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[Improving Students’ Speaking Skill Through Audio Visual Media At 4 th Grade of Labschool Elementary School East Jakarta ]]>
<![CDATA[. Herlina]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This research aims at helping students to improve their speaking skill by using audio visual media. The subject of the research was fourth grade students of Labschool Elementary School. This research was conducted at Labschool Elementary School Rawamangun East Jakarta at 2nd semester of 2013 with 28 students as participants. The method conducted in this research was classroom action research by Kemmis and McTaggart. The research was carried out in two cycles. The research method is conducted through planning stages, class action/implementation, observation, and evaluation. All of these actions conducted by the teacher through teaching in the class using audio visual media. The data was collected by using test instruments, non-test, and field notes. The result of students speaking skill evaluation on first cycle was 64,28% and 85,71%for the second cycle. It proves that the outcome of students speaking skill was improve into 21,42% due to the effectiveness of learning process through audio visual media. The conclusion of the research is by using audio visual media to learn english, the students’ speaking skill at fourth grade of Labschool Elementary School Elementary School Rawamangun East Jakarta will improve significantly.]]>
<![CDATA[Using Translation as an Activity in Content-Based Instruction ]]>
<![CDATA[Melinda Roza]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[As one of the techniques in foreign language teaching, translation is almost forgotten since this technique cannot be able to make the learner use language actively in terms of speaking and listening. Actually, if translation is used properly, it can be applied in teaching foreign language in the classroom. This study is aimed at giving an idea of using translation as the technique through content-based instruction in university or college. Content-based instruction is the teaching which combines the teaching of foreign language skills and teaching a specific content in the specific field. In this study, the use of translation technique is as one of the activities through content-based instruction. It is assumed that learning a foreign language while studying a specific content related to the learner’s field of study will be more useful and interesting. There are two techniques suggested in this paper: translation activities during the teaching learning process in the classroom and translation activities after the classroom teaching. Then, the specific language skills will be the target in this kind of teaching such as: skimming and scanning, reviewing materials being taught, making question as well as answering, summarizing, presenting, and some other skills related to skills needed while studying. It is hoped that students at university level will be more interesting and creative since the teaching of foreign language is related to their field.]]>
<![CDATA[Coaching Model of Science Teacher Professionalism Through MGMP Teaching Clinic Management ]]>
<![CDATA[Ngurah Ayu Nyoman Murniati]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Efforts to improve the quality of education through teacher development needs serious attention. One of the flagship projects implemented through professional organizations MGMP empowerment. MGMP can be developed as a forum for the professional development of teachers. Facts on the ground indicate that the performance of MGMP still low. It is a challenge science teachers professional development. Formulation of the research problem is how the model of coaching junior high science teacher professionalism in management MGMP Teaching Clinic? The purpose of research described Teaching Clinic MGMP management model as a model of professionalism coaching junior high school science teacher. Benefits of the research as materials development science education human resource management (MSDMP). The model developed can be used as study design, organization, coaching, evaluating performance and professionalism of science teachers. The study design is a Research and Development (R & D) to develop management models MGMP Science Teaching Clinic SMP Semarang. The products produced in this study is the management model and the Guidelines for Teaching Clinic MGMP. Validation results showed the model can be used as a junior high science teacher professional development. The effectiveness of the model shown in performance enhancement science teacher before and after participating in the Cluster Clinical Didactic methodical. This means that the performance of science teachers through the Teaching Clinic is better than before. Conclusions showed that MGMP empowerment through Teaching Clinic to improve service quality in building and developing the junior high science teacher professionalism. Teaching Clinic MGMP serves as a follow-up professionally assistance given to teachers who have problems. Recommended science teacher, MGMP, Teaching Management Clinic at the Department of Education and related agencies as a model of training and professional development of teachers through MGMP.]]>
<![CDATA[Indonesian Curriculum Development: Meaning-Based Curriculum and Competency-Based Curriculum in the Context of Teaching English Subject ]]>
<![CDATA[. Subandi]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Curriculum as the foundation of teaching and learning process coverssubject matters and students’ learning experience frominside and outside of school. This articleaims at describing Indonesian curriculum developments, which consist of Meaning-Based Curriculum (MBC) and Competency-Based Curriculum (CBC), basedon theoretical dimension and practical dimension. Curriculum views as a theoretical dimension are underpinned by four models of curriculums that consist of (1) dualistic model, (2) interlocking model, (3) concentric model, (4) cyclical model. Meanwhile, English subject matter curriculum (ESMC) views as a practical dimension are based upon (1) thematic development inMBC, (2) syllabus development in CBC. Two theoretical dimensions of the Indonesian curriculum views describe (1) Concentric model is incorporated into MBC in the 1994 Curriculum and CBC in the 2004 and 2013 Curriculum; (2) Interlocking model is incorporated intoCBC in the 2006 Curriculum. Three dimensions of ESMC views describe (1) Thematic development is incorporated into MBC in the 1994 Curriculum to develop students’ English skills and components based on selected themes, (2) Syllabus development is incorporated intoCBC to develop students’ English competences by the 2004 and 2006 Curriculum; however, in the 2013 Curriculum to develop students’ core competences for character values that are attached in science and technology by Exploring English without adequately equipping students with English skills and components. ]]>
<![CDATA[Improving Learning Motivation and Cognitive Learning Outcomesusing Blended Learning-Based Guided Inquiry Strategy Through Lesson Study in Genetics ]]>
<![CDATA[. Waris]]>;
<![CDATA[Herawati Susilo]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[There are still problems in the teaching and learning processes in Biology Department, Faculty of Mathematics and Science Education, Teacher Training College PGRI Jember. Most of the lectures are still conducted through face to face meeting, unidirectional and low participation of students. Therefore, the students’ motivation and cognitive learning outcomes are also still not as expected. There are also lack of sharing among lecturers in planning the teaching and learning processes, and the use of multimedia information technology is not maximized. This research aims to improve the motivation and cognitive learning outcomes of the students with different academic capabilities by using Blended Learning-based guided inquiry strategy through Lesson Study in Genetics Course. The subjects were 54 biology education students of the Teachers Training College PGRI Jember who attended genetics course. The subjects were divided into two groups, which are lower academic group and higher academic group. The indicator of improvement was determined by the increase of percentage (%) in motivation and cognitive learning outcomes before and after the learning processes.The results showed that the increase of motivation to learn in the lower academic capability students was 29.61%. This was higher than the increase of motivation to learn in the higher academic capability students which was 25.35%. The increase of cognitive learning outcomes in the lower academic capability students was 95.86%. This was also higher than the increase of cognitive learning outcomes in the higher academic capability students which was 81.16%. The increase in all aspects happened because by using the Blended Learning-based guided inquiry strategy, the students could search for and found their own concepts of genetics by using information technology. The Lesson Study has improve the lecturers’ awareness of the need to share experience among lecturers to improve their experties in conducting a higher quality of teaching learning processes.]]>
<![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) ]]>
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<![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[Designing and Developing Learning APPS for ESL Learners ]]>
<![CDATA[Ismail Fayed]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![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.]]>
