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INDONESIA
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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E-Education : Social Media Network for Distance Learning System Arnes Yuli Vandika; Eka Imama Novita Sari; Ade Kurniawan; Ruri Koesliandana
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

E-Education using for setting of pedagogic practices with emphasis on learning with the use of electronic instruments. Education by itself changes fundamentally where electronics are at stake; it is will have a different character and a different understanding of the social relations that sustain the process of education. E-education embodies furthermore specific programs and devices, which are not only confined to information (data transference and e-learning), amusement (e-games) or storytelling (like what happens in family circles). Goals beyond them are generally described in vague terms such as personal growth or change. Social Media Network is change is indeed the key notion in the case of e-education. Any form of change achieved in knowledge, behavior or attitude can be tested in e-education through accessing the student's feedback, which is registered in connected computer programs
Development of Teaching Learning Method With the Problem Solving to Improve Soft Skill Sarjito Surya
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

Based on teaching experience and observations made by the lecturer during lecturing, 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 have to be increased, the soft skill for problem solving is less and the last is the students sometimes afraid to say and share their opinion in the class. The purpose on this paper is how to develop teaching learning method with problem solving to improve soft skill of the students are alsoeffecting the passing rates in the class.
The Correlation Between Students’ Remarkable Experiences and Their Ability in Recount Text Writing Eka Rindi Astuti
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

Junior high school students got many difficulties in recount text writing. They were difficult to tell past events or their experience in a good writing. Numbers of their experiences might support their recount-text writing. This research aimed to study if the numbers of the students’ experiences are correlated to their writing achievement. Because the term ‘experience’ has a very general concept, the writer limited it into remarkable experiences. An experience turns to be a remarkable one if it gets a significance of notice and attention from the sensor. This research was conducted to one group, which represented the grade-eight students of SMPN 20 Bandar Lampung. The group was selected with Cluster Sampling Technique. Data were collected with a questionnaire and writing test. Then, they were analyzed with r-Product Moment. Based on the computation, rxy: 0,618 was greater than the r-table in 1%: 0,449 and 5%: 0,349. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. The writer concluded that there was a correlation between students’ remarkable experience and their ability in writing recount text. 
Classroom Scaffolding: Teaching Reading and Writing in English Widia Resdiana
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

One of the main concerns in Education of Indonesia is Literary Writing and Reading in English, as stated in Government Regulation No. 23 Year 2006. The Curriculum of English Literacy in Indonesia has been developed and teachers require more models in the teaching of English reading and writing in order to successfully increase students’ skills in reading and writing. One of the approaches is Genre Based, which has been also developed to Learning to Read: Reading to Learn (LRRL) program by David Rose. This program has successfully increased students’ literary skills at twice the expected rate with integrating teaching of high level skills in reading and writing with normal classroom program across the curriculum in Australia. This paper aims, firstly, to describe the first important stage of the program in a study conducted in a vocational high school in Bandung, Indonesia. The description deals with the theory of scaffolding in classroom, which is one of the conceptual frameworks of Reading to Learn strategy, where learning with the support of teacher will be more successful than learning independently. Secondly, it also aims to show how the stage was conducted in Indonesian context, as in reading materials and points of view.The result of this research shows thatsuch program can also give significant contributions to improve students’ skill in reading and writing. In addition, scaffolding plays the most important roles in preparing students to comprehend reading and practicing writing, so that teachers should have more understanding about scaffolding. 
The Adoption of E-Learning in Teaching and Learning Processes; an Option for Life-Long Education Baginda Simaibang
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The objective of this study is to investigate the benefits of the adoption of electronic learning (E-Learning)in teaching and learning processes. E-Learning is an educational approach that utilizes computer technology, particularly digital technologies that are internet-based, to provide instruction and learning experiences. The definition of e-learning refers to a wide range of applications and processes designed to deliver instruction through electronic means. This means is normally employed over the network. It includes video streamings, video-conferencing through satellite transmission, online learning, web-based training (WBT), computer-based training(CBT), internet, intranet, PCs at work, school or home, interactive multimedia, games, simulations, flash animation, online tutorials, video and audio resources such as tapes, CD, and DVD. Research indicates that e-learning signals the paradigm shift in education and training that is in progress. It provides a new set of tools and instructional practices that overcome distance barriers, logistic costs and adds value to existing traditional learning process, such as classroom lectures, textbooks, video and CD-ROM. As computer technology is introduced, it immediately becomes integrated with the instructional technology that preceded it. This is called "blended learning" or "hybrid learning" delivery. Old and new instructional methods are blended, and more technically we are blending a sequence of both asynchronous (self-paced) and synchronous (collaborative) learning events. The revolutionary impact of e-learning lies not simply in having a multimedia platform on a single desktop, but also it is the combined power of a world-wide network of computers that connects authors, instructors and learners globally with the immediacy of text, graphics, audio and video, as well as interactivity and collaborative interactions. The tremendous education and learning benefits that e-learning has offered covers an increase of productivity, reduction of training cost, competitive advantage, education transformation, train anywhere and any time globally 24/7, elimination of knowledge gap, extended education chains, re-skill learners and instructors, self-paced learning and promotion of teaching and learning innovations. The internet-based education represents the underlying principle that makes lifelong learning a reachable and accessible learning for all learners.
Politeness and Camaraderie: How Types of Form Matter in Indonesian Context . Jumanto
International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

This article is about politeness and camaraderie through pragmatic viewpoints within Indonesian context. A language, the writer argues, should be directed to politeness (distant language) and camaraderie (close language), the two varieties of language use in some diglossic speech situation. The writer’s arguments are, among others, that distant language is formal, indirect, and non-literal, and that close language is informal, direct, and literal. Distant language is spoken to hearers with power factor, while close language is spoken to hearers with solidarity factor. Ignorance or incompetence of this may cause impoliteness, i.e. rude situations or awkward situations in interpersonal interactions. This tendency elaborates pragmatic viewpointsfrom Goffman’spositive and negative face [1], Brown and Levinson’s positive and negative politeness strategies[2], Renkema’s solidarity and respect politeness[3],Jumanto’s friendship and politeness[4],[5], and types of hearer elaborated by Brown and Gilman[6]and advocated by Jumanto[5]. Examples in the Indonesian language, based on a simple emic research, are given to support the everyday-use-of-Indonesian-language arguments. 
Recontextualization: Schema-Based Pre-Reading Activity Milagros Villas
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

The study Recontextualizationof ”Veronika Decides to Die”:  Schema-Based Pre-Reading Activity is aimed at preparing the pre-reading activities as a means to draw out the students’ concerns in the real world.  With the growing incidences in the  country of young people committing suicide, Literature classes can serve as an effective venue for the students to reflect about their lives and learn from other people from different cultures and periods of time that man can provide solutions to problems. The methodology involved preparing a lesson with the following pre-reading activities: a)  listened to a tribute made by a classmate to someone who committed suicide, b) listened to the song “Why?” by Rascal Flatts to draw reactions about committing suicide, c)  made students take an adapted Anger Management Test, wherein the focus was not to determine the interpretation of the results but to make the students reflect about how they handle difficult situations, d)  grouped the class into 5 (Group A-E) to discuss about the questions given, d)  reported to class on the discussion made among the group members.The questions given for discussion were as follows: 1)  How do the students manage their negative emotions – anger, anxiety, depression or worse, emptiness? 2) What would be the possible reasons which drive young people to commit suicide? 3)   What would you do if you were like Veronika who survived death after committing suicide and was given the chance to live 5 more days?    The findings were that they have their parents to cling to when they have problems; some believe they can manage or that they will seek the support from their peers or friends.  The reasons that they cited as those why young people commit suicide are as follows:   the pressure they feel from their parent’s expectations from them; losing a loved on and pressure borne from the desire to succeed in life so they can help their families. As to how they would spend the remaining days after having been rescued from death, the students considered making amends to those they wronged, staying with their loved ones and rekindling relationships.The answers of the students were not really new but having drawn out responses from them about the realities in young peoples’ lives was significantly important.  The term ‘recontextualization’ is not simply introduced and utilized as a strategy but as a means to awaken the recesses of the students’ consciousness about what may possibly happen to them should they fall prey to the pressures around them.  
Knowledge Construction And Sharing In A Networked Collaborative Environment Nuraihan Mat Daud
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

To stay informed, teachers would have to make a conscious effort to continue learning. In a networked environment, collaborative approach can be adopted for the purpose of knowledge sharing and knowledge construction. Web 2.0 and 3.0 technologies make possible peer interaction in a more systematic way. Teachers’ practical knowledge of the nature and know-how of interaction on social networks may give them ideas on how to apply the technologies in their classroom.  The issue remains to what extent have these technologies been used to the best advantage of both students and teachers. This paper presents possibilities for collaborative works among teachers and students within and among different institutions. The paper emphasizes how the technologies can be used to conduct collaborative tasks outside the classroom, and in an authentic context. It demonstrates how facilities such as Second Life, Google Documents and Dropboxcan be used to promote international collaboration.  It also emphasizes the need to adopt the associated pedagogical practices when adopting the technologies in a classroom
The Effect of The Application of Suggestopedia Teaching Method Toward Students’ Speaking Ability of Grade Eleven at SMA Adiguna Bandarlampung 2014 Meidian Putri Zusana
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 the research is to find out whether there is any effect of the application of Suggestopedia teaching method toward students’ speaking ability of grade eleven at SMA ADIGUNA Bandar Lampung in 2014. Suggestopedia is a teaching system which makes use of all the possibilities tender suggestion can offer. Of course, the systematic academic participation is not neglected but is always in accord with the suggestive. The unique one of this method is using music as a background in the class. The types of music are baroque and classical. In this quantitative research, the researcher uses purposive sampling to get the data and takes interview test to students’ speaking ability. In doing scope of the research, the researcher takes the subject of the research of grade eleven at SMA ADIGUNA Bandar Lampung in 2014. And the context of the research would be conducted at SMA ADIGUNA Bandar Lampung. It is located on JalanKhairil Anwar No. 79 Durian PayungTanjungkarangPusat, Bandar Lampung. 
The Influence of Learning Styles, Motivation, and Types of School on Students’ English Achievement at Junior High Schoolsin Bandar Lampung Harpain HARPAIN
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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Abstract

This research aims to find out whether there is any significant interaction between motivation and learning style on students’ English achievement in Bandar Lampung. This research is a non-experimental study with variant analysis study. The research is implemented at junior high schools in Bandar Lampung involving 430 students from schools categorized as public schoosl with high rating, private schools with high rating, public schools with lower rating, and private schools with lower rating. The variables consisting of one dependent variable, that is the students’ English Achievement (Y), two independent variables: motivation (X1) and learning styles (X2), and one intervention variable:  types of school (Z1)Data for students’ English achievement were taken by giving a set of test in which validity and reliability are tested. Data for motivation and learning styles were taken from students’ reponses to multiple choice questionnaire each consisting of 40 questions.The results of the analysis show: a) there is no significant interaction between motivation and learning styles on students’ English Achievement. This means that the combination of motivation and learning styles cannot distinguish between high achieving students and the lower ones. b). Learning styles have significant influence on students’ English achievement. Students with different learning styles have different English achievement. c). Motivation does not have significant influence on students’ English achievement. Students with different motivation did not have different result of English achievement.d) Types of school have a significant effect on the students’ English achievement

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