International Conference on Education and Language (ICEL)
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.
Articles
199 Documents
<![CDATA[On Translating 2nd Person Pronoun (English and Indonesian) : A Case Study on BPPT Parallel Corpus ]]>
<![CDATA[. Prihantoro]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Many linguists have posited a number of distinct types of translation method, but almost all agree on the existence of word-for-word translation, which to some extent must be avoided to generate natural translation in the target language. Some other methods are proposed to obtain natural translation but in this paper, we refer to communicative translation (Newmark, 1988). However, it does not suggest that some other methods such as faithful or word-for-word translation are useless. It is necessary that these methods apply to the whole text, as some items require faithful or word-for-word translation as well. However, these methods must be avoided when translating culture based item, e.g an entity that does not exist in the target language. On one hand, almost all languages make use of pronouns. On the other hand, the social dynamics of pronoun itself requires translators to shift from word-for-word translation method to another method as the culture polarity shift from source to target language. The data in this research is obtained from English-Indonesian Parallel Corpus by Indonesian Agency for the Assessment and Application of Technology (2008), which consists of written and spoken data. The result of this research suggests that some speaker-hearer relations cannot be fully expressed by English pronouns when translated to Indonesian. There are cases when culture based polarity requires pronoun to shift to proper name. Even when pronoun-to-pronoun translation is preserved, the paradigm changes: such as inclusive/exclusiveness which functions as in/out group identity marker. ]]>
<![CDATA[The Impact of the Application of Make-a Match Technique Towards Students’ Vocabulary Mastery ]]>
<![CDATA[Dewi Maduratna]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The purpose of this research were to find out the impact of the application of Make-a Match technique towards students’ vocabulary mastery of grade seven of SMP Tri Sukses Natar South Lampung. This research was using an experimental method in the quantitative form by collecting data from documentation, and test. The sample of the research was 25 students of seven grade. The data were collected by using two pre-tests and two post-tests in control group and experimental group. Statistical formula t-Test two group design was utilized to analyze data. The result showed statistically significsnt in the critical value at probability level of 5% is 2,01 and at probability 1% is 2,68 as t-value is 7,41, therefore p value is smaller than t value ( 2,01 < 2,68 < 7, 41). So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. it can be concluded that using Make-a Match technique in teaching vocabulary is quite success. It is not only effective to lead students feel more interesting and enjoy doing activity in the class, but also it can give the students the opportunities to be active in learning English vocabulary.]]>
<![CDATA[Cooperative Learning: Theories, Principles, and Techniques ]]>
<![CDATA[Yanuar Dwi Prastyo]]>;
<![CDATA[Feranita Dice Sansisca]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This paper discusses the uses of Cooperative Learning (CL) in the foreign language classroom. Some definitions of cooperative learning are discussed in the first part of the paper. Some other key areas discussed in the paper are: a. some principles of cooperative learning, b. techniques of cooperative learning that we can apply in our foreign language classroom. ]]>
<![CDATA[The Effect of Mind Mapping Technique Towards the Students’ Speaking Ability At 7th Grade of SMPN 4 Bandar Lampung ]]>
<![CDATA[Frederika Mei Anggraeni]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The main objective of this research was aimed to identify whether the use of Mind Mapping technique was effective in improving the students’ speaking achievement. The population was the First year students of SMPN 4 Bandar Lampung in academic year of 2013/2014 with a total number of 234 students. Out of this population, 52 students were taken as sample. There were two groups, each of which consisted of 26 students. One class became the experimental, while the other one became the control group. Different treatments were given to both groups, that was mind mapping given to the experimental group while the control group taught by traditional teaching. The test of speaking was the instrument and then administered in two sections: pretest and posttest. The score obtained was analyzed by using t-test formula. The experimental data revealed two important results. First, adopting a technique of mind mapping technique could significantly improve the students’ speaking ability because itwas supported by pictures and colors. Results were obtained of experimental groups revealed that mind mapping performed better on the post test. Second, the final findings of this research were formulated. Fromthet-testcalculationofthepretest of experimental group the resultwas1856.4 and the post-test was 5644.82 with the achievement until 19.5%. Whereas in control group the result of pretest was 1856.6 and the post test was 1952.3 with the achievement 4.9%. The result of this study showed that the students taught by mind mapping technique got better score than those who were not. It could be seen that the students’ speaking ability in the experimental group after treatment was significant. By calculating the scores to the t-Test, the result was Pvalue 1% = 2,68,Pvalue 5% = 2,01. Moreover, the t-Test value was 7,6. It described clearly that the t-Test value was greater than the p value. This meant that the application of mind mapping technique was very effective technique. Therefore, it could be concluded that Mind Mapping Technique improved the students’ speakingachievement. ]]>
<![CDATA[Linguistically Grounded Techniques for English in the Professional Institutions of Rural India ]]>
<![CDATA[Kumari Pragyan]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This paper discusses some of the linguistically grounded techniques for teaching English. It sets up the story of English in the context of education in India. Its implications in the professional institutes would help students become aware of the intricacies of language. This awareness will help overcome difficulties in learning English. Students in professional institutes can be prepared with this methodology to acquire English not only as a second language but as a part of international education. It would provide them a landscape through which it is possible to take various journeys; its horizons are redefined by each approach. ]]>
<![CDATA[The Development Of Guidelines For The Arrangement Of Character-Based English Language Lesson Plan For The Teachers Of Junior Secondary Schools In Surakarta City: A Preliminary Study ]]>
<![CDATA[Joko Nurkamto]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The final objective of this research is to produce guidelines for character-based English language lesson plan for the teachers of Junior Secondary Schools in Surakarta city.This research employed Research and Development (R&D) method comprising three phases, namely: exploration phase (Year 2012), model development phase (tahun 2013), andmodel evaluation phase (Year 2014). In the first phase, the existence and quality of the prevailing guidelines for the lesson plan arrangement were studied as a basis for drafting a prototype of the guidelines for the arrangement of character-based English language lesson plan.As many as 56 English teachers of Junior Secondary Schools in Surakarta city were involved in the research.The results of the research show that (1) the guidelines for the lesson plan arrangement made by the government are designed for all subject matters and are general in nature; (2) the lesson plans arranged by the teachers of Junior Secondary Schools in Surakarta city still contain many weaknesses; and (3) special or specific guidelines for the arrangement of character-based English language lesson plan are required for the teachers of Junior Secondary Schools in Surakarta city.]]>
<![CDATA[The Breath Sport Training for Health ]]>
<![CDATA[M.C. Tri Atmodjo]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Since 1993 I have been training of breath sport. Along this time good health always with me as well.Sometime the result of this training also able to help my family (my children mainly) to solve his/her illness. This training held 3 times a week with 2 hours respectinely. The Faculty of Medicine in University of Airlangga in Surabaya East Java has the laboratory which able to prove the influence of breath training to our health. This laboratory able to show us that before training and after training of breath sport showed significant different which better health to someone after training with exelence regulation.]]>
<![CDATA[Improving Teaching and Research Capacity in Indonesia Education Throught ASEAN Collaboration ]]>
<![CDATA[Didik Sulistyanto]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[In the global higher education (HE) scenario, many countries face common challenges in higher education including rising demands for access to higher education, and the needs to improve the quality of higher education for international recognition. Although the harmonisation of HE process in Europe has not been without flaws, a regional platform to address and perhaps solve common challenges in higher education is of interests to the global regions. This project examines the teaching and research capacity of hight education in the case of ASEAN countries. Education for All (EFA) is a drive to decentralize basic and secondary educational planning, management and accountability, particulary in countries with highly centralized systems of governance, to make themm more responsive to diverse local needs and place more responsibility at the local level. The decentralization of higher education also played a part in Indonesia’s many post-revolutionary reforms, and the Indonesian goverment identified a group of top tier universities to become more independent from central control. Considering a regional commitment to establish an ASEAN Community by 2015 and the international challenges in higher education, a more prominent role of the harmonisation of higher education process within the ASEAN region is crucial to build a strong foundation for the ASEAN Community and also to enhance higher education interconnectedness of ASEAN and beyond. This study explores the teaching and research capacity of Indonesia education , particularly from an ASEAN perspective. It also investigates the progress and impediments towards increased human resources development in Indonesia education in this region of ASEAN, to promote the connectivity in education among ASEAN countries and beyond. ]]>
<![CDATA[The Implementation Of The ICT-Based Thesis Supervision At One Of Postgraduate Programs In Indonesia ]]>
<![CDATA[Ujang Suparman]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The development of information, computer and technology (ICT) has affected all sectors and activities including education from elementary school through university. However, even though the use of ICT has been widespread including in the University, its use in thesis supervision processes is still very limited. Only few lecturers have used it optimally. By contrast, many students and lecturers in certain universities get difficulties in determining an appropriate time for both parties because of the business of either lecturers or students. This study is intended to find out a new effective and efficient strategy to supervise students writing thesis in a postgraduate program and to investigate the implementation of the ICT-based thesis supervision. Therefore, there are three major objectives of the research: 1. To investigate how to implement the ICT-based thesis supervision; 2. To trace the opinion of Masters students of English Education Program on the implementation of the ICT-based thesis supervision; and 3. To find a new effective way of thesis supervision. The research is qualitative bynature. The data were gathered by means of questionnaire, interview, and documents. Based on the data analysis and discussion, some conclusions are drawn. It has been found that the use of ICT in supervising students writing theses was very effective, and efficient. The students and lecturer are not limited by space and time, that is, they can communicate by means of internet anytime and anywhere; the advice that the supervisors provide is easily understandable and very neat. The students feel easy to follow what the supervisorsuggests. And what is more important is that the students writing products are much better, more comprehensive, and neater. ]]>
<![CDATA[An Error Analysis of the Use Of Present Participle Form of the Sixth Semester Students of FKIP Universitas Bandar Lampung ]]>
<![CDATA[Miryanti Feralia]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[The purpose of this research was cooperated the investigation of the error analysis of the use of present participle form of the sixth semester students of FKIP Universitas Bandar Lampung 2014.The data were collected by incorporating tests to measure the students’ error in using present participle form based on surface strategy taxonomy. They did the structure tests that were a set of Indonesian sentences to be translated into English.Data analysis was conducted using two techniques. They were identifying the students’ errors based on surface strategy taxonomy and finding the dominant type. The result indicated that from 16 students’ works, it was found 244 errors. Theses errors were classifed into 4 kinds of errors: omission wa 20 (8,20%), addition was 2 (0,82%), misformation was 221 (90,57%), and misordering was 1 (0,41%). It meant that misformation is the most frequent error while the least error is misordering.It can be concluded that students’ grammar mastery specially present participle form was still low. It suggested that the lecturers had to emphasize in teaching present participle form for the students. For the students, although present participle was the easiest part of grammar they had to be aware to understand it well.]]>
