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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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Is Cooperative Learning Appropriate Instructional Methodology to Support the Implementation of Curriculum 2013 in Indonesia?: Theoretical and Cultural Analysis Yanuar Dwi Prastyo
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

Cooperative Learning (CL) is one of the instructional methodologies which have gain international attention in the globalization era. Cooperative learning is now utilized in schools and universities throughout most of the world in every subject area and from preschool through graduate school and adult training program (Johnson & Johnson, 2009). In hundreds of studies, cooperative learning has been associated with gains in such variables as achievement, motivation, social skills, intergroup relation, and attitudes toward school, self, and others(Dornyei, 1997; Johnson, Johnson, & Smith, 1998; Johnson, Johnson, & Stanne, 2000; Slavin, 1996). Recently,some techniques of cooperative learning have been adopted by a number of teachers in Indonesia. At the same time, the Government of Indonesia through The Ministry of Education and Culture (MOEC) introduced new curriculum, called curriculum 2013, in order to improve their education quality. As the main objectives of Curriculum 2013 are to improve students’ attitudes, skills, and knowledge (Republik Indonesia, 2012), there will be a need to be changes in the approaches to learning and teaching to be more learner-centred. This has implications for the needs of teacher training and development programs as well as instructional methodology appropriate to support the curriculum 2013.There is a requirement to provide more active learning in the classroom. This paper as part of larger study part of the Structured PhD in TESOL program University of Limerick, Ireland, is aimed at exploring if cooperative learning, which intends to include and engage learners and therefore promote active learning, is appropriate instructional methodology to support the implementation of Curriculum 2013. This paper argues that cooperative learning is an effective instructional methodology to support, and therefore achieve, three main objectives of Curriculum 2013. 
Communicative Approach in Teaching English As A Foreign Language Bertaria Sohnata Hutauruk
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This study concerns on the teacher’s communicative approach in teaching English as a foreign language which was taken at English department in FKIP UHN Pematangsiantar.  The problem of the research is what are teacher’s techniques used in teaching English as a foreign language?  The writer used some theories related to the Techniques of Teaching English and communicative approach theory as the following:   Allen (1965), Abbot (1981),  Billow (1961),  Byrne (1976), Lado (1979),  Larsen (2000), This research is a qualitative research which based on the reality teaching and learning process in English class at FKIP UHN Pematangsiantar. The methodology covers the research design, instrument, technique of collecting data, data analysis and interpretation. The teacher‘s communicative approach are mostly use direct method, cooperative learning and audio lingual method. To be communicative in teaching English, the teacher also recommended use communicative competence and some variation technique in teaching and learning process.  The teacher should try himself best in teaching English as a foreign language so the students understand more easily the materials. The writer gives suggestion to deal with the teacher’s techniques in teaching English in the classroom to make them more active in interaction. The good teaching will be done using communicative approach, techniques, preparing lesson before starting the lesson, knowing the background of the students and giving motivation to communication accuracy and fluently directly
Teaching Learning Method Development With the Assignment to Outline Portions of the Textbook Sarjito Surya
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

Some of the problems are student’s interest and motivation are decrease and it effected on the passing grade students, the understanding of the students about the subject has decreased. The purpose on this paper is how to develop teaching learning method with assignment to outline portions of the textbook improve interest and motivation for effecting the passing rates in the class.
The Effectiveness of Using Cooperative Learning Type Number Heads Together (NHT) Improving Reading Comprehansion of the Students at SMP N 20 Tangerang Destiani Rahmawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

The teacher found some constraints in students of understanding English text such as limited vocabulary; the students are lack of stock of the words, the students who have little knowledge of vocabulary will face some difficulties to understand the written language. The students’ lack knowledge about the text, when student have lack knowledge about the topic that make student difficult to conclude the idea of the text, they are hard to understand what the text tells about. This research used Experimental design. The writer teaches two different classes. They are control and experimental class. The population of this research is 305 students eighth grade in Junior High School which consists of eight classes. The writer used cluster random sampling technique to measure the reading comprehension test.In collecting data, the writer will give reading comprehension tests to the students using multiple choice, and questioner in teaching learning using NHT in reading comprehension. The test is given to get the objective data of student’s achievement in reading comprehension by using cooperative learning type NHT in experimental class. The writer will apply two test: there is pre test and post test.The results data of analysis pre-test of the experimental class and the control class show there is no difference in mean, where value of the average values experiment class is 46.1 while the average control class is 43,1 after the experiment class was given treatment, turned out to give effect to the post-test score. The analysis data of post-test that have been done, it shows that there are differences in the average value of post-test between the experiment class and the control class, where the average in the experiment class is 68 while the control class average is 61.7. Based on the data analysis of post-test, it shows that values tcountmore than ttable, where tcount is 2.18 while ttable is 1.99, so hypothesis statistic (H1) is accepted.  This suggests that the cooperative learning type NHT more effective than conventional learning. Based on those results, it can be concluded that the application of cooperative learning type NHT technique is effective in teaching reading comprehension. 
Science Learning Model for Kindergarten Denny Setiawan; Sri Tatminingsih
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Science education is essential to the development of kindergarten students. Integrating science education into education from an early age, intended to help children understand the world around them and improve critical thinking skills. Science can not be taught to children in a way like other knowledge that is to tell the children directly yield discoveries in science. This is because on the one hand, science is observation and exploration of the world around us, including questioning, investigating, analyzing, and drawing conclusions. On the other hand, children are often eager to know and they are intuitive. They try to understand the reasons why things happen and busy looking for answers. In other words, they seem to have a natural aptitude for science. Thus, children should be actively involved in the learning process of science. This research isthe development ofa modelthat aims to makescience learning strategy forkindergartenchildrentodeveloptheir potentialas a researcherin the future. The research beganwith capturing the habits, needs, and hopes ofkindergarten teachersin the teaching ofsciencethrough a questionnaire. The resultstogether withthe results ofliterature studyonthe teaching of science, usedto make a prototypeofsciencelearningmodel in kindergarten. Then theprototypewastestedin a limited areain somekindergartenstoget inputas a revisionmaterial. This guide wasthenrevisedand will bewidely disseminatedtootherkindergartens asan innovation inscience learningin kindergarten
The Impact of Using Thesaurus Program in Microsoft Word Towards Students’ Vocabulary Mastery Wenny Octaria Tami
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

The goal of this thesis was to find out the impact of using thesaurus program in Microsoft word towards students’ vocabulary mastery in grade eight of SMP Wiyatama Bandar Lampung in academic year 2013/2014. Thesaurus program was used to make the students interested in learning English. It was as a media or technology to enrich their vocabulary.Data were collected by incorporating two pre-tests and two post-tests in experimental group and control group. Treatment using Thesaurus program in Microsoft word was administered in experimental group, while control group received traditional teaching. Data analysis was attempted using t-Test for two group design.After giving the tests, analyze the score was the next step to get the result. Result indicated that p-value 1% = 2, 65, 5% = 2, 00, and t-value = 5,46. It means p-value is smaller than t-value. Therefore, it could be inferred that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The conclusion that can be drawn based on the explanation above was: by using thesaurus was more effective than traditional teaching.
Causes of Private Tutoring in English: Perspectives of Saudi Secondary School Students and Their Parents Ghazi N. Alotaibi
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

The current study examined and described the views of secondary school students and their parents on the causes of private tutoring in English. These views were obtained through two group interviews with the students and parents separately. Several causes were brought up during the two interviews. These causes included difficulty of the English language, weak teacher performance, the need to pass exams with high marks, lack of parents’ follow-up of student school performance, social pressure, variability in student comprehension levels at school, weak English foundation in previous school years, repeated student absence from school, large classes, as well as English teachers’ heavy teaching loads. The study started with a description of the EFL educational system in Saudi Arabia and concluded with recommendations for the improvement of the school learning environment. 
Project-Based Instruction Guided Lesson Study Improve The Achievement of Learning Outcomes on Educational Research Methodology Course at Department of Biology Hadi Suwono
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The research of impact project-based instruction guided lesson study in Educational Research Methodology course has been conducted in 2010 until 2012. The research was focused to improve student achievement of learning outcomes in Educational Research Methodology course at Department of Biology, State University of Malang. The learning outcome was defined on three skill levels, understanding of educational research basic concept, creating of research proposal, and final grade. The research approach was classroom action research guided lesson study. The data is analyzed by comparing student score with the minimum requirement score and the improvement of score from cycle 1 to cycle 2 and cycle 3. The mean score of understanding research basic concept increase from cycle 1 to cycle 3. The implementation of project-based instruction guided lesson study improved the ability of students to create research proposal. The percentage of studentswho gotthe final gradeof A andA- increased from priorresearchtocycle1, cycle 2and cycle 3. On the contrary, percentageof studentswho have final gradeC, D,andEwere reduced.  The study showed that project-based instruction guided lesson study improved the ability of students to achieve learning outcomes, comprehend research basic concept, creating research proposal, and higher final grade
Teaching Speaking to Young Learners Through Role Play Iin Inawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

Role play is a potential activity which gives change for the students to enhance their  speaking performance in a meaningful context. This study tries to investigate how the role play is implemented in teaching speaking in kindergarten context. Further, it also attempts to find out the kinds of speaking performance produced by the students during the teaching learning process. An exploratory case study research design was used in this study while the participants of this study were 22 students whose ages range between 5 and 6 years old. The data were gleaned from classroom observations, observation rating scale, and students’ daily learning records. Analysis of the data shows that teaching speaking to young learners in this study is conducted by implementing the sequence of activities that generally can be divided into three main stages, i.e. the activities before, during and after role play. The first stage is carried out as preparation to conduct the role play in the second stage while the last stage is conducted as a reflection from the teacher and students about the language which has been learnt and also about the teaching learning process. The other result from data analysis shows that the students can produce three kinds of speaking performance during the teaching learning process, these include: naming objects, producing simple sentences, and getting involved in a dialog. By conducting role play, the students are able not only to memorize and mention the word regardless its context but also use the language in meaningful contexts. 
Infix {-UM-} as Verbal Former in Muna Language: Morphology, Semantic, and Syntax Analysis La Ode Nggawu
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This paper is concerned with study of infix {-um-} in Muna language as verbal former. The using of Muna language found mostly in Muna regency and a part of Buton and Kendari regencies of Southeast Sulawesi. The objectives of the study are to describe the morphology system, the function and the meaning, and the syntax aspects of infix {-um-} in Muna language. The data of this study come from some informants and the writeras native speakers of Muna languages. The data which have been collected through noting and recording weretabulated and analyzed by using morphological, semantic, and syntactical analysis in descriptive qualitatively method. Further, it uses [20] of morphology and semantics, and[10] of transitive and intransitive verbs (syntaxes). Based on the writer interpretation, the result of the study shows that (1) infix {-um-} has four allomorphs are /-um-/, /-im-/, /m-/, and /ø/, (2) the use of each allomorph depends on the initial and the second phonemesof certain base verbal word, (3) infix {-um-} has inflective function which means ‘will’, and (4) infix {-um-} with all allomorph forms can be inserted or infixed both in transitive and intransitive verbs. 

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