English Language and Literature International Conference (ELLiC) Proceedings
English Language and Literature International Conference (ELLiC) proceedings are the proceedings of an annual international conference named the English Language and Literature International Conference (ELLiC). The proceedings publish scientific articles in the following fields
- language teaching,
- linguistics,
- literature,
- translatio
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<![CDATA[Teachers Perceptions towards Social Media Use to Improve Professional Development and Integration in English Language Teaching ]]>
<![CDATA[Agustrianita, Agustrianita]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Social media such as Facebook, BBM, Whatsapp, Instagram, Youtube, Twitter, E-mail, LinkedIn, Edmodo, Blog, and Skype have significant impact on aspect of life, including English education. Teachers need to know not only social media use as a tool to enhance professional development,but also integrate social media in English Language Teaching (ELT) because the students who are Digital Natives are already familiar with social media and they feel quite comfortable with each innovation and changes. This study aims at investigating the teachers professional development as well as their perspectives towardimplementing the social media into EFL teaching and learning. It is formulated in order to answer two research questions: (1) What is the teachersperceptionstoward the implementing of social media in developing their professional inELT? (2) How do the teachers integrate social media in ELT? Data of this qualitative study were taken from survey through questionnaire which was administered to 20 participants. The findings of this research show the participants havepositive perspectives about the implementation social media as a helpful learning tool to develop their professional. Moreover, social media can beapplied with a variety of advantages in ELT. The recommendation is that the EFL teachers is worth trying to find the available social media for their professional development and implement social media to create more effective teaching and learning activities.]]>
<![CDATA[The Use of Communicative Approach in Foreign Language Learning Through Listening Activity by Using Whatsapp Application ]]>
<![CDATA[Tendiami, Anggia]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Listening is one of the four skills taught to learners in foreign language learning activity. Yet, it is no rarely found that students are sometimes uninterested in the listening activity caused by repeated same technique delivered by teacher in the classroom. Besides that, the interaction among students seems to be forgotten when the listening activity is conducted. This paper is about to explain and describe how the communicative approach is applied in the process of foreign language learning activity specifically in listening activity through the using of WhatsApp application as the means for communication. This technique is used in order to make students feel more lively when doing their activities in the classroom and allow for the interaction among them. As the part of technology, WhatsApp plays quite important role in this activity to motivate students to interact with their partners. The application of this method is implemented in a class consists of twelve basic-level foreign language learners and using the materials contained in their textbooks. Also, the teacher takes part in the activity to monitor and provide feedback to the result of the listening activity. By applying the communicative approach in the listening activity, teacher is expected to create an interesting learning atmosphere for students and allowing them to interact with each other. After the listening activity is conducted, questionnaires are distributed to see the response of the students telling their self-reflection regarding to this activity. As the result, besides improving the listening skill, students can also improve their communicative competence.]]>
<![CDATA[Why Not Their Way? ]]>
<![CDATA[Purjayanti, Ani]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The way information is disseminated and learned is changing rapidly. What used to be meaningful sources of information in the past may be less preferred these days. As this trend has been touching nearly all aspects of life, it also brings about vast impacts in the teaching and learning process. Moreover, we are now dealing with the Y generation which obviously has distinct characteristics compared to the previous ones. Unfortunately, in the university where I teach, the way the material presented remains unchanged: a workbook prepared by the academic commitee for 29 diverse study programs. This paper, hereby, aims to explore a variety of ways in which this book can still be utilized but taking studentsâ learning preference into accountall at once. Needs analysis containing studentsâ learning preference were then distributed at the end of the first meeting, followed by a small discussion for better clarification. Then it is analyzed and clustered in order to obtain a clear picture on how the material available can be developed into a meaningful interesting source. Several activities and additional materials were next designed to cater for studentsâ dynamic participation in exploring the workbook. Students were asked to express their impression on material discussed after each meeting, and this was then discussed in week 7. It is revealed that with activities they like, classroom materials can be turned into something interesting.]]>
<![CDATA[Teaching English Grammar to Young Learners through Nursery Rhymes Applications ]]>
<![CDATA[Paradisa, Annisaa]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[In this technological era, young learners are exposed to various kinds of technologies. This phenomenon has led young learners interest in learning through technology rather than conventional teaching. Addressing to this context, Nursery Rhymes applications exist to facilitate the wants and necessity to learn in young learners. Nursery rhymes teaches grammar, word order, vocabulary, rythmn and pronunciation altogether. There are claims that young learners have short attention span. Hence, these applications provide tools that attractsyoung learners attention as supporting media for teachers. The sample consists of three young learners from grade 1-2. The result of this preliminary study shows that the students have better attention and willingness to learn English grammar. Undoubtedly, this will also lead to the progress of their grammar use.]]>
<![CDATA[Explore EFL Learners Vocabulary Learning Strategies ]]>
<![CDATA[Rahmatika, Annisa]]>;
<![CDATA[Pertiwi, Dian]]>;
<![CDATA[Karmala, Estiana Tri]]>;
<![CDATA[Nastiti, Intan Aulia]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This research is aimed at exploring vocabulary learning strategies used by EFL students. This research will try to explore vocabulary strategies used by EFL students in the range between 16 18 years old. 44 students with the same ability of English are used as the subject of this research. This is a naturalistic research. The data for this research is collected by using questionnaire. Data were analyzed using simple descriptive percentage calculations. The questionnaire was written in Indonesian which is consisted of 30 statements. Those statements are grouped under 9 categories. Those nine categories are adapted from Gu and Johnson vocabulary learning strategies. Thus, the research questions are: 1) what strategies are used the most by the EFL learners? 2) what strategies are used the least by the EFL learners? The result of this research are the strategies most often used by the EFL learners in this study were memorization (in terms of social strategies) and dictionary strategies, while the least used strategy discovered is note taking strategies.]]>
<![CDATA[An Analysis of Writing Problems of PGSD Unnes Students ]]>
<![CDATA[Widagdo, Arif]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Writing is considered a productive skill and useful tool for learning process. It is the most used skill in evaluating students performance in almost all levels of education. In Indonesia, tertiary level students still face enormous writing problems in English. The objective of this present study aims to explore writing problems of students of PGSD (Primary School Teacher Education) Department, Faculty of Education, Semarang State University (UNNES), and the study is also intended to share some recommendations how students can get overcome those problems. The study was conducted on 160 students of PGSD UNNES from the same level. The data were taken through document collection and questionnaire. Moreover, a semi-structured interview on two lecturers has been conducted to reflect their attitudes and opinion on students English writing problems. The results of this study showed that students face many problems when writing English. The problems could be classified into some categories. In addition, a few recommendations are provided on the basis of the result. This study could help the teachers/lecturers to resolve the problems and find some strategies to improve students writing in English.]]>
<![CDATA[Designing Lets Listen Multimedia CD for Listening Comprehension ]]>
<![CDATA[Wulanjani, Arum Nisma]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Teaching listening in a language laboratory can be a beneficial or even a challenge for a teacher, especially in elementary school. It is beneficial since the laboratory is equipped by sophisticated aids to support the listening learning process. On the other hand, choosing an appropriate material which can be supported by the aids and meet with students need is the challenge must be aware by the teacher. This study proposes an answer for the challenge. This study describes an interactive multimedia CD development which is intended for listening learning process especially for fifth grade elementary students.Design-based research is used in this study. The steps proposed by Thiagarajan, Semmel, & Semmel (1974) are the basis of conducting the study. Some adjusted stages were conducted such as the define stage, design stage, and develop stage. The multimedia CD was designed interactively so that the students can involve actively in the listening learning process, since it also provides interactive feedback. The existence of the feedback would make the learning process more successful because the responses from the students are also noticed. Some suggestion and revison from some experts completed the process of the development. Based on the experts analysis, Lets Listen multimedia CD has met the criteria to be a teaching material for listening comprehension especially for fifth graders. Lets Listen multimedia CD has an advantage for its use, it allows the students to have student-centered learning and self assessment which can lead them into independent learning.]]>
<![CDATA[The Problem of Electrical Engineering Students in Learning Business English Speaking ]]>
<![CDATA[Wulansari, Atsani]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The ability of speaking in English is needed in this era. In dealing with that reason, English for Specific Purpose (ESP)becomes the compulsory course in every faculty in university. The material in ESP should meet the students need; therefore the lecturers should find the material which is appropriate to their students. One of material which is given in ESP is Business English. Business English is a part of ESP branch which gives vocabulary, text and communication in business area. The material in Business English may in a form of application letter and job interview.This paper tries to elaborate the students problems during the learning of Business English and to find out the factor of the problem.This study used qualitative method. The students of first semester in electrical engineering department were asked to write an application letter. Then, they made a role play video to practice a job interview within the group of 4-5 students with own position: interviewer, interviewee, and secretary. After that, they upload their video in YouTube. The data was collected through observation and writing technique. The researcher observed the role play video made by the students. Then, the researcher wrote the problem from that observation. The researcher then identified the problems found during the role play and found the factor of the problem. The data were analyzed using speaking assessment category by Brown (2004).Based on the analysis, there are some problems in four categories, namely grammar, vocabulary, fluency, and pronunciation. The students frequently made errors in terms of grammar, inadequate vocabulary or word choice, level of fluency, and errors in pronunciation. The problems occurred due to intralingual andinterlingual transfer.]]>
<![CDATA[Students Perspectives toward the Use of Instagram in Writing Class ]]>
<![CDATA[Anggraeni, Candradewi Wahyu]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This study presents the students perspectives of using Instagram in doing their writing assignment. Qualitative research method in the form of case study is conducted to obtain the data. Sixty students of writing class are employed as participants in this study. The result reveals that the students perspectives cover two aspects that include benefits and barriers of using Instagram. One of the benefits shows that participants have positive perspectives of using Instagram in their writing assignment. Participants view that Instagram is a valuable social network platform that motivate them to write better. However, the participants face challenges in using Instagram for their writing assignment. The overall contribution of this article is to build on theoretical, practical, and pedagogical significances for students perspectives toward using Instagram in writing class.]]>
<![CDATA[The Use of Facebook to Improve Students` Skill and Increase Their Motivation in Writing Recount Text ]]>
<![CDATA[Khusnita, Dafi]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This article is about the use of Facebook as learning recount texts media to improve the writing skill and increase motivation of tenth grade students of SMA N 1 Kajen, in the academic year of 2012/2013. It aimed to investigate the way Facebook improved students skill and increased their motivation in writing recount texts. It adopted an action research design which was carried out through pre-test, cycle 1, and cycle 2. The subjects of the research were 32 students of X 2 class of SMA N 1 Kajen. A Facebook group was created as a place for students to write recount texts as well as to give feedback to their peers writings. Writing tests, observation sheet, and questionnaire were used as the instruments of collecting the data. The results of the writing tests at the end of the three cycles showed a significant improvement of the students writing. The result of the observation showed that after learning writing recount text using Facebook, the students became more attentive, active, and attracted in joining the lesson; and happier and more serious in writing. The analysis of the questionnaire showed that the students responded the use of Facebook in their learning positively. Based on the overall results of the research, it can be concluded that the use of Facebook contributes to the improvement of students skill and motivation in writing recount texts.]]>
