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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 41 Documents
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Search results for , issue "Vol 2 (2013): 1st ICEL 2013" : 41 Documents clear
Improving Teachers' Attitude Towards, Understanding of, and Competence in Inclusive Education . Sunardi; . Maryadi; . Sugini
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This previously UNESCO initiated policy of inclusive education has been adopted by the Indonesian government since 2003. As a new policy, inclusion will require many changesin the existing system of education which tends to be segregative. This research investigated the effects of a workshop in inclusive education on parents attitudes, teachers’ competence and knowledge.The subjects of the study were 50 parents and 50 teachers of 25 primary schools from 25 subdistricts in the district of Wonogiri.  They took part in a twoday workshop in inclusive education using active learning modes of presentation. Teachers’ knowledge was measured using a written test, while parents’ attitudes and teachers’ competence were measured using likert type scales.The results showed that:1        The mean score of parents’ attitudes before workshop was 137,26 (SD=17.383)  (already above the mid score of 105) which meant that they showed positive attitudes), and the mean score after workshop was 148,46 with a standard deviation of 15,439. A t-test for correlated means resulted in a p=0.000, which meant that the score improvement was highly significant.2        The mean score of teachers’ competence before workshop was 334,82 (SD= 69,857) and the mean score after workshop was372,56 (SD=72,505). Both means were below the mid score of 375, indicating low teachers’ competence. A t-test for correlated means resulted a p value of=0.000, meaning that the score improvement was highly significant.3        The mean score of teachers’knowledge before workshop was 57.60and the mean score after workshop was 67.36, both were below the mastery criteris of 70. A T-test for correlated means resulted a p value of 0,00,indicating a signicant improvement of knowledge.
Distance Learning Implementation Strategies Forhigh School In Indonesia Ahmad Cucus; Yuthsi Aprilinda
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Distance learning or e-learning to be one of the world's most popular method of learning, this is because e-learning allows a student to learn anywhere and at any time, but the application of e-learning can’t be implemented well in Indonesia, this is because the policy of  face-to-face in classroom and obstacles to the facilities and high cost.From some of the constraints faced  emerging a prototype of the concept of learning that combines face-to-face and distance learning, known as blended learning, combined with mobile learning  facilities intended for distance learning more accessible for students and teachers, just use mobile phones or smartphones students and teachers can make learning easier, cheaper, and is not limited to space and time.
Media-Literacy Rate of Certified Elementary School Teachers in Bandar Lampung City . Herpratiwi; Ujang Suparman; . Sugiyanto
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The objective of the research is to investigate the rate of media-literacy of certified elementary school teachers in Bandar Lampung City. The method of the research is quantitative. The data were collected by means of questionnaire and test based on individual competence framework. The sample was 230 teachers selected by means of random sampling technique, that is, 10% out of 2300 teachers. The rate of media-literacy of certified elementary school teachers in Bandar Lampung City was found to be at the basic level because the score was under 70. The teachers’ ability to operate media was not high enough, their ability to analyze the content of the media was not high, and their ability to communicate by means of media was also very limited. 
Re-Thinking: Violence, Education, and Teachers in Indonesia R. Nadia R. P. Dalimunthe
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Violence has become a solution for some social conflicts in Indonesia. Responding to theseissues, the government is designing a new curriculum, which is inspired byprinciples of character education. On the other hand, the system seems nonsenseif it is not supported by compatible human resources. Teachers as one of main actors in a teaching-learning process should be a concern as well. This paper is a brief reflection on violence, education, and teachers.
Webinars for Language Teaching: Experience the Essences of the International Seminar Through Internet Syafrizal Tabi’I Rahman; Rahman Hakim
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This article discusses about the result of the investigation on several webinars for English language teaching browsed from the internet as the teaching materials of Seminar on ELT subject in English department of Sultan AgengTirtaysa University. There are three websites of webinars which are chosen by the writers as the sample of webinars.They are 1). Cambridge English Teacher Webinar;2) Pearson ELT Webinars; and 3) Shaping the Way We Teach English Webinar.This research is aimed to find out the way on how to register to the webinars, what kinds of software platform are used for launching the seminar? And How is the interaction between participants and speakers.
The School-Level Curriculum Policy Transfer Process: Learning From A Rural School in Indonesia Eny Winarti
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Public tends to assume that high scores achievements in a National Exam are strongly related with the success of education. This study was an exploration of this phenomenon. Using grounded theory, a rural school in Indonesia in which the students could achieve relatively high scores in National exam in three academic years was studied. The study focused on how the School-Level Curriculum (SLC, Kurikulum Tingkat SatuanPendidikan, KTSP) policy was interpreted and transferred from the National Education Board to the related school. The study indicated that during the curriculum policy transfer process, a number of significant ideas were adjusted and left out. Based on the findings, this study suggested that educational practitioners should be able to pin down the terms of reference in the SLC policy transfer process in order to reduce misunderstanding, and to do so, they should be equipped with strategies to implement ideas into practice, including the strategies to embed pedagogical theories within the curriculum.
An Action Research on Metacognitive Strategies to Teach Listening Ni'matu Tasriyah
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

AbstractWhile listening skill is an important skill for language learners, many students claim that this is the most difficult skill to master. Thus the teachers should help learners to master the listening skills. Metacognitive strategy is one of the solutions and how to teach listening, so that students can learn how to listen and not just what to listen for. Many research showed that metacognitive strategies can improve students’ listening. Thus, the purpose of this action research project was to help teachers in the teaching listening within the metacognitive strategies. The issue was do students enjoy their listening activity in their class, and what is the strategy to attract students enjoying the listening activity I their class. The research was conducted in a language training center in a private university in Jogjakarta, Indonesia. This action research was conducted in three steps. First, the students were surveyed by giving them questionnaire of listening activities donein their class. Students were, then, introduced to the listening activities by applying metacognitive strategies. In the process of listening activity students were taught by using framework on the listening activity. Having taught by those strategies, students were given the second questionnaire to compare which one is a better strategy for them to learn how to listen. By having these comparisons researcher concluded that students enjoy the listening activities using metacognitive strategy.
Ideas of Carrying Out Character Education in Speaking 1 Class Putu Ayu Prabawati Sudana
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

To be able to speak properly in one language, one probably only thinks about language expressions, vocabulary, grammar, pronunciation and intonation, that those five components are adequate to be mastered. Yet actually, we can never put aside some other aspects in speaking, such as the role, age or status of the interlocutor, the non verbal behavior which we perform and the setting in which we are speaking. Unfortunately, nowadays it seems that not all students are fully aware of those aspects. Sometimes their speaking style does not show respect to the people whom they talk to. Now to gain their awareness of those aspects and for them to be able to speak English correctly and properly based on the circumstance, some ideas can be carried out in class, namely giving examples of formal and casual conversations, giving a few language expressions for one function which range from the more formal until the less formal, giving cued conversations with different interlocutors and settings as exercise, giving exercise of identifying proper or polite expressions and correcting utterances, and exposing students with non verbal communication which may include knowledge of cross cultural understanding. In relation to character education, those ideas will contribute to the pillar of respect, that the students should respect the people who they talk with and this is manifested in their choice of verbal and non verbal expressions.
Scenario of Mathematic Learning Based on Bruner at School Suprapto Manurung
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This study attempts to  discuss the scenario of learning by BUNER’s theory at school. In designing the Lesson Plan of Learning, the teachers often confused to make an interesting and students actively. However, Lesson Plan (Scenario Learning) is a very important element to succeed the goal of learning.  In this research, the writer used Bruner’s theory of learning to help the teacher in designing the activities of teaching and learning process. Bruner’s   theory of Learning is based on four activities as below: (1) Construction, (2) Notation, (3) Contrast, (4) Connectivity. According to Bruner’s theory, successful learning is the process of teaching which oriented with the concept and the structure in the process of learning related to the four activities which has been discussed in the previous statement
Implementation of Science Practical Work at Faculty of Teacher Training and Educational Science, Universitas Terbuka, Indonesia Amalia Sapriati; Ucu Rahayu; Yoyoh Kurniawati
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Science practical work is an important part of Biology Teacher Education Program (BTEP) curriculum in order to (1) show confirmation and illustration of theory, and (2) develop students’ knowledge and skills to teach successfully in junior and senior high school science laboratory. This paper describes how UT conducts the practical work and how student’s perception toward the implementation of practical work. The paper was based upon the study of the practical work implementation in the first semester of 2011, at an UT-Regional Office (RO).  Data were collected by interviewing practical work instructors, distributing a questionnaire to 15 students, and observing practical work activity.  The results of the study revealed that (1) UT/RO collaborated with a face to face institution of higher education to facilitate BTEP students doing practical work activity, (2) the students actively participated to accomplish the required tasks of practical works and wrote the report, (3) practical work assessment was based upon students’ performance and practical work report, and (4) students considered that practical work will develop their understanding of scientific concepts, science skills, curiosity, and ability to work carefully and systematically. The conclusion of the study were (1) implementation of practical work tended to be used for confirmation and illustration theory and presentation experience for future teaching, and (2) students well and actively performed the practical work, were capable to write the report, and revealed positive perception toward the practical work.  

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