cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandar lampung,
Lampung
INDONESIA
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 41 Documents
 1   2   3   4   5 
Search results for , issue "Vol 2 (2013): 1st ICEL 2013" : 41 Documents clear
On Translating 2nd Person Pronoun (English and Indonesian) : A Case Study on BPPT Parallel Corpus . Prihantoro
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (681.265 KB)

Abstract

Many linguists have posited a number of distinct types of translation method, but almost all agree on the existence of word-for-word translation, which to some extent must be avoided to generate natural translation in the target language. Some other methods are proposed to obtain natural translation but in this paper, we refer to communicative translation (Newmark, 1988). However, it does not suggest that some other methods such as faithful or word-for-word translation are useless. It is necessary that these methods apply to the whole text, as some items require faithful or word-for-word translation as well. However, these methods must be avoided when translating culture based item, e.g an entity that does not exist in the target language. On one hand, almost all languages make use of pronouns. On the other hand, the social dynamics of pronoun itself requires translators to shift from word-for-word translation method to another method as the culture polarity shift from source to target language. The data in this research is obtained from English-Indonesian Parallel Corpus by Indonesian Agency for the Assessment and Application of Technology (2008), which consists of written and spoken data. The result of this research suggests that some speaker-hearer relations cannot be fully expressed by English pronouns when translated to Indonesian. There are cases when culture based polarity requires pronoun to shift to proper name. Even when pronoun-to-pronoun translation is preserved, the paradigm changes: such as inclusive/exclusiveness which functions as in/out group identity marker. 
Cooperative Learning: Theories, Principles, and Techniques Yanuar Dwi Prastyo; Feranita Dice Sansisca
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.01 KB)

Abstract

This paper discusses the uses of Cooperative Learning (CL) in the foreign language classroom. Some definitions of cooperative learning are discussed in the first part of the paper. Some other key areas discussed in the paper are: a. some principles of cooperative learning, b. techniques of cooperative learning that we can apply in our foreign language classroom. 
Linguistically Grounded Techniques for English in the Professional Institutions of Rural India Kumari Pragyan
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (634.755 KB)

Abstract

This paper discusses some of the linguistically grounded techniques for teaching English. It sets up the story of English in the context of education in India. Its implications in the professional institutes would help students become aware of the intricacies of language. This awareness will help overcome difficulties in learning English. Students in professional institutes can be prepared with this methodology to acquire English not only as a second language but as a part of international education. It would provide them a landscape through which it is possible to take various journeys; its horizons are redefined by each approach. 
The Strategies Of English Pragmatic Competence Of Pre-School Aged Children Nur Arifah Drajati
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (639.503 KB)

Abstract

Pre-school aged children employ certain strategies in order to acquire language, including pragmatic competence in English of pre-school aged children. The studies are to investigate the learning strategies to acquire pragmatic competence in English of pre-school aged children and to investigate the communication strategies to acquire pragmatic competence in English of pre-school aged children.The research employs a qualitative approach with sectional design. The data are spoken speeches gathered from observation of 4 children of 4, 5, 6, and 7 years old. The collected data are analyzed by using performance analysis technique. The analysis is based on linguistic behaviors and actual speeches performed by the subjects as reflection of their pragmatic competence and strategies to acquire it.The analysis of the data came up with the following finding. The learning strategies to acquire pragmatic competence consist of cognitive strategies and social strategies. The cognitive strategies contain four types: imitating speeches, repeating strategies, revising speeches and translating in the form of translation from Indonesian into English. The social strategies consist of two types requesting clarification and asking for inter-responses.Second, the communication strategies to acquire pragmatic competence of pre-school aged children  consist of two categories:non-verbal form and verbal form. The non verbalform include the use of pictures and songs and strategies of expressing speech contents.The findings contribute to the development of the theory of language acquisition strategies, particularly the theories of learning strategies and communication strategies. Practically, the findings of the study can broaden the educator’s knowledge of strategies in acquiring pragmatic competence of child learners.
Students’ Coherence Development in Learning English a Case Study in Writing Class at English Department Year 2009-2008 in FKIP UHN Pematang Siantar Reina Adelina Sipahutar; Bertaria Sohnata Hutauruk
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (674.195 KB)

Abstract

This paper deals with the Students’ Coherence Development in learning English Language: A case study in Writing Class at English Department Year 2009-2008 in FKIP UHN Pematangsiantar. The writers have the basic assumptions that the students have problems in developing of topic sentence into a reasonable number of supporting sentences such as cohesion, coherence, and unity of the paragraph  All the data are analyzed based on the writing with its definition, recount paragraph, types of paragraph, topic sentence, supporting sentence and conclusion. It relates to the theory of Alexander (1965), Harmer (2003), Herman (2009), McCrimon (1963) and Weaver (1975). The subject is the students at English department in FKIP UHN Pematangsiantar year 2009-2009. After analyzing the data, the writer found that After analyzing the data, there are some research findings as the following: (1) there is not well-structured sentence and the supporting sentences are not relevant to prove the topic sentence. (2) topic sentence is not clear because it’s not relevant to the main topic “my campus” that will be elaborated in the paragraph and the word order of the topic sentence is not well-ordered and supporting sentences are not relevant to prove the topic sentence. (3) Some of the supporting sentences are not relevant to support the topic sentence. The students have some mistakes in word choice and structures.  For example there should be written “complete facility” instead of fasilities completely. (4) topic sentence is not specific and the topic sentence and the supporting sentences are not correlated. Some of words in the text are misspelled. As the conclusion:  first there are lacks in formulating the topic sentences and supporting sentences. Second, the coherence is mostly not well-applied in each data because the supporting sentences are not well-ordered to make the data in logical order. 
Understanding Some Aspects of Discourse Acquisitionin NNs Setting Tagor Pangaribuan
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.111 KB)

Abstract

What happens in EFL learners’ black box? This research is a quest for process-product in of learners’ classroom acquisition in non native setting (NNs). The question to quest is what discourse do these learners acquire? To what extent studentscontiniously improve when they learn english during the semester as shown in their writing. To what extent do the discourses are reflecting their English Communicative competence. The subjects covers learners  of 2nd semester at English Department attending writing –I (2 credits). They have 16 sessions but the with diary as their extrawork activities to support their learnings. The interpretive analysis shows tentative trend that NNs learners, english communicative competence.Learningenglish in Nonnative (NNs) setting is tough matter. Thousands of english learners in Pematangsiantar Indonesia, and other places as well are striving to achieve more or less some good english. Every year these learners explore the routes, search what other says, and follow what teachers suggest. Every NNs learner hopes to get the right track. The following is a longitudional survey of how NNs english grow through semesters. The learners are 2nd semester students in writing I, backgriunded in rural or remote schools entering english department. They start with a strong motive to study english but with very limited prior knowledge after grade 12. The study focus on student’s writing. 
Communicative Approach in Language Teaching: a Method to Improve Students’ Interpersonal Skills Ana Elvia Jakfar; Irfan Dwi Yulianto
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (630.87 KB)

Abstract

AbstractCommunicative approach has become a popular method used in teaching and learning a language. This method has also been widely used in Indonesia for teaching and learning English. The basic assumption used by this method is that language is a means of communication, so that when learning a language the learners also need to engage in meaningful communicative activity. Thus, typical classroom activities involved many interactions among the language learners and the teachers, for example, role playing, information gap activities, and games. Consequently, for the success of the classroom activity, the students not only need to be taught the language skills needed but also the interpersonal skills. Interpersonal skills defines as the ability to interact effectively with someone and teamwork. Furthermore, interpersonal skills such as leveraging diversity, empathy, leadership, influence, communication, conflict management, and synergy are soft skills that students need to master, especially since Indonesia Education system decided to include soft skills in the curriculum. It means that teacher needs to use teaching methods that can develop students’ hard skills and soft skills.This presentation aims at reporting a research result that investigated the use of communicative approach to teach both language skills and interpersonal skills of the students. A literature review on the communicative approach teaching method and the importance of interpersonal skills for successful communication will be reviewed. Finally, the presentation will discuss about the practical recommendations on how to use the approach, so that it can develop both the language skills and the interpersonal skills of the students. 
The Influence of Series Picture on the Students’ Writing Recount Text Ability . Kurniawati; Yanuar Dwi Prastyo; Imam Subari
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (713.166 KB)

Abstract

The purpose of teaching learning English is to develop four language skills, such as, listening, reading, speaking, and writing. The students are expected to be able to master the four skills. So that they can communicate effectively in English, either in spoken or written. But many students still often find difficulties in the learning process, especially in learning writing. The teachers must be able to find out a strategy in learning English included in writing skill. The English teachers can use some interesting methods in their teaching process, such as, using series picture. It can be used to motivate the students in developing their vocabularies to express their ideas. This research is aimed at finding out the influence of series picture on the students’ writing recount text ability. In this research, the writer used two classes as the experimental and control class. Based on the result of the data analysis which used t-test formula, it was found that there was influence of using series picture towards students’ writing ability in recount text at the second semester of grade eleventh at SKM N 1 Tanjungsari South Lampung in academic year 2011-2012. In significant level of 0.05, t-test is higher than t-table, t-test > t-table = 3.75 > 1.999. It also can be seen from the score of experimental class is 9.73 and score of control class is 7.61. It means that the score of experimental class was higher than control class
21ST Century Language Teachers With Freeware for Language Learning John Pahamzah; Rahman Hakim
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (873.603 KB)

Abstract

This article discusses about categories of freeware that become considerable tools and skills for 21st century language teachers. It investigatesthe course of language laboratory management subject the writers introduced during the lecturesin the last semester. The writer assumes that the 21st century language teachers are expected to have competence in preparing and managing both face-to-face and online learning. The writers assume that by using freeware teachers can support the antipiracy campaign, and it is the cheapest and safest way anyone can afford, instead of using unauthorized or pirated software. There are four categories of freeware that will be discussed: 1) audio editing tools to record and edit audio files for teaching listening skills; 2). language laboratory management software; 3) software for creating the e-learning materials such as hot potatoes and moodle; and 4) video editing and subtitling tools. 
Students’ Meta-Cognitive Learning Strategies Toward Speaking Proficiencyin EFL Class Ika Handayani; Siti Aisah
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (651.34 KB)

Abstract

This writing is a report of a minor research conducted to find out students’ meta-cognitive learning strategies toward their speaking proficiency  and  investigate some barriers in applying the meta-cognitive strategies toward their grammatical, strategic, discourse and sociolinguistic competencies. The meta-cognitive learning strategies itself, in this research, refers students’self-reflection, self-responsibility and initiative, as well as goal setting and time management,(Hismanouglu,2000). Oxford (1990)  adds that meta-cognitive learning strategies include recognizing when a strategy is needed, selecting strategies, memorizing or rehearsing strategies, and assessing the helpfulness of strategies. So, in this study, the researchers limits on what kind of meta-cognitive learning strategies that the students use to encounter some problems in learning speaking toward their speaking proficiency  and the barriers that they find in applying the strategiesinclude in meta-cognitive strategies. This idea, in line  with the theory from Oxford (1990) about three majors strategies in learning English as foreign language: centering the learning, arranging and planning the learning and evaluating the learning. The researchers tried to focus in the students’ meta-cognitive strategies toward their speaking proficiency: grammatical competencies, strategic competencies, discourse  competencies and sociolinguistic competencies. It means that the researchers elaborate the students’ meta-cognitive learning strategies in mastering those four competences in speaking proficiency. As it is a case study, the researcher involved ten students in the speaking 4 class at the English education department. The choice of these subjects is based on their speaking fluency which is better than other friends in the classroom. This is important choosing the ten students, because in implementing meta-cognitive  learning strategies, the students should have better ability in finishing their speaking tasks.. The data were collected through classroom observation, informal talk with the lecturer and interview with students (ten students). Further, the data analysis was conducted qualitatively and done over the course of the study. On going data analysis and interpretations were based mainly on observation notes (note taking), informal conversations (interview)with both lecturer and students. And, the data analysis was done through expert judgment and theory which is using triangulation intechniques and source. Results of this study reveal that most of the students  (70%) centered their learning before the lecturer explaining the tasks. There were 50 % students who arranged and planned their learning in accomplishing their tasks. However ,  the students did not  apply all six  minor strategies of the second major in meta-cognitive learning strategies,. They skipped  “identifying the purpose of the task and setting the objective of the learning of tasks”.  There were 50% students who applied the last  strategy in mata-cognitive learning strategies,  evaluating their learning by having self monitoring and self evaluation. In terms of barriers toward speaking profiency, the interview conducted show that the students got barriers in discourse and strategic competence that refers to the ability  to keep communication in meaningful way, to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation and how to clear up the communication break down as well as comprehension problems. 

Page 1 of 5 | Total Record : 41

 1   2   3   4   5 

Filter by Year

2013 2013


Reset
Filter By Issues
All Issue 2016: 4th ICEL Vol 2 (2014): 2nd ICEL 2014 Vol 1 (2014): 2nd ICEL 2014 Vol 2 (2013): 1st ICEL 2013 Vol 1 (2013): 1st ICEL 2013