Proceedings of International Conference on English Language Teaching (INACELT)
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The use of Google Form application as media for students' assessment
Full text linkNowadays, the use of digital technology in the teaching-learning process cannot be bypassed. Besides, not all teachers are ready to use it. This writing is endeavored to describe the use of the Google Form Application for Students' Assessment in SMP Negeri 1 Muara Teweh. This study belongs to a Qualitative Descriptive Approach. The subject of this study is 40 teachers with various backgrounds of the subject being taught in SMP Negeri 1 Muara Teweh. The data is collected from a questionnaire given to the teachers. After analyzing the questionnaire, the writer can conclude that : (1) 80% subject state that Google Form Application makes the assessment is easier, (2) 20 % of teachers assume that Google Form Application is a little bit difficult for them, (3) 75 % of teachers can use Google Form Application well, (4) 100% agree that Google Form Application reduces school’s consequence for paper supply, (5) 25% teachers apply Google Form Application for assessment. The result shows that the use of the Google Form Application has many advantages for teachers, especially to assess the students’ proficiency in the subjects
Cultural awareness on students' perceptions toward body’s spoken image used in greetings and introduction of Pondok Pesantren Darul Hijrah Putra Martapura
Full text linkStudents’ perceptions toward the body’s spoken image used in greeting and introduction of Pondok Pesantren Darul Hijrah Putra Martapura are supported to what the expert says that what is considered appropriate behavior in one culture is frequently inappropriate in another one. Based on an interview about that they said that students like and some students dislike English they like the Arabic language more. They only speak English in boarding school. Students cannot say in English if they don’t have an interesting topic and what they discuss. All of the students think most of the gestures are contradictive with local and Islamic religious values
Interlanguage performed by the students of English Literature Study Program at Universitas Kristen Indonesia
Full text linkInterlanguage is often heavinterlanguagey influenced by the first language (L1) and it is inevitable in the process of second language learning. This process may make it seem perfectly logical to the learner, although it is incorrect. It is important for teachers to understand this and also to see it as a series of learning steps. This paper aims at finding the interlanguage performances made by the English Literary students at Universitas Kristen Indonesia and the causes of interlanguage itself. The method applied in this research is a qualitative–descriptive method whose data are the first-year English Literary students’ argumentative writings. All data were identified in order to obtain language development in relation to grammar acquisition conducted by the students. The first result shows that the interlanguage performance consists of grammar aspects namely tenses, singular and plural, relative pronoun, collocation, passive voice, preposition, article, gerund, modality, agreement, and native language transfer. The second one shows overgeneralization, oversimplification and native transfer were the causes of interlanguage
Engaging nurse students in a meaningful English learning: Step by step of nursing simulation technique
Full text linkEnglish for Specific Purposes, which has been so-called ESP, created to achieve specific learning goals for specific students in a specific field. Therefore, an ESP instructor is required to find specific teaching techniques in order to meet students’ learning needs. This in-practice article reports the implementation of step by step of teaching nursing English through a simulation technique. This study attempted to examine the impact of this teaching technique on the improvement of students’ language skills. There have been abundant resources of research findings in the field of English for Specific Purposes. However, there is still little known study in the field of nursing English, particularly, the investigation of the impact of nursing simulation techniques on nurse students’ language learning achievement. To fill this void, the current study invited 58 nurse students to participate in this research. The simulation teaching technique was introduced to a nursing English class. After that, students’ responses were documented through questionnaires and interviews. The data indicated that there has been positive attitude of the students toward this teaching technique even though time allocation and students’ language proficiency remain problematic to the language learners. The implication of this research may expand the research findings in the field of TESOL Methodology, particularly, English for Nursing
Gamification of EFL classroom in a healthcare education context in Indonesia: Kahoot!
Full text linkDigital technology plays a pivotal role in English teaching and learning, one of the ways to integrate digital technology into English teaching and learning is gamification through Kahoot!. Kahoot! is an online platform which provides quizzes that can be implemented in the English classroom to assess students’ language learning acquisition. In this research, the teacher implemented Kahoot! in several meetings. This research aims to explore the utilization of Kahoot! in English Language classrooms in a healthcare education context in Indonesia and students’ perception of its impact on their learning engagement. This research is an explorative study to elaborate on how Kahoot! was implemented in an EFL classroom and survey by distributing a questionnaire to 30 pharmacy students who had joined English classes. The result of this research indicated that Kahoot! is suitable to implement in an English language learning classroom in the context of healthcare education in Indonesia because it is easy to use, fun, interesting and enjoyable. The majority students’ enjoyed playing Kahoot! in English learning because they believe that it makes the teaching and learning process more interactive, they can compete with others and they can master their knowledge and English language mastery
The influence of different types of feedbacks on learners’ writing performance at higher education
Full text linkThis study examined the influence of different types of feedback on learners’ writing performance at higher education. The study belonged to quasi-experimental research. The participants of the study were 65 L2 learners consisting of four different groups: focus direct feedback (FDF); unfocus direct feedback (UDF); focus indirect feedback (FIF) and unfocus indirect feedback (UIF). The data were analyzed using Kruskal Wallis and Mann Whitney U tests. The study revealed that the mean rank for FDF was 25.76; UDF: 45.00; was 15.72; and UIF: 45.97. In this case, UIF (45.97) was higher than UDF (45.00). UDF (45.00) was higher than FDF ( 25.76). and FDF ( 25.76) was higher than FIF ( 15.72). It revealed that there was a difference in the means score among the four groups. the value of Chi-Square was 29.949 and asymp.Sig. was 0.000. it meant that Chi-Square= 29.949; p<0.05. It was said that different types of feedbacks gave a facilitative effect on the learners’ writing performance. Then, partially, based on the Mann Whitney U test, it revealed that there was a significant difference between FDF and UDF (p< 0.05), between FDF and FIF (p< 0.05), between FDF and UIF (p< 0.05), and between UDF and FIF p< 0.05). However, there was no significant difference between UDF and UIF (p>0.05). It was recommended that the teachers apply various types of feedback in the learning process by considering the learners’ level ability
EFL teachers’ use of plagiarism detection software: A usability study
Full text linkEFL teachers sometimes struggle harder to prevent their students’ committing plagiarism because the students’ limited EFL proficiency could be a cause of plagiarism. To prevent plagiarism, one of the methods widely employed is the use of plagiarism detection software such as Plagiarism Checker X. To assess how useful, easy to learn, easy to use, and satisfying the software was for them, 30 EFL teachers took anonymously an online 30-item questionnaire of 7-point Likert scale after they had downloaded and run a free version of the software. High mean agreement ratings across the four dimensions were revealed as 28 items were highly positively perceived between 6 (agree) and 7 (strongly agree) and two items were rated between 5 (slightly agree) and 6 (agree). The study showed that the software was useful for checking similarities between texts, easy to learn and use and could satisfy the teachers. They could arm themselves with the software to prevent plagiarism. As one of the first attempts to evaluate the usability of text-matching software from the EFL teachers’ perspective, this study has research and educational implications as it highlights avenues for preventing plagiarism via the software usability evaluation.Â
The students’ perception towards oral corrective feedback in speaking class
Full text linkBeing interested in the process of teaching and learning a language, the researcher have attempted to describe the students’ perception toward oral corrective feedback in teaching learning process because it has important role in enhancing students’ linguistic accuracy. This study involved 64 students in public speaking class who has took basic speaking course. This research was conducted with these two key aims: (1) to find out the students’ perception toward oral corrective feedback given in teaching speaking activity, and (2) to find out how is oral corrective feedback given to the students. The result indicated that the students’ perception toward oral corrective feedback is positive. All of indicator show a good point that most students agree to receive oral corrective feedback from their lecturer. Additionally, it is obviously answered that used oral corrective feedback in speaking learning class is effective to improve the students’ speaking ability. These findings could contribute to better understanding of how the lecturer should give oral corrective feedback when the students’ make some errors in the classroom. As a conclusion, it will provide a better comprehension by relating and comparing the students’ perception and the lecturers’ perception of oral error corrective feedback for the further researchers
Gender differences and students’ verbal communication
Full text linkThe study was aimed at explaining the way male and female students differ in Verbal Communication. This study used a quantitative comparative approach with Ex-post Facto design in finding out the answer to the problem of the study. The population of this study consist of the third-semester student at IAIN Palangka Raya with 30 students determined as a sample by using random sampling technique. In collecting the data needed, the speaking test was used as the instrument. The result shows that there is a significant difference between male and female students in Verbal Communication of the third-semester student at IAIN Palanga Raya. It happens because of the students’ psycholinguistic factors especially in motivation and interest in learning English
EFL learners’ problems leading to the use of communication strategies in taking turns speaking
Full text linkThe present study explored the learners’ problems leading to the use of communication strategies both verbal and nonverbal to surmount communication problems in taking turns speaking. This study was carried out by employing a qualitative approach with an ethnography of communication design in a limited set of ISCP course. Thirty students taking Intensive Spoken Communication Practice at English Language Education Program, Mataram State Islamic University were selected as the subjects of research by using a purposeful technique. Techniques used to collect data were non-participant observation, video recording, and interview. The research findings showed that in general, the learners’ problems are dealing with insufficient knowledge of TL, particularly lack of mastering on TL vocabulary and structure. Learners as speakers had problems, including unable to set in the context of TL words, difficulty in conveying a sequence of the message in the appropriate TL expressions and using the inappropriate words and structures. Meanwhile, the learners as listeners had problems, including being unable to catch the message, lack of TL lexical which did not enable them to comprehend the message from speakers. Their CSs to cope with those problems are an approximation, word coinage, circumlocution, language switch, paraphrase, self-correction, comprehension check, and self-repetition, smiling, head nodding, head shaking, hand moving, and drawing something