86.02. The hypothesis test of Pearson Correlation showed that there was a positive correlation between students mastery in grammar and students writing ability. The observations showed the level of students participation in learning process increase significantly. Interview showed the students’ perception towards teaching grammar using cards was highly appreciated by the students. The results of this research proved that the application of cards in teaching grammar effectively improve students writing skill.]]>
