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International Conference on Education and Language (ICEL)
Published by Universitas Bandar Lampung
ISSN : 23031417     EISSN : -     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 31 Documents
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Search results for , issue "Vol 1 (2013): 1st ICEL 2013" : 31 Documents clear
Elimination of Misconceptions on English and Motivation Himpun Panggabean
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

 The misleading assumptions of Indonesian-speaking learners of English on the nature of English results in psychological burden inhibiting the process of teaching and learning. The assumptions should be eliminated at the beginning of English class. Besides, the instructor should extensively motivate and encourage the learners to maximize their potentials in learning process.  Such approach will gradually lead the learners to self-confidence and self-discovery.      
The Patterns of Sasak Code Choicee Lalu Abd. Khalik
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This paper mainly aims to show the patterns of code choice within the Sasak multilingual community. A simple assumption is within the Sasaks’ repertoire, there must exist regularity in the way of choosing a certain code that might be different from other speech community. The differences can be assumed as the cultural uniqueness that operates within its specific value system hold by the community and ultimately those differences form the identity of the community.It has been generally accepted that there are  three general rules of code choice in multilingual society, i.e. situational, repertoire, and metaphorical rules. This metaphorical rule dominates the code choice rules in Sasakcontext  which is realized in the form of patterns;  symmetrical, asymmetrical, stratified, and pseudo-symmetrical patterns.   These patterns are quite different from those previously revealed by some researchers around the world. The differences are mainly because of the differences of values operating within the culture of each community.
The Adoption of E-Learning in Teaching and Learning Processes; an Option for Life-Long Education Baginda Simaibang
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The objective of this study is to investigate the benefits of the adoption of electronic learning (E-Learning)in teaching and learning processes. E-Learning is an educational approach that utilizes computer technology, particularly digital technologies that are internet-based, to provide instruction and learning experiences. The definition of e-learning refers to a wide range of applications and processes designed to deliver instruction through electronic means. This means is normally employed over the network. It includes video streamings, video-conferencing through satellite transmission, online learning, web-based training (WBT), computer-based training(CBT), internet, intranet, PCs at work, school or home, interactive multimedia, games, simulations, flash animation, online tutorials, video and audio resources such as tapes, CD, and DVD. Research indicates that e-learning signals the paradigm shift in education and training that is in progress. It provides a new set of tools and instructional practices that overcome distance barriers, logistic costs and adds value to existing traditional learning process, such as classroom lectures, textbooks, video and CD-ROM. As computer technology is introduced, it immediately becomes integrated with the instructional technology that preceded it. This is called "blended learning" or "hybrid learning" delivery. Old and new instructional methods are blended, and more technically we are blending a sequence of both asynchronous (self-paced) and synchronous (collaborative) learning events. The revolutionary impact of e-learning lies not simply in having a multimedia platform on a single desktop, but also it is the combined power of a world-wide network of computers that connects authors, instructors and learners globally with the immediacy of text, graphics, audio and video, as well as interactivity and collaborative interactions. The tremendous education and learning benefits that e-learning has offered covers an increase of productivity, reduction of training cost, competitive advantage, education transformation, train anywhere and any time globally 24/7, elimination of knowledge gap, extended education chains, re-skill learners and instructors, self-paced learning and promotion of teaching and learning innovations. The internet-based education represents the underlying principle that makes lifelong learning a reachable and accessible learning for all learners.
Knowledge Construction And Sharing In A Networked Collaborative Environment Nuraihan Mat Daud
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

To stay informed, teachers would have to make a conscious effort to continue learning. In a networked environment, collaborative approach can be adopted for the purpose of knowledge sharing and knowledge construction. Web 2.0 and 3.0 technologies make possible peer interaction in a more systematic way. Teachers’ practical knowledge of the nature and know-how of interaction on social networks may give them ideas on how to apply the technologies in their classroom.  The issue remains to what extent have these technologies been used to the best advantage of both students and teachers. This paper presents possibilities for collaborative works among teachers and students within and among different institutions. The paper emphasizes how the technologies can be used to conduct collaborative tasks outside the classroom, and in an authentic context. It demonstrates how facilities such as Second Life, Google Documents and Dropboxcan be used to promote international collaboration.  It also emphasizes the need to adopt the associated pedagogical practices when adopting the technologies in a classroom
Employing Experiential Learning To Teach Writing For English As A Foreign Language Learners Through A Reflection Project Adesti Komalasari
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Writing is a skill that helps English as Foreign Language (EFL) learners improve their English and also helps them to be exposed more to use English in their day-to-day basis. Unfortunately, writing has been considered as one difficult and boring subject since the learners are merely instructed to write about certain topics or write their daily experiences and past events without clear context and clear directions. Teaching writing has been a challenge since the method of teaching cannot be as various as teaching other competence like speaking or listening. In order to make writing interesting, an English teacher should relate learners’ writing production to their experience. The exposure of experiential learning into some writing production like a weekly reflection or journal would encourage the learners to express more in the composition. This research tries to examine two problem formulations. First, what is the significance of experiential learning in teaching writing? Second, how is experiential learning implemented in the writing production of EFL learners? The objective of the study is to figure out the significance of experiential learning in teaching writing and to find out how experiential learning is implemented in the writing production of EFL learners. Library study would be employed in conducting this research, especially references relate to teaching writing and experiential learning.
Teaching English Conversation Through Portfolios . Budiawan
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This plain class action research explores the application of portfolio in English classroom setting, particularly advanced conversation.  Students created portfolios about their friends’ presentations, which cover the contents of the presentations, grammatical errors, mispronunciations, and fluencies.  In short, they assessed their friends’ performances. It shows that it can raise students’ critical thinking, motivations, as well as makes the class more lively, particularly in questions and answers session.  In addition, it can be one of lecturer’s records in giving students final assessment.
Characters of William Shakespeare in Translation on Shakespeare in Love Subtitling: A Systemic Functional Linguistic Approach Diah Supatmiwati
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This thesis explores William Shakespeare characters in one cinematic production of Marc Norman & Tom StoppardShakespeare in Love (SIL) and the realization in Indonesian version. The main problem is to discuss the WS’ characters construction through language found in ST and the realization in TT with a specific objective to analyze how the manner of William Shakespeare (WS) is constructed, through the way he models his experiences of both internal and external world in language. This is qualitative and quantitative research which is based on text analysis. A descriptive and comparative analysis is conducted to compare both analyzed texts. The research method goes through 3 main stages starting from data classification, analysis and discussion.The theories applied in this study are: translation equivalence suggested by Catford, and Translation as retextualization by Coulthard and Halliday theory within the perspective of Systemic Functional Linguistics, called the ideational function which is realized by the transitivity system.The finding suggests that as far the transitivity system of SIL in ST and TT is concerned; WS’ most significant characteristics were kept unchanged. There were moments in which some changes took place because of the structure of the language in which the text was retextualised. Nevertheless, these changes, at a micro level, do not modify the characters’ construction at a macro level.Through the analysis of the transitivity patterns, it can be said the ST and the TT selected and realized similar meanings thus constructing similar pictures of the main protagonist, William Shakespeare.
Improving Class X. 2 Students’ Speaking Achievement Under Round Robin Technique Istiqomah Nur Rahmawati; . Syafriadin; Rizki Widiastuti
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This study investigated about the improving students’ speaking achievement. The scope of this study only focused on speaking accuracy. The hypothesis of the study was “If Round Robin is used effectively in teaching speaking at class X.2.  This investigation was conducted at class X.2 of senior high school in Bandung. The numbers of students were 29 students, 12 female and 17 male students. The design of this research was classroom action research which applied four steps. The steps were planning, action, observation and reflection. This research was conducted in two cycles which applied four types of instruments namely observation sheet, handy camera, speaking test, note taking. The expected target of the students’ accuracy was 70% mastery from each rater. In this research, qualitative and quantitative data had been collected and were analyzed by describing them into words and by using descriptive statistic. The finding showed that there was improvement of students speaking achievement. It could be proved from the mean score from cycle one to cycle two. The procedures of this technique consisted of six rounds and six speakers. each speaker was given a time to speak about the topic, after that the member asked a questions to the speaker. Then, speaker moved to the next group. In the first cycle, students faced some problems related to pronunciation, grammatical mistakes, and vocabulary and noisy. Due to this phenomena should be solved in each cycle. In the second cycle, students got improvement and students got less problems and students achieved the standard of achievement. Next, the cycle was stopped. In cycle one, the mean score was only 67.30. While, at the end of cycle two the mean score of students’ accuracy was 72.7. Therefore, we can say that there was an improvement about from cycle one to cycle two. This average achieved the target for accuracy decided by writer and teacher that was 70. This improvement in accuracy revealed that Round Robin technique positively and significantly improves X.2 students speaking achievement at senior high school in Bandung.
EFL Writing Strategies of the Second Year Students of SMPIT Daarul ‘Ilmi Kemiling Bandar Lampung Muhammad Rudy
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This research is aimed to observe the writing strategies which occur in the writing process. The subjects were managed to do think aloud. The recorded verbalization is used to gain the data. After the analysis process, the result shows that writing difficulties influence the strategies used and lead the subjects to engage several strategies for creating a sentence. 
Engaging with Content and Language Using Student-created Blended Media Garry Hoban
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Innovative approaches to teaching and learning are needed in schools and universities to provide new ways for students to engage with content and language. In particular, advances in personal digital technologies over the last 10 years enable students to create a variety of digital media forms such as podcasts, vodcasts, screencasts, videos, digital stories and animations using their own technologies such as smart phones and Ipads. Whilst each digital media form has its own affordances for learning and purpose, they can also be integrated or “blended” to provide new ways for students to make meaning and communicate. Blending digital media is especially engaging if students understand the features of particular genre and use their own technologies and select the most appropriate “blend” to provide a quality digital explanation.

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