1.	The Dynamics of Speaking Assessment: Moving from Testing to Critical Reflection through Digital Storytelling Junjun M. Ramdani, Metty A. Primary, Neni Marlina This article reports on findings of classroom research with critical narrative framework into the use of digital storytelling (DST) for speaking assessment integrated with small group discussion. Drawn on Vigotsky’s framework on dynamic assessment, it sheds light on how DST practice provides pedagogical benefits in an Indonesian higher educational context. Grounded in critical reflective practice, the present study examines how the first year sudents engaged in collaboration and critical reflection during English speaking test as a dynamic process. In this regard, 18 first year students engaged in three main activities, (1) creating DST as self critical reflection towards their speaking, (2) in group video viewing, and (3) reflective practice through “wows” and “wonders. Study findings show that although students did not have any speaking test, they found the activities beneficial as they engaged in spoken activties, such as creating DST for reflection on and for action, in group discussion, and encouraging one with another through constructive feedback (wow and wonders). Moving students from speaking test to reflection brought them to be critical and reflective language learners. Topic: Assessment and Evaluation
2.	The impacts of the new policy of the national examination in Indonesia on the English language teaching: A case study of a public Islamic Junior high school Wina Hartaty This case study aims to see how the 2015 national examination policy in Indonesia which eliminates the passing grade requirements affects the English language teaching in a public Islamic junior high school. The respondents were all three English teachers in the school. They took an online designed survey powered by Qualtrics to depict their teaching practices before and after the implementation of the policy. The survey included the teaching objectives and learning mastery, the English teaching practices, the concerning factors in designing teaching activities, and the teaching satisfaction. The data were analysed using framework analysis. Some differences and similarities on the English language teaching are found in the teaching practices before and after the implementation of the new policy. The differences were found almost at all themes. One prominent finding is that the teachers felt teaching satisfaction due to the absence of target to achieve certain passing grade, which was previously implemented and caused the practice of teaching for test. This has shown that the new examination policy in Indonesia affects positively on the english language teaching in this school. Topic: Assessment and Evaluation
3.	IMPLEMENTING THE AUTHENTIC ASSESSMENT INTHE ENGLISH WRITING SKILL (A Case Study of Senior High School 2 Padang ) Elismawati; Saunir Saun Abstract The aim of this research was to find out the types, the ways, and the problems of the implementation of authentic assessment in English writing skill to the tenth grade students of SMA Negeri 2 Padang. Based on the problem in this school that authentic assessment is the obligatory teaching component. It employed qualitative research design. The subjects of this research consisted of three English teachers and seven students. They were chosen by using purposive sampling technique. The data were collected by using non-test instruments: interview and documentation. From 27 times of assessment, common types of authentic assessment used by teachers were performance assessment for 41% and teacher observation for43%. Additionally, the teachers did not do portfolio assessment perfectly with the percentage of 9%. For self-assessment, they did not do it properly with the percentage of 7%.Furthermore, there weresome problems in the use of authentic assessment. It can be concluded that the implementation of authentic assessment to the tenth grade students of SMA Negeri 2 Padang needs to be improved. Itwas found only two of four types of the authentic assessment are used properly and there were some problems in the implementation of the authentic assessment, such as: The authentic assessment for writing made by the teachers has not covered yet various models for the students. Authentic assessment that has been made by English teachers seems not meet with students needs for writing skill. Teachers tend to give unclear scoring criteria in assessing students’ writing skill. Topic: Assessment and Evaluation
4.	TEACHERS’ NEED ON AUTHENTIC ASSESSMENT FOR ASSESSING WRITING SKILL AT GRADE VIII OF JUNIOR HIGH SCHOOLS IN TELUK KUANTAN Refnaldi, M. Zaim and Elva Moria Abstract Authentic assessment is the process of gathering information by teachers about students’ progress and achievement. It is done by using several activities that are relevant and closely related to daily life. The use of authentic assessment cannot be separated from teachers’ need on it. This article aims to find out teachers’ need on authentic assessment to assess writing skill of grade VIII students at junior high schools. This is a survey study. The data were collected through interview with 20 English teachers of junior high schools in Teluk Kuantan that teach grade VIII students. The interview was focused on the teachers’ wants on authentic assessment for writing skill. The findings show that (1) there are several types of authentic assessment needed by the teachers; writing sample, process writing, portfolio, performance assessment, journal and project/exhibition; (2) the topics needed were factual and familiar topics for students such as family, famous people, things around them; and (3) teachers need simple analytical scoring rubrics. Clearly, the teachers need several types of authentic assessment that are appropriate to assess students’ writing skill. Keywords: Authentic Assessment, Teachers’ Needs, Writing Skill Topic: Assessment and Evaluation
5.	TEACHERS’ AND STUDENTS’ NEED ON AUTHENTIC ASSESSMENT FOR SPEAKING SKILLS AT GRADE EIGHT SMPN 3 PAYAKUMBUH Prof. Dr. M. Zaim, M.Hum, Prof. Dr. Mukhaiyar and Mentari Syahriati ABSTRACT Authentic assessment is the process of gathering information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge and skill as a result of their educational experiences. Junior High School’ teachers still have problems in using authentic assessment for assessing students achievement. Therefore, appropriate model of authentic assessment should be developed and teachers’ and students’ need on authentic assessment should be analysed. This article aims to find out the students’ and teachers’ need on authentic assessment to assess speaking skills of junior high school students. This is a survey research and the data were collected through questionnaire from 55 students and 2 English teachers, and document analysis. The findings show that (1) characteristics of authentic assessment needed by the teachers and students are simple and familiar with daily life, clear rubric score, and communicative; (2) there are four types of authentic assessment needed by students and teachers to assess speaking skills, they are pair dialogue, oral report, story retelling, and brief question and answer; (3) the sources of authentic assessments are short functional text, functional text, and transactional and interpersonal text. Topic: Assessment and Evaluation
6.	Using Coh-Metrix to Assess the Writing Skill of EFL Students Prayudha, S.Pd., M.A. EFL students have specific characteristics, especially in writing skill. It needs some assessments to categorize the level of their writing skill. Coh-Metrix, a computerized text assessor, can analyze a text into some aspects: narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep cohesion. Besides that, Coh-Metrix can also determine the difficulty level of a text. Data used in this research are some texts written by first year students of English Education Study Program of Universitas Ahmad Dahlan. In linguistics study, the research applicates the analysis model of Computational Linguistics. Assessing the writing skill of EFL students using Coh-Metrix will give precise and comprehensive explanations. The explanations are very needed to determine suitable method and materials used in EFL writing class. Topic: Assessment and Evaluation
7.	“ALTERNATIVE” ASSESSMENT: PERFORMANCE TESTS IN MICROTEACHING CLASS Sri Yuliani The aim of the research was to find out whether alternative assessment for performance tests in microteaching class at English study program FKIP UIR was suitable. This research was based on the preliminary studies in English study program in teaching and learning process of Microteaching class. The phenomenon occurred while teaching and learning process in the classroom, some assessments tools were applied, however the researcher would like to find the most appropriate assessment tool. The research also highlighted the suitable of micro-teaching in facilitating effective teacher preparation. It employed a combination of quantitative and qualitative research methods. In quantitative, the research featured a documentation design based on the students’ performance score in demonstrating their microteaching skills. In its qualitative dimension, the study employed analysis observation where data were collected and analysed based on existing framework of micro-teaching scoring rubrics, as decided in advance by the researcher. Semester 6 students were the population of the research and 20 sample students were chosen. Performance tests were applied to evaluate the progress of microteaching performance and it was found in the research findings that performance tests was considered effective that it could be used to improve the quality of English study program students. This conclusion is in line with educational policy to continually improve the quality graduation especially for English study program students. Topic: Assessment and Evaluation
8.	Assessing and Evaluating EFL Learners’ Ability in Writing Academic Essay M. Fadhly Farhy Abbas English as Foreign Language (EFL) learners in Indonesia, especially in English Education Department is strongly expected to have good writing skill. This is because the learners’ achievement in writing can be used as a valuable contribution towards the development of English Language Teaching (ELT) in Indonesia, especially in the teaching of writing skill. Therefore, it needs a study which aims at analyzing the EFL learners’ writing skill. Quantitative method with descriptive quantitative design employed in this study. The writing test and unstructured interview were used in this study as research instrument. This study was conducted on November 2016 at University of Lancang Kuning, Indonesia. There were 80 learners selected as participants in this study. The result of the writing test showed that the learners’ average score was 68.8 and it was categorized into fair level. Moreover, based on the interview the learners said that they felt difficult in developing and organizing idea with correct grammar and diction in a composition. It was basically influenced by limited writing strategy and learning materials. Therefore, appropriate learning materials supported by writing strategy are needed to facilitate and improve the learners’ writing skill. In conclusion, the learners’ writing skill is in fair level of ability. Topic: Assessment and Evaluation
9.	THE POWER OF DIFFERENT TYPES OF ERROR CORRECTION IN EFL WRITING PERFORMANCE Aridah Although there has been a long debate among scholars about the value of error correction on students writing, teachers still continue providing corrections on students’ writing. Since Truscott (1996) claimed that error correction is not useful and even harmful, some researchers come up with their findings in reaction to this claim (Hyland, 1998; Ferris, 2006; Ellis, et.al.. 2008; Sheen, 2010). They proved that correction on students’ writing is still required because it is able to improve students’ writing. However, it is still a question, what type of teacher written correction is most powerful to improve students’ writing? This study aims to find out the power of 4 different types of correction in EFL writing performance: direct correction, indirect correction, focused correction and unfocused correction. There were 33 EFL students involving in this study. They were required to write five essays with different topics. Then, their papers were corrected using different types of correction: direct correction, indirect correction, meaning-focused correction, linguistic-focused correction, and unfocused correction respectively. When their papers were returned, the students were required to rewrite and revised their papers based on the corrections given by the teacher. The final versions of the papers were assessed in terms of content, organization, vocabulary, grammar, and mechanics to find out how powerful one particular type of correction improve the students’ writing performance. The findings revealed that different types of correction have different power in improving the students’ writing performance. Topic: Assessment and Evaluation
10.	TEACHERS’ BEHALF ON LANGUAGE TEST CONSTRUCTION Marisa Yoestara1, Nyak Mutia Ismail2 As Brown (2004) suggests that there are four steps necessarily to be conducted when designing multiple-choice test items namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discard items. As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study concerns on investigating the percentage of highschool teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was conducted to obtain the data involving 25 teachers to answer a questionnaire set; and the analysis process was carried out through three-steps analysis (Miles, Huberman & Saldana, 2013). The result depicts that 21 teachers hardly conduct the index determining step (the fourth step) when constructing a test, while all teachers serve the other steps completely. This implies that there are no empirical warrant that all items in the teachers-made test are worth tested and can be the fundamentals for decision-making when assessing and evaluating students. In conclusion, steps suggested by any experts are important to be followed in constructing test to effectively measure the students’ achievement in the teaching and learning process. Topic: Assessment and Evaluation
11.	INVESTIGATING PRE-SERVICE TEACHERS’ KNOWLEDGE ABOUT ASSESSMENT IN ENGLISH LANGUAGE TEACHING Andi Idayani Having good knowledge about assessment is one of important competences that has to be mastered by pre-service teachers. They are not only expected to be able to understand it, but also be skillful in doing assessment as it has influential effect towards students’ development. In English language teaching context, a subject about Assessment in English Language Teaching is provided to pre-service teachers of English in order to enrich themselves with knowledge and competence of assessing towards their future students’ English proficiency. Hence, this study was conducted to explore the English pre-service teachers’ knowledge about types of assessment by giving test in which they have to suggest appropriate assessment sort based on several cases raised and explain their answers for selecting the assessment types. Then, the information gathered was analyzed by undertaking descriptive approach that will represent the data both quantitatively and qualitatively. The findings revealed that pre-service teachers have been familiar with several types of assessment that can be used in English language teaching context, but some weaknesses were still found in their reasons for using the assessment types. In conclusion, pre-service teachers have to keep updating their conceptual and practical competence on assessment as one of efforts to successfully achieve teaching and learning objectives. Topic: Assessment and Evaluation
12.	Formative-Summative Assesment in Large Undergraduate Speaking Class: The Plus and Minus Resty Maya Sari This paper reviews the plus and minus sides of formative and summative in large undergraduate speaking class based on the literature review of relevant theory and previous studies. Formative assessment is integrated in learning and teaching, it takes place during learning and is aimed to help learning and teaching by giving appropriate feedback. In fact, it is quite hard to monitor students’ speaking ability by using formative assesment due to the large size of class and the limitation of time. Summative assesment is required to know the students’ speaking ability at the end of the semester and to know whether the learning purpose has been achieved or not. However, summative assesment lacks feedback or any suggestion to improve performance in learning process. Hence, this paper may help English lecturers to design a better assesment in speaking class especially in a large size class Topic: Assessment and Evaluation
13.	Encouraging EFL College Students Learning to be the Entrepreneurs through Extensive Reading Activities by Using Online Resources Dra. Zulfariati, MPd. Many articles and research reports promoting Extensive Reading (ER) activities for English as a Foreign Language (EFL) students mostly on reading literary texts in order to fulfill the concept of ER as the pleasure reading. For EFL college students, however, ER is not just reading literary texts. They can be encouraged to read other types of texts, the text which can help them to learn to be the entrepreneurs. This paper discusses how ER encourages EFL college students to read the online resources which contain various interesting topics for different individual students. The activity of reading extensively the online various topics can be completed by the use of mind mapping procedures, compiling a portfolio, and presenting oral reading reports, and sharing information. By reading online resources, it enables students to get access to authentic materials. This activity invites personal reading interest and encourages students’ thinking process. With lecture’s appropriate guidance, students will increase not only extensive reading, speaking, writing, and thinking skills, but also their confidence and motivation to be the entrepreneurs. Topic: EFL Learning Material Development
14.	Listening Journals for Extensive listening Practice of EFL students at Andalas University WULAN FAUZANNA Using audio from CD provided by textbook is a conventional method for learning listening, where teacher played the audio recording providing by the textbook in the language lab. This method is limited in providing the natural language features spoken by a variety of English speakers. Recently, teaching listening has been developed using internet media. There are many English language teaching sources available on the internet which provide audio, videos, and podcast. For learning purpose, the audio is also accomplished by several activities and transcript. In this method, learners practice extensive listening followed by completing listening journals, records of students’ listening practice and self-evaluation. This study aimed to investigate the effectiveness of listening journal in helping students understand the overall meaning. The study has been conducted to the first year EFL university students during their dictation and reproduction lessons. Every week, students were required to do extra activities as homework. They are assigned to listen to several ELT sources on the internet. The results showed that most of the students found the method helped them to improve their vocabulary and understand the meaning from many different sources. Students relied on their listening ability and identify the weakness which needs improvement.This method appeared to be an effective listening teaching method since the students were exposed to English variety. Topic: EFL Learning Material Development
15.	Utilizing Bolabolka as a Media to Enhance Teaching Listening Mike Amelia UTILIZING BOLABOLKA AS A MEDIA TO ENHANCE TEACHING LISTENING Mike Amelia, S.Pd, M.Pd Mahaputra Muhammad Yamin University Solok Email :ameliamike@yahoo.co.id Abstract Listening is one of neglected literacy skill in learning English. It has the least attention in teaching proces. The teachers were too bussy honing the more measurable literacy skills – Reading, Writing and Speaking. This case happen because listening is the most difficult skill to teach due to the fact in listening we should be able to understand the full speech at difference paces, different intonation and different level of correctness. Furthermore, teachers often do not have attention in teching listening for many reasons such as some technical problems on teaching facilities, difficulties in finding the source of materials which is suitable with students’ level and teachers’ difficulty in creating their own materials due to their limitation ability in quality of pronouncing materials. Since internet have been one of the source of teaching tools which helps teacher in many aspects, there is no reason for an English teacher not to consider listening skill. This paper aims at sharing one of the media in teaching listening by using Bolabolka. Bolabolka is one of application that can be downloaded from internet, this program uses various versions of Microsoft Speech API (SAPI), it allows to alter voice’s parameters including rate an pitch. The user can apply special substitution list to improve the quality of the voice’s articulation. When an audio file is played with players on a computer or on modern digital audio players, the text is displayed synchronously (at the same way, as lyrics for songs). By utilizing this media, it can facilitate teachers to be creative in designing their teaching listening materials. Keywords : Utilizing, Bolabolka, teaching listening Topic: EFL Learning Material Development
16.	Investigating the Listening Needs of the Tenth Grader of MAN Kemantan Darat Kerinci Yoki Irawan This study mainly aimed to investigate the needs in learning English and to gather the information about problems faced by the tenth grader of MAN Kemantan Darat Kerinci related to listening material. In order to achieve these objectives, a small scale need analysis was carried out in advance. It was carried out through survey study that involved 77 tenth grader and 4 English teachers of MAN Kemantan Darat Kerinci. The data were collected through a questionnaire to find out the data about students’ and teachers’ needs, interview guidance for collect the data about teachers’ needs and documentation to find out the curriculum demand. The data were analyzed through descriptive quantitative. Based on the data analysis, the results showed that 1) The syllabus was relevant to the students’ needs but the material, generally, were not relevant to the students’ needs. 2) There were still many students have difficulties in mastering listening skills in learning English in terms of input, topic, language, and task. 3) The students were need to exposure to material that delivered in various ways (multimedia) in order to improve their accuracy and attention in learning listening skill. Based on the result of research discussion, it was suggested to apply multimedia-based in developing listening material for tenth grader of MAN Kemantan Darat. Topic: EFL Learning Material Development
17.	PROMOTING SKILL OF SPEAKING VIA TWO STAY AND TWO STRAY STRATEGY AMONG THE ENGLISH STUDENTS OF FKIP OF ENGKULU UNIVERSITY Riswanto and kasmaini Abstract The study is aimed at describing the effectiveness of two stay and two stray in enhancing students’ speaking ability. The paper is derived from the research result conducted among the 35 English department students of FKIP of University of Bengkulu. Classroom action research design with 3 cycles was applied to encourage students’ speaking skill. Observation checklist, fieldnote and speaking test instruments were used to capture students’ progress (reflection and evaluation) . Observation was done to see how well the strategy was understood and implemented by the students. Fieldnote aimed at jotting down success and constraints of the strategy usage and tes instrument was administered to evaluate the grading and scoring development during the first, second and third cycles. Reflecting and evaluating were conducted at the end of every cycle. Based on observation and fieldnote that the students’participation were getting increased in every cycle. Besides, the average score and grade at the end of 3 cycles were getting improved. Mean score of cycle 1 was 59.00, cycle 2 was 65.00 and final cycle was 72.00. It can be concluded that two stay and two stray strategy boosted speaking ability for English department students of FKIP of Bengkulu University. Topic: EFL Learning Material Development
18.	Using Youtube in Cross Cultural Understanding Course for EFL Students Ikke Dewi Pratama Cross Cultural Understanding (CCU) is one of the courses which facilitates EFL students to use English appropriately, i.e. appropriate forms of language for appropriate context of situation. This course also provides students with cultural overviews that enables students to learn about diversity. However, some materials in this course are in the form of conceptual materials; such as stereotype, non-verbal languages, culture shock, etc. These conceptual materials need to be elaborated using appropriate media so that the students can get the ideas clearly. Providing students with audiovisual materials, i.e. youtube videos, could bring reality to class so that the students can experience the concrete illustration of the aforesaid materials. This research aims at (1) observing the impacts of using youtube videos in CCU class, and (2) identifying the problems of using youtube videos in CCU class. CCU is worth two credits and offered to the third semester students at the English Education Department, IAIN Surakarta. This research was conducted in class 3C. In-depth interview with some students was conducted to find out the benefits and the weakness of using youtube in CCU class. Questionnaires were also distributed to gain wider insight on the students’ opinions. The analysis shows that youtube videos helped students in understanding the conceptual materials. After watching the videos, they realized that the materials are actually close to their daily life. Indeed, the videos also helped them in doing the tasks on CCU course. Some difficulties they experienced are: the vocabularies, as the videos are using English; and the long duration of the videos which distracts their concentration. The results of this research will hopefully provide alternatives for learning media in CCU course. Topic: EFL Learning Material Development
19.	The Development of English Text Book Based Of Problem Based Learning for Junior High High School Class VII as Implementation Curriculum 2013 ELMIATI, M.Pd, SUHARNI, M.Pd, YELLIZA,M.M.Pd The Development of English Text Book Based Of Problem Based Learning for Junior High High School Class VII as Implementation Curriculum 2013 Elmiati, M.Pd elmiatisofiana@yahoo.com Suharni, M.Pd nenikuchi@ymail.com Dra. Yelliza, M.M.Pd Yellizajr.@gmail.com ABSTRACT The purpose of this research is developing of English text book of problem based learning for Junior High School Class VII as implementation of curriculum 2013. This research is the continuing of the previous research about evaluation of English Text Book Entitle When English Rings the Bell for Junior High School class VII as Implementation of curriculum 2013. However, in this research the researchers develop English text book based on the criteria of good text book according the experts. Beside that, they also see the conformity of the content from the text book. So, from this they will know how far the effective of the text book for the user (teachers and students). The design of this research is developmental research. The approach is by using 4 D model. They are Define step, Design step, Develop step, and Disseminate step. Where, in the first year is began by Define. Here, the researchers analyze the text book it also includes teachers’ need analysis, students’ need analysis, and review the literatures, and then it will be focused on design of the text book. Based on the primarily research that has been done by the researchers on schools in Padang, especially on Piloting Schools as implementation of curriculum 2013. The findings show that from students’ and teachers’ need analysis are the teachers and students need English text book of problem based learning for Junior High School class VII as implementation of Curriculum 2013. So far the text book is still far form problem based learning. Topic: EFL Learning Material Development
20.	THE EFFECTIVENESS OFVIDEOBLOGGING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ LEARNING MOTIVATION LISA RAKHMANINA, M.Pd. AND DIAN KUSUMANINGRUM, M.Pd. The research is aimed at finding out: (1) the difference between videoblogging strategy and expository strategy for teaching speaking; (2) the difference between students who have high and low motivation in speaking ability; and (3) the interaction between teaching strategies and motivation in teaching speaking. Related to the aims of the research, an experimental method is carried out in Faculty of Law, University Prof. Dr. Hazairin, SH, Bengkulu. The population was all of the second semester in 2016/2017 academic year. Two out of four classes consisting of 25 students from each were taken as the sample by applying cluster random sampling. They were Class A as the experimental group and Class B as the control group. The experimental group waslearningspeaking using Videoblogging strategy, while the control group was learning using expository strategy. The instruments for collecting the data were a questionnaire on speakingmotivation and a speaking test. Cronbach Alpha formula was used to measure the reliability of items on the instruments. Based on the two formulas, it was found that all of 44 items in the speaking motivation questionnaire were valid. Furthermore, it was found out that the data were in normal distribution and homogeneous based on the normality testing and homogeneity testing. The writer analyzed the speaking test scores of students who had high and low reading motivation in the experimental and control groups. Multifactor Analysis of Variance (ANOVA) and Tuckey test were applied. Based on the result of data analysis, it can be concluded that: (1) Learning speaking through videoblogging is more effective than expository strategy ; (2) the students who have high learning motivation have higher speaking ability than those who have low one; and (3) there is an interaction between teaching strategies and motivation for the teaching of speaking. Therefore, it is recommended that: (1) teachers apply videoblogging process in teaching students speaking; (2) to promote students’ learning motivation, it is important to give students chance to develop their own ideas and share the ideas in their personal videoblog (vlog); and (3) future researchers may conduct the same kind of research with different sample and condition. Topic: EFL Learning Material Development
21.	Multimedia Based Teaching Materials for Sociolinguistics Course: A Research and Development Project for English Teaching Program Prof. Dr. Mukhaiyar, M.Pd., Dr. Refnaldi, M.Litt., Salam Mairi, S.Pd., M.Sc. It is believed that good teaching materials are the ones derived from sufficient need analysis, environment analysis, and supported by the dynamic development of knowledge and technology. This study aims to develop multimedia based Sociolinguistics Course teaching materials for the students of English Teaching program. Three research stages were conducted to complete the study; 1) definition stage, which includes need and environment analysis; 2) development stage, which includes syllabus, teaching steps, teaching materials and media, and teaching evaluation; 3) evaluation stage, which includes expert’s commentary, partial try out, and experiment. The design of this study was adjusted with each stage of the research where a survey was done in the first stage. In the definition stage, data on need analysis and materials’ relevance were collected. The need analysis shows that there is a gap between the materials being taught and the ones needed by the students. Similarly, the fitness analysis shows that the existing teaching materials are irrelevant to the students’ practical learning needs. Such gap needs a bridge in a form of a corresponding new teaching and learning model. Topic: EFL Learning Material Development
22.	Multiplayer Video Game as Media in English Language Teaching (ELT) Alex Scott Roach Nowadays, technology has influenced almost every aspect of people’s lives. Education, especially English Language Teaching (ELT), is one of them. Teachers should be creative with emerging technology to capture their students’ attention as well as create fun activities in the classroom. One of the biggest challenges in ELT is finding ways to encourage students to speak on their own without a teacher’s prompting. Very often, teachers need to resort to activities in classroom that create artificial situations - and even then, the teacher’s influence is felt by the students. The solution to these problems is using a media that is constantly updating and becoming increasingly popular every year - video games. Esposito (2005) stated that a video game is a game played by electronically manipulating images produced by a computer program on a monitor or other display. The chosen games in this paper are (1) Ultimate Chicken Horse–a competitive game with a cooperative element; (2) Overcooked-a cooperative game with no assigned leader; (3) Keep Talking and No One Explodes–a cooperative game with a designated leader-follower dynamic. The target age is 10-17 years old. These games would provide the most benefits for both the students soft and hard skills. The criteria for a game that has potential educational benefits are such: (1) Local Multiplayer – In essence, students need to communicate effectively. (2) Co-operative Goal-it will provide the most encouraging environment for students to practice. (3) Communicative-focused-The students understand that their success and overall enjoyment will be enhanced by communicating. Thus, Multiplayer games - specifically, ones with co-operative goals, can create a much better environment where students are self-motivated to communicate in English. Topic: EFL Learning Material Development
23.	FOSTERING LISTENING MATERIAL BASED ON IELTS TEST FOR COLLEGE STUDENTS DWI SETTYA MAHAPUTRI, M.Pd Listening skill plays an important not only for communication but also for learning language through comprehensible input. Besides that, listening is a complex process. Students’ in tertiary level of education, which is called college students, faced difficulties in learning it, such as; cannot identify the key words that they need to listen out for because they are trying to understand every word, cannot recognized the intended meaning, and many more. The listening material for college students provides them to be familiar with proficiency test, like IELTS test. Therefore, this research was expected to help the college students to be more comprehended of IELST Listening test. This research was Research and Development (R & D) research. It was aimed to design a new product of listening material based on IELTS test for English Department students of STKIP Yayasan Abdi Pendidikan Payakumbuh. The procedures of this research involved conducting need analysis, developing the instructional materials, designing and conducting evaluation, revising the materials, and conducting final evaluation. The finding showed that the listening material that the students’ really need including: understand main ideas and specific factual information, recognize the opinion/attitudes/purposes of a speaker, and follow the development of an argument. And the final product of this research was regarding into four aspects of IELTS listening test: (1) conversation between two people set in an everyday situation, (2) a monologue set in an everyday social situation, (3) conversation between up to four people set in an education or training context, and (4) monologue on an academic subject. it was successful in increasing college students interested in listening skill. Topic: EFL Learning Material Development
24.	The Role of Google Translate for Indonesian EFL Learners Ni Luh Putu Krisnawati Teaching English as a foreign language is a difficult and challenging job to do since the ability of learners in receiving the lesson may differ from one to another. A teacher is required to be creative and innovative in designing the syllabus and activity to be conducted in class. One of the ways to teach English is by using Google Translation. As everyone knows that google translation is a tool provided by Google Inc that enables the user to get the meaning of the source language into the target language. Therefore the aims of the study are, (1) to know the advantages and disadvantages of using google translation for Indonesian EFL learners, (2) to know what English proficiency skill can be develop by using Google Translation. The respondent of this study are student in the second semester of English Department, Udayana University. This study uses the descriptive qualitative method in describing the finding and a set of questionnaire will be given to the respondent to know their opinion about using Google Translation during their learning process. An observation method is also conducted to know the improvement of the English proficiency made by the learners. The findings shows that, there are both advantages and disadvantages in using the Google Translation in learning, the advantages are learners are able to enrich their vocabulary because it provide the synonym, learners will know how to pronoun a word correctly and the disadvantages is learners may find the wrong meaning of a word. And lastly, the findings show that by using Google Translation a learner can develop their listening, speaking skill and also their grammar. Topic: EFL Learning Material Development
25.	Connecting the Unconnected: Facilitating Reflective Thinking in EFL Students through Journal Assignment in Schoology FX. Risang Baskara, M.Hum. A journal is a common learning tool to encourage student reflection as they participate in the learning processes. Like personal diaries, a journal is a collection of students ideas, thoughts, and reflections upon their experiences. Journals are not only typical written assignments as they support the integration of personal thoughts with course material. Schoology’s journal tool is an electronic journal where students can record their thoughts and reflections. Students can use journals to reflect on the course and the materials in ways which are difficult to do with other tools. The privacy of the journal give students a secure space to discover new knowledge. This research is an investigation to explore the use of Schoology as a reflective platform in the learning processes of English as a Foreign Language (EFL) students. The students will make use of Schoology to critically reflect on their learning processes. Thirty-five students in Speaking class in English Letters Department, Sanata Dharma University, Yogyakarta will participate in this study. One instructor creates a Schoology account for use as a journal assignment so that the student can engage in and examine their own reflection process. The data collected will be qualitative, consisting of journals and comments on the Schoology and also surveys on the students’ reflective experiences using Schoology as reflection tools. The positive implications for the use of Schoology as a medium to provide and promote critical reflection for EFL students are also being investigated. Topic: EFL Learning Material Development
26.	MODEL OF AUTHENTIC ENGLISH TEACHING MATERIAL FOR LAW FACULTY STUDENTS Syahrial In recent years in line with identifying needs and wants of groups of students who learn English for either academic purposes (EAP) or job-related purposes (EOP), teachers or lecturers in the field of ESP have felt an onerous responsibility for fostering appropriate materials and methodologies for these students to maximize their learning. This study aimed to develop an effective model of authentic English teaching material (textbook) for law faculty students. This purpose was obtained through model development research. The students of law faculty at Universitas Bengkulu, the lecturers, and lawyers are used as the subjects of this study. The study was carried out in three steps, which are (1) needs identification and curriculum analysis, (2) learning material (textbook) design and development, and (3) textbook evaluation. In the first part, the students opinions of their needs and wants are presented based on the analysis of the questionnaires and documentation. This is followed by displaying the theory and the data for the fundamental basis of the second step. Lastly, the material was validated by two experts for the revision and improvement. Then, the material was tried out before gaining the final product. It is to be concluded that material of this kind allows the students to bring their own knowledge of the world to their lessons. At the end of English lesson, the students not only practise English, but also they are better informed about the issue of their field. Topic: EFL Learning Material Development
27.	ENGLISH FOR ACCOUNTING BASED ON CONTENT BASED LEARNING IN ASEAN ECONOMIC COMMUNITY Ruri Ariati, M.Pd Dr. Bambang Suwarno, M.A.,Ph.D, The research aimed to promote students English mastery in order to prepare them in ASEAN Economic Community. This was accomplished through the following study objectives: (1) finding out language skills and knowledge needed by Accounting Department students of University of Bengkulu, (2) developing teaching materials of English for Accounting based on Content Based Learning and, (3) investigating students perception towards the developed materials. This was a Research and Development to develop the product with the principle of English for Specific Purposes. The populations were 65 students of the Accounting Department. The primary instrument was questionnaire, which comprised in need analysis and students perception. The questionnaire was divided into closed-question and opened-question types. The data were analyzed by descriptive statistics and were presented in charts and tables. The results indicated English usage was found mostly in accounting operational terms, language instruction in cases/quizzes, and textbooks. The targets of the developed materials consisted of vocabulary mastery in reading comprehension and speaking skill improvement. The developed teaching materials accommodate students needs and are compatible with students content mastery in accounting field. The students perception indicated the developed materials were oriented to students need, interesting and proven to be useful to solve the problem of lack of materials in English for Accounting. Topic: EFL Learning Material Development
28.	Speech Therapy to Promote English for Autistic Students (An Action Research in SMP Sunan Muria, Kudus) Farid Noor Romadlon, S.Pd, M.Pd. The opportunity to learn English should be given to all learners since English has been widely spread globally. Learners should be exposed to English as early as possible and be prevalent for all, including disabled students. Students who need special treatment in learning should also get equal opportunity to study, especially English. One type of disabled students who need special attention in English learning is those who suffer from autism. Autistic students are in need of special treatment learning English since they have more difficulties in perceiving and producing language code. Therefore, English teachers should have awareness on the characteristics of autistic students in terms speech difficulties. In fact, it is highly necessary for autistic students to have intensive therapy and in other sides they also have a right to learn foreign languages like English. Speech therapy as one of therapies used to assist the autistic students in producing language codes is potentially in line with English learning. In this case speech therapy can be done while teaching English to autistic students because speech therapy in fact often requires graded language teaching. This study focuses on how speech therapy is integrated with English teaching for autistic students in Second Grader of Junior High School students so as to improve their English proficiency and speech competence as well. The study is an ongoing classroom action research conducted in SMP Sunan Muria in Kudus Regence, Central Java, Indonesia. Topic: EFL Learning Material Development
29.	Maximizing Regional Dialect in EFL Learning Activities of Sociolinguistics Context Vina Fathira In teaching sociolinguistics, it is hard for students to understand the terms used for sociolinguistic theories. In order to ease the students’ problem, the researcher wants to conduct the research about maximizing material for regional dialect in classroom activities of sociolinguistic context. In classroom activity, the use of isoglosses boundaries and dialectometry is good to make the students understand compare without using those two things. The researcher used isoglosses boundaries and dialectometry to identify the language variation in one region lies between or among other regions having different langugaes. This study aims at maximizing isoglosses boundaries and dialectometry for regional dialect to make them understand about terms used in sociolinguistic context. This research used qualitative method explained descriptively. In collecting data, students were asked to fill the questionnaires before and after using isoglosses boundaries and dialectometry, counted the score of the questionnaires and analyzing these two ways of maximizing regional dialect. The result showed that the students are easy to use the terms in regional dialect after using isoglosses boundaries and dialectometry such as language, dialect, accent terms as well as other terms in regional dialect of sociolinguistic context compare withe the students before using isoglosses boundaries and dialectometry. Findings of the research are divided into two things. First, using the dialectometry is easier to understand by calculating the difference of gloss used. Second, by using isoglosses boundaries is easy way to see the difference of one dialect to other by mapping the language in language variation of sociolinguistics context. Topic: EFL Learning Material Development
30.	Teaching Theme and Thematic Progression to Tourism Students and Its Implications on Their Essays Tatang Sopian Many students of diploma programs of hotel and tourism academy tend to focus their attention to building practical (physical) skills. They ‘hate’ writing exercises because they believe they will start career at operational level in the tourism industry where academic writing is not necessary. What they do not realize yet is career path; they do not stay at operational level for long. As time goes by they will move up to at least middle management level. This paper discusses one alternative to handle the phenomena. Using Halliday (2004) model students are introduced to the concept of theme and rheme and thematic progression and by showing ample examples. Then the teacher guides them to identify how information flows in a text and how they are organized. Finally, they are asked to apply the principles into their own essay assignments. The results showed that students can manage to produce better paragraph development, cohesive texts, but the most important is students are aware of the essential concept of theme and rheme and thematic progression and believe that its role to improve writing skill. However, the students are only introduced to the concepts in short time consequently their understanding might not be deep enough even though they have shown better essays. Therefore, further research is needed in different area such as to see the role of teacher, the scope of material, or to measured student understanding. Topic: EFL Learning Material Development
31.	DEVELOPING TASK BASED APPROACH TEACHING MATERIAL AS ALTERNATIVE TO FACE CHALLLENGES AND OPPORTUNITIES IN MULTIDIMENSIONAL ENGLISH LANGUAGE TEACHING IN CHANGING EFL CONTEXT ELVI Facing multidimensional English language teaching in changing EFL context challenges teachers to prepare their students by facilitating them with teaching materials based on the approach that could possibly answer the challenge. This paper try to explore task based approach teaching material which the writer believes has some qualifications for that challenge. It is based on the concept behind the approach that bring the real world task of the language (the usage of the language in the real situation) into pedagogical task (the usage of language in classroom). By transferring the real usage of the language into the usage in classroom in the form of teaching material, it is hoped that the language learning could prepare the students to use the language as it is used to communicate and do other business in life with multi- languages and cultural people in the next free trade. It is also hoped to be used an alternative for the teachers in preparing their classroom activity. The writer also present – as an example - teaching material, a hand out, for seven grade students of junior high school designed based on the approach. Finally, this paper is hoped can give contributions in designing teaching material for English language teachers. Topic: EFL Learning Material Development
32.	TWIN TEACHERS, BUT ONE: IMPLEMENTING MULTIMEDIA OF PACI MODEL IN EXPLOITING TPACK FRAMEWORK ON TEACHING ENGLISH AS A FOREIGN LANGUAGE COURSE Effendi Limbong Many investigators have recently turned to explore, adopt, implement, and evaluate the TPACK framework as it offers valuable guidance to make teaching and learning effective with technology. However, few studies have explored the experiences of pre-service EFL teachers (PSEFLTs) in implementing of multimedia throughout TPACK framework. Particularly in EFL context, the implementation of multimedia of PowerPoint, Audacity, Camtasia, and Internet (PACI) model for teaching specific English lessons on EFL course are scarce. The phenomenology was used in gathering data through the use of semi-structure interview, observations, and the document of video files of PACI model from eight PSEFLTs. This study found that the PSEFLTs understood the benefits of the TPACK framework to prepare them to be 21st-century future teachers, although majority of the PSEFLTs faced several challenges from plan and design to implement and evaluate their lesson plans with technology to make their teaching and learning effective and efficient. Besides lack of availability and accessibility of advance hardware and software technology, the lack of role models in implementing the TPACK framework delivered in lectures during teacher training programs was the biggest challenge the PSEFLTs faced. Consequently, their knowledge and skills to connect what they teach (content knowledge) with how to teach (pedagogical knowledge) and with what technology to use and why (technological knowledge) (technological, content knowledge, and technological, pedagogical, and content knowledge) were crucial issues to be addressed in their courses content to prepare them to be 21st-century learners and teachers. Topic: EFL Learning Material Development
33.	DESIGNING AND DEVELOPING APPROPRIATE EFL LEARNING MATERIALS REFLECTING NEW CONTEXTS AND GOALS Dr. Yohanes Mujiyo Harsono Abstract It is obvious that learning materials/ teaching materials/ instructional materials are one of the most crucial components for a teacher, including an English teacher, no matter where he/she teaches. “TESOL survey finds teachers spend 7 hours per week searching for instructional materials/resources and another 5 hours per week creating their own instructional materials” (Goldberg, 2017). Several similar topics about materials development have been published elsewhere in different seminar events, textbooks, and journals. They have discussed various literature about materials development such as principles and procedure of materials development (Tomlinson, n.d), guidelines for designing effective English languge teaching materials and factors to consider when designing materials (Howard and Major, n.d), language learning materials development (BİLOKCUOĞLU, 2015), developing learning materials for specific purposes (Harsono, 2007) and some others. However, none of them discussed specificly about developing appropriate EFL learning materials reflecting new contexts and goals. This paper, therefore, will review related literature around materials development, from theories – principles and procedure - to its practice from evaluating, adapting, supplementing and creating own materials, which can match with the new contexts and goals already set before. Topic: EFL Learning Material Development
34.	NEEDS ANALYSIS OF ENGLISH FOR ECONOMIC MANAGEMENT AT RIAU KEPULAUAN UNIVERSITY DEWI YANA Needs analysis is a way of gathering information related to the beliefs, attitude, and opinion of the learner and the teacher. It can use to minimize the gap among teacher, learners, and teaching materials. Needs analysis can help in responding the learners’ actual needs, and can also help in making change and innovation for course programs. This study aims at identifying and analyzing the students’ language needs in learning English as foreign language for Economic Management. This research was a qualitative descriptive research. The respondents were the students and the English lecturers of Economic Management Department of Riau Kepulauan University. Then, questionnaire, and semi structure interview were conducted as the method of collecting the data. The data from findings were displayed, analyzed and interpreted descriptively. The results of the study provide valuable recommendations for lecturers and curriculum developers in designing appropriate English course syllabus and learning materials for Economic Management students. They are about the lecturers’ and learners’ perspectives on English in the Economic Management Curriculum; learners’ goals of pursuing a learning course, their present and future domains of language use, and their preferred learning styles; teacher and learner roles; learners’ preference of learning activities and strategies. Topic: EFL Learning Material Development
35.	DEVELOPING ACADEMIC SPEAKING MATERIAL: WHAT DO COLLEGE STUDENTS REALLY NEED? Hervina Harmyn, M.Pd. As the official language of ASEAN Economic Community, the ability to use English in communication will inevitably be listed as the main requirement for the process of both job recruitment and career development in the participating countries. Despite of its importance, the process of teaching English i.e. speaking presents the lecturer with several challenges. Some of which are students’ inability to organize their ideas to speak, the inappropriate implemented instructional framework, and other related problems. Regarding to this phenomenon, this research is aimed to design speaking instructional material for English Departement students. This study belongs to Research and Development (R & D). It was conducted in English Department of STKIP Abdi Pendidikan Payakumbuh. The steps involved in this research were analyzing the existing material, doing need analysis, designing the material, and validating the material. The data were collected through observation, interview, and questionnaire. The research findings reveal that there are some facets in speaking; communicating opinions and information on daily topics, using appropriate language and diction while speaking, organizing ideas coherently, expressing and justifying the opinions, and speculating about an issue. From these findings, it is suggested for the lecturer to design instructional material that corresponds to students’ needs since it will assist not only the students but also for the lecturer to achieve the learning objectives. Topic: EFL Learning Material Development
36.	Local Wisdom Based ELT Materials and Management In The ICT Aged Context Adzanil Prima Septy Local wisdom content in English language teaching could be considered as an alternative learning material that may promote attempts to build students’ characters and attitudes along with developing their competence. These attempts relate to the purpose of national system of education that the implementation of current national curriculum has been based on, that is, to develop characters along with knowledge and skills that students need to develop to take part in workforces and many sectors of national development. In this relation, English language teaching and learning in Indonesia should not only be focused on developing students’ English proficiency, i.e. knowledge and skills, to compete in job markets, more than this, that, it is to develop good characters and attitudes according to the national culture in their English communication. Therefore, local wisdom could be an important subject matter of the ELT materials. In spite of this, the implementation of such ELT material is often considered difficult to do. Not only because of the complicated subject of English, it is more than that how teachers should manage students’ learning to have a better understanding of the local wisdom through some fun and motivating learning leading them to develop good character and attitudes. The purpose of this paper is to discuss the management of local wisdom based ELT materials in relation to this ICT aged context in order to offer an alternative dimension of ELT in this changing context. Topic: EFL Learning Material Development
37.	READING COMPETENCY OF FIRST YEAR UNDERGRADUATE STUDENTS AT FACULTY OF CULTURAL SCIENCES AND FACULTY OF NURSING: A CASE STUDY OF EFL LEARNERS 1.Ida Farida Sachmadi, 2.Lia Maulia Indrayani, 3.Ryan Hara Permana Reading competency is a critical element to be success in learning in university level. This study aims to measure reading proficiency levels of first year students using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5) identifying supporting information. The participants are 117 freshmen undergraduate students, 73 students from Nursing Faculty and 44 students from Cultural Sciences Faculty majoring Japanese language enrolled at the Universitas Padjadjaran in academic year 2016-2017. The data are collected through a reading comprehension pre-test. The results of this study indicate that there is a mixed and wide variation of students reading competency levels when students’ first enter the university and that a significant number of first year entrants are inadequately prepared for university reading. Topic: EFL Learning Material Development
38.	Developing IT -Based Learning Material for Teaching English at University Level for Distance Learning Context Sunu Dwi Antoro Developing IT- Based Learning Material for Teaching English at University Level for Distance Learning Context Sunu Dwi Antoro* *A lecturer of Faculty of Teacher Training and Education Universitas Terbuka sunudw@yahoo.com Abstract The integration of Information and Communications Technologyies (ICTs) in education has enhanced the power of teaching and learning process. ICTs have been used to deliver learning material through many tools such as email, blogs, YouTube, wiki, discussion boards, and others online application. Education dominantly uses computer technology to encourage innovation in teaching such as Computer assisted Instructional (CAI). Computers can also be used to provide distance education for facilitating learning online interaction. They are given the chance to learn through Computer-Based Instruction schemes. Some experts and practitioners of education in teaching language have created the Computer Assisted Language Learning (CALL) that strongly supports the utilization of ICT in language learning. This tool is flexible, rich and interactive. It is flexible in the term of time and place and in term of encouraging students in learning language at their own pace. This is due to the computer’s ability to present material which has more diverse ways than either a book or video does. In addition, it is able to generate online interaction and improve communicative competence, including providing authentic material to the language classroom environment and for self-directed learning. This paper will discuss about how to utilize all of these ICTs’ abilities as the basic facilities to create IT-based learning material for supporting language learning. Topic: EFL Learning Material Development
39.	Textual Enhancement-Based Grammar Instructional Model (TEBGIM) for English Education Department Students at IAIN Bukittinggi Veni Roza, SS, M.Pd Prof. Dr. Hermawati Syarif, M.hum Prof. Dr. M.Zaim,M.hum Dr. Desmawati Radjab,M.Pd The article is derived from an author’s dissertation which is supervised by three promoters. The research was due to some problems found by the author during preliminary research. The grammar was still taught conventionally which is still held in lecturer-centered; the instructional book used in grammar teaching did not present students with good input exposure either and students’ final mark in which more than half of them (65%) failed to achieve the good grade. The research design used is Research and Development (R&D). To develop the instructional product, the researcher applies Four-D Model by Thiagarajan et.al (1974) and Trianto (2010) that is Define, Design, Develop, and Disseminate. The product testing is carried out at the third semester English education department students of IAIN Bukittinggi. The instruments used in this research were interview, observation, tests and questionnaires. To qualify the products, the researcher consulted to the experts to examine the validity, the practicality and the effectiveness. The research findings exhibit that (1) the grammar lecturers still apply traditional method in their teaching with limited learning resources. Mostly grammar point is explained at the beginning to introduce the new lesson. This model of teaching does not meet students’ needs that are already adult learners and can discover or solve the problems by their own. (2) The design of the prototype model of instruction that can help to solve the problem of instruction is to use context of for successful learning grammar to take place. The researcher designs the grammar lessons with textual enhancement-based model in five tasks: attending task, noticing task, analyzing task, checking task and production task. (3) The developed model meets the criteria valid and practical. (4) TEBGIM promotes students’ grammar mastery in using complex sentences. Topic: EFL Learning Material Development
40.	THE BENEFITS OF STORYTELLING STRATEGIES PERFORMED AS ONE OF THE MOST APPROPRIATE MATERIALS FOR EFL LERANERS M.ROSYIDI Abstract We may say that English is becoming a global tendency that needs to be taught and implemented by the emerging countries that are seeking to increase their economics, politics, social, educations, bilateral or generally as facilitating international and intercultural interactions like Indonesia. As a fact that cannot be denied, a teacher that teach English as Foreign language take a crucial position in order to support the people with non-English speaking through good strategies in EF learning process. Since the goal of EFL teaching must help students to communicate fluently in the target language, a teacher tend to look an effective, appropriate or result-oriented materials or method which could be applied in language. In this case, one of the most effective designs in learning EFL is through storytelling. Some teachers may believe that storytelling is just encompasses focusing on literature benefits only. But nowadays, the people who have integrated literature in the curricula have realized that literature adds a new dimension to teach EFL. Storytelling is not only teach the students with the art of narrating a tale from memory, but it was an original form of higher-order thinking teaching for EFL and has a potential of fostering emotional intelligence of students gain insight into human behavior. The interest of this paper is to explore the benefits of storytelling strategies performed as materials for EFL, especially as it relates to nonnative speakers by elaborating it’s specific benefits and skills by using storytelling. Topic: EFL Learning Material Development
41.	DIFFERENT SYNTAX BACKGROUND: LINGUISTIC PROBLEM FOR INDONESIAN STUDENTS IN LEARNING ENGLISH WRITING Putty Melati1, Pandu Purwadi2, Salehudin3 This study focused on different syntax background between Indonesian and English language as a linguistic problem for Indonesian students in learning English writing. The different syntax background was specifically concentrated in tenses whose English has, unlike Indonesian that has no similar concept of it. The aims were to describe linguistic difficulties experienced by Indonesian students in learning English writing, particularly in English tenses application, and to portray a proper exercise used to improve the understanding of Indonesian students in the application of English tenses in writing. The employed method was qualitative descriptive. The research data was obtained by distributing a questionnaire addressed to the Padjadjaran University undergraduate students. Questions in the questionnaire leaded on exploring some information related to students’ knowledge about English tenses structure and their comprehension to the use of it. The results show some undergraduate students who have not already known about English tenses names and patterns properly and who do not really understand or even do not understand about the application of English tenses in a correct and common form. To handle these linguistic problems, in addition to the provision of knowledge concerning the names and patterns of English tenses, that of understanding the English tenses functions will be a more important method. Exercises such as correcting or writing English tenses in the form of a paragraph or more may be one way to resolve the linguistic problems, to bridge the misunderstanding because of the different syntax background in English and Indonesian language. Topic: English for Young Learners
42.	DIFFERENT SYNTAX BACKGROUND: LINGUISTIC PROBLEM FOR INDONESIAN STUDENTS IN LEARNING ENGLISH WRITING Putty Melati1, Pandu Purwadi2, Salehudin3 This study focused on different syntax background between Indonesian and English language as a linguistic problem for Indonesian students in learning English writing. The different syntax background was specifically concentrated in tenses whose English has, unlike Indonesian that has no similar concept of it. The aims were to describe linguistic difficulties experienced by Indonesian students in learning English writing, particularly in English tenses application, and to portray a proper exercise used to improve the understanding of Indonesian students in the application of English tenses in writing. The employed method was qualitative descriptive. The research data was obtained by distributing a questionnaire addressed to the Padjadjaran University undergraduate students. Questions in the questionnaire leaded on exploring some information related to students’ knowledge about English tenses structure and their comprehension to the use of it. The results show some undergraduate students who have not already known about English tenses names and patterns properly and who do not really understand or even do not understand about the application of English tenses in a correct and common form. To handle these linguistic problems, in addition to the provision of knowledge concerning the names and patterns of English tenses, that of understanding the English tenses functions will be a more important method. Exercises such as correcting or writing English tenses in the form of a paragraph or more may be one way to resolve the linguistic problems, to bridge the misunderstanding because of the different syntax background in English and Indonesian language. Topic: English for Young Learners
43.	BUILDING EARLY CHILDHOOD LEARNER’S VOCABULARY BY USING BBC LEARNING ENGLISH VIDEO Mia Febriana Vocabulary is important aspects in language learning that learners must achieve in order for them to be able to communicate in English. BBC Learning English video is one of the alternative tools that can be used by early childhood learner to build their vocabulary. This research aimed to draw the use of BBC Learning English video for building early childhood learner’s vocabulary. The study employed qualitative research design. The method of this study was case study. The subject of this study was a three-year-old child. The collection of the data was through observation. The researcher asked the child to watch BBC Learning English video and guided the child to memorize the vocabulary on it by repeating the vocabulary. The data revealed that BBC Learning video gave positive impact on building early childhood learner’s vocabulary. By using BBC Learning English video, a three-year-old child could build his English vocabulary. Moreover, the video also helped the child to pronounce new vocabulary. The implication of this research was early childhood learner can learn foreign language vocabulary through video. Topic: English for Young Learners
44.	The Most Effective English Grammar Syllabus for Freshmen between Two Different Syllabi Due to Curriculum Adjustment in English Letters Department of Sanata Dharma University Imelda Bella Megadihas Freshmen of English Department have various different backgrounds which affects their understanding on English Grammar. Meanwhile, grammar is the basic need for English Department freshmen to deal with other subjects in the following semesters. Therefore, to teach grammar to first semester students needs strategies in order to achieve the goal of existing curriculum. One of the strategies is by setting the best syllabus on the related course. English Letters Department of Sanata Dharma University, recently, adjusted the curriculum in 2016. It compounds the syllabus of English Grammar course of freshman in batch 2016 becomes doubled from the syllabus applied before batch 2016. In other words, grammar study learnt by freshmen of batch before 2016 in the first and second semester evolved into compactly learnt in only one semester by the freshmen of batch 2016. With the same reference used by the two categories of subjects in this research which is Understanding and Using English Grammar 3rd edition by Betty S. Azzar, later, will be discovered in this research, which syllabus is more effective and gives better long lasting grammar understanding to the students. Topic: English for Young Learners
45.	Teachers Strategy of Positioning in Teaching Young Learners Novi Rahayu Restuningrum Teacher’s Strategy of Positioning in Teaching Young Learners Novi Rahayu Restuningrum ABSTRACT Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher’s gestures including positioning and body posture bring particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards and interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It will portray a description about the teachers’ position in the classroom and why they choose particular position for particular activity. Analysis on how students react to their lesson in relation to their position while teaching will be presented. As a final point, I will elaborate the discussion to how teacher’s positioning strategy can be implemented to help improving teacher’s teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL). ------------- Keywords: strategy of positioning, Teacng English to Young Learners (TEYL), young learners, classroom management Topic: English for Young Learners
46.	English Cartoon Task To Help Junior High School Students’ English Aquisition: Focusing on Listening and Speaking Dian Eka Putri, S.Pd, Kartika Harda Putri, S.Pd Language acquisition is started from listening then mimicry and finally the ability to speak. Exposing students with authentic English will help them acquiring, understanding and getting the sense of English better. If the goal is to reach native-like level, being exposed to the authentic English is very important. There are several stages of language acquisition: the receptive or preproduction stage, the early production stage, the speech emergence stage, the intermediate language proficiency stage, the advanced language proficiency stage. English Cartoon Task is meant as extensive activity for the students outside of the school environment. The procedure to be followed in giving this task: teacher picks a cartoon, teacher distributes the cartoon and task to the students, the students are given some time to watch the cartoon and do the task, students are asked to present their task. There are several reasons of choosing English Cartoon Task to help students acquiring English. The first reason of using this activity is because it is a fun way to learn English. Second reason is that English cartoon has clear pronunciation. The third reason to use cartoon task is because it uses real life conversation. The fourth reason is because cartoon show has short duration. There are several cartoon recommended to be used: Martha Speaks, Word Girl and Adventure Time. Topic: English for Young Learners
47.	THE EFFECT OF WHATSAPP IN BLENDED LEARNING ON EFL UNDERGRADUATE STUDENTS’ READING COMPREHENSION Liya Astarilla Dede Warman WhatsApp is a smartphone application for instant messaging that provides several features. One of the great feature of WhatsApp is its ability to facilitate communication via group. This research aimed to know the effect of WhatsApp in blended learning on EFL undergraduate students’ reading comprehension achievement and to know their perspectives about the App. The participants of this study consisted of 40 students of the second semester at one private college in Pekanbaru, 20 students was assigned as the experimental group and the other students was assigned as a control group. Before giving treatment, both of the groups were given pre-test to see the students’ reading comprehension ability before they had the treatment. For the treatment, the experimental group received instruction in the classroom and had assignment through WhatsApp whereas the control group only had the instruction and the assignment in conventional teaching. After conducting the treatment, a post-test of reading comprehension was administered, then the participants’ achievement in both tests were compared. The instruments of this research were reading comprehension test and questionnaire. The result of this research found that there was a significant effect in blended learning through WhatsApp on EFL undergraduate students’ reading comprehension. The students using WhatsApp in blended learning environment showed higher scores than those who did not. They read more text and interacted with their peers via WhatsApp, therefore it enhanced their reading comprehension. The result from questionnaire also illustrated that most of the students in the experimental group considered learning through WhatsApp in blended learning reading comprehension is useful and helpful. In conclusion, blended learning through WhatsApp contributes to the achievement of EFL undergraduate students’ reading comprehension. Topic: English for Young Learners
48.	Preparing Your Students for Main Activity Mohammad Fernanda Levigta Preparing Your Students For Main Activity Mohammad Fernanda Levigta OPTIMA LANGUAGE-YARSI UNIVERSITY Abstract Teaching students is known to be challenging. Among the challenges are that students have short attention span, love to spend most of their time playing, and often talk with their peers. Furthermore, in the context of learning English as a second language, simple distraction can be a good escape for them from studying. This will result in problems for the teacher. Therefore, teaching time should be meaningful for the students to be able to learn. In creating meaningful learning experience, teacher prepares the students to be ready for the lesson, makes students understand what and why they are learning it, and how they are going to learn it. It is the task of the teacher to ensure such process to happen. The presentation will describe my experience about how I ensure the above process to take place. Learning my lesson that my students were detached from the lesson I was giving, I changed the way I start the lesson in my class at a pre-school in Jakarta. I used some techniques to manage the class, namely “Presentation, Practice, and Production (PPP), and also used “Audio-Lingualism” method. These are considered to be the solution for me in grabbing their attention, in order to make them fully understand the lesson. The presentation is expected to be attended by English teachers, teacher trainers, and those who are interested in the area of teaching English to young learners. ___________________________________________________ Keywords: teacher preparation, teaching English to young learners Topic: English for Young Learners
49.	Classroom Management; Improving Soft Skills in Teaching English to Young Learners (TEYL) Yeski Putri Utami Young learners are terms for children age 4-6 years old. Teaching English to Young Learners (TEYL) mean to prepare them to join primary or secondary school. TEYL usually focus on soft skills such as good manners, common sense, empathy, and the ability to be cooperative with the teacher and friends. In this point, a good teacher should provide creative and consistent classroom activities in order to produce smart, independent and discipline students. There are few things that we need to consider in Teaching English to Young Learners (TEYL); (1) is earlier really better? (2) Characteristic of young learners, (3) How children learn, and (4) Language learning environment. The biggest problem that teachers usually face are the characteristics of young learners such as loud, hyper, can’t sit still, too talkative, easily distractive, fun, social, curious, energetic and spontaneous. Smart young learners are easily bored if there is no challenge in the materials or the activities in the class are not fun enough for them. One of the best solutions to solve the problem as well as create smart, independent and discipline students that have been used in TEYL is managing classroom rules. The rules are (1) listen to the teacher, (2) sit down in your chair, (3) raise your hand for permission, (4) Speak English, and (5) Keep your teacher happy. Using classroom rules have been very useful in improving soft skills in TEYL. Topic: English for Young Learners
50.	The Implementation of BEDSRA Teaching Strategy in English for Accounting Classroom Dr. Suyadi, S.Pd., M.A. Abstract The implementation of BEDSRA Teaching Strategy in English for Accounting Classroom is proven. This research is aimed at improving teaching English materials for accounting program which is needed for the student of accounting at university level. The previous learning English material was using general English which was unmatched with the needs of the study program of accounting students. The research was conducted at a state university in Jambi Province with 46 students by giving the questionnaires which consists of two indicators. Target needs and learning needs questionnaires were constructed to find the needs of the students of the English teaching materials for accounting students. The findings revealed that the students of accounting program needs a specific material in learning English which has tight relationship with their study program. While English skills are need to be combined with the knowledge target of accounting, especially reading for enriching their vocabularies in accountancy. Writing is also needed to write some report and writing presentation papers. Topic: English in Various Contexts
51.	THE EFFECTIVENESS OF REFLECTIVE JOURNAL PLUS VIDEO RECORDING USED FOR REFLECTIVE TEACHING: At Experiment at Micro teaching Class Yuli Tiarina Micro teaching is an essential component in language teaching program. At English Department of Universitas Negeri Padang, Micro teaching has become one of compulsory subjects. It promotes the students to be trained to be teachers. The purpose of the study is to investigate the effectiveness of two reflective teaching tools, namely reflective journal plus video recording, on students’ teaching skills. In other words, the researcher wants to determine whether reflective journal plus video recording gives better effect on students’ teaching skills. This study used experimental quantitative design. It implemented one group pretest-posttest design. Participants of this study consisted of 29 students who were taking Micro Teaching subject. The instrument used was observation.The results of paired sample t-test show that sig (2-tailed) is 0.00. It is smaller than ½ 0.05 (0.025). Since Sig value is smaller than 0.025 ( sig < 0.025), Ho is rejected. It means that there was a significant difference between the results of teaching skills before and after doing reflective teaching by using video recording and reflective journal at the same time. This study reveals that reflective teaching by combining reflective journal and video recording recommended by Fatemipour (2012) is effective. By combining two tools, the disadvantages of each tool can be minimized, and the advantages of each tool can be maximized (Richards and Charles, 1996). The students should be given the opportunity to reflect on their teaching performance. Topic: English in Various Contexts
52.	Students’ Background Diversity, Their VAK Learning Style and Lecturers’ Teaching Strategies Aulia Putri As it is seen everywhere, many learners are interested in studying English—whether it is because they want to or because they need to. Those learners come from different countries with different races, cultures, occupations, and economic levels. Therefore, the researcher is interested to analyze about how lecturers as the educators treat the students in the class, especially in University of Riau Kepulauan, Batam. The aim of this study is to explore how the lecturers see the diverse background of the students as an additional value in teaching them with the given material. As a result, the lecturers need to have some teaching strategies to maintain a well-organized class. Furthermore, the classes in this campus are held in evening session and most of the students are workers. Based on these facts, there are some challenges that are faced by the lecturers to have a cooperative teaching learning process. Moreover, the lecturers also need to be creative in delivering the teaching materials so that the students can understand more in such circumstances. At last, this study also analyzes what kind of learning strategies that their students have. Do they prefer to study by using visual material, more on listening, or more in practice part? This is also part of lecturers’ challenge whether do lecturers provide specific material or certain strategies to support these students’ learning style or not. Topic: English in Various Contexts
53.	Word Stress Placement by the Secondary High School English Teachers of the Seluma Regency, Bengkulu Province 1. Syafrizal Sabaruddin 2.Ildi Kurniawan This study aimed to investigate the placements of word stresses spoken by the English teachers of the Secondary High Schools of the Seluma Regency, the Bengkulu Province. The subjects of the study were 13 (thirteen) English teachers from various schools and backgrounds. The data were collected by recording their pronunciations of a set of isolated words which consisted of two-, three-, and four- syllable words. Each set of syllables had 10 words. The recorded data were analyzed by Audacity Program in order to look at the stresses of the syllables in each word. The results indicate that out of the total number of words spoken (N=390), they were 71 (18%) words that were given right placements of stress or pronounced correctly. When looking at the subset category, the two syllable words were only 48 (37%) right placements of stresses; the three-syllable words were even less right placements (23 or 18%); and they were none correct placements of four-syllable words. It appears that the more syllables in words, the more difficult they placed the right stresses of words. The study confirmed the previous research conducted by Sabaruddin and Kurniawan (2016) that they were various patterns of word stresses by the seventh semester students of the English Education Study Program Topic: English in Various Contexts
54.	Teaching Technology as Assisted Language Learning (TALL) Subject: How does it work? 1. Ildi Kurniawan, M.Pd 2. Syafrizal Sabaruddin, M.A Technology as Assisted Language Learning (TALL) subject with code ING—349 is a subject with 2 credits at the English Department of Bengkulu University and the subject is offered to students at the fifth semester. This compulsory subject is designed to help students with some applicable technologies which are important for them both as a learners and as a future teacher. This subject provides students with current technologies which can be used for their English teaching and learning in the future. This paper is aimed at discussing about Teaching TALL subject at the English Department of Bengkulu University which covers about teaching materials, teaching procedures or methods, tasks or assignment, and evaluation system and feedback. Topic: English in Various Contexts
55.	Webinar-Based Learning: Pursuing Students’ Critical Thinking for Academic Writing in Higher Education Wahyuni This article reports on findings of qualitative investigation into the Webinar-based Learning conducted in academic writing class of a university in Indonesia. Webinar emerges as an effective tool for professional development, including developing EFL student-teachers critical thinking over the current practices and issues in English language teaching. In accordance with the current policy in higher education, graduate students are challenged to be able to publish their writing in reputable journal. Webinar could enhance the students critical thinking to develop their academic writing skill. The study examines how much 22 EFL student teachers engaged in Webinar-based learning activity for a semester. The Webinar-based learning covers four main activities, including (a) participating in a preferable webinar (b) writing critical review, (c) group brainstorming, and (d) writing for publication. The findings suggest that the students gain meaningful experience in joining webinar. The participant felt motivated in having technology-driven project. It could enhance the students’ critical thinking which leads into the improvement of academic writing. Topic: English in Various Contexts
56.	The English language usage of teachers’ spoken language in the classroom interaction Ratmanida As it is the case in all the other professions, English teachers need to have competencies in English so called - English proficiency, a major content knowledge for EFL teachers. They should have, part of them is the knowledge of the language i.e. knowledge about English grammar or English usage in order to make teaching workable and realistic. The lack of English language proficiency in the interactional process in the classroom is assumed to be a stumbling block in the successful teaching. This paper aims at informing the result of a study on the English language Usage of Teachers’ Spoken language in the Classroom Interaction. The site of the study is the Public Senior High Schools located in Padang that are implementing FISS programmes; and the participants are Physics teachers along with their students. Data of this study is drawn from direct classroom observation, questionnaire and intensive interview; and these data were analyzed quantitatively and qualitatively. The analysis of English language usage was focused on how the speakers, in this study the teachers of FISSI schools handled the basic rules of spoken language in the classroom; in particular, the use of word and Phrase Construction. It was found that The English language Usage of Teachers’ Spoken language in the Classroom Interaction is still problematic Keywords: Classroom interaction, language usage, spoken language , word and phrase construction Topic: English in Various Contexts
57.	ENGLISH FOR PUBLIC RELATIONS, A NEW APPROACH IN TEACHING ENGLISH FOR PUBLIC RELATIONS STUDENTS Centurion Chandratama Priyatna and Syauqy Lukman English for special purposes has been around since 1960’s, but in the fast-changing world such as today, it transformed and adapt to the change rapidly. Public Relations has also going through the same constant alteration and adaptation. Public Relations needs English to deliver the message to the intended target audiences. The problem rises when English subject at most university is focusing more on grammar and structure rather than what each department needed. Public Relations’ students need a more practical way of using English inline with the particular activities of what Public Relations practitioners usually have. This article will discuss what English for Public Relations subject has been taught since 2013. Material wise, it consists of public speaking, presentation practice, and writing a proper campaign proposal, all in English. The result shows that some students struggle to cope with the use of English for their assignments. It is already known that students have studied English since their elementary school, but nevertheless the problem occurs annualy. To encounter such problem, it is paramount to have lecturer to have constant adaptation and awareness to the level of English proficiency among the students. Different approaches for different class needed to purposively reach the objective of providing students an adequate knowledge of using English in their focus of study. Topic: English in Various Contexts
58.	INQUIRING LANGUAGE AWARENESS OF TEFL MASTER STUDENTS IN ADVANCED GRAMMAR COURSE Muhammad Dhika Arif Rizqan Knowledge about language or Language Awareness (LA) is an inevitable qualification for any language teachers. Precisely, it is stated as the ‘missing link’ in language teacher education. To discover this phenomenon, the present study aims to explore LA of TEFL master students in Advanced Grammar Course by addressing two research questions, namely: 1) how is the use of explicit knowledge by students in the Advance Grammar Course? and 2) what types of metalanguage and terminology are used by the students? The subjects are 25 graduate students of TEFL Master Program in Semar University. This study applies the qualitative case-study design. The findings indicate that 1) the students can use their explicit knowledge properly while working on papers; however, they struggle to recall it while taking their exam. Meanwhile, 2) most of the metalanguage used by the students is technical which contains opaque grammatical terminologies. Time allowances and experiences to access their knowledge become the main factors which are responsible for these findings. Furthermore, several implications of this study towards grammar learning will be discussed as well. Topic: English in Various Contexts
59.	ACTIVATING STUDENTS’PARTICIPATION THROUGH COMMUNICATIVE STRATEGIES : Grammar Subject in STKIP Yayasan Abdi Pendidikan Payakumbuh Fadilla Taslim This study was an action research aiming at revealing the students’ Participation in communcating ideas in Grammar course. Sometimes, Communicating idea become an uneasy work. The difficulties commonly found in relation to the lackness of vocabulary. Yet, the learners makes some efforts in overcoming their problem called communicative strategies. The Subject was 25 students of Grammar IV course of English Study Program at STKIP Yayasan Abdi Pendidikan. The data were collected by using observation sheet, recording and lecturer’s journal. This study ran for two cycles. In the second cycle, it was shown that there was gradual improvement of the participation shown the increase of the students’ participation in communicating their ideas. It was significant because the aspects of the participation such as the students’ enthusiasm in finding the answer arose untill 76 %(very Active); discussing actively was 50% (active), asking question was 60%, answering question was 52% (active) and noting down was 92%(very active). It means that the students enjoyed and were not reluctant in transfering their ideas anymore. The most frequence strategies in communicating their ideas was fillers and literal translation respectively. So, these strategies was a motivation for them to communicate their thoughts eventhough they were up against some problems on vocabulary. Topic: English in Various Contexts
60.	The Perceived Ownership of ICT Gadgets and Use by Indonesian University Students Antonius Suratno The presence of Information and Communication Technologies (ICTs) in teaching and learning has changed how teaching and learning should be conducted as they always have something new on offer readily adapted and exploitable. This is a report of a survey and FGD (Focus Group Discussion) about the use of information and communication technology by university students in Indonesia. Three research questions, pertaining to (a) ICT gadgets perceived ownership; (b) day-to-day outside and in-school use and; (c) activities using ICT gadgets for English learning, guided the study and a structured questionnaire was used to survey 400 students from both private and state universities, and out of whom were randomly chosen to get involved in an FGD (Focus-Group-Discussion). The data collected were analyzed descriptively using SPPSS and FGD data were used as supporting data. The study revealed the positive perception about the gadget ownership. Interestingly, the current study discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as media for learning facility, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD. This study recommands policy makers and decision makers in all educational levels gradually start integrating the technology into the school curricula in response to the call for currency in teaching and learning English. Topic: English in Various Contexts
61.	The Style of Superordinate Female Character in Meyers’ The Intern Novita Sari (a*), Simon Arsa Manggala, S.S., M.Hum. (b*) This paper is based on the concepts in Conversation Analysis (CA) that conversation is organized accordingly to particular condition contexts (Liddicoat 2007, p.7; Wardhaugh & Fuller, 2015, p. 287). This paper observes the conversation in a movie titled The Intern to dig out the turn-taking patterns among the characters. The characters are grouped by their membership in particular groups since the grouping would influence the data interpretation inline with core assumptions of conversation analysis (Liddicoat, 2007, p. 5; Sacks, Schegloff, & Jefferson, 1978, pp. 7-55). This paper observes the dominance based on the social status in the movie in which the prominent opposing characters are the superordinate characters and the subordinate characters in work field. In addition, the superordinate character in the movie is female. Thus, this paper puts the issues of gender and power in workplace as the contexts. The analysis was conducted by transcribing the data, selecting the relevant sets of conversation, and observing and elaborating the sets based on the observable elements of turn-taking (Sidnell, 2010, pp. 20-35; Have, 2007, pp. 119-169). However, the observation does not reckon the suprasegmental elements in the conversation, such as the intonation, pauses, or silence. The findings show that the superordinate female characters maintain the power and control upon their subordinate partners by applying particular strategies. Further, in the discussion, the influence of gender to particular groups takes role in the conversation pattern. Regarding the limitation this paper might be developed on wider scopes with more various genres and rigorous methodology. Topic: English in Various Contexts
62.	CHALLENGES OF LEARNING SPOKEN ENGLISH IN MINANGKABAU CONTEXT Meylina Considering the background languages, there are internal and external challenges for Minangkabau-Indonesian EFL students in their speaking ability. Even within one indigenous language, they basically speak in different dialects and accents. They need to accomodate these challenges into a proper english usage. This paper is aimed at investigating the speaking problems of the students and the factors affecting their speaking performance. The writer uses a questioner addressed to 60 students from STMIK Jayanusa Padang and IAIN Imam Bonjol Padang. The findings of this paper indicates that there are major problems in learning spoken English. Among these are lack of target language enviroinment, low income, improper teaching methods, and some phsycological factors. The study was expected to help students improve their performance in speaking and have more exposure to the language. Topic: English in Various Contexts
63.	LANGUAGE AND GENDER: A CONVERSATION ANALYSIS IN THE DIFFERENCE OF LANGUAGE RELATED TO GENDER Dian Eka Putri, S.Pd. & Kartika Harda Putri, S.Pd. There is a proverb says ‘men are from Mars and women are from Venus’. There is also term ‘female language’ and ‘male language’. Those state clearly that men and women are different. Are they really are? To find out, there were several aspects analyzed in this research related to the differences done by women and men in their language (conversation). The aspects were: a) The amount of talk. b) Turn Taking. The data of this study was in form of recorded conversation and its transcription. Both the recorded conversation and its transcription were got from talk bank site (http://talkbank.org/CABank/ca-data.html). There were three participants in this conversation. They were Joanne, Ken and Lenore. Joanne and Ken were a couple. Lenore was a friend of theirs. in analyzing the data, the researcher acted as key instrument. The first finding was about the amount of talk. It was found that Ken talk the most during the conversation, followed by Joanne and the Lenore. This finding broke the stereotype that men talk less than women. The second finding was about turn-taking. There were two kinds of turn-taking system discussed in this research (other-selection and self-selection). It turned out that Joanne had the smallest amount of other selection but had the highest amount of self-selection. On the other hand, Lenore had the highest amount of other-selection but had the lowest amount of self-selection. It seemed that the amount of other-selection was upsidown to self-selection. Topic: English in Various Contexts
64.	Language and Gender: A Conversation Analysis in the Difference of Language Related to Gender Dian Eka Putri, S.Pd, Kartika Harda Putri, S.Pd There is a proverb says ‘men are from Mars and women are from Venus’. There is also term ‘female language’ and ‘male language’. Those state clearly that men and women are different. Are they really are? To find out, there were several aspects analyzed in this research related to the differences done by women and men in their language (conversation). The aspects were: a) The amount of talk. b) Turn Taking. The data of this study was in form of recorded conversation and its transcription. Both the recorded conversation and its transcription were got from talk bank site (http://talkbank.org/CABank/ca-data.html). There were three participants in this conversation. They were Joanne, Ken and Lenore. Joanne and Ken were a couple. Lenore was a friend of theirs. in analyzing the data, the researcher acted as key instrument. The first finding was about the amount of talk. It was found that Ken talk the most during the conversation, followed by Joanne and the Lenore. This finding broke the stereotype that men talk less than women. The second finding was about turn-taking. There were two kinds of turn-taking system discussed in this research (other-selection and self-selection). It turned out that Joanne had the smallest amount of other selection but had the highest amount of self-selection. On the other hand, Lenore had the highest amount of other-selection but had the lowest amount of self-selection. It seemed that the amount of other-selection was upsidown to self-selection. Topic: English in Various Contexts
65.	TEACHER TALKS :FOSTERING STUDENTS’ CRITICAL THINKING Refna Wati Critical thinking skill is needed by the students to face the globalization era and to adapt to the technological development today. Critical thinking skill can be developed and trained through a stimulus. One of the stimuli can be applied through the teacher talks in the teaching and learning process. In stimulating students’ critical thinking, the teacher can use some types of teacher talks. Those types can be modified as needed. This paper is aimed to give some suggestions to the teacher in applying teacher talks for fostering the students’ critical thinking in teaching and learning process. Topic: English in Various Contexts
66.	The Attitude and Competences of Pre-Service Teachers on the Use of ICT in Teaching English as Foreign Language: A Study at English Department of Sultan Ageng Tirtayasa University Rosmania Rima The use of Information and Communication Technology (ICT) in teaching English is a challenging and demanding issue. Thus, it becomes crucial that pre-service teachers to be outfitted with the ability to integrate ICT into english classroom. This study aims at identifying pre-service teacher attitude and competences on the use of ICT in teaching english as a foreign language. A study was conducted to 50 pre-service teachers during 2015-2016 academic year that includes closed question items focused on pre-service teachers attitude towards ICT and their level of competence in the use of ICT. The responses were analysed in frequency and percentages. The study informed that the pre-service teachers demonstrated a positive attitude towards using ICT for teaching and they are competent in the use of few basic ICT operations. The results suggest that the department should have a closer look at the teacher education curriculum and other aspects of the formal preparation of these pre-service teachers about the necessary competences in the use of ICT in teaching english. Topic: English in Various Contexts
67.	Developing Competence, Conscience, and Compassion through Reflective Pedagogy in Speaking Class Fransisca Kristanti This paper outlines how Reflective Pedagogy contributes to the development of students’ holistic learning by developing their competence, conscience, and compassion through Speaking class. The application of Reflective Pedagogy, which sets out a learning cycle from context understanding to reflection, and the employment of student-focused topics allow a more holistic learning process to take place. Giving students more opportunity to experience a full cycle of learning in short speech development, starting from planning to performance results in a deeper level of learning. Furthermore, trusting students with the responsibility in the conduct of their learning course leads to a more holistic learning, provided with the application of appropriate approach and structured monitoring. Utilizing self-evaluation and peer-evaluation forms sharpen their cognitive awareness, whereas self-feedback and peer-feedback forms enable them to develop their conscience by exercising their empathy towards themselves and others as well as their compassion by accepting and giving assistance to their peers. The course topic selection which revolves around the students’ identity, motivation, and contribution supports their process of holistic learning. Supported by the commitment to the essence of Reflective Pedagogy, the topics and the approach applied in this class becomes an essential collaboration to raise students’ awareness of their strengths and needs, as well as being sensitive to their environment, and thus let them to develop their competence, conscience, and compassion. Topic: English in Various Contexts
68.	Recognizing Discourse Markers as One of Essential Components for Assisting Students in Acquiring Natural English Communication Syafitri Ramadhani As can be seen today, English has been used in most countries in the world. However, not many of the countries use English as their first or second language including Indonesia. The countries still use English as their foreign language in which the language is not spoken in daily communication. It causes English in the countries is not used naturally. It can be seen vividly in English learning process in Indonesia. Many students do not really use English to talk to their teacher also friends. In the classroom, English teachers usually have their students to make up a dialogue. Sometimes, they do not indeed emphasize a context, even ask the students to create the dialogue freely. It often leads the students not to do the dialogue naturally then. One of good ideas to assist the students to speak English naturally is by recognizing discourse markers. Discourse markers are markers which can make messages delivered in a conversation developed and coherent. They can be words, phrases and clauses. They also influence the flow of the conversation. By employing the discourse markers, statements that are uttered are smooth and easy to be grasped by the listeners. Therefore, this paper aims to explain to the readers, especially English teachers that recognizing discourse markers is beneficial for the students to achieve natural English communication. Topic: English in Various Contexts
69.	TEACHER’S ROLE AS AN INFORMATION GATHERER; A HIDDEN PART IN DEVELOPING LEARNING IN CONTEXT absharini kardena Since communicative language teaching is widely used in EFL class, the goal of teaching and learning English is also changed; not only about learning grammatical features, but more focuses on developing an ability to communicate well. In fact, English cannot be generally taught in the same ways to different students who have different background. Students who have different backgrounds may also have different purposes, learning styles, needs, interest and so on that may affect their successfull in learning English. Students’ background may influence their comprehension in analyzing such contexs in a real communication. In this case, the teachers are supposed to get information related to their students’ background. These information later can be used to provide such knowledge for teachers in developing learning materials, teaching techniques, and so on. Shortly, it may help teachers to give such directions in conducting teaching and learning processes that consider the context the language used. Related to this case, at least, there are 4 main points that should be considered by the teacher in EFL class; students’ needs, students’ interest, students’ behavior, and students’ social background. This paper is discussed about teachers’ performance as an information gatherer and its influence on teaching and learning processes in the classroom. This paper, which is derived and futher developed based on the research done in 2013, was a kind of phenomenological research. The data of the research was qualitative data that were collected through observation and interview. Topic: English in Various Contexts
70.	An Analysis of the Mentoring Practice of Student Teacher’s Practice Teaching Program: A Case Study V. Rido Rasmodjo Mentoring has an essential role for the success of the student teachers’ practice teaching program, a fundamental period for every student taking an educational program. During the program the student teachers experience face real world of teaching (McDonald, 2009;Bonilla & Rivera, 2008; Wang & Odell, 2002) where they develop knowledge on the standard teaching, deep flexible understanding about the subject matters, and pedagogical knowledge on the real students’ context (Wang & Odell, 2002). Mentoring plays a significant role in bridging and smoothing the student teachers to face the real but complex world of being a professional teacher. Realizing the context of the crucial period of the program, this study intends to analyze the practice of mentoring for the student teachers taking the practice teaching program. Management of learning, effectiveness of planning, knowledge and structuring of subject matter, coherence lesson, effectiveness of teaching strategies, students’ learning, personal qualities, quality of interaction, self-evaluation, extent of innovative teaching, and sense of professionalism ( Kelly & Tannehill , 2012). Interviews with student teachers as well classroom teachers become the main source of the qualitative data. Results of the study will give a broader insight of the mentoring world that will provide mentors with practical skills for mentoring to lead the student teachers entering the real educational context. Topic: English in Various Contexts
71.	TENSE AND ASPECT IN ENGLISH: How Do EFL Learners Understand Them? Jufrizal Based on a research conducted in 2009 (Jufrizal et.al., 2009), it has been claimed that most graduate students (S1 degree) of English Department of FBS Universitas Negeri Padang were in serious difficulties and academic problems in understanding the grammatical features and uses of English tenses and aspects. Moreover, they did not differentiate between tense and aspect. The students were familiar with the grammatical term tense, but they were not in sufficient concern with the term aspect. In addition to the lack of grammatical understanding on the English tense and aspect, most learners thought that they did not need to specifically differentiate between tense and aspect; just call all of them as the tense of English. Another research which informs that most EFL students in West-Sumatera were not in sufficient understanding on English tense and aspect was conducted by Mukhaiyar et.al. in 2011. The research reported that there were significant numbers of ungrammatical uses of passives found in theses writen by EFL students. This paper, which is further developed based on those of the previous research results, discusses how the EFL learners at the English Department of Universitas Negeri Padang theoretically understand and practically use the tense and aspect of English. The main data presented in this paper are those directly derived from the two previous research reports, then they are supported by those collected by means of direct-participant interviews during the teaching learning processes of English Grammar at the English Department of FBS Universitas Negeri Padang. The analysis of data was based on relevant theories dealing with grammatical-semantic features of tense and aspect cross-linguistically. Based on the data analysis, it is reasonable to state that most English Department students have not linguistically understood the nature and concepts of tense and aspect in English. A number of students event admitted that the tense and aspect are the same with time, particularly adverb of time. Topic: English Language Research
72.	The Discourse Functions of and in the Indonesian Students’ English Class Seminar Presentations Prof. Rusdi, Ph.D. And is generally known as a connector which relates parallel information or ideas. In the discourse contexts, and is used differently. Risselada and Spooren (1988) argued that in the seventies, research on particles tended to be predominantly semantic in nature and was concerned with the analysis of single utterances. Research on discourse markers in the eighties, on the other hand became predominantly oriented on discourse analysis and used corpus-based data. This article presents the findings of a study aiming at identifying the discourse functions of and as a discourse marker in the presentations made by Indonesian students in class seminars. The data were taken from English Department students’ class presentations conducted in English. The data were collected by recording the students’ presentations. Then the recorded data were transcribed to identify the discourse functions of and. The data were analyzed by using the analysis model used by Schiffrin (1987). It was identified that and has four different discourse functions: i) linking events within a discourse topic; ii) introducing a new topic; iii) signalling a summary; and iv) signalling a speaker’s retaking a turn. The findings have both teaching and theoretical implications. Topic: English Language Research
73.	Dr RAHMAH APEN IMPROVING GRAMMAR MASTERY IN WRITING ENGLISH THROUGH PROBLEM SOLVING TECHNIQUE Action Research in English Education Study Program at FBS in State University of Padang Dr. Rahmah Apen, M. Si., Faculty of Language and Arts State University of Padang Email: apenrahma@gmail.com Abstract This article is aimed at describing the process and the result in improving grammar mastery in writing English of English Education Study Program in State University of Padang through problem solving technique. The subject of the research was 30 students who took Grammar I subject in even semester of academic year 2016/ 2017. The instruments used are: questionaire, students’ portfolio, observers’ journals, researcher’s journal, pre-test, and post-test. The data were analyzed by using the descriptive statistic in the form of the mean and percentage, and the validity of the data was Checked by using triangulation technique. The results of the study show that 1) the process in improving grammar mastery in writing English through problem solving technique ran well. 2) The result of improvement on the grammar mastery in writing English varied within the three cycles of different instructional activities conducted. The indicators were seen from the pre-to post test results of each cycle. The results in writing English sentence mastery through classical instructional activities improved from 2,4 (limited to moderate) to 3,6 (moderate to extensive). In group discussion activities the improvement is from 3,36 (moderate to extensive) 3,7 (moderate to extensive). Meanwhile, the improvement is seen from 3,8 (moderate to extensive) to 4,6 (extensive to complete) in pair work instructional activities. Based on the results, it can be said that the learning process through problem solving technique can improve the learning results of grammar mastery in writing English. Topic: English Language Research
74.	Investigating the existence of language interference in student’s speaking at English Department siti munawaro S.Pd This paper aims to describe the analysis of the existence of language interference in student’s speaking at English department. There are three focus issues in this research. First, the students comprehension of language interference, then the existence of level language interference and the last student’s speaking process in English class. The type of this research is descriptive research with purposive sampling. Data were collected through observation, interviews and video recording. The results of this research showed there are three types of interference existed, namely, grammatical level, cultural level and sound level. From the phenomenon in the class explain that the student generalizes the language pattern and misplaced word. It should be repaired by changing the position of word but the students did not have ability to discriminate the language pattern that is used in first language and target language. Then, students used this type of interference with unconsciously they did not know about the types of interference, so that they can not detect their mistake. And these mistakes occur also because they have lack of ability in understanding linguistic features sufficiently. Therefore, the study about language interference is necessary for students speaking learning process as additional source about how to speak in target language appropriately without the deviation of language structure and the use of language. Topic: English Language Research
75.	Bridging the Gap between the Students and Graduates’ Perspectives on the Learners Needs to Prepare the English Course Materials Pikir Wisnu Wijayanto The aim of this study was to identify the gap between the students and graduates’ perspectives on the learners’ needs in order to prepare the English course materials. This study investigated their perspectives which focused on the learners’ needs in relation to the language skills (LS) and language content areas (LCA) that should be learned in classes. This research adopted a quantitative method to investigate the learners’ needs. This research also used t-test analysis of Levenes Test for Equality of Variances for determining the gap of perspectives between them. The samples of the study consisted of 30 Computer Engineering students of School of Applied Science Telkom University from the 3rd and 5th semester, and 10 graduates who have been working at Telkom Akses Company for 2 years or more. The results showed that the significance value for LS and LCA were 0.04 and 0.07. It showed that the two variances were not equal. Therefore, the use of variance to compare the average population (t-test for Equality of Means) in the t-test, should use the equal variance not assumed based. It was obtained that the t value for LS was 2,379 and a significance level of p = 0,039. For LCA, the t value was 3,561 and a significance level of p = 0,001. The results showed that p < 0.05. It meant that there were significant differences in terms of the LS and LCA between the Computer Engineering students and graduates’ perspectives. The level of LS and LCA between them were also fundamentally different. Topic: English Language Research
76.	Donald Trump and Barack H. Obama’s Inaugural Address: Stylistic Analysis Agung Suhadi and Kiagus Baluqiah This study explores by taking up the 2009 Inaugural Speech by President Barack Obama and Donald Trump’s speech 2016 as the target of stylistic analysis. Obama displayed his outstanding rhetorical craftmanship to drive irresistibly his power of persuasion in the earliest Democratic in the White state that gave him a victory. Donald Trump as well, his rhetorical craftmanship to reassure White dominated over the world that brought his victory in the presidential election of United States in 2017. The main concern of the study is to find out the content of their speech as well as how it was carried out. In order to identify the “what” and “how” questions, researcher employ a stylistic analysis, in which both content and linguistic analyses are combined. More specifically, research questions included: What promises and requests are made and how they are made?, How does intertextuality strengthen Obama and Trump speech?, What are the lexical features of Obama and Trump speech?, What are the referents of politically loaded pronouns (we, they, you) in the speech?. These questions are the target of content analysis, and linguistic analysis. Among other things, the study reveals the following: (1) Obama and Trump quoted passages such as Bibles, famous figure and crucial issues to unlifting and motivation of United States citizens. (1) Obama and Trump used different structural patterns to construct positive images, most interestingly, Obama used words like “they” and “we”, while Trump used words “you” and “I”. The result of analysis showed that Obama employed some deliberate acts of persuation toward audience’s emotion, reason and logic. He brought the facts, or reality and notion of famous figures like Robert Kenney, scripture, swing time and Thomas Pain. And Obama frequently used pronoun “you and I”, “they”; ‘you and I’ means to share correspondence relationship dialogically, while ‘they’ refers to white, the puritans who immigrated to America by the Mayflower and ‘they’ evokes slave from America. While, Trump’s rhetorical speech was not good as Obama, but rather conversationally. Most of his pronoun in speech by using ‘me’, ‘myself’ and ‘I’ refer to self-focus in term of honesty, depression, status, and ‘mine’ leads to personalities and mental states. Topic: English Language Research
77.	ANALYSIS OF PROJECT BASED LEARNING PROCESS IN TEACHING AND LEARNING SPEAKING FOR COLLEGE STUDENTS Devi Rufiana, Alamsyah Harahap In this paper, the application of Project Based Learning (PBL) in achieving the goal of 21st century skill is presented. The expectation is that PBL process could reach the aspects of independent learning (autonomy), collaboration (teamwork), and digital literacy (technological skill). Thus, the process of Project Based Learning aimed should represent the students’ speaking ability regarding to the 21st century skill. A project brief given to students is listed and example of output work of students through a semester are presented for the students of Biology Department at Universitas Bengkulu (UNIB). The design of the study is survey research with the presented findings are based on the analysis of both qualitative and quantitative data. The process of PBL applied in this study is represented by conducting 6 stages of PBL. The following six stages are starting with the essential question, designing a plan for the project, creating a schedule, monitoring the students and the progress of the project, presenting and assessing the outcome and the last evaluate the experience. Among the 6 stages, the fifth stage, presenting the project gave the most contribution for students’ speaking ability since this stage allows the students preparing all the needs to present the made project using technology. By following the stages, the students have experienced the aspects of independent learning (autonomy), collaboration (teamwork), and digital literacy (technological skill) which are crucial parts of 21st century skills. Topic: English Language Research
78.	REFLECTING THE PERCENTAGE OF SENTENCE TYPES IN EFL STUDENTS’ PARAGRAPH WRITING ASSIGNMENTS: A DESCRIPTIVE STUDY ON PEDAGOGICAL OUTCOMES OF LEARNING ENGLISH WRITING Syayid Sandi Sukandi; Yola Merina This research quantitatively presents and reflects findings on the percentage of Indonesian EFL students’ sentences in their writing assignments that were submitted online in Writing 1 course. Each type of sentences is coded differently: Simple Sentence (Code: S.S.), Compound Sentence (Code: C.S.1), Complex Sentence (Code: C.S.2), and Compound-Complex Sentence (Code: C.C.S). Each of these types of sentences is measured along with their occurrences in students’ paragraph writing on five genres. Percentage on type of sentences is analysed through quantitative measurement. Samples of this research are 10% from all population, which is specifically seen through the number of students’ writings submitted online. The result of this research shows five obvious occurrences. For Simple Sentence type, students use it mostly in descriptive genre with 32.58% from total sentences written in the descriptive genre. For Compound Sentence type, students use it mostly in descriptive genre with 39.44% from total sentences written in the descriptive genre. For Complex Sentence type, students mostly use it in argumentative genre with 34.42% from total sentences written in the argumentative genre. For Compound-Complex type, students mostly use it in comparison-contrast genre with 30.26% from total sentences written in the comparison-contrast genre. This finding reveals that pedagogically, awareness on students’ writing product in learning English writing should be less important than looking at students’ writing process in the same type of learning. Topic: English Language Research
79.	THE STUDENTS’ RESPONSES ON THE IMPLEMENTATION OF STUDENT-MADE VIDEO PROJECT IN ESP CLASSROOM TO TRAIN 21ST CENTURY SKILLS Adelia Puspa, Syahrial English mastery and 21st century skills are two important considerations for every educator as education is striving to prepare today’s students to become prepared for the competitive global market of tomorrow. In her previous study, the researcher had implemented student-made video project to develop students’ English. Having observed the students’ English skills development in each phase of student-made video project, in this further study the researcher investigated the students’ responses of English for Management class toward the project. The points cover in the students’ responses are in relevance to 21st century skills, which are the students’ responses toward autonomy in learning English, the students’ responses toward teamwork, and the students’ responses toward technology used in English learning environment. The data was obtained through questionnaires and interview. The result revealed that despite the students’ difficulties in running the project, they responded positively to the project. However, even though students realize the benefit of the video project related to the development of 21st century skills, the statements and high average score from the questionnaire do not suffice, as it can be argued that the students of the responses might be due to their awareness that the project must be useful. It is important, therefore, to scrutinize further what the students associated with their positive attitudes as they answered the questions for this research, which will in turn lead to the knowledge of important factors to students’ learning motivation. Topic: English Language Research
80.	THE STUDENTS’ RESPONSES ON THE IMPLEMENTATION OF STUDENT-MADE VIDEO PROJECT IN ESP CLASSROOM TO TRAIN 21ST CENTURY SKILLS Adelia Puspa, Syahrial English mastery and 21st century skills are two important considerations for every educator as education is striving to prepare today’s students to become prepared for the competitive global market of tomorrow. In her previous study, the researcher had implemented student-made video project to develop students’ English. Having observed the students’ English skills development in each phase of student-made video project, in this further study the researcher investigated the students’ responses of English for Management class toward the project. The points cover in the students’ responses are in relevance to 21st century skills, which are the students’ responses toward autonomy in learning English, the students’ responses toward teamwork, and the students’ responses toward technology used in English learning environment. The data was obtained through questionnaires and interview. The result revealed that despite the students’ difficulties in running the project, they responded positively to the project. However, even though students realize the benefit of the video project related to the development of 21st century skills, the statements and high average score from the questionnaire do not suffice, as it can be argued that the students of the responses might be due to their awareness that the project must be useful. It is important, therefore, to scrutinize further what the students associated with their positive attitudes as they answered the questions for this research, which will in turn lead to the knowledge of important factors to students’ learning motivation. Topic: English Language Research
81.	Domicile and Family Language Policy Novi Rahayu Restuningrum Domicile and Family Language Policy Novi Rahayu Restuningrum ABSTRACT This paper presents a discussion on family language policy in relation to the place of residence. The family language policy (FLP) in the family living in a society that speaks a language that is different from the language spoken at home is influenced by several aspects including the language ideology and the residential status or domicile. Portraying the family language policy of immigrant families living in Australia, this paper presents a discussion of FLP implementation in relation to the place of domicile. As a part of a larger research project, it had been investigated that families living outside their home country would impose their children to speak their heritage language in order not to lose the language. However, the level of implementation of heritage language use in the family context varies. This paper also discusses whether there is difference in the language ideology and policy implemented by families who intended to live temporarily and those who would live permanently in Australia. It is envisioned to broaden discussion on the area of bilingualism and second language acquisition and the presentation of this paper is expected to be attended by language researchers, teachers of languages, and those who are interested in the area of bilingualism. ------------- Keywords: bilingualism, domicile, family language policy Topic: English Language Research
82.	ENHANCING SPEAKING ABILITY USING CONTENT BASED INSTRUCTION (CBI) APPROACH Eva Faliyanti, Ferdy Sopran Wamala Speaking is thinking of what one wishes to say, choosing the right words from vocabulary, putting the words in proper grammatical framework, communicating the feelings we have, and so on. Speaking is a manifestation learning of language, because usually someone who is learning a language hopes to be able to speak by using the language which is learnt. There are many ways to develop evaluation for speaking skill, especially through content based instruction approach. The problem formulation in this research is: can evaluation of English speaking materials developed Content Based Instruction (CBI) approach for the students in the second semester of English Department of Muhammadiyah University of Metro. And the objectives of this research is to know whether evaluation of English speaking materials can be developed by Content Based Instruction (CBI) apparoach for the second semester student’s of English Department of Muhammadiyah University of Metro Academic Year 2015/2016 Topic: English Language Research
83.	Jargon in English Parliamentary Debating Ni Kadek Ary Susandi; Furqanul Hakim; Ni Wayan Novi Suryati The fact that language changes is indisputable and inevitable. The nature of language that is very dynamic - following the development of the society leads to the emergence of linguistics variation. Linguistics variation is believed to rely heavily on people’s live and interactions. Hudson states (1981: 25) “the defining characteristic of each variety is the relevant relation to society – in other words, by whom, and when, the items concerned are used”. The present study examines the differences in variations of the language used by the people in a particular group – the forms, meaning and function of English jargons used by University students competing in English parliamentary debating competitions held in the region Bali, West and East Nusa Tenggara, Indonesia. Jargon is a collection of words or specific terms used by a group of people, in which the words are only understood by those who joined the group (Fromkin and Rodman, 1979). The data were collected by recording the speech delivered by debaters during debating at the tournaments and interviewing the debaters to clarify the meaning and function of jargons used. The data will then be analyzed descriptively based on sociolinguistics and language variations theories, also previous related studies. This research is beneficial to increase scientific vocabularies and can be used as references for English teachers or English debate coaches to develop their students’ skills in using English and/or to improve students’ achievement in the field of English debating. Topic: English Language Research
84.	STUDENTS’ EXPERIENCES TOWARD PEER ASSISTED LEARNING PROGRAM (PALP) Arilia Triyoga Peer Assisted Learning Program (PALP) is a program designed by English Teacher and Training Study Program of Universitas Ahmad Dahlan Yogyakarta to facilitate and help the students to improve their skill. PALP is conducted for students of semester one, two and three. The students’ experience in involving in PALP is an interesting discussion. This research objective is explaining the students’ experience in PALP. This is a survey research. The data are gathered through interview and questionnaire. This is a descriptive qualitative research with quantitative and qualitative data. The result of the research shows that the students have both negative and positive experience. The positive experiences are shown in the students’ performance and motivation. The students’ performance is impressive and the students are also highly motivated in involving in the program. Moreover the students also have negative experience in the students’ skill leveling. The students have different level of skill in a group. As the consequence the method used in the learning process give different result on the students. Topic: English Language Research
85.	The Effect of Active, Belief, and Consequence (ABC) Model Technique in Minimizing Students’ Speech Anxiety Syafryadin, Nurkamto, J.,Linggar, D, A., and Mujiyanto, J. Speech anxiety becomes one of the obstacles for the students to enhance their speaking competence. The students felt afraid of speaking in public because the students were apprehansion to make mistakes, gain negative evaluation and less preparation in giving speech. Thus, this study was designed to investigate whether ABC Model Technique could reduce the students’ speech anxiety or not. This study used an experimental research. The population of this study is all fourth semester students in the English Department in of universities in Kendari at academic year of 2015/2016. The instruments of this study were anxiety test, observation checklist, interview guidline and note taking. The data were analyzed quantitatively and qualitatively. The quantitative data were analyzed by SPSS 22` The finding of this study was ABC Model Technique could reduce the reduce the students’ speech anxiety. It was proved by the mean score of the students for pretest and posttest. The mean score of the pretest was 104.22 and the posttest was 91.50. It means that most of the students got low anxiety level. Therefore, ABC Model Technique reduced the students’ speech anxiety. Topic: English Language Research
86.	The Effect of Academic Self Management and Reading Anxiety toward Reading Comprehension (an Expost Facto Research of English Department Students of Riau Kepulauan University) Eka Wilany, Desi Surlitasari Dewi Reading is one of the compulsory subjects in university level, especially for English department students. Students need to regulate their own way and strategy of learning so that their reading comprehension can be better. Unfortunately, reading can be a difficult subject for them eventhough they are English department students. Internal and external can be the two factors for them in learning it. Academic self management is one of internal psychological factor. It can be defined as learning strategy used by foreign learner to control various factors influenced their learning process specifically reading comprehension. Furthermore, reading anxiety can be the threats of self concept caused by limited knowledge and foreign language skill. The objective of this research is to find out the effect of academic self management and reading anxiety toward English reading comprehension. The researcher uses quantitative research by using expost facto design. Random sampling is chosen as sampling technique in this research and English department students of Riau Kepulauan University in Batam as the population. Instruments used by the researcher are questionnaire to assess the students’ academic self management and their reading anxiety. Moreover, test is used for measuring the students’ reading comprehension. Lastly, the data was analyzed by using Two-Way ANAVA and then continues to Tuckey test. Topic: English Language Research
87.	A Corpus-based Study on the Use of Phrasal Verbs by Indonesian Learners of English: The Case of Particle up Adam In Indonesia, vocabulary is one of the important components of language syllabuses. However, the emphasis of language teaching and learning is generally on single-word units than multi-word units (MWUs). Despite the importance of this language form for successful language learning, previous studies have revealed that many language learners often face problems with word combinations (Channell, 1988; Nattinger and de Carrico 1992; Lewis 1993, 1997; Hunston 2002). Realizing the significant role of MWUs in language learning, this paper will highlight some preliminary findings from on-going research into the use of MWUs, in particular the use of phrasal verbs (PVs), amongst Indonesian learners of English. We will present an analysis of the lexicogrammatical behaviour of selected PVs with particle up comparing usage in a native speaker corpus, a corpus of English produced by Indonesian learners. Our study so far has revealed some interesting features with respect to the common patterns of these PVs used by learners as compared with native speakers: sometimes because of cross linguistic factors, but very often because of learners’ unfamiliarity with these common patterns. We will conclude this paper by discussing the implications for the teaching and learning of PVs in Indonesian classrooms. Topic: English Language Research
88.	Exploring Pragmatic Failure in Dialogue scripts of EFL Learners Shally Amna, SS.M.Hum. Most of the EFL learners consciously or unconsciously speak English using the way of communicating their native languages which clearly have different language patterns and cultural backgrounds. In writing English dialogue scripts, most students in West Sumatera province transfer their mother languages to national language first and then to English language. As a result, beyond many spelling and syntactic errors found in the scripts, pragmatic failures are the most dominant issues captured in students dialogue scripts. The students’ pragmatics failures are categorized into pragmalinguistic and sociopragmatic failures in accordance with Jenny Thomas (1983). This present study provides overviews of phenomenon in EFL dialogue scripts made by students of UPI YPTK Padang. It investigated students from 6 classes who have learned gene English in the previous semester. The students are asked to make a simple dialogue in groups with certain chosen topics and are allowed to use dictionary if necessary. The study showed that the students limitation of English language proficiency and pragmatic transfer result in Pragmalinguistic failures such as failure to follow the native expressive habit, misunderstanding of words, use English with semantics and structure of students’s mother tongues, verbose verbs and that Sociopragmatic failure lies in perception and expression of local pragmatic conventions. Topic: English Language Research
89.	A study on the students ability in Using "To Be" in Simple present Tense at the eight graade students of SMP N 15 Mataram in academic year 2012/2013 Musahrain Abstract: this research aimed to know the student ability in using “To Be” in simple present tens. The population of this research are 429 students but the writer took only 10% (42 students) from the population of the study. The instrument of this research used test and questionnaire forms that multiple choice and fill in the blanks into a sentence. The data were interrupted subsequently and analyzed quantitative-qualitative descriptive method. The quantitative method was used to determined the students problems that caused their difficulties were analyzed descriptively. The result of this research showed that: (a) the categories of the students’ ability are good, sufficient and bad category. Based on the result of the data analysis, the score of the students who got more than 60 is 79.19%. it means the students is good categories, were as the students who got less than 60 23.80%. it means that students are failed. The conclusion of this research that students’ ability in using “To Be” in simple present tense at the eight grade student is good categories with the score 79.19%. (b) the problem based on the questionnaire result showed that the percentage of students difficulty in using “To Be” in simple present tense that was related to the students was 75% and from the teacher was 25%. Topic: English Language Research
90.	THE ROLES OF CONJUNCTION IN DEVELOPING COHESION-BASED IDEAS: A CASE STUDY IN SPEAKING CLASS OF LPDP AFIRMASI AWARDEES’ ENGLISH PREPARATION Kasno Pamungkas Many researches on English as second language have been conducted in various countries with different first languages. One of the researches is analyzing the second language acquisition of English. Entitled “The Roles of Conjunction in Developing Cohesion-based Ideas: A Case Study in Speaking Class of LPDP Afirmasi Awardee English Preparation Class”, this research tries to analyze the progress of the students’English skills in speaking class. The purpose of this study is to describe the roles of conjunction in order to develop ideas of speaking based on the cohesion. The frameworks of this research are Systemic Functional Linguistics by Halliday (1985) and Second Language Acquisition by Krashen (1988). The data used in this research are taken from speaking class of LPDP Afirmasi awardees’ English preparation conducted in Language Center, Faculty of Cultural Sciences Universitas Padjadjaran in 2015. They are selected from the class before getting the lesson on conjunction and afterwards. Both of the data are compared in order to see the condition before and after receiving the conjunction lesson, especially the students’ ability in order to develop their cohesion-based ideas. The results of this research show that there is significant improvement of the students in developing ideas between before and after receiving the lesson of conjunction. The students are able to produce more utterances by using conjunctions. From 15 respondents, it is found that there is 30% clause developing generated by employing the conjunction. From the analysis, it can be seen that there is a correlation between the conjunction lesson with the speaking skill improvement. Topic: English Language Research
91.	AN INVESTIGATION OF THE STUDENTS’ PERCEPTION ON THE USE OF VIDEO RECORDING TO DESCRIBE PEOPLE ORALLY Nirma Herlina This study reports on the use of video recording in teaching descriptive text. It aims to investigate the students’ perception on the use of video recording to describe people orally and to find out the students’ challenges in using video recording. The study employed a case study which involved 25 second graders of a Junior High School in Riau Province, Indonesia. The study used three types of data collections; students’ journals, questionnaires and interview. The findings showed that most of students had positive perception on the use of video recording. They stated that using video recording enable them to correct their own mistakes, give corrective inputs to their friends, overcome their anxiety, and improve their speaking skill. Moreover, some students felt happy to see themselves in the video. Apart from that, it revealed that most of students faced the some challenges in using video recording which related to linguistic and non-linguistic difficulties. Topic: English Language Research
92.	The Linguistic Choices in Reproducing Ideology of a Local Folktale Simon Arsa Manggala, S.S., M.Hum. The purpose of this paper is to identify and describe the linguistic selection in reproducing the ideology in a folktale. Folktales as literatures for children carry didactic ideologies (Nodelman, 2008). However, the ideologies tend to be transparent by selectively employing linguistic items. Folktales also consequently possess the tendency to be reproduced. To reveal the transparent ideologies is one of the aims of Critical Discourse Analysis (CDA), particularly in revealing the reasons triggering particular conducts (Fairclough, 1995). The object of the study is a folktale from South Kalimantan, Indonesia entitled Ampak dan Musang yang Cerdik (Bunanta, 2011). The language in the folktale is observed by linguistic toolkits namely the language of evaluation (Martin & White, 2005) and transitivity analysis from Systemic Functional Grammar (Halliday & Matthiessen, 2004). The participants of the study are the students taking Composition II class in English Letters Department, Sanata Dharma University. The students are expected to be able to retell the folktales by their own styles since they learn various styles in composing English texts. Operationally, in this study the participants have to retell the folktale. Later on, the language of the reproduction is observed and compared to the language of the source text. The expected result is that the linguistic selections in the reproduction tend likely similar to be similar to the linguistic selections in the source text. However, there might be some differences due to the linguistic repertoire of the participants. Hopefully, this paper might be convenient serving as a case of CDA. Topic: English Language Research
93.	Prepared for international school:Viewed from teachers’ Readiness of Brawijaya Smart School Malang leil badrah zaki, adila jefiza This research aims to discuss teachers’ readiness to face the challenge of international school that will be defined from their background knowledge of international school itself, the qualification and competence of the teachers and also teachers’ attitude toward theis change. The subjects of the study are teachers from Brawijaya Smart School since the school has already begun to conduct teachers’ training specifically English for classroom instruction that is guided by Direct English Malang. The teachers are consisted of 6 pre-school teachers, 29 elementary school teachers, 27 junior high school teachers and 45 senior high school teachers. The prior research toward the teacher qualification was conducted through English placement test. The data of the teacher placement test show that 90% Elementary teacher is in basic level and 10 % of them is in intermediate level, 75% of Junior high school teacher is in basic level and 25 % of them is in intermediate level. 78% Senior high school teacher is in basic level, 20% of them is in intermediate level and only 0, 03% of them is advanced. The result of the present study could become a recommendation from teachers’ view for the school principle and decision maker of Brawijaya Smart School in conducting a further teacher training in preparing to become international school. Topic: English Language Research
94.	Identity in Life Writing of M.E. Jordan’s Balanda: My Year in Arnhem Land as an Alternatif Discussion in Pursuing English Literature Learning for EFL College Students Leni Marlina EFL college students in Indonesia mostly tend to analyse classic literary works or Young Adult Literature. Actually they have chance to do an alternative discussion on life writing in literature class, for instance on Marry Ellen Jordan’s Balanda: My Year in Arnhem Land (BMYIAL), published in 2008. It is a life writing written based on the author’s life experience during her time working for twelve months in the Australian Indigenous people (AIP) community in Maningrida, Arnhem Land, Northern Australia. Redd (2005) claims that the narrative of Jordan’s BMYIAL is very evocative. Moreover, the title of BMYIAL shows a provocative term – Balanda. In Jordan’s BMYIAL, the term of Balanda literally applies to the non-Indigenous population at Maningrida as described by its Indigenous inhabitants. At the same time, the term of Balanda also situates the author’s experiences ‘out of place’ on a land that she identifies as Aboriginal land. At glance Jordan’s BMYIAL is just like other self-life narratives which employs dialogues and monologues (Watson and Smith, 2010:18). In fact, Jordan’s BMYIAL is an interesting life narrative because it alludes two issues: the self-identity of Balanda’s and the cultural identity of Australian Indigenous people (AIP). The aim of this paper is to identify both types of identities and to discuss the influence of Balanda’s identity upon AIP’s cultural identity as a discussion model for EFL college students in literature class. Topic: English Literature Learning and Teaching
95.	Creative Industry Ready: Learning Materials for Drama Class in EFL Context Delvi Wahyuni Nowadays, it is widely believed that higher or tertiary education, apart from imparting students with skills so that they become a knowledgeable person, has to put more emphasis in preparing them for industry. In relation to this, this article presents the results of a need analysis conducted to determine topics and sub-topics which should hypothetically be included into the syllabus and learning materials of Drama class in the Department of English, Universitas Negeri Padang, Indonesia. The findings showed that topics/sub-topics identified as need by the students were: (1) introduction to drama which includes the definition of drama and its history, a practical benefits of learning about drama, (2) How to read plays written in English, (3) formal qualities of drama, (4) types of drama, (5) how to analyze Drama, (6) the craft of dramatic writing, and (7) dramatic production. Furthermore, students also identified five sectors of creative industry that should be introduced in the Drama class, which were: (1) performance art, (2) video, film and photography, (3) music, (4) design, (5) fashion. These findings also gave information that learning materials for Drama class in Indonesia must not discount the fact that the students are EFL learners. Therefore, there should be a specific topic dedicated on reading strategies for dramatic texts. In this case, it is advisable for drama instructors at Indonesian universities to include texts which students can easily associate with, such as contemporary 21th century drama and/or texts originating from Asian/Southeast Asian countries. Topic: English Literature Learning and Teaching
96.	COMPUTER BASED-TOEFL (CB-TOEFL) AS AN INNOVATION IN LEARNING TOEFL I Wayan Dana Ardika, I Made Rai jaya Widanta, Ni Luh Chandra Handayani, AA. Raka Sitawati, Ni Ketut Suciani The research attempted to design and develop software for learning TOEFL. Specifically, it successfully embodied computer-based TOEFL (CB-TOEFL). The device is a practice test of TOEFL provided for students of Bali State Polytechnic (BSP) particularly and public in general. The execution of research was successfully undertaken pursuant to grant funded by the institution. A set of TOEFL test implemented conventionally as the result of a former developmental result of research was chosen and redesigned to be software-based product. To see whether the test is applicable, a group of ten research participants from Civil Engineering department students were invited to try out the test. Upon their working out the test, they were assigned to fill in questionnaire to obtain necessary input to be used for test revision. Some revision on the test was then done consistent with the input given by research participants. The practice test of TOEFL is considered to be a ready-used practice test for students of BSP and public. However, a number of practice tests shall be developed to provide students who wish to intensively practice working out the test. Moreover, learning center (LC) for TOEFL, whose practice test for TOEFL has been being done conventionally or paper-based type, set in BSP is a compatible place to store and practice TOEFL exercise. Topic: English Literature Learning and Teaching
97.	Discourse Structure of Literature Lecture in L2 in the Indonesian Tertiary Context Akhyar Rido, Afrianto, Fatimah Mulya Sari, Ria Augie Mayang Suri, Hady Duantoro Discourse structure is an important issue in academic spoken discourse in L2 settings. An inability to recognize discourse structure is seen as one of main problems in understanding lecture in L2 as it aids to comprehension. It is therefore imperative to examine how lecturers are helping their students to cope with the lecture and become critical thinking individuals. This study aims at discovering the macro-discourse structure of literature lectures conducted in English in the Indonesian tertiary context. This study was conducted in a private higher learning institution in Lampung province, Indonesia and involved 2 selected literature lecturers. Using a qualitative research design, observations and video-recordings of prose and drama lectures were carried out for a total of 4 sessions and 8 teaching hours. The findings demonstrate that all lectures were delivered in three phases namely introductory, main, and end parts. The specific episodes used were topic introduction, review, concept introduction and development, discussion, and summarization. Negotiation of meaning also took place during the lectures; in addition, highly interactive lectures were emphasized as both lecturers and students exchanged a large series of number of open and follow-up questions which indicated that lectures explored critical and logical thinking skills of the students. The results of this study can be used as a platform for lecturers and teachers to organize their literature lecture in a well-structured and an optimally effective way. Topic: English Literature Learning and Teaching
98.	POETRY: FOSTERING SELF IDENTITY AND CREATIVE THINKING IN THE EFL CLASSROOM AINUL ADDINNA This article describes how poems can effectively be used to foster EFL/ESL students’ self- identity and creative thinking. This study is based on the data gathered from graduate students in English Language Teaching Program of one of state universities in Malang. Twelve students are involved as samples of this study. The participants expressed their perceptions and told their stories after they took English Literature course for a semester. Open-ended questions have used to get the data that allow participants to express their opinion on how their culture identity and culture experience influence them in analyzing the poetry and how poetry could establish their creative thinking, as well as help them find their identity. The results of the written experiences and opinions indicate that some students believe that they have been given an opportunity to work independently through analyzing poems and creating ones. They admitted that their culture experience give an influence in how they analyzing the poetry and this activity was so amusing since they could get new cultural understanding. The participants finally could produce nice and creative poems at the end of the semester based on their own styles. Topic: English Literature Learning and Teaching
99.	THE IMPACT OF EXTENSIVE READING AS SUPPLEMENTARY ACTIVITY ON CRITICAL LITERACY DEVELOPMENT IN EFL CONTEXT Chris Asanti, Syamdianita This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach has any impact on students’ critical literacy. Further, how ER influences students’ perception of critical literacy related to students’ viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity, students are engaged to read in a large number of materials on a wide range of topics and they have freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002).Relating the characteristics of ER, it seemed to us that students’ understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). In order to get more comprehensive picture, questionnaires were distributed. Yet, only three students were willing to return the questionnaire and to be interviewed based on their answers in the questionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the texts to world’s issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints. Topic: English Literature Learning and Teaching
100.	The Implementation of Communicative Approach in teaching English at Junior High School in Sigli Jamaliah, Fauziah, Farizawati This study was intended to obtain the information on the teachers’ understanding of Communicative Approach principles and the way of the teachers’ implementation of the principles in teaching English. The subjects of this study were eighteen English teachers at four Junior High Schools in Sigli. The data were collected from multiple sources such as observation, questionnaires and documents. Table of frequency and percentage were used to analyze the data that had been grouped and classified based on the research problems. Finding shows that most of English teachers (88,8%) have understood about Communicative Approach principles. They got the information about the principles from The 1994 Curriculum, related books, in-service training and from the articles of education. And most of them (77.7 % ) also implemented Communicative Approach principles in teaching English at Junior High Schools in Sigli through some activities such as games, describe and draw, role play, questions and answers, simple dialogues and problem solving. Fourteen of respondents (77.7%) agree that Communicative Approach is still suitable to use in teaching English even though curriculum is changed. Because this teaching method can develop four language skills and language components such as vocabulary, pronunciation, and grammar as suggested. It was not only appropriate to the 1994 Curriculum and the 2004 Curriculum but also appropriate to the 2013 Indonesian National Curriculum. All of the respondents used textbooks that provided communicative tasks in presenting the material of teaching. Most of the respondents helped and appreciated the students in any way in learning to produce good utterances. Topic: English Literature Learning and Teaching
101.	The Impact of Extensive Reading as Supplementary Activity on Critical Literacy Development In EFL Context Chris Asanti, Syamdianita This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach has any impact on students’ critical literacy. Further, how ER influences students’ perception of critical literacy related to students’ viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity, students are engaged to read in a large number of materials on a wide range of topics and they have freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students’ understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). In order to get more comprehensive picture, questionnaires were distributed. Yet, only three students were willing to return the questionnaire and to be interviewed based on their answers in the questionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the texts to world’s issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints. Topic: English Literature Learning and Teaching
102.	Dr. DESVALINI ANWAR "LASKAR PELANGI": RE-IMAGINING INDONESIA WITHIN A CHANGING EFL CONTEXT ABSTRACT The spread of the so-called ‘standard English’ in this global era has misled many English classrooms in the world through the operation of the curriculum, material and teaching methodology especially where English is taught as a foreign language. The teaching of English literature in Indonesia, for example, is not yet fully appropriated for our own purposes- those which are in line with the changing EFL contexts in Indonesia and the world such as within the ASEAN regions. "Laskar Pelangi" (The Rainbow Troops), an autobiographical novel written by Andrea Hirata is an example of a literary work that is both engaging and inspiring to be taught within an EFL setting like Indonesia. With its storytelling mode, the novel effectively presents a powerful re-imagining of Indonesia in a spirit that is very much akin to Benedict Anderson’s notion of ‘imagined communities’ where it depicts life portraits that resonate with Indonesian readers, involving an acknowledgement of the diverse languages and cultures-such heteroglossia that make up the Indonesia multilingualism. "Laskar Pelangi" is a counter discourse because it reveals the efforts of ‘the marginalised’ to speak back to the ‘centre’, challenging the orthodox account of Indonesian history and its development that was perpetrated by the New Order regime whose legacy, despite its resignation, is still very much in operation within, for instance, the Indonesian education system. Instead of emphasizing the constraints and challenges that the characters of his novel face in accessing education, Hirata focuses on the choices and efforts made by the characters to seek alternatives to make their humble and simple education meaningful. Teaching an autobiographical project like "Laskar Pelangi" in an EFL setting like Indonesia, can then be viewed as an effort to situate the teaching of English literature in its social and historical contexts. Topic: English Literature Learning and Teaching
103.	Enhancing Intercultural and Interlingual Communication of EFL learners’ability through English Literature Kurnia Ningsih This article emphasizes the fundamental role of English Literature in enhancing intercultural and interlingual communication of EFL learners’ability. Language and culture are bound together which can not be separated when people interract and communicate each other. Language is vital factor in interaction especially in globalization era where people from different country and culture communicate each other. Thus learning language means learning cuture. Besides, curriculumn 2013 requires the teacher to develop the learners’ability in using Engish for International communication. However it can be troublesome for EFL learners who have no prior experience of culture learning in foreign language classroom. They tend to consider intercultural and interlingual communication just simply use English conversation without paying attention to cultural differences.. The best material that can help teachers to develop the learners’ ability is English Literature. It is authentic material and full of language used in different social-context that can not be found in the text book. The material provides the components of language that can be applied in four skills. Furthermore the literary works reflect the daily life of people in particular culture. Through literary works indirectly they are able to enhance their knowledge about society in a certain culture as well as to develop their own characters . Thus this article is going to discuss in what way English literature help the teachers and the learners develop their intercultural and interlingual communication. Topic: Intercultural and Interlingual English Communication
104.	ANALYSIS OF DIALOGUES DURING A MEETING AT BALINESE TRADITIONAL COMMUNITY’S HALL (BANJAR) FROM SOCIOLINGUISTICS POINT OF VIEW I Komang Sumaryana Putra Most of Balinese people are bound with their social life and have a close relationship among others. They are being bound to the village traditions and determined by their bound to their residence as well as to the organization named Banjar. Banjar is also a place where Balinese people mingle and conduct a traditional meeting. The conversation was held when people were doing discussion in a social meeting. The topic was about ritual ceremonies which spend a lot of money and this meeting led by Kelian Banjar (Leader of Banjar). The data was collected by using observational method by note taking and emphasizing the important points, i.e. the choice was made on the priority based on the frequency of the conversation done by the people. From the conversation, the role of language in society can be observed in the context of situation; in this case: ‘in-group language’. We can observe a meaning deviance in first session when the explanation of Kelian was interrupted by the first participant and the second participant. Beside that, two languages were used in conversation, and show us that code-switching occurs in this conversation. The reason of code-switching usage in conversation above is that because those participants lack of ability in one language when talking about a particular topic. They switched when they could not find an appropriate word or expression or when the language being used does not have the items or appropriate translations for the vocabulary needed. Topic: Intercultural and Interlingual English Communication
105.	PRESTIGIOUS ENGLISH AND CONSERVATIVE ACEHNESE: AN APPRAISAL OF LINGUISTIC CAPITAL BEHAVIOR Nyak Mutia Ismail, Iskandar Abdul Samad, Siti Sarah Fitriani Nowadays, the power of English has changed peoples perspectives toward their own native languages. Those who could speak English are recognized as knowledgeable persons. Nonetheless, traditional languages, Acehnese, should not be ignored, but it is preserved to avoid it from extinction. Literature has reported that most traditional languages in Aceh are in the phase of extinction. Acehnese teenagers seem reluctant to use Acehnese in their conversation. This is qualitative case study investigating the behavioral judgement of Acehnese people toward English and Acehnese language in coastal area of Aceh. A set of character-rubric in the Likert Scale was given to 207 Acehnese people, aged between 18 and 30, involved as respondents. The result shows that majority of the respondents felt more secure and comfortable with the Acehnese rather than the English ones. Acehnese is highly addressed in sense of humor, kindness, sociability, and religiousness. While, English is highly used in a sense of ambition, leadership, intelligence, and confidence. This implies that Acehnese language in the coastal area could be sustained for a certain length of time in the future. Topic: Intercultural and Interlingual English Communication
106.	Linguistic Repertoire of Indonesian University Students and Sociolinguistic Competence Ouda Teda ENa This paper discusses the result of a study on linguistic repertoire of Indonesian university students. Linguistic repertoire is the habit of language use. Multilingual students often times do not understand their own habits of using the languages. Understanding their own linguistic repertoire will increase their sociolinguistic awareness that in turns will make them better language users. A survey on students’ linguistic repertoires was conducted to find out the linguistics behavior of the students and to help students understand their own language use. The result showed that most of students speak at least three languages. Few students speak more than three languages. No one in the class who only speaks one language. The fact that all university students in Indonesia are multilingual could either increase as well as impair sociolinguistic competence. Sociolinguistic competence is the ability to produce utterances appropriate to the social situation in which they are spoken (Mizne, 1997). It is difficult to acquire due to the fact that there are a large amount of variance in cultural rules of language use. Something could be appropriate to say in one culture yet may be completely inappropriate in another culture, even though the situation in which it is said is the same. As a consequence teachers and multilingual learners should be aware of pragmatic transfer in which they use the norm of one culture inappropriately in other language. Topic: Intercultural and Interlingual English Communication
107.	Challenges and Opportunities in Teaching Refugees and Asylum Seekers: Is it Possible for Adult Women to Outperform Adult Men in Acquiring English? Dewi Sari Wahyuni Adult classes for Refugees and Asylum Seekers in Pekanbaru experienced that there were not high level classes for adult women. It was also barely hard to find migrant women acquiring English as good as that of men. That is why the study was conducted; to find out whether these women were able to excel as men despite all of barriers and limitations that went along with them. Two classes were chosen; both were starters with ten students. Being given similar materials and course duration as well as anticipated-sharing childcare and domestic responsibilities with their spouses, were proven to surpass adult women capability in English for both receptive skills; listening and reading and one productive skill, that is writing. However, men still outrun women for speaking. Lack of socialization (isolated due to traditional values and cultural beliefs) and limited access to technology to communicate were two factors which hinder women to speak better than men. By giving balanced chance to both genders, there are possibilities that women also outshine from men in term of speaking for almost a half women in the class started to be more open and adjustable to their environment that created better atmosphere for their learning process. Topic: Intercultural and Interlingual English Communication
108.	SPECIFIC FEATURES AND LANGUAGE COMPONENTS OF ENGLISH USED BY EFL LEARNERS IN SUNDANESE CULTURAL CONTEXT: A CASE IN A PAPER PRESENTATION CLASS Erlina Zulkifli Mahmud (a) Taufik Ampera (b) What had happened to EFL learners now in our country needs to be reviewed and evaluated far back to the first learning process in their Elementary School or Junior High School. The language skills given in this level are focused more to Reading and Writing with Grammar as the core. EFL learners in Indonesia are not given the Speaking skill the same portion as other skills. Speaking is given later in the next level like in the upper grade of Junior High School or even in Senior High School. This is the major reason why most Indonesian students are not well-trained in speaking and this situation continues to the next level of education, higher education, and it is getting more complicated with the influence of their cultural background. In the EFL learning process, the cultural background of a learner may cause a certain effect that can be challenging to fix it. This influence becomes significant in speaking classes like Paper Presentation class which is given in the fourth semester in English Studies of Faculty of Cultural Sciences, Universitas Padjadjaran. The way they speak, how they express themselves in English, what vocabularies they choose are influenced by their culture. They use specific features from their culture in their presentation and they use language components of English as the direct equivalents taken from their Sundanese words that leads to a total misunderstanding and confusing to their audience from other cultural background. Topic: Intercultural and Interlingual English Communication
109.	Intercultural English Teaching and Learning to Young Learners Fauzi Miftakh Teaching of English now should also be incorporated with the intercultural knowledge of target language, including to young learners. It can make them aware of differences and similarities between their own culture and the culture of the target language. This study was a qualitative study which investigated how the intercultural teaching and learning was implemented to young learners in an English classroom in Karawang,West Java, Indonesia. The principles of Intercultural language teaching and learning proposed by Liddicoat & Scarino (2013) were used by the teacher in the activities. The data was taken by observing the teaching and learning process to 25 seventh grade students in the classroom that was done in four meetings and interviewing 6 sample of students to know their responses. The findings showed that the intercultural English teaching and learning provides more opportunities for young learners to be more active and critical toward other language and cultures as well as improve their English skills. Since they are still young, they still should be guided to understand the material well by the teacher. Finally, it is recommended to other teachers to implement intercultural English teaching and learning in teaching English to young learners. Topic: Intercultural and Interlingual English Communication
110.	THE EFFECT OF USING QUESTION – ANSWER RELATIONSHIP (QAR) STRATEGY IN TEACHING READING COMPREHENSION FOR INDONESIAN STUDENTS IN JUNIOR HIGH SCHOOL Auliatisny Aziz(1) and Celly Casuarina Yasin(2) This article is talking about teaching English on reading comprehension by using Question – Answer Relationship (QAR) Strategy for Indonesian Students in Junior High School. This article aims to identify the effects of Question-Answer-Relationship strategy (QAR) on reading comprehension ability in descriptive text of EFL students at eighth grade of junior high school of Solok, West Sumatera, Indonesia. The design of the research was quasi experimental. The population of this research was the students at grade eight students of SMPN 2 Kota Solok in academic year 2016/2017 which consisted of 11 classes (356 students). The samples were chosen by using cluster random sampling. The samples were VIII.1 as experimental class (32 students) and VIII.2 as the control class (32 students). The instruments were applied using reading comprehension test of descriptive text test. These instruments were tried out first to other group which had similar capabilities to both experimental and control class. The data were analyzed by using Liliefors Test for normality testing, variance test for homogeneity testing and t-test. The result of this research show that the students who were taught by using Question – Answer Relationship (QAR) Strategy had better reading comprehension of descriptive text than those who were taught by using conventional strategy. It can be concluded that QAR strategy had a significant result on students’ reading comprehension than conventional strategy. Topic: Teaching English in ASEAN Contexts
111.	Enacting Teacher-in-role: A Drama-based Pedagogy to Enhance Teachers and Students’ Experience in English Class Sitti Fatimah While the idea of involving teacher in playing drama together with students (teacher-in-role) was promoted by Dorothy Heathcote since many decades ago in the United Kingdom, and has been widely implemented in European, Canadian, American, and Australian schools when adopting drama education, this has not been well implemented in Asian schools and even not been recognized in Indonesian schools. The concept of teacher-in-role is that the teacher takes on a role to place the students as those who are experts in a particular field of human knowledge (Heathcote & Herbert, 1985). Being in-role, the teacher actually adopts egalitarian concept as s/he “must share power power to position the students (individually and collectively) as knowledgeable and competent colleagues and also ensure that children position one another similarly” (Anderson, 2012, p. 103). Through a multi-case study – where three groups of students and their respective English teachers from three different secondary schools: a public, a private and a vocational high school involved – I observed and interviewed teacher participants performing teacher-in-role during English instruction within the framework of ‘Mantle of the Expert’ (MoE), the drama-based teaching approach I investigated in my PhD study. I discovered that the teachers who were involved in the drama expressed a new nuance in their teaching practices and indicated excitement. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning process should be more frequently practiced. In view of the benefit of teacher-in-role in enhancing teaching and learning processes, this teaching repertoire needs to be further developed, not only in Indonesian EFL secondary learning, but also in primary school setting. Topic: Teaching English in ASEAN Contexts
112.	PROMOTING ERROR CORRECTION FEEDBACK TO ENHANCE STUDENTS’ GRAMMAR MASTERY Nita Ria There are many kinds of error made by students in their tasks; both in quantity and quality. By investigating students’ errors in their writing tasks, teachers can understand what quantity and quality of errors exist in their writing. Those errors come from students when they write.This paper is intended to describe the use of error correction feedback to enhance students’ grammar mastery.In addition, the purpose of this study is to find out whether or not there is any significant difference on grammar mastery between thestudents who are taught by using error correction feedback and those who are not. Quasi experimental design is the method of the study. The eleventh graders of SMA N 9 Palembang will become the subject of this study; XI.1 will become the experimental group and XI.3 will become the control group. Grammar test is instrument in this study. In conclusion, the researcher hopes that there is any significant difference on grammar mastery between the students who are taught by using error correction feedback and those who are not. Topic: Teaching English in ASEAN Contexts
113.	Sources of teachers sense of inefficacy in teaching English: A case of a university in Vietnam Linh Thi Thuy Pham The purpose of this study was to investigate an often overlooked area of research, teachers’ sense of efficacy in the field of TESOL (Teaching English for Speakers of Other Languages). The case study explored the sources of English teachers’ inefficacy in a university in Vietnam through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that the lack of mastery experiences and social persuasions were the most influential sources of inefficacy. Besides the four hypothesized sources proposed by Bandura (1986), several other sources were found to have an influence on teachers’ sense of efficacy, and all of the efficacy-relevant information tended to be closely related. Topic: Teaching English in ASEAN Contexts
114.	The Implementation Of Scientific Approach for Teaching English in Senior High School: Voices From The Field Afrianto This paper is aimed at reporting the results of a qualitative study investigating how English teachers implement the Scientific Approach (SA) for teaching English in a Senior High School in Pekanbaru. This study is particularly intended to answer three research questions: 1) What is teachers’ understanding on the Scientific Approach; 2) How do they implement the mandated approach in their classroom; and 3) What kinds of problems they encountered during the implementation of the approach. Three English teachers were randomly selected as the participants of this research. Data were collected through semi-structured interviews with each participant. The findings showed that the English teachers were rather skeptical with the SA. They did not really follow all stages of teaching mandated in the SA during the implementation. All the participants reported that most of the time they made some adjustments during their teaching procedures. Two participants reported that the main problems they faced during the implementation of SA were about challenges to make the students active and the complicated procedures of assessment. Lack of supervision on the new curriculum implementation has also been reported as another major problem. The findings imply that the implementation of this new curriculum may have been not working well in the field yet. It requires an integrated and well-planned effort from related parties to make sure that the suggested approach can positively affect the effectiveness of English teaching in the field. Topic: Teaching English in ASEAN Contexts
115.	FISHBOWL: A STRATEGY OF TEACHING SPEAKING IN MULTILINGUAL SOCIETIES Andri Defrioka The challenge identified in English as one of the subject matters is to what extent the teaching materials are integrated in the teaching learning process. English teacher has to focus to improve the students’ English proficiency and the exploration of efficient ways of acquiring competence in the use of English for learning and work in multilingual societies One of the strategies is Fishbowl. It is a teaching strategy that helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the “fishbowl” circle, while students on the outside of the circle listen carefully to the ideas presented and pay attention to process,then the roles reverse. This strategy is especially useful when you want to make sure all students participate in the discussion, when you want to help students reflect on what a “good discussion” looks like, and when you need a structure for discussing controversial or difficult topics. This paper reveals an alternative strategy for implementation of 2013 curriculum in teaching speaking of English in multilingual societies. Topic: Teaching English in ASEAN Contexts
116.	A TEACHING AND LEARNING PRACTICE INCORPORATING STUDENTS’ OWN GOAL AND THEIR INSTITUTIONAL GOAL IN BIG-SIZED ENGLISH CLASSES ARI NURWENI College students learning English as a compulsory subject have their own goal, namely to be able to communicate orally in English, whereas their college has set the goal of the teaching and learning English that the students are able to comprehend academic English texts. This paper is intended to report a teaching and learning practice in big-sized English classes incorporating the learning goals set by the students and that by their institution. The subjects of this study are 240 first year students of a state technological institute in Lampung, Indonesia, which are grouped into 3 different classes. The teaching and learning activities are based on academic texts selected by the students in a group of ten students. In every meeting a group of the students who have prepared a two-page English academic text present its title and key words to the class, whereas the other groups ask questions based on the title and key words which have to be answered the group orally. Based on the observation, the class activities can run as expected and based on the journal the students have written at the end of every meeting they declare they learn some linguistic elements and still need to improve them, have a chance to speak, and they need to improve their participation in speaking. Topic: Teaching English in ASEAN Contexts
117.	What demotivates high school students to learn English? Sri Puji Astuti This multiple case study investigated why students demotivate to learn English in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected by conducting semi structure interview for teachers, classroom observation, stimulated recall and focus group interviews for students. Each teacher had unique teaching strategies in their classroom and these strategies impacted on students’ engagement. The students reported that several classroom activities demotivate them. The demotivating causes can be categorized into five main groups: teachers’ classroom behaviours, classroom atmosphere, selection of learning resources and activities, the use of English, and the way feedback is given. These findings imply that teachers’ classroom teaching strategies in an Indonesian high school context can influence their students’ learning engagement. Topic: Teaching English in ASEAN Contexts
118.	Can the Task-Based Learning Improve Students’ Communicative Competence? I Made Rai Jaya Widanta1, Ni Putu Somawati2, Ni Wayan Wahyu Astuti2, I Nyoman Kanca2, I wayan Dana Ardika3 There have been two contradictive conclusions whether (or not) task-based language teaching (TBLT) effective to improve students’ communicative competence, i.e. effective and not effective. The dichotomy was promoted by a number of differences in aspects of research undertaken, such as location, subject, and object of the research. This empirical study was aimed at investigating effectiveness of TBLT for vocational college students. Two groups of research participant (experimental and control groups, each of which consists of 26 female people) were involved in the research. Both groups were given pre-test or T1which is the same as T2 prior to treatment to see each group basic competence. The treatment which used TBLT model and approach was undertaken for experiment class for two sessions, while control class was taught with conventional model. T1 and T2 were designed in form of an Indonesian-English translation test which focused on simple past tense sentences with verb. Test result was scored in terms of the use of simple past tense sentences (positive, negative and interrogative forms). Students’ mistake on the use of simple past tense pattern was scored minus 1, while the used of other aspects, such as conjunction, preposition, article, noun, adjective, and adverb phrase were scored minus 0,5. Based on statistical analysis, it was found that minimum and maximum score for experiment group on T1 were 1,3 and 6,3 respectively, while score of control group were 1,3 and 6,0 respectively. Up on the treatment, experiment group competence exceeded the control group with percentage increase of 1%. Minimum and maximum T2 score of control group were 3,0 and 8,0, while score of experiment group were 6,0 and 8,3 respectively. This finding proved that TBLT was effective to improve student competence even though experiment group was given only a two-session learning. Additionally, they could show better strategic, sociolinguistic, discourse and linguistic competence than the control group. Topic: Teaching English in ASEAN Contexts
119.	English Language Teaching (ELT) in the 2013 Curriculum: Secondary school teachers beliefs and practices Darmawan While much has been researched about the practice of 2013 curriculum in elementary schools, research examining teachers understanding and practice of English Language Teaching (ELT) in the context of 2013 curriculum remains limited. This article explores the understanding of principles and characteristics 2013 curriculum of two Indonesian secondary school teachers of English and the implementation of the principles and characteristics in their lessons. Narrative reports were constructed for each teacher using semi-structured interviews. These reports illustrate Topic: Teaching English in ASEAN Contexts
120.	The Language Interference in English Speaking Skill for EFL Learners DEDY SUBANDOWO Abstract- This paper examines the language interference in English speaking skill. The interference was influenced by the mother tongue of the learners. Therefore, this study explains the forms of language interference in the students’ speaking skill and the factors affecting the language interference. In addition, the study attempts to use case study with descriptive qualitative research approach. The data were collected by using the questionnaire and recording technique. The data, then, were analyzed based on the students ‘sound production. Subsequently, The data were formulated on the table illustrating the spread of the students’ interference. In identifying the students’ sounds, three classifications of the English pronunciation were applied. The result shows that most of the students made error in their pronunciation, 2% of consonants and 3% of vowel. The student’s sound production did many mistakes in their pronunciation started from consonants to vowel sound. The mistakes in consonant sounds caused by the mother tongue were highly interfered. The pronunciation in manner of articulation occurred in consonants such as plosive and nasal sounds. Moreover, for the place of articulation, the errors appeared on dental and palate-alveolar. The factors influencing the mother tongue interference in the students’ pronunciation are the environment, students’ motivation, and the language sound system. Topic: Teaching English in ASEAN Contexts
121.	Ignatian Pedagogy, An Alternative to Improve Students’ Competence, Conscience, and Compassion Anna Fitriati In this globalization era, to be able to communicate in English is an advantage when a fresh graduate wants to apply for a job. Due to this point, Universitas Sanata Dharma requires the students who study in the non-English Departments to pass at least B2 level of CEFR. And to be able help the students reach this level, English is taught as a compulsory subject in the curriculum. Meanwhile, sometimes it is not easy to teach English in a non-English Department. There are some factors that influence the teaching and learning process. Some of the students may not be not motivated enough to learn English or do not have enough background knowledge. Others might be not confident with their English. These conditions lead the writer to conduct a classroom action research in an English class for the non-English Department students to identify the effectiveness of Ignatian Pedagogy to improve students’ competence, conscience, and compassion. Ignatian Pedagogy is developed based on the experience of Ignatius Loyola. The teaching and learning process includes the following elements: context, experience, reflection, action, and evaluation. It is expected that by applying this pedagogy the students will be able to improve not only their competence or skills in using English, but also their conscience, and compassion so that they can grow as fully human persons and be the men and women for others. Topic: Teaching English in ASEAN Contexts
122.	A Picture of Students’ Self-Esteem in Learning Speaking Yupika Maryansyah and Epi Wadison Self-esteem is one of affective factors on students’ speaking performance. Based on researchers’s observartion during teaching speaking to the students, this factor needs to be studied in deeper sense. Accordingly, this study tries to elaborate students’ self-esteem while they perform speaking tasks at English Study Program of University of Muhammadiyah Bengkulu. The current study is set in frame of descriptive study in order to gain in-depth qualitative explanation on students’ self-esteem. It mainly questions both on how the self-esteem of students while learning speaking and on how the self-esteem description based on gender of students. The study takes a massive number of study subjects which consists of students learning speaking from several semesters. The researchers employ questionnaire and interview guide to collect data of the study. These two instruments are composed based on theories of self-esteem. Data obtained from the two instruments sketches in detail the state of self-esteem of male and female students at Englsih Study Program of Muhammadiyah University of bengkulu. In general, the result of this study becomes an informative acknowledgement to the field of teaching speaking in term of students’ self-esteem when students learn speaking. It also becomes an important information for teachers who teach speaking either at Muhammadiyah University of Bengkulu or at other universities that give speaking subject. In addition, the result also give broader insight on male and female studensts’ self-esteem in learning speaking. Topic: Teaching English in ASEAN Contexts
123.	EFL STUDENTS’ PERCEPTION ON TEACHER’S USE OF INTERESTING METHODS IN TEACHING LITERATURE Yasti Januariza and Suswati Hendriani Every EFL teacher should be able to make their students interested, enthusiastic, and motivated, including that of Literature. One of the ways to do it is using interesting methods in teaching. The use of interesting method is unavoidable because students have different styles and strategies in learning. Thus, using interesting methods will maximize their learning. Unfortunately, different learners usually have different perception on what interesting methods are. Therefore, their perception on their teachers’ use of interesting methods in a teaching learning process needs to be researched. To find out the students’ perception, a qualitative research was conducted to ten junior English Department students. The data were collected through an interview. The research results showed that interesting methods are those: (1) which made them act out- because they not only knew theories but also practices; (2) consisting of poems- because they could decrease the students’ boredom, increase their understanding and their use of imagination; (3) which made them use their imagination freely namely through unfinished stories; and (4) made them free to use their minds namely through letter-writing. Topic: Teaching English in ASEAN Contexts
124.	Investigating Teachers’ Barriers to ICT (Information Communication Technology) Integration in Teaching English at Senior High Schools in Pekanbaru Sitti Hadijah and Shalawati As numerous issues of effective use of ICT (Information and Communication Technology) in English teaching and learning contexts, many teachers worldwide have been starting to deploy either simple of advanced technology products. However, some challenges are still inevitable, which affect the effectiveness of ICT integration in teaching and learning process. In this case, this paper reports an effort to investigate teachers’ barriers to ICT integration in teaching English at Senior High Schools in Pekanbaru. This study worked on descriptive research design in which qualitative and quantitative approaches employed to analyze the underlying barriers of ICT integration in English language teaching. Questionnaires were distributed to fourteen Senior High School teachers in Pekanbaru, and afterwards open ended interview was also carried out to gather further information about the teachers’ barriers in integrating ICT. Then, the findings indicated that some barriers encountered by the teachers in term of accessibility of ICT, and professional development. Hence, these linking barriers suggest the teachers should be fully motivated and supported to engage with ICT in their teaching activities. Topic: Teaching English in ASEAN Contexts
125.	INTERTEXTUALITY AS THE SRATEGY TO MOTIVATE MINANGKBAUNESE STUDENTS TO DO LEARNING TASKS Dr. Yelfiza, M.Pd Since most students currently feel neglected to do learning task seriously and honestly, lecturers of English should find strategies which might contribute to the process of learning. One alternative strategy is using intertextuality when communicating learning tasks. Therefore, this research investigated types of intertextuality reflecting the lecturers’ hegemony on the students of Teacher Training and Education College, Indonesian Republic Teachers’ Association called STKIP PGRI to do learning task at STKIP PGRI Sumatera Barat and why the intertextuality could increase their motivation to do learning tasks. To answer the research questions, she applied qualitative research with Critical Discourse Analysis (CDA). Data were collected by recording lecturers’ discourses triangulation with the theories (expert based evaluation), and analyzed by coding, categorizing, interpreting, and reporting. Findings show that five types of intertextuality used by lecturers, depicting their hegemony on students include a claim, warning, sarcasm, challenge, and a parody. Intertextuality can cause the students to be motivated to do learning tasks, mainly if it directly touches their emotion positively. However, if it hurts their heart, it will not be useful to motivate the students. Thus, it is suggested for lecturers and teachers not to use intertextuality which may hurt the students’ feeling. Topic: Teaching English in ASEAN Contexts
126.	A Considerable Teaching Method Used in English Morphology Class: Team-Based Learning for Indonesian Learners Imamatul Khair Morphology is related to English knowledge that provides students with word structure and word formation. The areas of morpholgy are often problematic for students at English Department because of learning small pieces of words in a language. The objective of this research was to know a suitable learning and teaching method in class of Morphology. Twelve samples were taken as respondents that answered several questions related to Morphology learning process in class. They are students at English Department, Universitas Airlangga who currently completed their course on Introduction to English Morphology Class C. It was found that the lecturer in that class tried to apply team-based learning that is involved in Cooperative Languange Learning method. CLL gives students more chances to explore the studied materials, and it gives social impact for those who lack social skills. However, it is likely to sign that every teaching method in class should consider individual learning that students are used to do. Some students based on this research tend to perceive individual learning model to be successful in English Morphology class. Topic: Teaching English in ASEAN Contexts
127.	The Needs of Intelligibility for Registrar Office Personnel in English as a Lingual Franca for Specific Purposes Context Sonporn Sirikhan English communication for non-teaching staff named registrar office personnel in Thai universities where offer international programs for foreign students becomes an urgent issue. Clearly, the growth of internationalization in universities in Thailand does not match to the qualifications of the current personnel in registrar office who have been long employed when their English skills were not relatively required. As having a high frequent contact with international students in providing academic services in English throughout their study, English for worked-related performance for the registrar office personnel is necessary. This study investigated work-related needs in English for Thai registrar office personnel. Data collected from international students, registrar’s office personnel, foreign instructors, and administer through survey questionnaire, onsite observation, and semi-structured interview revealed that intelligibility in English and politeness are the expectations from all stakeholders. In addition, the perceiveness of social identity as being Thais revealed a striking concern while communicating with users from different cultures. Thus, the training course reflected from the work-related needs of Thai registrar office personnel is expected to develop in order to help them to accommodate the changes of being ‘internationalization’, in terms of mutual understanding, applied in international programs in many Thai universities. Topic: Teaching English in ASEAN Contexts
128.	English Teaching and Learning in Secondary Schools in Indonesia: Teachers’ Challenge Dr. Santi Chairani Djonhar, MATESOL ABSTRACT In Indonesia the learning and the use of EFL is mostly done in the classroom. This condition may make the learning of English hard to happen due to students’ lack of exposure to and practice the language. To make up for the classroom’s limits and to raise the chances for language learning, the students need to be encouraged to develop their learning strategies so they gradually gain their autonomy in language learning. This may help them to sustain their motivation to keep on learning the language. However, not all students adopt this kind of agency. The task – to make learners responsible for their learning - involves changing their attitudes: the learners’ over reliance on teachers. Or teachers should be in charge of what happens in the teaching and learning process. In addition, there are some other factors that contribute to this predicament, for example, Learners’ (past) learning experience. How do EFL teachers develop the learners’ sense of learning responsibility so that they understand why and how they learn and be willing to take an active role in their learning? First of all, these teachers are to equip themselves with enough knowledge of English language skills and English linguistics so that they (teachers) can lead and guide their learners in the process of learning the language. There should be collaborative efforts among teachers: they work on stages so that the gradual learning process happens. It is part of a wider course design. Topic: Teaching English in ASEAN Contexts
129.	“From Nature to Classroom: the Touch of Learners’ Experience in English Language Learning” Arapa Efendi The following paper attempts to address the first issue of the conference which is to propose the effective teaching method that can work out for the students in multidimensional context. The word ‘multidimensional’ implies a wide range of complexities that take place in the teaching-learning processes. For that reason, the author departed from the constructivists’ perspectives to create and to accommodate the English language learning at Universitas Balikpapan in East Kalimantan, the industrial city where most of the students are part-timers instead of full-time students to say that most of them are workers. The proposed idea to the teaching method is namely ‘the eco-documentary project’. Within this project the students have been assigned to document some of the widely available eco-tourism spots in Balikpapan into leaflets and documentary videos in English after accomplishing in-class meetings. The author believes that such activities will be able to help the students put their learning into practice by experiencing it. Additionally, such project-based language learning has been found to support the autonomy of language learners in a way that the learners go through the experience of curiosity towards the unknown or conflicting aspects of the language that do not match to their existing knowledge and this normally leads into their motivations to resolve such doubts. The author also observes that such project has successfully developed learners’ linguistic knowledge particularly on the specific vocabularies and expressions (ecology, tourism, and economy), communicative and the pragmatic competences that they have earned while doing the projects. Topic: Teaching English in ASEAN Contexts
130.	First Language Interferences in English as Foreign Language Classroom Interaction Anak Agung Sagung Shanti Sari Dewi It has widely been believed among linguists and educators that mother tongue in fact effects the use of second language and foreign language. As well as in the process of teaching and learning English as a foreign language, the interference of the first language of the teachers and the students are often unavoidable. It occurs as the transference of their native language elements to English in various levels such as grammatical, phonological, and lexical which triggers errors in production and reception. This study is aimed at identifying the obstacles faced by the teachers and the students when their first language interfere the teaching learning process and analysing how the interferences impact the communication. The data of this study was taken from three different classes at English Department, Faculty of Letters, Udayana University Bali Indonesia, namely Tourism, Debating, and Public Speaking and Presentation where English was used as the language of instruction in class communication. All respondents (the teachers and students) were from Indonesia and their native language is Bahasa. Meanwhile, Observational research method was used in order to collect the data, and Auser’s conversational analysis based framework was employed in the analysis. The results of this study shows that the obstacles occured in the elements of lexical, grammatical, and phonological, while the interferences mostly gave negative impacts to their English perdormance, eventhough the communication still ran quite smoothly. Topic: Teaching English in ASEAN Contexts
131.	Teaching English Grammar in A Foreign Language Context: Inductively or Deductively? Umi Rokhyati There are specific characteristics that differentiate the teaching of English in countries where English is a foreign language from the ones in which English is mother tongue or second language. Indonesia is a country in which English is taught as a foreign language. How is English taught in an EFL (English as a Foreign Language) context? This paper will discuss that, especially the teaching of grammar, which is a very important element of a language. Students in English teacher education learn Grammar. In the teaching and learning process, approaches or methods are chosen in order that students can reach the goal of learning and that the learning achievement is satisfying. There are various approaches/ methods of teaching grammar, among them are deductive and inductive approaches. The two approaches are about the opposite. There are reasons why a certain approach is chosen. What about the approaches used in teaching grammar in higher education? Which approach is more appropriate for higher education students especially students of English teacher education? This paper hopefully can provide a reference for teaching grammar to English teacher education students in an EFL context. Topic: Teaching English in ASEAN Contexts
132.	The Challenges in Literary Translation in Indonesia Havid Ardi, M.R. Nababan, Djatmika, Riyadi Santosa Translation of literary works is usually regarded as a transcreation since there is no risk in the target language. However, literary works are produced in the norm and culture of the source language, it may give different effect toward the readers who has different cultural background. This study focus on the challenges in the translation of literary works. This paper aims at evaluating the translation of politeness strategies of Dan Brown’s novel Deception Point related to the norm and culture of the target language. This study used qualitative research method in evaluating the translation of politeness strategies in this novel by using DTS proposed by Gideon Toury. Data were collected from the novel (source language/ST) and its two translation versions (2006 and 2015) as target language (TT) by using purposive sampling. The result shows that both of the translations versions tend keep the politeness strategies of the source language in the TTs. The new version has accommodated some norm and culture of the target language however it reduced more politeness strategies that might influence politeness degree used by the characters. These findings imply that the differences of politeness strategies between source language and target language are an important aspect to be concerned by the translators. Thus, translation course in EFL class must consider pragmatic competence. Topic: Translation in EFL Contexts
133.	ANALYSIS ON ACCURACY, READABILITY AND ACCEPTABILITY TRANSLATION RESULT OF “KATAKU Version 1.1 AND TRANS TOOL 10 Rar” Dolar Yuwono; M.R. Nababan, Sri Samiati Tarjana; Tri Wiratno Since publication new design of Fortran 77 in 1997 (a version of the general-purpose imperative programming language ) project into high performance of Transtools, computer-assisted translation (CAT) has become comprehensive and practical tool as a standard reference for translating. It is understandable since people get many constraints to receive English and other international languages so they try to find the easiest way to get the best translation they need. The last significant alternative is by using computer –assisted translation and people use it as the way to understand the texts based on their need and interest in case the product of translated texts should have the same equivalence of meanings and messages as the original ones. Because of those reasons, this study aimed to analyze the quality of accuracy, readability and acceptability of translation result of “Kataku 1.1” and ‘Trans Tool 10 rar” software programs. The texts being studied were Islamic Life and Thought Textbook, Biological Textbook and Pediatrics Textbook. The researcher gave 75 questionnaires distributed and 56 respondents completed the forms and returned them to the researcher. The method used to analyze the data is descriptive qualitative research using Speadly technique. The problem raised focused on the quality of translation from the perspectives of the accuracy, readability and acceptability using “House J. (1997), Lambert, J. and van Gorp, H. (1985). Al-Qinai, Jamal (2000), Mollanazar, H. (2001) formulated by Nababan’s criteria for evaluating three aspects of qualification. The result showed that that most of source text were not translated into the target text in accurate, readable and acceptable way by both software. The average weight produced by the two translation tools seen from its accuracy, readability and acceptability of translation was still low with average score 1 up to 1.2 of the grade level 1 to 3. The result in percentage showed only 30% of accuracy, 35% of readability, and 32 % of acceptability. Finally whoever uses both tools, after reading the result of the study, will understand the strength and weakness which can be used as a reference to give input on the impact of these new technologies to the challenge for professional translators. Topic: Translation in EFL Contexts
134.	EFL LEARNERS’ POST-EDITING ON GOOGLE ENGLISH-INDONESIAN TRANSLATION OUTPUT Bella anggrina, krispa elan paramudita E, suparmi Machine Translation (MT) helps people in translating one language into another language automatically without human intervention. One of MT is Google Translate which use for language learners to get information and to access new knowledge in another language. However, GT has some limitations in translation. It produces less accurate meaning and many errors occurred in its output. To achieve high-quality output, EFL learners use post-editing in revising translations output that have been produced by a machine translation (MT) system. There are two levels of Post-editing, namely light and full-post editing. In this study, the researchers investigated how the EFL learners used post-editing on Google English-Indonesian translation output. The item of the instrument was translation test. The test used in this study was Google English-Indonesian translation output. The participants of this study consisted of 20 graduate students of English Department of Universitas Negeri Padang who are taking translation subject. The data were gathered by using translation test. Then, the data were analyzed qualitatively. The result showed that both levels are used by the learners. In light post-editing, the learners modified lexical and syntax categories by replacing and adding the words. Meanwhile, in full post-editing technique, the students not only modified lexical and syntax categories, but also used appropriate style, fluency, and maintain the perfect faithfulness of the source text. Topic: Translation in EFL Contexts
135.	EFL LEARNERS’ POST-EDITING ON GOOGLE ENGLISH-INDONESIAN TRANSLATION OUTPUT Bella anggrina, krispa elan paramudita E, suparmi Machine Translation (MT) helps people in translating one language into another language automatically without human intervention. One of MT is Google Translate which use for language learners to get information and to access new knowledge in another language. However, GT has some limitations in translation. It produces less accurate meaning and many errors occurred in its output. To achieve high-quality output, EFL learners use post-editing in revising translations output that have been produced by a machine translation (MT) system. There are two levels of Post-editing, namely light and full-post editing. In this study, the researchers investigated how the EFL learners used post-editing on Google English-Indonesian translation output. The item of the instrument was translation test. The test used in this study was Google English-Indonesian translation output. The participants of this study consisted of 20 graduate students of English Department of Universitas Negeri Padang who are taking translation subject. The data were gathered by using translation test. Then, the data were analyzed qualitatively. The result showed that both levels are used by the learners. In light post-editing, the learners modified lexical and syntax categories by replacing and adding the words. Meanwhile, in full post-editing technique, the students not only modified lexical and syntax categories, but also used appropriate style, fluency, and maintain the perfect faithfulness of the source text. Topic: Translation in EFL Contexts
136.	EFL LEARNERS’ POST-EDITING ON GOOGLE ENGLISH-INDONESIAN TRANSLATION OUTPUT Bella anggrina, krispa elan paramudita E, suparmi Machine Translation (MT) helps people in translating one language into another language automatically without human intervention. One of MT is Google Translate which use for language learners to get information and to access new knowledge in another language. However, GT has some limitations in translation. It produces less accurate meaning and many errors occurred in its output. To achieve high-quality output, EFL learners use post-editing in revising translations output that have been produced by a machine translation (MT) system. There are two levels of Post-editing, namely light and full-post editing. In this study, the researchers investigated how the EFL learners used post-editing on Google English-Indonesian translation output. The item of the instrument was translation test. The test used in this study was Google English-Indonesian translation output. The participants of this study consisted of 20 graduate students of English Department of Universitas Negeri Padang who are taking translation subject. The data were gathered by using translation test. Then, the data were analyzed qualitatively. The result showed that both levels are used by the learners. In light post-editing, the learners modified lexical and syntax categories by replacing and adding the words. Meanwhile, in full post-editing technique, the students not only modified lexical and syntax categories, but also used appropriate style, fluency, and maintain the perfect faithfulness of the source text. Topic: Translation in EFL Contexts
137.	THE CONSTRAINTS IN PERFORMING SIGHT TRANSLATION: A Brief Discussion on the Problems of Translating English Written Texts into Indonesian Oral Texts Adventina Putranti Oral translation, commonly called interpreting, is a verbal communication activity involving two parties speaking different languages, assisted by an interpreter. One mode of interpreting is simultaneous interpreting in which an interpreter delivers a source language (SL) message into a target language (TL) message simultaneously as the speaker’s statement proceeds (Nolan, 2005). One specific kind of simultaneous interpreting is sight translation. It is a form interpreting a written SL message into a spoken TL message (Ginori & Scimone, 2001). Although the SL message is written, this does not lessen the constraints of doing this job because the simultaneousness of this activity still demands the interpreters’ ability in working using two languages at the same time, as well as having the skills required for an interpreter. What is meant by constraints is performance constraints (Pochhacker, 2004) as the result of time limitation, the demand for the interpreter’s promptness and the accuracy of message transferred. This paper intends to observe the constraints in performing sight translation. For that purpose, this paper is going to explain the constraints experienced by interpreters when they are carrying out sight translation tasks. Since Interpreting class is available as a subject given at the English Letters Department, Sanata Dharma University, the data were obtained from the students of an Interpreting class who were assigned to perform sight translation. To limit the scope of discussion, the sight translation observed has been focused on the oral translation of English written texts into Indonesian spoken interpretation. Topic: Translation in EFL Contexts
138.	THE EFFECTIVENESS OF USING GOOGLE TRANSLATE ON STUDENTS’ TRANSLATION AT MATHEMATIC FACULTY OF UNIVERSITAS PADANG Lestiana zafitri & Eka Sustri Harida In this era of globalization in the form of communication between language translation still exist, and even tended increasingly important. Therefore, the technology provides it easily, including in translating. Due to technological developments, today there are various tools that can help to translate, for example google translate. Google translate does not need to be installed on your computer or laptop but the translator only need to connect to the Internet network. Thus translating into something which is foreign in the eyes of people who learn the language, because sometimes a lot of texts that are still using the original language from the international language, such as English that needs to be understood. From here, the students came the idea to understand the text by translating it by using the instant ways, that use relatively short time. One of them by using google translate. It shows the technology has been used to participate in the development process of translation in the students’ learning, it is for mathematic students in Universitas Negeri Padang. Google translate support over 100 languages at various levels. For some languages, google translate can pronounce translated text, highlight corresponding words and phrases in the source and target text, and act as a simple dictionary for single word input. If detect language is selected, text in an unknown language can be automatically identified. In this study, the researcher used survey research. The aim of the study is to investigate the information about the effectiveness of using google translate on students’ translation at mathematic faculty of Universitas Negeri Padang. To collect the data, the questionnaire of the effectiveness of google translate on students translation was distributed to the participant that consist of 40 students of mathematic faculty of Universitas Negeri Padang. The data gathered through these instrument and it was analyzed to investigate the effectiveness of google translate on students’ translation at mathematic faculty of Universitas Negeri Padang. Based on the result of the research, it can be concluded google translation is effective to be used by the students in translating their books, articles, or tasks in order to understand their learning materials of the mathematic students. The students thinks that the google translation give a lot of benefits to help them in translate their task. Topic: Translation in EFL Contexts

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