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[Teaching English in Today’s World ]]>
<![CDATA[S Mohanraj]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The teaching of English as a second/foreign language in the world at large has taken a new turn in the context of globalization. In accordance with the changing needs, materials for use in language teaching and strategies adopted have also seen substantial change.The present paper discusses the principal reasons for English acquiring a global status. With such change coming over, there has been a proliferation of Englishes and every country teaching this language has the difficult decision to make a choice of the variety. Besides the variety, the academic interests are also at stake.Another change that concerns the academics in the field of English language teaching pertains to harness English across curriculum. This aspect of language teaching needs to focus on specialized vocabulary. Facilities to identify the words required for special branches of study and their uses are available through corpus analysis. How do we capture such diverse needs and harness the facilities available in our daily teaching forms the theme of this presentation.]]>
<![CDATA[Facebook Base Writing Learning For Teaching English As A Foreign Language ]]>
<![CDATA[Alfian Cahyo Budiardi]]>;
<![CDATA[Baity Anggraeni]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Technology is something which cannot be avoided in our daily lives. It reaches many sectors of life; one of them is education especially in teaching writing. Recently, many teachers are still use a conventional method and approach to teach their students. On the other hands, students are familiar with Facebook. They use it almost every day in their spare time. There a lot of menu on it that is usually used with its own function. So, it is important to create a new effective way in teaching by taking some advantages from the development of the technology especially Facebook.This Facebook Base Writing Learning is a new innovation in teaching writing in which the teacher uses Facebook as the media in teaching it. The teacher applies it in Facebook’s group where the members of the group are the students of writing class who are taught by the teacher. The students are asked to post their works in that group and having a peer evaluation in that group to make it better. Then, the teacher asks them to revise their works based on the comments given by their friends.In evaluating the students, the teacher is not only focus on the final result of the students’ works but also considering the students’ activities during in the classroom including the students’ participation and how the students’ develop their skills. Teacher also gives materials in the class.To apply this method and approach, teacher needs to make a group in Facebook and let their students join it. Then, students are playing their roles on this phase to develop their skills by having practices in the group which will be evaluated by peer evaluators with teacher’s guidance.]]>
<![CDATA[The Power Of Concept Mapping To Improve Reading Comprehension ]]>
<![CDATA[Candra Jaya]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The objective of the study was to investigate the power of concept mapping in improving the students’ reading comprehension at SekolahTinggi Agama Islam Ma’arif (STAI Ma’arif) Metro – Lampung. The study was conducted by using classroom action research within two Cycles. Four steps of each cycle were planning, implementing, observing, and reflecting. Five instruments that are used to collect the data consist of observation sheet, field notes, interview, test, and questionnaire. The findings of the students’ learning atmosphere from observation and fieldnotes described enjoyable of students’ learning interaction. Interview revealed the students felt comfortable and enjoyed for learning reading .The finding of the students’ reading achievement showed that all students, out of 25 students, got the scores above 60. Questionnaire indicated 47% of the students’ responses was “strongly agree” and 53% of their responses was “agree” for the benefit of concept mapping implementation.]]>
<![CDATA[An Analysis Of Language Learning Strategies Use ]]>
<![CDATA[Dina Rachmawati]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The way people learn a language may be different from one person to another. The success of the students’ learning may be affected by the strategies which are employed by them. Moreover, in English department of Universitas Sultan Ageng Tirtayasa Serang Banten where the students are divided into two types of classes, regular and non-regular, it seems that the regular students perform higher academic achievement than the non-regular students. Therefore, attracted by the problem, this paper is aimed to investigate Language Learning Strategies (LLS) employ by the students. Strategy Inventory of Language Learning Strategies from Oxford (1990) was adopted as the main theory of the study.The subject of the research are second year students: regular and non-regular classes of English Department of UNTIRTA Serang Banten. It deals with how the students employ Language Learning Strategies in their study and the most frequently strategy used by the students. To collect the data, Questionnaire of SILL (Strategy Inventory of Langage Leearning) of Oxford (1990) was administered to the participants. The questionnaire consist of fifty statements which reflect the way language learners approach their language learning. Moreover, the stataments were classified into two major categories: cognitive and meta cognitive strategies. The questionnaire employed five Likert scale was used to show the tendency or the preference of LLS employed by the language learners.The study found that, firsly, generally the students employed Language Learning Strategies in Learning English. The students of regular class performed higher use of Language Learning Strategies than the non-regular students. Secondly, meta cognitive strategies, were frequently used the students, either the regular or the non-regular students. The study concludes that, all stundents regardless the level of their languge proficiency emloyed learning strategies. Moreover, academic performance seemed to be affected by the learning strategies employed by the students.]]>
<![CDATA[Greek and Latin Affixes and The Generation Effect ]]>
<![CDATA[Joseph Scott Oliphant]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This action research study was conducted in 2012 at a private high school in Antalya, Turkey. The research focus was on Greek and Latin affixes and vocabulary along with the robust vocabulary discovery- the generation effect. The results of the study were significant in terms of recall and the application methodology. This paper is an abbreviated version of the complete study. The paper discussesbackground, literature review and cultural factors unique to Turkey. The project testing and data collection involved academic quiz bowls, unique classroom instruction, a survey, and visual mapping tools. The paper ends with limitations and areas of future study.]]>
<![CDATA[Duckling? No, Swan! Non-native Teachers Teaching Spoken English to Non-native Learners ]]>
<![CDATA[Jayashree Mohanraj]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[English has been accepted as a global language. Users of English as a second language have outnumbered the native speakers. David Crystal gives the statistics which say that second/foreign language users of English are in the range of 1000 million, whereas the native speakers total not more than 400 million (Crystal, D 2004). As a result, teaching of English has acquired greater importance in the 21st century. The goals of teaching English have acquired new dimensions. In this context many issues and questions arise in teaching English, especially in teaching spoken English because a major part of communication transpires through the spoken mode.Non-native speakers learning to speak English from native speaker teachers in the English environment get a lot of support. But non-native teachers teaching and testing spoken English to non-native learners in a second language context is very challenging. The teacher has to take several decisions like which model to adopt – RP or American or the non-native variety. If a non-native variety is adopted, which one? In the multi-lingual context the teacher should also be aware of the mother tongue in the learners’ English. Besides this, the decision about the importance to be given to accuracy and fluency gains relevance in the context of communication in English. Other considerations are the availability of readymade materials and the teacher competence in filling the gaps if suitable materials are not available. Sometimes the problems include the learners’ reluctance to accept the non-native teachers.The paper discusses the principles and issues involved in teaching spoken English. The paper argues that teaching spoken English by non-native teachers to non-native learners in multi-lingual context is more challenging than teaching other skills. The author’s experience in teaching spoken English to undergraduates in Eritrea and Yemen and also students from various countries studying at the English and Foreign Languages University, and how the challenges are met would be discussed.]]>
<![CDATA[Curriculum Improvement for Better Indonesian Education: A Reconstructed Philosophy of Education Revisited ]]>
<![CDATA[Udin Saripudin Winataputra]]>;
<![CDATA[Riza Al Rakhman]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[It is generally accepted that curriculum can be considered as aprogressively modifiable ideas, plan, and reality. For Indonesian education to catch up with current scientific and tehnological progresses as well as changing Indonesian society’s needs, the central government’s efforts to continually improve the school curricula have been undergone recently. It is hoped the new curricula would be able to fullfill the Middle Range National Development Plan mision which call for revisiting all the better thoughts and efforts to improve the existing 2006 school-based curricula or the KTSP (Kurikulum Tingkat Satuan Pendidikan) curricula.This article analyzes foundational ideas and principles which could explain the why, what, how the improvement of the existing curricula are urgently needed. Conceptual analysis will be applied to look into all national foundational imperatives which call for improving school curricula as well as asking all national education stakeholders to enhance both national concern and collaboration for the bettermen of future Indonesian generation through building and implementing quality education, primarily that for schools. ]]>
<![CDATA[The Effect Of Curriculum In Building Creative Nation ]]>
<![CDATA[Azizah Husin]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The goal of this study is to analyze the role of curriculum in developing a creative nation.One of the national education goal is make the student be creative and self help. National ciriculum has important role to reach this goal. Some barriers have been happening nowdays. The barriers are: curriculum overloaded, evaluation system focus on cognitive domain, apply LKS (student work paper) much, teacher still use conventional method. This condition caused student and output be passive, not creative. Creative student can solve the problem, have many alternative in finding solution, able to think analytic, think flexible,and curiosity Curriculum which had made must be oriented to the student development. Suggestion, government have to make curriculum that not overloaded and stop practice national examination. By simple curriculum, teachers have time to develop materials, so they can practice Student centre learning correctly, and they aren’t much depend on LKS.If teacher creative, student and output will be creative too.Finally it reflect in building creative nation. ]]>
<![CDATA[Theory of Mind ]]>
<![CDATA[Della Raymena Jovanka]]>;
<![CDATA[Denny Setiawan]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This paper aimed to describe preschool age children’s Theory of Mind, as a part of their cognitive development. Some factors that affect the children’s Theory of Mind are parental talking, social economic background, parents’ education, etc.The research participants are 82 preschool age children in South Jakarta, Indonesia. The method used in this paper was quasi experiment, adaptated from Sobel, Li, and Corriveau’s method. The statistical data were examined by one way ANOVA. These data suggest that the judgment of preschool age children’s learning comprehension is based on one’s behavior, not according to one’s desire, attention, and intention to learn. This research can be an additional reference for early childhood education curriculum, especially in cognitive area and teaching strategy]]>
<![CDATA[Development of Web-Based Instructional Model ]]>
<![CDATA[. Fadli]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Development of web-based instructional model is expected toencourage the involvement of students actively and constructively to the media, so the learning process a fun, creative, and not boring. Developmentof a modelof instructional social networking website that can be used by an individual or several peopleat once (networking /collaboration).An interactive learning materials were developed, so thatstudents can be motivated in learning. Teacher acted as a facilitator in this case to motivate students verbally and non verbally(using webmedia). The work of students in the form of training, evaluation, orquestions and responses will be stored in the program are made,and it will facilitate teachers to recapitulate(correcting) the work ofthese students. Design development of the model is divided intothree parts, namely:1) a conceptual modelas a manifestationof the theory and principles related to web-based learning, 2) a model as a form of procedural stages of the formation of a web-basedlearning sites, 3) physical models to obtainevidencederived from empirical data on the results obtained from the development of web-based learning model.]]>
