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Using Translation as an Activity in Content-Based Instruction Melinda Roza
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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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.

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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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.

Coaching Model of Science Teacher Professionalism Through MGMP Teaching Clinic Management Ngurah Ayu Nyoman Murniati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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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.

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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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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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

Indonesian Curriculum Development: Meaning-Based Curriculum and Competency-Based Curriculum in the Context of Teaching English Subject . Subandi
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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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.

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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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.

Improving Learning Motivation and Cognitive Learning Outcomesusing Blended Learning-Based Guided Inquiry Strategy Through Lesson Study in Genetics . Waris; Herawati Susilo
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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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.

Thematized Integrated Task for English Conversation Class Setting Indah Fajaria
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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This study aims to demonstrate and explain how to set the English conversation class setting by concerning on the thematized integrated task. In English conversation class, the students are asked to practice their english skillز through many ways; the language focus, the role play, the presentation, and the writing in order to formulate the passage they should explain for their presentation. The research gain some results that show how the thematized integrated task could give more comprehensive understanding toward the topic discussed and covering some English skills.

Structures of the West Lampung’s Wayak Oral Literature . Armina
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Wayak is one of oral literature products used by West Lampung society, Wayak is usually in the form of monolog or dialog. People are interested to listen Wayak done in wedding ceremony, teenager party, local radio, and local television. The problem in this research is related to the struture used in Wayak so it becomes the popular literature in West Lampung. The purposes of this research is to describe the structure in Wayak as oral tradition. This research is categorized as qualitative research which is supported by ethnography consideration to analize this oral tradition in reconstruction the structure of culture in society who use Wayak. The data collecting was done through documentation, interview, and observation. In data collecting process, the researcher is as the key of instrument. The structure of Wayak in West Lampung society investigated in this research are (1) the parts of Wayak consist of introduction, content, and closing; (2) Wayak construction consist of four lines; (3) The total number of words and syllable in Wayak are three words and seven syllable; (4) Wayak has various tone pattern: ABAB, AAAA, and ABBB; (5) the voice-repetition in Wayak consist of two kinds of repetition: vocal and consonant; (6) the tone of Wayak is about invitation, suggestion, critic, selfish, happiness, and sadness; (7) the language style of Wayak consists of paralelisme, invertion, and elipsis; (8) The proverb words in Wayak are about metaphor, hyperbole, sinekdoke, and metaphor; (9) syntax formation of Wayak is the use of pronouns and use of affixes; (10) Wayak musical accompaniment is in the form of a single organ or tambourine; and (11) Wayak tempo consists of high-low and fast-slow tempo.

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota bandar lampung,

Lampung

INDONESIA