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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 199 Documents
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DESIGNING LESSON ACTIVITIES THROUGH MALUKU FOLKLORE FOR CHARACTER EDUCATION Mansye Sekewael; Frida Pentury; Welma Noija
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

The teaching and learning process at school has notbeen able to shape the graduates as whole persons who reflect the character and the culture of thenation. The education process still emphasizes and focuses its outcome on the cognitive aspects. Meanwhile, the affective aspects of the learners which will become the strong basis to live in thecommunity have not been developed optimally. Therefore, characters education must be developed in school. One of the best ways is by introducing folklore in EFL class.In introducing local folktale (more specific to Maluku folktale) for characters education can serve potential materials for teaching character education as Maluku folklore not only reflect Maluku culture but also contain values and moral lessons. This article tries to explore more detail the value in “Harman Pardidu” story. This story is broaden of characters education which are implemented in lesson activities as a design for the EFL Teachers who wants to create their classes become fun, enjoyable, non-preachy and effective. Relating to this, language teachers are recommended to capitalize on the use of folklore by creatively designing activities relevant to character educations as well as adapting them in accordance with the students‟ level of proficiency”.
USING MNEMONIC TECHNIQUES IN VOCABULARY LEARNING Ita Purnama
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

This paper aims to find out how to apply the mnemonic techniques in vocabulary learning. Many methods, strategies, approaches and techniques are created to improve vocabulary master in learning process. Mnemonic is one of technique to train good vocabulary because mnemonic techniques are focus on memorizing things and it’s really suitable for vocabulary learning. Mnemonic techniques consist of: a) acronyms, b) sentences/acrostics, c) peg method, d) image mnemonic, f) chunking, and g) mind maps. Mnemonic techniques enable the student to explain about their experience, environment, place, things, etc. and systematically store new vocabulary in his or her brain which can be accessed easily without need more time to do it.
THE CULTURAL COMPATIBILITY OF SAUDI EFL UNIVERSITY STUDENTS IN THE UT AUSTIN ESL PROGRAM Lobat Asadi
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

Saudi EFL and Saudi ESL students were studied in university programs in Saudi Arabia and in the US in order to assess their cultural competency and any potential clashes that may cause blockages in learning English in either environment. Critical pedagogy was used as an overarching methodology to construct lesson plans and provided the ideological basis for the construction of these studies. Saudi Arabia hosts EFL teachers from Western countries to instruct EFL students from grades 4 and up. Yet, cultures clash and these sentiments hinder learning EFL due to the cultural power a teacher can assert, even without their knowledge. Monologic and dialogic behaviors can help or facilitate learning, based on the teachers’ approach to topics and cultural dilemmas in the classroom. Having taught EFL in the women’s campuses in the capital city of Riyadh for over 10 years at 3 different universities, namely Al Yamamah, Al Faisal, and Prince Sultan, combined, ideological, religious and cultural issues were noted between Western teachers and Saudi students on a daily basis. Focused research was in 2011 conducted at Al Yamamah University, women’s campus in order to conduct teacher training and develop a framework of acceptable topics for use in the classroom. Further research including surveys, interviews and case studies of Saudi ESL students were conducted in 2015-2016 at the University of Texas at Austin ESL in order to assess Saudi ESL learners in an English immersion program. Guiding questions were developed to assess cultural competency, cultural clashes, identity issues and culturally habituated patterns from Saudi culture that were impacting Saudi learners in UT Austin ESL program.
THE IMPLEMENTATION OF FLIPPED CLASSROOM BY USING SCHOOLOGY IN SPEAKING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY David Ginola; Dameria Magdalena Sidabalok
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

This research aimed at implementing flipped classroom method by using Schoology in speaking class. The participants of this research are the second semester of English Education Study Program in UBL who took speaking II class. The instruments are the observation and questionnaire. So the data of the research are gathered by doing the observation and giving questionnaire about opinion about both session (online and offline) which are made based on the observation data to the students. Result of the research showed that the students became more active, and also their achievement is better after experiencing in both sessions.
STUDENTS’ CRITICAL THINKING IN ONLINE DISCUSSION FORUM Sela Fitriana; Helta Anggia
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

Online discussion forum is well-known in educational technology development especially in blended learning because it supports the traditional face to face (f2f) class. Online discussion forum is familiar as the leading of critical thinking process. This paper reports about qualitative study on web-based class by using blended learning focuses on online discussion forum. This study is held in order to analyze the critical thinking process that appears during online discussion forum class. This study is conducted with 26 students of speaking class of Bandar Lampung University. Observation and questionnaire are conducted to see critical thinking process during online discussion forum class. The finding of the study will help the further study to develop critical thinking ability.
IMPROVING STUDENTS’ PRONUNCIATION BY USING AUDIO-VISUAL-ASSISTED TEXT Yanuarius Yanu Dharmawan; Mutiatus Saniyati
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

This research describes the use of audio-visual assisted text to improve students’ pronunciation. In other words it is to find out whether audio-visual assisted texts are effective to improve students’ pronunciation or not. The subjects of this research were the second semester students of English Education Study Program in Bandar Lampung University. The instruments used for collecting data were tests consisted of pretest and posttest. The data analysis of this research was quantitative. The finding of the research revealed that there was significant improvement in using audio-visual assisted text to improve students’ pronunciation. It could be seen from the students’ achievements of pretest and post test. Students’ achievement in posttest was higher than in pretest. Based on the research, it was found that the use of audio-visual assisted text was effective to improve students’ pronunciation. Therefore, it was suggested to use audio-visual assisted text as a media in teaching English generally and teaching pronunciation particularly.
AUTHENTIC LITERATURE AND TECHNOLOGY INVOLVEMENT IN EFL READING Bastian Sugandi
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

This article comes up with the problems that are faced by the students in reading class. They are dealing with students’ interest and motivation in reading. Most of students are uninterested and unmotivated to read since most of teachers usually use only a single textbook in teaching reading. In fact, students’ interests in reading are various, so it will be better if the teacher use various texts in teaching reading. There are six types of texts for reading instruction; one of them is authentic literature. Authentic literature refers to narrative and expository texts that are written in the original and natural language of the authors. It is often refers as “real books” or “trade books”, such as magazine, novel, newspaper, comic etc. Technology, especially internet websites, presents the opportunities for authentic materials, as well as access to a wealth of ready-made ELT materials. This paper aims at emphasizing the use of authentic literature and internet websites in teaching EFL reading.
THE USE OF HOT POTATOES FOR TEACHING VOCABULARY AT THE ELEVENTH GRADE OF SMA BODHISATTVA Ezra Setiawan
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

Hot Potatoes is an authoring tool which enables teacher to create interactive exercises. The various kinds of exercises are used as web-based learning material. The mixed method research is aimed to find out how the use of Hot Potatoes program facilitates students’ learning process, students’ motivation, and students’ vocabulary achievement. The source of the data is collected through interview, observation, questionnaire and test. The data are analysed both qualitatively and quantitatively. The participants are 16 students at grade eleventh of SMA Bodhisattva Bandar Lampung. Based on the result of analysis, the researcher concludes that the use of Hot Potatoes program can facilitate both students’ learning process and their motivation in learning. Students’ learning process is facilitated from the features of the program which enable them to do exercise with direct feedback, cues of the answer, and automatic evaluation. Students’ motivation is facilitated from the interactivity of the media which makes students interested in learning. In addition, students’ vocabulary achievement is getting improved in which the result shows quite significant difference after doing treatment.
THE APPLICATION OF WEB BASED LEARNING BY USING A BLENDED LEARNING APPROACH IN SPEAKING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY Thea Marisca Marbun B.N; Arnes Yuli Vandika
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

This paper aims to investigate the application by using modern technology of Schoology in teaching English as a second language. It discusses Blended Learning approach which can assist English language students to improve their learning skills by using technology. The study was conducted with the second semester students of English Study Program in Bandar Lampung University. The instrument was the questionnaire designed to identify students’ views on blended learning. Results revealed the students’ views on blended learning process, such as ease of use of the web environment, evaluation, and face to face environment.
LOOKING AT ENGLISH NATIONAL EXAMINATION 2016 IN INDONESIA: A PROSPECT OF BLOOM’S REVISED TAXONOMY Candra Jaya
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

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Abstract

The primary purpose of this qualitative study was to investigate two dimensions of Cognitive domains, which consist of Cognitive process dimension and Knowledge dimension, in Bloom’s Revised Taxonomy by gauging each category of thinking skills utilized on 35 reading comprehension questions in the English National Examination 2015/2016 of Senior Secondary School in Indonesia. The categories of Cognitive process dimension consist of six including remember, understand, apply, analyze, evaluate, and create; and, of Knowledge dimension consist of four including factual, conceptual, procedural, and meta-cognitive. Model questions of Bloom’s Revised Taxonomy, Structure of Cognitive process dimension, Structure of Knowledge dimension, and Taxonomy Table were deployed as instruments in this study. The findings, out of six categories of thinking skills, of Cognitive process dimension uncovered that, out of 35 reading questions, 22 questions, which indicated 63%, appeared as remember category, 10 questions, which indicated 28%, appeared as understand category, and 3 questions, which indicated 9%, appeared as analyze category. Meanwhile, the findings, out of four knowledge categories, of Knowledge dimension uncovered that, out of 35 reading questions, 27 questions, which indicated 77%, appeared as factual knowledge, 6 questions, which indicated 17%, appeared as conceptual knowledge, and 2 questions, which indicated 6%, appeared as procedural knowledge.

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