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
Articles
643 Documents
<![CDATA[EFL Student Teachersâ Perception and Challenges toward Online Platforms in Language Pedagogy ]]>
<![CDATA[Mulyadi, Dodi]]>
<![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 aims to investigate EFL Student teachersâ perception and challenges of performing online platforms of Interactive Multimedia on Language Teaching and Learning. This study used mixed methods, qualitative and quantitative in nature. The participants of the study were 15 learners who have involved in the learning process of Interactive Multimedia on Language Learning Class. Questionnaires and interviews were used as data collection instruments. The data were analyzed and interpreted through qualitative and quantitative procedures. The results reveal that the online platforms of interactive multimedia such as Edmodo, PlayPosit, and Duolingo, TED Videos are very helpful and beneficial in improving their pedagogical competence. However, the limited time and facilities coupled with a poor Internet connection were challenges for EFL student Teachers to carry them out in educational process. The results of this study give meaningful insights for policy makers in education such principals in relation to provide the facilities to accommodate English teachers who want to employ online platforms of interactive multimedia in English teaching and learning in the classroom.]]>
<![CDATA[Secret to Finlands Education Success: A Reflection for Education in Indonesia ]]>
<![CDATA[Mardjuki, Moch. Said]]>;
<![CDATA[Potradinata, Sihab Lapoto Ade]]>
<![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[Finland has emerged as the top-scoring of Organization for Economic Cooperation and Development (OECD) on theProgram of International Student Achievement (PISA) assessment since 2000. Its secondary school students regularly achieve high scores in PISA tests.Finland has one of the worlds best performing education systems.The gap between the highest and lowest students within schools is not significant.Many researches have been conducted by researchers from various countries to investigate the Finlands education success.As a developing country, Indonesia is one of the lowest-scoring OECD nation on PISA. Finlands education could be a model for Indonesia. This study is aimed to present the secret of Finlands education success and to compare with Indonesian educational system. Based on the analysis, the most probable factors as the key elements that has impacted Finlands education success are excellent teachers, and appropriate curriculum and educational system. The writers try to propose solutions for Indonesian teachers and Indonesian educational system policy makers to be used as a reference.]]>
<![CDATA[Indonesian EFL Secondary School Teachers Perception and Preferences on Authentic Speaking Performance Assessment ]]>
<![CDATA[Hamidah, Erna]]>
<![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[A major challenge faced by English language teachers is to enable their learners to use speaking skills for effective communication and to assess it. The best way to evaluate it would be through assessing students ability in real tasks of written and spoken communication as it can improve their speaking skill. However, todays foreign language teachers rarely assessed students speaking skill and they have relied on traditional pencil and paper evaluation format. Curriculum 2013 addressed to bridge the gap through authentic assessment. The present study thus attempted to address the phenomena by studying EFL secondary school teachers perception and preferences on authentic speaking performance assessment in qualitative research method. Eighteen participants from various junior and senior high school in Indonesia have answered an online questionnaire on authentic speaking performance assessment (ASPA). The study revealed that Indonesian EFL secondary school teachers have perceived adequate knowledge and practice on ASPA, it was proved by the existed implementation of ASPA in their classroom practice. Role play dedicated as the most preferred ASPA regardless teachersgender, school level or certification status. Time was main obstacle in conducting ASPA. Self-reflection was suggested to be initial respond to decide appropriate adjustment. Colleagues best practice, a talk with EFL expert via blog or other modes, and related online materials wereways to take as teachers techniques enhancement for handling and maintaining students motivation and engagement during ASPA.]]>
<![CDATA[Running Dictation as an Effective Technique on the Teaching Writing Skill ]]>
<![CDATA[Nurdianingsih, Fitri]]>;
<![CDATA[Rahmawati, Oktha Ika]]>
<![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[Writing is an activity to tell our ideas and thought about something in written form. Writing becomes an important skill to be mastered by the students to face the global era. It conveys that writing is used in every aspect of life, particularly for interacting and communicating with other people. Writing can be the most difficult thing to do because sometimes it is difficult to decide the words or even to produce a paragraph. One of the techniques that can be used in teaching writing is running dictation. Running dictation is a technique of dictation method that can be used for teaching writing cooperatively. It is a fun technique that can be adapted in a number of ways and it is fairly easy to prepare, explain, set up, and adaptable. Using running dictation to teach writing can avoid boredom for students because the technique help the students to brainstorm, elaborate paragraph and finish final paragraph. The objective of this study is to know whether or not the implementation of running dictation technique could be an effective technique in teaching writing skill. The method used in this study was an experimental research. The data collecting technique by using writing test to measure the studentsâ achievement. The data analysis technique by using t-test formula. This study compared between pre and post treatment which is using running dictation technique. The implementation of running dictation technique can improve studentsâ writing, memorizing, communicating cooperatively with their group and of course it can improve studentsâ creativity during teaching and learning process. Besides that, running dictation technique motivates the students to encourage the students to improve their writing skill. Finally, this technique gives good contribution and had a positive effects in improving the studentsâ writing skill achievement.]]>
<![CDATA[Studentâs Satisfaction in Doing Assessment by Using Lasvita ]]>
<![CDATA[Fitria, Yuanovita Prihatianti]]>;
<![CDATA[Ngadiso, Ngadiso]]>;
<![CDATA[Sumardi, Sumardi]]>
<![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[When final examination (UNBK) by using conventional assessment tends to facilitate cheating, another offer in language learning assessment has been done, i.e., computer-based test. However this test has weakness, because it is only held at school because of the server connection reason. One of the solution being proposed here is having assessment by using Lasvita. Lasvita itself, is an android-based program which is designed to help teachers both do teaching and assessing. The easiness to organize, manage, practical, and support eco-learning makes Lasvita is considered to give satisfaction for students in doing assessment. This research will dig up more the satisfaction of the students by using questionnaire. Quantitative method will be used, while for analyzing data, satisfaction index theory will also be employed here. Describing the details of the research, it is expected that this research will give a reference for schools to do an effective assessment in language learning.]]>
<![CDATA[Exploring Subjective Difficulty as l2 Explicit Knowledge in Advanced Grammar Exams ]]>
<![CDATA[Rizqan, Muhammad Dhika 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[Perceiving the difficulty tocomplete an exam is possibly diverse for one student with another. Indeed, this kind of difficulty which called as the subjective difficulty is faced by TEFL students in all degrees, including the master students. This study aims to explore the subjective difficulty and its factors which areperceived by the TEFL master students in completing their mid and final term of Advanced Grammar Exams. In these exams, the students are given tasks to identify the (un)grammatical sentences, correct the errors, and provision the rules. Qualitative method is selected to analyze this case by applying questionnaire, documents, and interview to obtain the data. The findings indicated thatmetalanguagewas their main problem. This difficultywas influenced by familiarity towards the tasks in these exams which should be performed by the students.In their admissions, they have had a complete understanding of the technical and non-technical metalanguage terms. However, using and producing metalanguage in order to label and provide grammatical rules required not only understanding but also similar perception between the students and their lecturer. Interestingly, for the students, the use of metalanguage to provision therules which had been broken in ungrammatical sentences was perceived as a new knowledge.]]>
<![CDATA[Hedonism as Reflected in Hemingwayâs `The Snows of Kilimanjaro` ]]>
<![CDATA[Setyaningrum, Vincentia Gita Yulis]]>;
<![CDATA[Samanik, Samanik]]>
<![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 deals with the hedoism in The Snows of Kilimanjaro short story by Ernest Hemingway. The writers use hedoism as the main theory to analyze because the problems of this short story are related to luxurious lifestyle and temporary happiness. The objectives are to find the hedoism values and the influence of hedoism from the main character of the short story, which the writer wants to convey to the reader. The study was conducted by applying qualitative research. Data that uses this study are primary data were reached from The Snows of Kilimajaro short story. Then, secondary data were reached from literature review and other sources information that related to object of this research. The technique for collecting the data was documentary technique. After analyzing the short story, it was found one of hedoism value which is materialism. The influence of hedoism can be seen by the main character Harry descriptions with the the cases of a narration and dialogues, the writer concludes some influence of hedoism that have a bad behaviour and personalities to the readers which is alchoholics drinks becomes a part of lifetyle. The other reason hedoism portrayed by the main character are found from their own surroundings such as social condition or environments even it cames from themselves.]]>
<![CDATA[Discourse Competences: A Case of English Foreign Language Students in Graduate Program ]]>
<![CDATA[Gani, Citra Amiliani Abdul]]>
<![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 concerns with discourse competence in conversation. The aim of this study is to examine the speakers dominance, the most strategy used when the problems of communication arise, and the speakers discourse competence. The subject of this research is students of graduate program. The conversation involvedthree participants (speakers) of English students of educational program. The transcripts of conversationwere divided into turns, moves and clauses, and discourse competence was analyzed further based on the content specification of Celce Murcia (1995). Eventually, interpretation on the result of analysis was conducted. The findings of the study show that three speakers are dominant in the conversation. There is no incidental participant in the conversation due to they speak purposively. Additionally, the result concluded that the most frequently strategy that is used in thisconversation is stallingor time gaining. It indicates that the speakers have more problems of hesitation within the conversation. Therefore, this claims that the speakers are not fluent in speaking English. Though the conversation that is produced by the speakers is not well formed, the conversation has involved cohesion and coherence aspects. Therefore, it can be inferred that the speakers discourse competence is good since they produce utterances cohesively. According to the findings, it is suggested to the EFL students to produce more English in their daily activities to decrease the communication problems and increase their speaking competences. Besides, the lecturer also guide and stimulate studentscreatively to speak more English during EFL learning.]]>
<![CDATA[Code-switching: To what extent it benefits in EFL classroom? ]]>
<![CDATA[Nurhamidah, Nurhamidah]]>
<![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[Bilingualism and multilingualism have been an issue in linguistics for decades and moreover the technology which shortens the distance between countries or even languages and evokes code-switching. Such phenomenon has been researched by many researchers and experts of linguistics to see what actually it functions. In EFL classroom, code-switching by some researchers has been considered as language barriers while others see code-switching as the communication strategy to ease the teaching-learning process. The two coined side are still developed and invited more creative researchers to reject or to support. Code-switching which commonly occurs in foreign language classroom is still under of unconscious state of both teachers and students to conduct. The code switching on this side will neglect based on the teachers and students who employ this in EFL classroom. This paper will be based on the literature study which have been mushrooming in the current state of code-switching.]]>
<![CDATA[Compensatory Strategies in Facing Communication Breakdown Used by EFL Students in Surakarta ]]>
<![CDATA[Isya, Mifta Muriska]]>
<![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 applied descriptive qualitative design. It aims to find out how the EFL students overcome their communication breakdown in delivering message or idea to interlocutor also the reason why they use those compensatory strategies. The knowledge of compensatory strategies supported the speaker or EFL students to achieve effective communication. There are two ways to collect the data in this research: observation then been transcript and interview. This research applied purposive sampling. There are 21 participants who are grouped into seven group then they had to present their assignment in front of the class. That class was a content course which forced student to learn another subject and practicing their speaking skill. According to the data analysis, there are several types of compensatory strategies which is one aspect of the taxonomy of communication strategies that can be used by the students. The most dominant compensatory strategy found in this phenomenon was literal translation from their first language. It was followed by non-linguistic means and code switching as the EFL students preference. They employed compensatory strategies in order that their classmates could catch up what the idea of the presentation is.]]>
