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.
Articles
49 Documents
Search results for
, issue
"Vol 1 (2014): 2nd ICEL 2014"
:
49 Documents
clear
<![CDATA[The Model of the Development of Instructional Material for Enhancing Students’ English Speaking Skills at Elementary Schools in Bandar Lampung ]]>
<![CDATA[Akhmad Sutiyono]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (572.49 KB)
<![CDATA[The main problem of the research is what instructional material that should be developed to enhance students’ speaking skills. The main objective of this research is to develop English instructional material for enhancing students’ speaking skills at elementary schools. In conducting the research, the writer used Research and Development method. The data of the research were collected through observation, questionnaire, interview, test, and documentation. The validation of the model was carried out through quasi experiment with pretest-posttest control group design. To compare the students’ speaking skill of pretest and posttest of the experimental class and the students’ speaking skill of the experimental class and the control class, the writer used t-test. The research finding shows that the instructional material developed is effective for enhancing students’ speaking skills. The average scores of pretest of the experimental class and the control class are nearly the same; it means that the students’ speaking skills of the experimental class and the control class is not different significantly. However, the average score of posttest of the experimental class is higher than the control class. Therefore, the writer draws conclusion that the model of instructional material developed is able to enhance students’ speaking skills.]]>
<![CDATA[Fostering Collaborative Inquiry Learning Through Cloud-Based Application ]]>
<![CDATA[Dony Saputra]]>;
<![CDATA[Dedy Iskandar]]>;
<![CDATA[Nasril Sany]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (604.993 KB)
<![CDATA[Collaborative inquiry learning are made possible by the development of cloud based application such as Google Doc or Microsoft Office Web apps. With single sign on permission on an email account students can edit and work on task based or research paper collaboratively, while on presentation and data tabulation they can create a rich media content by adding video, hyperlink to a website, interviewed voice or iffen an animation. Students are allowed to exchange their idea, data or opinion that they have collected discuss and proposed it in a paper or presentation in their process of learning. While teacher need to design the theme, essential rule and rubric of assessment on the process. This study use an exploratory methods to explore and experiment more to the design methods of teaching and learning also with the usage of cloud-based application that can foster students collaborative inquiry learning. As the result of the study is teacher have a variation on teaching method that will foster students-based inquiry learning that integrated with language, Science, ICT and art Skills. While students have an engaging and integrated learning experience while studying how to collaborate with others and build up their knowledge through inquiry based learning.]]>
<![CDATA[Local Voices in Creative Writing ]]>
<![CDATA[Harris Hermansyah Setiajid]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (553.354 KB)
<![CDATA[Creative writing is now on the centre stage in the world literary discourse. Beside other numerous advantages, the creative writing is also used to put forward the unheard voices hidden in the mainstream literary works. In the recent development, creative writing is also a means to unearth the local voices in order to be put in a world stage, introduced to a larger audience to achieve a better understanding between cultures.Since creative writing is no longer locked in the three literary genres, namely poetry, prose, or drama, the teaching of creative writing in university classrooms needs reorienting. Traditionally, creative writing is taught within a relatively strict prescribed formula. The students have a limited freedom in terms of the format and the content. This paper tries to present the experiment done in a creative writing classroom which applies unorthodox teaching method of creative writing. The result is somewhat beyond expectation, the students are able to write fluently with more diverse issues, covering from political to cultural ones.The method is also able to uncover the local voices which are hidden and sometimes deliberately forgotten.]]>
<![CDATA[Designing and Developing Learning APPS for ESL Learners ]]>
<![CDATA[Ismail Fayed]]>;
<![CDATA[Azidah Abu Ziden]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (936.152 KB)
<![CDATA[In this paper, action research is used to investigate the possibility of integrating easily customized learning apps in teaching English language skills in the Foundation Program at Qatar University. A variety of approaches and processesfor developing and integrating simple web-based interactive apps for ESL learners will be presented. An understanding of how to develop and design asimplem-learning app will be discussed. A variety of review materials, interactive, communicative tools could be implemented at this session. Using augmented-reality and reusable learning objects in designing learning activities will also be introduced in this workshop.]]>
<![CDATA[Students’ Understanding on Cultural Concept: Case Study in Mathematics Department ]]>
<![CDATA[Muhammad Arief Budiman]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (593.797 KB)
<![CDATA[The purpose of this research is to know how far the Mathematics students in 2013/2014 have ability to know the culture of the cultures in short stories. The method of this research is descriptive analysis. While the approach that we use is culture’s approach. Focus group discussion in this research is to find the result of analysis from the students. The result, first the students able to understand about the culture from the short stories that given. Second, almost the students do not know the short stories culture’s. Third, all of the students agree that Focus Group Discussion is a good technique to help the students understand the literary works.]]>
<![CDATA[English Teaching Media in Class Implementing Curriculum 2013 ]]>
<![CDATA[Putra Mahardhika]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (533.016 KB)
<![CDATA[As new curriculum proposed by government, Curriculum 2013 is intended to give beneficial impact to learners in Indonesia. In order to give beneficial impact, Curriculum 2013 was proposed by bringing new thoughts. From those thoughts, there is changing concept about teaching media. That is concept about changing single media to multimedia. Media is then considered as the important thing in class. One of the subjects which need media is English. It is because English has skills such as listening, speaking, reading and writing. Consequently, it is appropriate to use various media in class. This study tries to investigate the use of English teaching media in class which implements Curriculum 2013. This study then observed class of English implementing Curriculum 2013. The data were also taken by interviewing the teacher who teaches English in the class implementing Curriculum 2013. At the end, this study may be needed by those having attention on education and curriculum. ]]>
<![CDATA[How to Teach Science for Elementary Gifted Students. a Case Study Done at Cgs Cianjur in Indonesia ]]>
<![CDATA[Surachman Dimyati]]>;
<![CDATA[Asnah Said]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (625.768 KB)
<![CDATA[Science should be taught in certain ways in order to lead and encourage students to get the optimum results in education. The use of the inquiry method in teaching science, especially for gifted students is more sound than other strategies. Some researchers, on the matter of inquiry showed that only advanced learners shown how to construct new knowledge from the text. Other scholars argued that teachers whose pedagogical approach promoted inquiry were more successful than those who implemented a direct teaching approach. Others issues regarding science and studies related will be discussed.Students’ characteristics, variety of teaching methods for teachers, understanding the role of the gifted students’ parents, and also the schools support better results for the gifted students are also discussed scholarly and other field observation and interviews with the administrations, teachers, parents, and students done in Cugenang Gifted School, Cianjur, West Java.]]>
<![CDATA[A Three-Dimensional Contextualization Established for an English Language-Learning-&-Teaching to Get Along With in the Classroom ]]>
<![CDATA[Yan Pei-heng]]>;
<![CDATA[Yan Jing]]>;
<![CDATA[Chen Si]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (571.276 KB)
<![CDATA[If language is supposed to be the text, the question then comes towhat is the context within which language lives rather than die? What context to language-learningis what water to plant-surviving. Questionably, what is thought of previously as the context or linguistic environment, especially that for classroom situation, remains still a problem to be dealt with and, what this paper is trying to do is therefore to establish kind of three-dimensionalcontextualization, which is hypothesized as being verbal and non-verbal, cultural and non-cultural as well as linguistic and non-linguistic for language teaching-and-learning to be carried out inside the classroom and, if possible, for English teachers to get along with. ]]>
<![CDATA[The Influence of Learning Styles, Motivation, and Types of School on Students’ English Achievement at Junior High Schoolsin Bandar Lampung ]]>
<![CDATA[Harpain HARPAIN]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (619.044 KB)
<![CDATA[This research aims to find out whether there is any significant interaction between motivation and learning style on students’ English achievement in Bandar Lampung. This research is a non-experimental study with variant analysis study. The research is implemented at junior high schools in Bandar Lampung involving 430 students from schools categorized as public schoosl with high rating, private schools with high rating, public schools with lower rating, and private schools with lower rating. The variables consisting of one dependent variable, that is the students’ English Achievement (Y), two independent variables: motivation (X1) and learning styles (X2), and one intervention variable: types of school (Z1)Data for students’ English achievement were taken by giving a set of test in which validity and reliability are tested. Data for motivation and learning styles were taken from students’ reponses to multiple choice questionnaire each consisting of 40 questions.The results of the analysis show: a) there is no significant interaction between motivation and learning styles on students’ English Achievement. This means that the combination of motivation and learning styles cannot distinguish between high achieving students and the lower ones. b). Learning styles have significant influence on students’ English achievement. Students with different learning styles have different English achievement. c). Motivation does not have significant influence on students’ English achievement. Students with different motivation did not have different result of English achievement.d) Types of school have a significant effect on the students’ English achievement]]>
<![CDATA[Error Correction and Feedback in Speaking : A Comparative Study of Teacher (Lecturer) and Student Preferences in Responding Students’ Errors in Speaking at English Education Study Program ]]>
<![CDATA[Bambang Irfani]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (614.858 KB)
<![CDATA[While it is strongly believed that students’ errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students’ errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities.This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively.Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techniques in speaking activities. ]]>
