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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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21ST Century Language Teachers With Freeware for Language Learning John Pahamzah; 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 categories of freeware that become considerable tools and skills for 21st century language teachers. It investigatesthe course of language laboratory management subject the writers introduced during the lecturesin the last semester. The writer assumes that the 21st century language teachers are expected to have competence in preparing and managing both face-to-face and online learning. The writers assume that by using freeware teachers can support the antipiracy campaign, and it is the cheapest and safest way anyone can afford, instead of using unauthorized or pirated software. There are four categories of freeware that will be discussed: 1) audio editing tools to record and edit audio files for teaching listening skills; 2). language laboratory management software; 3) software for creating the e-learning materials such as hot potatoes and moodle; and 4) video editing and subtitling tools. 
The Effect of the Application of Contextual Teaching and Learning (CTL) on the Students’ Vocabulary Mastery at Grade Seven of SMP Gajah Mada Bandar Lampung in Academic Year 2013-2014 Dewi Marsela
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

The objective of this research is to find out the effect of the application of Contextual Teaching and Learning (CTL) on the students’ vocabulary mastery at grade seven of SMP Gajah Mada Bandar Lampung in academic year 2013-2014. Contextual Teaching and Learning (CTL) was applied to increase the students’ vocabulary mastery which was used as one of visual method to help the students to master vocabulary and make them interested in learning English. The data was collected by in cooperatingtwo pre-tests and two post-tests in experimental group and control group. Treatment using Contextual Teaching and Learning (CTL) was administered in experimental group, while control group received by other technique without any special treatment. The data analysis was attempted using t-Test for two group design. The result indicated that p-value 1% = 2.68, 5% = 2.00, and t-value = 3.77. It means that 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 Contextual Teaching and Learning (CTL) was more effective than other technique without any special treatment.It can be concluded that teaching vocabulary through Contextual Teaching Learning (CTL) is quite success. It can be seen on the result of calculated the students’ score. Vocabulary scores that the students who learn vocabulary through Contextual Teaching Learning has a significant difference. It means that there is a significant influence of using Contextual Teaching Learning in teaching vocabulary.
Students’ Meta-Cognitive Learning Strategies Toward Speaking Proficiencyin EFL Class Ika Handayani; Siti Aisah
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This writing is a report of a minor research conducted to find out students’ meta-cognitive learning strategies toward their speaking proficiency  and  investigate some barriers in applying the meta-cognitive strategies toward their grammatical, strategic, discourse and sociolinguistic competencies. The meta-cognitive learning strategies itself, in this research, refers students’self-reflection, self-responsibility and initiative, as well as goal setting and time management,(Hismanouglu,2000). Oxford (1990)  adds that meta-cognitive learning strategies include recognizing when a strategy is needed, selecting strategies, memorizing or rehearsing strategies, and assessing the helpfulness of strategies. So, in this study, the researchers limits on what kind of meta-cognitive learning strategies that the students use to encounter some problems in learning speaking toward their speaking proficiency  and the barriers that they find in applying the strategiesinclude in meta-cognitive strategies. This idea, in line  with the theory from Oxford (1990) about three majors strategies in learning English as foreign language: centering the learning, arranging and planning the learning and evaluating the learning. The researchers tried to focus in the students’ meta-cognitive strategies toward their speaking proficiency: grammatical competencies, strategic competencies, discourse  competencies and sociolinguistic competencies. It means that the researchers elaborate the students’ meta-cognitive learning strategies in mastering those four competences in speaking proficiency. As it is a case study, the researcher involved ten students in the speaking 4 class at the English education department. The choice of these subjects is based on their speaking fluency which is better than other friends in the classroom. This is important choosing the ten students, because in implementing meta-cognitive  learning strategies, the students should have better ability in finishing their speaking tasks.. The data were collected through classroom observation, informal talk with the lecturer and interview with students (ten students). Further, the data analysis was conducted qualitatively and done over the course of the study. On going data analysis and interpretations were based mainly on observation notes (note taking), informal conversations (interview)with both lecturer and students. And, the data analysis was done through expert judgment and theory which is using triangulation intechniques and source. Results of this study reveal that most of the students  (70%) centered their learning before the lecturer explaining the tasks. There were 50 % students who arranged and planned their learning in accomplishing their tasks. However ,  the students did not  apply all six  minor strategies of the second major in meta-cognitive learning strategies,. They skipped  “identifying the purpose of the task and setting the objective of the learning of tasks”.  There were 50% students who applied the last  strategy in mata-cognitive learning strategies,  evaluating their learning by having self monitoring and self evaluation. In terms of barriers toward speaking profiency, the interview conducted show that the students got barriers in discourse and strategic competence that refers to the ability  to keep communication in meaningful way, to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation and how to clear up the communication break down as well as comprehension problems. 
Intergrating the English Language Teaching and Learning Process with Soft Skills Azwar Abbas
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

In welcoming the 21st century, education in Indonesia faces big challenges to prepare competent human resources in order that they are competitive in the global market. Changes in educational policies have been made by the government to improve the quality of education in Indonesia. The success of education is not only the matter of getting much knowledge by students. Students are also demanded to have soft skills in order to be able to compete with others and to be independent or autonomous. Students must also know the nature of learning and use their knowledge and skills to solve problems in their life. One of the important ways to make students capable of solving problems in their life is by integrating and developing soft skills in the teaching and learning process, including English language teaching and learning. This paper aims at (1) describing the nature of soft skills in the context of English language teaching and learning and (2) describing the process of integrating the soft skills in the lesson plan, the instructional materials, the instructional activities, and the assessment of the students’ achievement. Therefore, this paper is expected to give teachers of English practical procedures of integrating soft skills in their English language teaching and learning so that Indonesian students are really ready to face challenges in the global market.
Teaching English Words’ Literal Meaning To 2nd Semester Students of FKIP UBL Through Stage Hypnosis Helta Anggia
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

This study reviewed the use of stage hypnosis in teaching students English words meaning. Memorization is one principle in mastering vocabulary that takes a quiet interval until someone really owns words (Thornbury, 2002). To reduce study time problem, the researcher applied a suggestive principle, teaching students by inserting positive suggestion. In this case, stage hypnosis, part of hypnotism, was provided as a solution to that study time problem. The positive suggestion was translated into suggesting students about literal meaning of words in English. The sample consists of four second semester students of English Study program of UBL Bandar Lampung. After the observation (pretest-treatment-1stposttest-2nd posttest), and interview to the sample, the researcher found that stage hypnosis is very significant for teaching words meaning. All sample show a significant behavioral change by unconsciously knowing the 10 difficult words’ meaning. The interview also proved their preference of this new instant technique. The second posttest was held for reliability reason. It indicated that their memory of words meaning were successfully stored in their long-term memory. Finally, the researcher concluded that stage hypnosis must be further developed for English vocabulary mastery teaching.
Developing Vocabulary By Contextualizing: an Effective Way for Retention Latha Mutyaboyina
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Necessity is the mother of invention.  Since time immemorial man has advanced and made mammoth technological leap due to the necessities and making the appropriate adjustments and inventions. Working in an engineering college which caters to the eclectic mix of students from various regions of our country with different financial, social, cultural and educational backgrounds and gave keen urge to find methods of teaching which in turn would help them to get language competence and communicative competence.  When an individual acquires these competencies it will definitely boost the confidence and morale of the person.  Vocabulary development is the glue that holds fluency together.  Fluency has been defined as the freedom from word identification problems that might hinder comprehension. (Pakulski& Chard 2005)
Assessment for Learning: Charting a Future in The Malaysian Higher Education Mohamad Sahari Nordin
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Assessment for learning is a significant driver of student learning.  It serves as a catalyst for reform in instructional practices, and hence, the centerpiece of educational improvement. This presentation reports an intervention programs designed and implemented by an institution of higher education in Malaysia to capitalize on the potentials of assessment for learning.  In addition, it discusses conditions that would enable assessment to facilitate meaningful learning among students of higher learning institutions in particular, and create a vibrant learning ecosystem, in general.              
The Correlation Between the Students’ Past Tense Mastery and Their Ability in Translating Narrative Texts Marita Safitri
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

Most students got confused and difficulty when translating from Indonesian into English. They were confused to useactive voice or passive voice in past tense to state past activities. Therefore, to solve the problem they needed to be trained to use past tense regularly. One of the ways was by asking them to translate Indonesian narrative texts into English. The objective of this research was to find out the correlation between the students’ past tense mastery and their ability in translating narrative texts of grade eleven students of SMAN 1 Pagelaran. Two kinds of tests were administered. They were grammatical test and translation test. In the grammatical test, multiple choice tests were used, while in translation test, each student was asked to translate a kind of narrative text into English.  The method of this research was the correlational research. Data were analyzed using r-Product Moment. The result of was 0.772. The p-value in 5% was 0.355 and in 1% was 0.456. So, the result showed that there was a significant correlation between the students’ past tense mastery and their ability in translating narrative texts of grade eleven students of SMAN 1 Pagelaran. Based on the result of the research, it was important both for the English teachers and the students to realize one of the factors that gave positive contribution to the students’ ability in translating narrative texts was their past tense mastery.  
Foreign Language in Nation Building: A Case Study of India Gautam Kumar Jha
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

“I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any. I refuse to live in other people’s houses as an interloper, a beggar or a slave.   ~Mahatma Gandhi”Knowledge proliferates only when thereare continuous flows of information from other sources. The continuous flow of information takes place through a medium; that is a language.  A language plays very important role in transmitting the knowledge from one to another.  There are two ways through which knowledge travels; one is through the local language and other is foreign language.  Local languages are similar to each other therefore knowledge does not find any challenge in passing the knowledge. However,the challenge comes when the knowledge is locked in a box of foreign language.  When we talk about foreign language it implies the language of the foreign land.  The language of the foreign land makes the knowledge lethargic to travel across the borders unless it finds its speakers beyond the borders.According to a web definition of foreign language, “a foreign language is a language indigenous to another country”. It is also a language not spoken in the native country of the person referred to.
The Development Strategy of Sustainable Competitive Advantageat Indonesian PHEIs Muhammad Yusuf S Barusman
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The competition amonghigher education institutionsin Indonesia has been becoming tougher since a decade ago, especially in new student enrollment period. This phenomenon is very interested to be studied because PHEIs (PHEI),which had operated less or more than ten years, could hold out in the situation. The objectives of this research are to analyze the determining factors that influence the sustainability of the PHEIs (PHEI), to analyze future scenarios regarding dynamic of external environmentof PHEIs (PHEI), and to develop the best strategy to face the most possible scenario occurred. Data collection was done by textual analysis, in-depthinterview, focus group discussion and questionnaire. Data was analyzed descriptively through Analytical Hierarchy Process (AHP), Participatory Prospective Analysis (PPA) and Exponential Comparison Method (ECM).  The study finds that there are four internal and five external determining factors that influencesustainability of PHEIs. In addition, there are 72 scenarios concerning the dynamic of external environment that could be happened in the future. To overcome the most possiblescenario that could be happened in the future, PHEIs could develop strategy by combining the main internal factor, namely leadership effectiveness, financing availability, effectiveness of human resource management and curriculum relevance

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