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
199 Documents
<![CDATA[Teachers and Students’ Perceptions of Communicative Competence in English as A Foreign Language in Indonesia ]]>
<![CDATA[Hery Yufrizal]]>
<![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 article is a part of attempts to formulate and design a comprehensive rationale in formulating standard of communicative competence of English for Indonesian EFL learners. The study focuses on the perceptions of students and teachers on what communicative competence means, and how they perceive each component of the communicative competence of English.This research is a quantitative research concentrating on finding out the perceptions of students and English teachers on communicative competence in Indonesia. The subjects consist of 31 English teachers of junior and high schools in Bandar Lampung, 37 non English Language Teaching (non-ELT) students, and 56 English Language Teaching (ELT) Students. Fifty questions are designed to find out the teachers’ and students’ perception of communicative competence and its components. The questions were grouped into five categories: definition of communicative competence, linguistic competence, sociolinguistic competence, discourse competence, and strategic competence.Through ANOVA statistical analysis, it was founds English teachers’ perceptions on definition of communicative competence and strategic competence were not significantly different from non English Language Teaching (non-ELT) students and ELT students. Teachers differed significantly in perceiving the linguistic, sociolinguistic, and discourse competence from that of non ELT and ELT students ]]>
<![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[Representation of National Final Exam in Indonesian News of detik.com ]]>
<![CDATA[R. Nadia R. P. Dalimunthe]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[National FinalExam is the questionable policy that the government has taken to improve the quality of national education. It becomes one favorite topic of mass media in Indonesia. Some related studies have proven that mass media are likely to mislead their news due to certain interests. This study aimed to observe how national final exam is represented in Indonesian news. It was a critical media discourse study. The analysis focused on three main levels: textual analysis, discursive practice, and social practice. The data were taken from news articles which were published in Detik.Com, the most visited news website, in 2013.]]>
<![CDATA[Performance Assessment in Teaching EFL Reading in Indonesia: Viewed From First Language (L1) Use to Check Learners’ Comprehension ]]>
<![CDATA[Candra Jaya]]>
<![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 spite of widespread use of English in English Foreign Language learning, the use of First Language (L1) in EFL classroom is still indispensable to teachers and learners. The aim of this qualitative study was to discover teaching EFL reading in senior high school students that was assessed retelling activity (RTA) as a performance assessment by utilizing L1 as a checking device. Teaching EFL reading class is based upon the standards of performance assessment and the principles of the strands of learning English course that are incorporated in L1 use to check learners’ comprehension. Two instruments were used in this study including questionnaire and interview of which each question covered behavior aspect and attitudinal aspect The findings of questionnaires showed that (1) almost all students encountered learning difficulties , consisting of vocabulary, pronunciation, grammar, translation, and text comprehension, in EFL use in their performance assessment, (2) almost all students encountered learning facilities, consisting of L1 meaning familiarity and text understanding, by L1 use in their performance assessment. These are supported by students’ interviews that described (1) their learning difficulties in EFL use that consisted of word meaning and text understanding, (2) their learning facilities in L1 use that consisted of L1 meaning familiarity and text understanding.]]>
<![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[The Impact of Using Pictures on the Students’ Vocabulary Mastery at Grade Three of SD Negeri 2 Rulung Raya Natar South Lampung in Academic Year 2013-2014 ]]>
<![CDATA[Surya Adi Tama]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The objective of this research was aimed to find out the impact of using pictures on the students’ vocabulary mastery at grade three of SD Negeri 2 Rulung Raya Natar South Lampung Academic year 2013 – 2014. Vocabulary mastery is defined as the students’ understandings on English words. Pictures were applied to increase the students’ vocabulary mastery which was low and limited. They were used as one of visual aids to help the students to master vocabulary and make them interested in learning English. Data were collected by incorporating two pre-tests and two post-tests in experimental group and control group. Treatment using Pictures was administered in experimental group, while control group received traditional teaching (TT). Data analysis was attempted using t-Test for two group design.Result indicated that p-value 1% = 2, 68, 5% = 2, 01, and t-value = 10, 15. It means p-value is smaller than t-value. Therefore, hypothesis testing showed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The writer concluded that the application of using picture was more effective than traditional teaching.]]>
<![CDATA[Bacteria Material in the Short Story Based on the Characters of Punokawan for Biology Learning ]]>
<![CDATA[Endah Rita Sulistya Dewi]]>;
<![CDATA[. Prasetiyo]]>
<![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[Character building education can be internalized through education components as learning tools the form of teaching material. Bacteria material are abstract thing which may appears more attractive as a teaching material if it delivered through short stories which based from the Punokawan characters and figures. This kind of teaching strategies are expected to be something that can explore the local culture or local wisdom. The purpose of this study is to deliver the teaching material of Bacteria in Biology class in the form of short stories which based on Punokawan character, as well as the understanding concept of the students. It showed by providing teaching material in the form of short stories which contain of materials and character values will affected the excavation of character values and students’ understanding concept.]]>
<![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[Problems in Developing Seminar Course for Biology Education Students ]]>
<![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[Biology Education students should be prepared to write their ideas and present their ideas in a seminar. Two cycles of Classroom Action Research (CAR) was Done in developing Seminar Course for Biology Education Students in the second semesters of 2012/2013 and 2013/2014. For the first cycle of CAR the writer who was new in this course had a partner in conducting the course for two classes. At that time the seminar paper was targeted to prepare a research proposal. As a partner of an experienced lecturer, the writer did not face much problem because the writer just follow the partner. The writer also used to teach educational research course. At the beginning of the new year of 2013/2014 the writer present the sylabus content and the purposes of seminar course to be discussed in the Biology Department. The result of the lecturers’ discussion was that the seminar can be used to train the students to present ideas in (Biology) Education, it can be a research proposal or any ideas in Biology Education. For the second cycle the writer had one seminar class of 20 students and didn’t have partner in conducting the seminar course. The problems faced by the writer was in guiding students in finding the title of the seminar paper, in finding how to guide the students in using literature sources and in writing the seminar paper. The writer tried to answer the problem by conducting CAR with the action to give the students tasks to present the problems that were interested for the students, to do critical analysis of at least ten articles, to present the results of critical analysis of articles related to the background of the problem in front of the class and show the highlighted part of the articles that will be cited in the background of the problem, and to present the draft of the seminar paper. The results showed that students had tried their best in preparing the tasks but that the writer still had to give examples on how to give inputs to the presenter on how to improve the ideas and the presentation. ]]>
<![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.]]>
