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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" Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa"
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<![CDATA[Acquiring Second Language of Reading Skill through Genre-based Approach ]]>
<![CDATA[Istiqomah, Endah Kunti]]>;
<![CDATA[Winimurti, Yosyie Azharia]]>;
<![CDATA[Prawestri, Raksi Hajar]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The purpose of this study was to find the effect of acquiring second language of reading skill through Genre-based Approach. Participants were divided into two treatments groups, and each group was assigned to do the same test, containing sections which involved reading items. Post-test was held immediately after the experiment was over. The results indicated that the score of the experimental group that is taught by using genre based approach is higher than control group were not taught by using genre based approach. It was proved that the students did better in mastering their reading skill when they were taught by using genre based. The data shows that the experimental group increases the mark significantly rather than the control group which applied other methods. So, the researchers concluded that this method will help students to get more understanding in term of reading.]]>
<![CDATA[The Use of Metacognitive Strategies in EFL Reading Comprehension ]]>
<![CDATA[Annury, Muhammad Nafi]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring in EFL students, Faculty of Education and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of forty three students; ten male students and there are thirty three female students actually. First of all metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In the other words, metacognitive strategies are steps that learners take for improving their language performances. Based on SORS (Survey of Reading Strategies) questionnaire, there are four categories being scored in the reading metacognitive strategies. They are global reading strategies, problem-solving strategies,, and support reading strategies. The result showed that academic learners mostly apply the problem-solving strategies, followed by global reading strategies, and support reading strategies.]]>
<![CDATA[The Enactment of Performance Assessment in Teaching Writing: A Case Study at SMAN 2 Semarang ]]>
<![CDATA[Sukawatie, Lia Elyani]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The application of curriculum 2013 in Indonesia becomes controversy in Indonesia. For senior high school students, the 2013 curriculum gives them opportunity to learn another subjects from the other major such as science students can learn about economics. This is also happened to English subject. There are two types of English subject; compulsory English and supplementary English. Both of them have different syllabus and assessment. The important of assessment is to show how the studentsâ understanding and the teacherâs perspective to the curriculum. In this research, the researcher observes SMA Negeri 2 Semarang and it is specify to X grade science. This research focus on performance assessment especially in writing. It is chosen because writing can reflect the grammar understanding which is very important to do the compulsory test such as final term test and National Examination. Besides, the assessment can reflect the teacherâs method effectiveness. The writer collected the data by using observation, interview, and documentation. The data was collected in March 2018 with the English teacher of grade X. The interview involved the English teacher, the principal, and the vice principal of curriculum. The documents are syllabus, lesson plans, and the studentsâ assessment. The research shows that the implementation of 2013 curriculum by the English teacher can be seen from the assessment of the students. The studentsâ skill as targeting in 2013 curriculum is achieved. This happened since the student center method applied in the class. So, the students are more active rather than the teacher. The barriers are finding the right method and the right instrument of authentic assessment. They both are important to support the success of Core and Basic Competence realization in the learning.]]>
<![CDATA[Vowel and Diphthongs Error Analysis of Random Secondary Students of Semarang ]]>
<![CDATA[Hambur, Fransiska Marsela]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Second language acquisition can be a significant issue which leads to the study of language transfer and interference. Since there are many problems faced regarding pronunciation, then this paper is aimed at revealing and describing the errors in pronouncing English sounds made by the Javanese native speaker secondary students who learn English as their second language. Vowels and diphthongs pronunciations are examined closely in this study. Mix method was used started by the qualitative one and quantitative one to know the percentage of each data. The source of the data was some recording of studentsâ interview and then it was transcribed into broad transcription without suprasegmental features. In analysis, the distinctive features are applied to establish phonological patterns of pronunciation errors. The results of this study revealed that Javanese Native Speaker made some errors in pronouncing English sounds, especially in diphthongs case in which all speakers experience phonetic interferences: substitution and underdifferenciation.]]>
<![CDATA[Coachee-centered Coaching: Toward the Implementation of Learner-centered Learning in The Context of Indonesian 2013 Curriculum ]]>
<![CDATA[Tarwiyah, Siti]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Coaching is a type of professional development focusing on professional dialogue to build teacher capacity to enhance the success of learning and the quality of education in general. Coachee-centered coaching gives model to the coachees the implementation of learner-centered learning. This paper describes the model of presenting coaching materials through coachee-centered coaching dealing with the implementation of 2013 curriculum in EFL class. The study was designed qualitatively. The data were accessed from 6 teachers of English at State Islamic Junior High School in Semarang-Indonesia (MTsN2 Semarang). The materials and the procedures of implementation were formulated based on need analysis through teaching observation, lesson plan analysis, and Focus Group Discussion. In term of material presentation, the coachee-centered coaching was implemented through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.]]>
<![CDATA[Teaching English for Specific Purposes through Task-Based Approach in A Hospitality College ]]>
<![CDATA[Purnomo, Budi]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This research is intended to investigate the effectiveness of teaching English for Specific Purposes (ESP) through task-based approach in a hospitality college. This research is of a descriptive and qualitative study. It uses six stages: pre-task, task, planning, report, analysis, and practice (British Council, 2018) along with three techniques for collecting data: observation, questionnaire and in-depth interviewing. There were 34 students of Hotel Department at Sahid Tourism Institute of Surakarta and an English lecturer prepared as research subjects. The research findings show that: (1) students were very active in teaching and learning ESP through task-based approach; (2) students used their ESP in authentic situations that felt like the âreal worldâ; and (3) at the end of the teaching and learning process, their knowledge of ESP improved. The findings indicate strongly that not only do the teaching English for Specific Purposes through task-based approach develop the studentsâ English speaking skills effectively, but also increase their hospitality knowledge.]]>
<![CDATA[Facilitating Students Verbal Creativity in EFL Writing Course ]]>
<![CDATA[Ghufron, M. Ali]]>;
<![CDATA[Ermawati, Siti]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This article reported a pedagogical attempt to facilitate students verbal creativity (hereafter: VC) in EFL writing course. This study was aimed at (1) providing students with learning activities that would promote students VC; (2) promoting students VC in EFL writing class; and (3) revealing students perception towards the implementation of the pedagogical attempt in promoting students VC. To achieve the aims, a collaborative action research was employed. The subject of this study was 30 of the second-grade students of English Education Department in a private university in East Java, Indonesia. The data in this study was taken from class observation, VC test, and in-depth interview. The results show that (1) the nine-learning-step proposed by Avila (2015) was implemented. Those nine steps are remembering English grammar and structure, creating a fictional story, promoting creative writing, boosting vocabulary through screen writing, sharing a speech, circle life, drawing and speaking, asking and answering questions, and asking the students to create their own activities. (2) From the VC test, it was also revealed that through Avilas (2015) nine-learning-step, the studentsâ VC are facilitated and promoted. (3) The students also have positive attitude and positive feedback towards the implementation of the nine-learning-step. The findings of this study might have implications to EFL writing teachers and students.]]>
<![CDATA[Flipped Learning In Listening Class: Best Practice Approaches and Implementation ]]>
<![CDATA[Irianti, Leni]]>;
<![CDATA[Sulastri, Fera]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This recent study analyzes the feasibility of the best practices concerning how flipped classroom is implemented in listening class, either online or offline. Recently, one of the digital literacy models is Mobile Assisted Language Learning (MALL) based teaching technique is well known as flipped learning classroom. It believes as a branch of blended-learning. The emergence of this new model is the vice versa from the conventional teaching process. In Flipped Classroom, the course is divided into two parts, inside and outside classroom. This model has been widely adopted in many levels of education field all over the world. Therefore, this study tries to implement flipped classroom model in university level. The course subject of this study is listening comprehension. English listening comprehension in university has its own issue. Listening has become one of the most significant concerns in teaching English as a foreign language. It was figured out that there were some problems occur in listening class. Thus, this recent study is aimed at giving precise insight toward the flipped classroom model in listening class. The research method used is case study research design. The population is the students at one of the private universities and one state university in East Priangan Indonesia. The sample is 21 students at the third semester of English Department. The questionnaires and interview were used to verify the data. The result of this study is to give precise insight implementing flipped classroom model in online and offline. It also explained the successful running of flipped classroom under the MALL]]>
<![CDATA[Physical Environment of Rural School in Conducting Effective Collaborative Learning ]]>
<![CDATA[Sarwanti, Sri]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Education has undergone tremendous development. The education paradigm has shifted from teacher-centered towards student-centered. In this new paradigm, Brown (2015) states that students have more emphasize and participation in the teaching learning process. Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. Unesco (2017) states that learning takes place in multiple settings and the learning environment can be structured or unstructured and the learning in different environments can complement each other. Formal and non-formal education occurs mainly in structured environments in the form of institutions (schools, community centers, multimedia centers, learning villages/cities, etc.). The learning environment in the classroom is vital to studentsâ success and impacts them in many ways. This study reveals the physical environment of rural school in conducting the teaching and learning process. The data are collected by using observation and questionnaire. The study is qualitative exploratory. The results of this study show genuine data of the condition of physical environment in rural school. The results would be an input for researchers or decision makers who are keen on rural development.]]>
<![CDATA[The Implementation of E-speak in EFL Classroom: What do teachers think? ]]>
<![CDATA[Oktalia, Dwi]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The development of technology rapidly affects the education field. Internet connection may ease teachers and learners in getting the learning source including audio for listening activity which can be downloaded easily. Even though it is easy to get listening materials, there is no guarantee that every listening material will cover studentsâ needs or learning objective. The possible solution to this problem is creating the listening material by using Text to Speech. Text to speech namely E-speak may convert text into an audio. It can help teachers to solve the lack of listening material issue. Furthermore, it is also important to know the quality of the output from the E-speak and it can be known from the teachersâ perception. Therefore, the researcher is interested in investigating EFL teachersâ perceptions toward the use of E-speak in creating listening materials. This study used qualitative method with individual interview technique. There were eight EFL teachers who served as the sample of this research. Several steps were done in order to gain teachersâ perceptions toward the use of E-Speak: (1) computer training was done to make EFL teachers familiar with the E-speak; (2) the listening material produced by teachers was put in Google site to be delivered to students; (3) an interview was done to gain EFL teachersâ perceptions toward E-Speak. The findings show that EFL teachers give positive responses toward the integration of E-speak. EFL teachers found it useful to use this digital approach in the language learning process.]]>
