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Proceeding of International Conference on Teacher Training and Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 184 Documents
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The Effectiveness of Team Assisted Individualization in Teaching Vocabulary Viewed from Students’ Motivation *, Sulaiman
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This research reveals an experimental study about the effectiveness Team Assisted Individualization in teaching vocabulary at private university in Pontianak. The population of this research was the first semester students of university in Pontianak. The sample was two classes consisting of 60 students taken by using cluster random The data analysis was done by applying descriptive and inferential statistic (ANOVA and Tukey Test) to test the research hypothesis. Based on the results of the analysis, the findings of this research are: (1) the students who are taught by using Team Assisted Individualization have better vocabulary mastery that those who are taught Peer tutoring. In other word, the use of Team Assisted Individualization is more effective than Peer Tutoring in teaching Vocabulary; (2) the students having high motivation have better vocabulary mastery than those having low motivation; and (3) there is interaction between teaching method and motivation toward students’ vocabulary mastery. Based on research findings, it can be concluded that Team Assisted Individualization is an effective teaching method to teach vocabulary for the first semester students of university in Pontianak. The effectiveness of the method is influenced by the students’ level of motivation.
Language Deviations in a Popular Novel: An Alternative Way to Teach Morphology and Phonology for English Department Students of Madura University Budiharto, R.Agus
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Language becomes the medium in performing the works, especially literary work in written form, such asnovel. The writer‟s ideas in his literary work such as novel are illustrated by language, especially by the word  choices in creating the works. Sometimes, when the writer creates his ideas in his work, he/she uses thelanguage deviation to make his language become creative. Language deviation can be applied in Englishnovel that can be a medium for students in studying English. This paper tries to investigate the languagedeviations in popular novel Harry Potter and the Prisoner of Azkaban by J.K Rowling utilized as analternative way of teaching morphology and phonology for fourth semester students of English department inMadura University. The findings show that by using the language deviation, particularly grammaticaldeviation and phonological deviation, the students have some effects on the their mind, the effects are makingthe students‟ mind have the funny feeling when they connect the language deviation with the familiar Englishstandard language, making them have a curious feeling when they read the novel of which the arrangement ofwords are not in order, and making them pay more attention to the story.
The Use of Webquest For Teaching English Vocabulary in An EFL Young Learners Context Sadikin, IrmaSavitri
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

In Globalization era, English teaching has been incorporated to the use of internet and virtual reality to buildup language learning which is attracting academic interest. How to create a good English learningenvironment for the Indonesian primary students-whose native language obviously not English- to learnEnglish has become a challenging issue.  Web Quest is an inquiry-oriented online learning activity in whichall of the information used by learners nowadays is drawn from the Internet. Online learning languagethrough Web Quest is no longer limited to online communication such as mails, chat, forums, or other onlineactivities for learners to visit occasionally. Some studies also addressed the use of Web Quest as anapplication in online leaning which were integrated in learners’ study experience and able to promote Englishlearning interest. This study is one of the examples of such issue in which it focuses on the effect of WebQuest-based learning on vocabulary mastery of primary learners. The study took place in Bandung, WestJava. In addition, this was conducted in one of famous English course which is facilitated with the internetand computer as media for learning English language. The researcher took one class as participants of thestudy. They were primary students ranging from 9 to 10 years old that had mostly the same English languagelevel. In addition, this study used pre-experimental design with one group pre-test-post-test design. The resultof the study indicated that using Web Quest was effective in teaching English vocabularies to the primarystudents. This means that there was significant difference of students’ achievement in vocabulary masterybefore and after Web Quest treatment.
“What Makes You Different?”: the Process of Teacher Cognitive Development in Pre-service EFL Teacher Education Misrohmawati, Elys R.R.
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

English as a foreign language (EFL) teachers’ practice in the classroom depends on teacher cognition. It is what teachers think, know, and believe about EFL teaching. To be a good teacher, they should have cognition that contributes to the success of teaching. Pre-service teacher education must be designed to support cognitive development that has potentials to create effective English classroom teaching and learning activities in the future professional practice. The role of teacher education is not only in cognitive development, but also in constructing new positive cognition if the students of EFL teacher education have prior negative English learning experience. This paper discusses cognitive development in three area, i.e. material design, teaching methodology, and learning context. Hopefully, this study has positive impact for the conduct of teaching practice on pre-service EFL teacher education courses.
Learning Interests with Talking Drawing Strategy of Inclusive Primary School Students in Surakarta Sari, Erma Kumala
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

A learning method is necessary in supporting learning activity. Thus, a learning method applied in inclusive school should reinforce learning interests and outcomes of students, both normal students and students with special needs. This research aims to determine the effect of Talking Drawing Strategy (TDS) to improve learning interests of the inclusive primary school students in Surakarta. The research applied random sampling technique with 52 respondents of fourth-class students in two inclusive primary schools in Surakarta. The respondents consist of normal students and students with special needs. Data were gathered by observations of students’ learning interests and a questionnaire about the students learning interest with TDS. Based on descriptive statistical analysis, the research showed that learning activities with TDS can decrease the negative learning behaviours up to 50% in all respondents, 52% in normal respondents, and 45% in respondents with special needs. The research also revealed that (1) 79% of the students like to learn with TDS; (2) 79% of the students stated that TDS is useful in understanding subject matter; and (3) 52% of the students stated that learning with TDS is easy to do. To sum up, TDS improves the learning interests of the inclusive primary school students in Surakarta.
The Effectiveness of Edmodo to Teach Writing Viewed From Students’ Motivation Hastomo, Tommy
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Edmodo is a media of private micro-blogging service which can create an effective learning experience and allow students to exchange collective and individual feedback and responses. This article refers to an experimental study on the effectiveness of Edmodo media to teach writing at one of Senior Highschool in Bandar Lampung. The samples were two classes namely experimental class which was taught using Edmodo and control class which was taught without Edmodo. Each class was divided into two groups in which each consisted of students having high motivation and those having low motivation. To gain the data, two instruments were used namely writing test and motivation test. The data were analysed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) Edmodo is more effective than Picture Series to teach writing; (2) The students with high motivation have better writing skill than those having low motivation; and (3) There is an interaction between teaching media and students’ motivation in teaching writing.
Teaching Reading by Using Skimming and Scanning Technique to Improve Students’ Reading Skill onrd Semester at the University of Tujuh Belas Agustus 1945 Banyuwangi in Academic Year 2015-2016 *, Hastowoadi
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Nowadays, Reading is an activity which need deeper concentration to sweep all information through textual.There are many reasons why getting student to read is a very important part of lecturer’s job.  Many students wantto be able to read the text either for their career, for study or pleasure. Reading is useful for language acquisitionprovided that students more or less understand of what they read.  More they read is absolutely help them to getbetter. Reading is also one of many ways to help them to improve their vocabulary knowledge. The effectivenessin reading is the key of mastery the skill well; through skimming and scanning method. To run out this methodwell, students should know the steps how to use skimming and scanning method in order to understand a textbook. Skimming is the process to get an idea of the whole passages or to sweep all text book to get the topic oridea. Besides, scanning means searching for particular information to answer quickly and directly in a fewminutes. As an international language, English should be comprehended by thousand people, especially forstudents of English Department at university. In fact, they have less understanding in reading skill. It can beshown from their reading test reach less than 0,6-0,8 in validity and 0,4-0,7 in reliability or about 60 percent ofstudents get below the standard of reading achievement. According to the problem, the researcher tries to run outClass Action Research through skimming and scanning method and it has been got that their reading skill raisesignificantly through 2 cycles process.
Investigating Reading Motivation in Indonesian and English among EFL Students Fahmi, Arfan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Closely looking at reading motivation in L1 and L2 can lighten English teacher and educator toreformulate their approaches and strategies in giving reading instruction. In response to this, the studyintends to adapt and validate an eight reading motivational dimensions (Lin et al 2012) and one addeddimension; self-confidence for both Indonesian as an L1 and EFL as an L2 using confirmatory factoranalyses, and compare motivations for reading Indonesian and reading English across all nine categoriesusing descriptive statistics and correlation. Attempting to reach the objectives, eighty three second yearnon-English major complete a questionnaire on nine separate motivational subscales related to readingIndonesian and English behavior. Motivation in this study covers self-efficacy, curiosity, involvement,recreation, social-peer attitudes, school grades, instrumentalism, self-confidence and social-familyattitudes. The result concerning with the Instrument validation are all factor loadings in the adaptedMRQ` are significantly different from 0 at p .001, reliabilities were greater than .70 indicatedreasonably good internal consistency, and all motivational dimensions for English and most motivationaldimensions for Indonesian were above or closely approaching .70.The results show that students’ Selfefficacy, curiosity, involvement, recreation, and social peer are significantly higher in Indonesian than inEnglish. Grade motivation variable does not differ for the two languages. Whereas, instrumentalism,social family, and self-confidence are significantly higher in English than in Indonesian. Theimplications of these findings are discussed in respect to the approaches and strategies of readinginstructional program.
The Effective English Instructional Practices Used in Students Learning English in Esp Listening Class at University of Muhammadiyah Malang Tyas, RositaAgustining
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Listening is the language modality that is used most frequently. It has become the foundation of a numberof theories of second language acquisition that focus on the beginning levels of second languageproficiency. EFL and ESP differ not only in the nature of the learner, but also in the scope of the goals ofinstruction. Whereas in EFL all four language skills; listening, reading, speaking, and writing, are stressedequally, in ESP a needs assessment deter-mines which language skills are most needed by the students,and the program is focused accordingly. This study aims at focusing on a particular group of teachers inone of formal institution, that is, LC (language Center) of UMM (University of Muhammadiyah malang).The data collection was done through interviewing the three English teachers and conducting observationin the classes taught by the teachers. Also, some documentation are taken as a proof, they are in form ofinterview recordings, video recordings and photos. Based on the findings and discussions, the writersfound that there are some effective English instructional practices used in students learning English inESP listening class at UMM; namely cooperative learning, non-linguistic representations, and generatingand testing hypothesis. It can be revealed from students’ active participation through classroom discussionwhere they have to incorporate of sounds and images using symbols to represent relationships, predict andgenerate questions and hypotheses about the topic using limited resources, apply appropriate use of socialskills, face-to-face interaction, and individual and group accountability. These strategies are proven to beeffective in raising students’ active participation, interest, and motivation in ESP listening class. Inaddition, it assists the teachers to deliver the materials and information smoothly.
Investigating Reading Motivation in Indonesian and English among EFL Students Fahmi, Arfan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.987 KB)

Abstract

Closely looking at reading motivation in L1 and L2 can lighten English teacher and educator toreformulate their approaches and strategies in giving reading instruction. In response to this, the studyintends to adapt and validate an eight reading motivational dimensions (Lin et al 2012) and one addeddimension; self-confidence for both Indonesian as an L1 and EFL as an L2 using confirmatory factoranalyses, and compare motivations for reading Indonesian and reading English across all nine categoriesusing descriptive statistics and correlation. Attempting to reach the objectives, eighty three second yearnon-English major complete a questionnaire on nine separate motivational subscales related to readingIndonesian and English behavior. Motivation in this study covers self-efficacy, curiosity, involvement,recreation, social-peer attitudes, school grades, instrumentalism, self-confidence and social-familyattitudes. The result concerning with the Instrument validation are all factor loadings in the adaptedMRQ` are significantly different from 0 at p .001, reliabilities were greater than .70 indicatedreasonably good internal consistency, and all motivational dimensions for English and most motivationaldimensions for Indonesian were above or closely approaching .70.The results show that students’ Selfefficacy, curiosity, involvement, recreation, and social peer are significantly higher in Indonesian than inEnglish. Grade motivation variable does not differ for the two languages. Whereas, instrumentalism,social family, and self-confidence are significantly higher in English than in Indonesian. Theimplications of these findings are discussed in respect to the approaches and strategies of readinginstructional program.

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