Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia最新文献

{"title":"Portfolio Assessment for Improving Unnes Students’ English Speaking Ability","authors":"Intan Hapsari, Fahrur Rozy, L. Farida, Rahmi Wahyuni","doi":"10.4108/eai.14-11-2020.2311105","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2311105","url":null,"abstract":". This study aimed at finding out the role and effectiveness of portfolio assessment in improving students’ English speaking skill. This exploratory research employed a mixed-method approach, and 175 students from 8 faculties in UNNES participated in this study. The researchers acquired the data through observation, lecturer/journal notes, and learning achievement tests. During the four separate phases, there were increase in students’ speaking, i.e. the 1 st and 2 nd daily score, the mid-term and final semester score. Improvements were also made on the five aspects of English speaking performance: fluency, pronounciation & accent, vocabulary, grammar, and detailed information. In summary, portfolio assessment improved students’ speaking learning process and highly effective for students’ English speaking skill improvement as they can see the scores by themselves hence they can measure their own progress. Portfolio assessment also potentially improves lecturers’ ability in assessing students’ speaking performance and increase student’s participation and attention towards the learning process.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124222035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rhetorical Structure of Thesis Introduction Chapters Written By English Native Speakers","authors":"S. Fitriati, Wawan Gunawan, A. Farida, N. Gayatri","doi":"10.4108/eai.14-11-2020.2310290","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310290","url":null,"abstract":"Thesis introduction chapters provide readers with the description of a research topic as well as the importance of conducting the research. The quality of thesis introduction chapters is highly affected by their rhetorical structure, which is manifested through particular moves and steps in developing paragraphs. Previous studies confirmed that native English speakers tend to demonstrate particular rhetorical structures in composing their thesis introduction. This paper is part of a larger study on investigating the introduction chapters of theses. By employing a qualitative discourse study, five introduction chapters of theses in the field of English language education and Applied Linguistics written by English native speaker students of Master’s program abroad were analyzed. The data were analysed by adopting Swales’ CARS framework (2004) to yield a description of the rhetorical structures of the thesis introduction chapters. This study will contribute to facilitating the teaching of academic writing by providing the generic structures of a good model of thesis introduction chapters generated from the findings of the present study.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123089457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sagu Sabu Program to Improve Teachers’ Coursebook Writing Skills","authors":"Rudi Hartono, B. Purwanto, Seful Bahri","doi":"10.4108/eai.14-11-2020.2310661","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310661","url":null,"abstract":". Creativity and innovation are the hallmarks of 21st-century teachers. Teachers are required to actively foster their creativity so that innovative teacher products will emerge as works that are beneficial to themselves, schools, society, the nation, and the country. A number of teaching staff or teachers in Indonesia have not thought creatively even though the government has provided opportunities for them to be creative in various fields, such as writing coursebooks, developing teaching materials, making learning media, and increasing other academic productivity. One of the weaknesses they have is that they are not productive in writing coursebooks or textbooks, even though writing books is an integral part of teaching and learning activities. Increasing the productivity of textbooks for teachers through the Sagu Sabu program is an effective effort that greatly helps teacher achievement in schools because so far teachers have been passive writing textbooks for their own needs, even for mass publication efforts. The purpose of this study is to increase teacher productivity in writing subject books. This study uses a one-cycle action research type. This involved 10 teachers of SMAN 12 Semarang City. The research instruments used were two SurveyMonkey application questionnaires, field notes, and FGD. An action to increase teacher productivity in writing coursebooks is the Sagu Sabu program. Based on the research data obtained, it is known that before the Sagu Sagu program was implemented, there were no teachers who wrote coursebooks at all (0%) while after the program was implemented there were 4 teachers who succeeded in writing coursebooks, even though the percentage was very high. It was still very small (30.76%) when compared to the total number of participants. Besides, based on the responses to a questionnaire about the Sagu Sabu program, 84.62% agreed that this program is very important to increase teacher creativity in writing course books and lead them to become productive writers. The conclusion is that the Sagu Sabu program is very effective in helping increase teacher productivity in writing coursebooks so that teachers can have innovative works that are very beneficial for themselves and the school's reputation. Therefore it is highly recommended for policymakers in schools and the government to make this program a success so that more and more teachers will be productive in writing coursebooks.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123042849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ teacher Utterances in Opening and Closing an ESP class","authors":"Rindang Widiningrum, D. Djatmika, J. Nurkamto, Diah Kristina","doi":"10.4108/eai.14-11-2020.2310660","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310660","url":null,"abstract":"","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116770655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group","authors":"Y. Lestari, Kamaludin Yusra, A. Arifuddin, Nila Susanti","doi":"10.4108/eai.14-11-2020.2310178","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310178","url":null,"abstract":". Under the new Indonesian education paradigm, “guru penggerak” (mover teachers) and “merdeka belajar” (freedom in learning), teachers, including English teachers, in Indonesia are given room to use teaching materials and strategies appropriate to students’ condition and need. However, it is not clear how this paradigm is responded by English teachers given the lack of learning resources. This paper examines English teachers’ responses to the new Indonesian education paradigm based on data obtained from a case study of Batu Layar English Teachers' Consultative Group (MGMP) in West Lombok involving twenty (20) teachers purposively selected as the sample of the study. The data were collected through observing teachers’ activities in the MGMP meetings, interviewing them on how they respond to the new education paradigm and collecting teaching and learning related documents. The results show that students and pedagogical factors influence the teachers to positively and negatively respond to the new education paradigm.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130468539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Students’ English Proficiency at Faculty of Medicine: Recommendations","authors":"I. Sujana, U. Waluyo, Eka Fitriana, D. Suryani","doi":"10.4108/eai.14-11-2020.2310173","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310173","url":null,"abstract":"From a longitudinal study on English needs analysis for students of the Faculty of Medicine, the University of Mataram, Lombok, Indonesia, it was found that there was a big gap between the target needs and the present situation of learning English. The high demand for English does not correspond to the current teaching and learning situations. This article aims to provide recommendations for the improvement of students’ English proficiency at the Faculty. The data for recommendations were taken from the analysis from previous studies involving students, lecturers, documents (SKDI/Competency Standards of Indonesian Medical Doctors, the Profile of Faculty of Medicine). From the analysis of all documents, it is recommended that the Faculty (1) reconsider the policy of teaching English from a block system to a semester system to provide more input; (2) apply CLIL (content and language integrated learning) model by involving subject specialists in the block system; (3) provide online learning or online clinic for English consultation to facilitate students on their self-access language learning (SALL); (4) give exemptions to students with high scores on English proficiency tests (TOEFL, IELTS, or other recognized English proficiency tests).","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116867810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Congklak Board Game: A Way to Preserve Local Culture in Grammar Class","authors":"Sundari Purwaningsih, L. Hakim","doi":"10.4108/eai.14-11-2020.2314016","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2314016","url":null,"abstract":"Given the fact that the existence of traditional games is in a dire need of preservation, it is pivotal for EFL teachers to engage in the preservation through English language teaching. By doing so, they help foster cultural awareness of the students and hopefully pass on the baton to them. With this in mind, it led the author to create teaching media which screams cultural element in it, and so Congklak Board Game came into being. It was developed to practice grammar exercises, focusing on simple passive, in a novel way. It was then brought into classroom practice to investigate the students’ perceptions on the implementation of the media. Questionnaires (Likert scale questions); with particular reference to the physical aspects of the media, the benefits, and the students’ attitude, and observation were provided to gather the data. The findings indicated that students had positive perceptions in terms of the three aforementioned criteria. The findings also lend support to extending teaching repertoire and at the same time maintain cultural heritage.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"297-301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130802069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Supplementary Extensive Reading Materials Based on Berau Folklore by Using Flipbook Media","authors":"Y. Astutik, Surti Milarisa","doi":"10.4108/eai.14-11-2020.2310177","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310177","url":null,"abstract":"Reading is a complex process that requires a complex set of skills. To gain an understanding of reading, someone needs to go through a fairly long process. Therefore, reading materials should meet several important features that can support teaching learning activities. Based on the result of needs analysis, the writer found that there was no easy and interesting extensive reading material for university students in Berau Regency which can be used as teaching tool. Concerning this problem, a set of supplementary reading material for students needed to be developed. This material consists of several English reading texts based on Berau folklore. The researchers applied several procedures in this research: conducting needs analysis, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. The researchers collected the data by using quistionaires, interview, analyzing the syllabus and checklist. The product of this research is four units of supplementary extensive reading materials.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127663595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Puritan In Lust: The Infidelity Of The Symbol A In The Scarlet Letter","authors":"Fibrianni Pertiwi, Fatma Hetami","doi":"10.4108/eai.14-11-2020.2310245","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2310245","url":null,"abstract":"","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115218413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reader-centered Approach: Investigating Literary Reading Performance Profile of Students from Non-Literature Study Programme","authors":"Thohiriyah Thohiriyah, R. Haryanti, Lintang Ningarum","doi":"10.4108/eai.14-11-2020.2311099","DOIUrl":"https://doi.org/10.4108/eai.14-11-2020.2311099","url":null,"abstract":". Reading literary works can be frustrating, especially for non-literature students due to a certain extent. Linguistic features, styles, symbolism, and implicit expression are some predominant factors which cause ambiguity and lead to confusion to the readers. Hence, the readers tend to be more passive as they do not know what to do with the text. This fact is then the primary justification for the lecturers to minimize the demand for literary reading subjects, focusing solely on comprehension rather than appreciation. Thus, the idea of employing a reader-centered approach is aimed at helping the students of the non-literature study program to appreciate the literary works by upholding their participation as the readers of the meaning-making process. The result shows that the students of the non-literature study program can actively appreciate the literary works better. In addition, the students' performance of reading literary works shows that they can understand the literary works through the interaction between the readers and the texts.","PeriodicalId":210498,"journal":{"name":"Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia","volume":"8 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116933658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}