The 61st TEFLIN International Conference 2014. organized by English Department, Teacher Training and...

ENGLISH EDUCATION DEPARTMENTTEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

Solo, 7 - 9 October 2014

English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development

Melayani Negeri, Kebanggaan Bangsa

We would Like to Thank the Sponsors of the Event

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The Chair of the Organizing Committee Prof. Dr. Joko Nurkamto, M. Pd.

Distinguished Delegates and Guests

Esteemed TEFLIN Board Members Respected Invited Speakers

Dear Presenters and Participants Ladies and Gentlemen

Assalamu ‘Alaikum Warahmatullahi Wabarakatuh Good Morning

First and foremost, on behalf of the organizing committee, I would like to welcome you all to the 61st TEFLIN

(The Association of Teaching English as a Foreign Language in Indonesia) International Conference, hosted by the Department of English Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta.

The central theme of this conference is “English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development.” This

theme embraces 11 important topics, including (1) language policy, (2) language planning, (3) needs analysis, (4) language syllabus and lesson planning, (5) language materials evaluation and development, (6) instructional design

and language teaching methodology, (7) instructional media and technology, (8) language classroom

management, (9) language testing and assessment, (10) language program evaluation, and (11) teacher professional development.

The choice of the theme of the conference is mainly based on the current policy of curriculum development in Indonesia resulting in a new curriculum, the 2013 Curriculum. As widely known, so far, the development of a

curriculum has been framed by different approaches and methods derived from second/foreign language theories or perspectives. However, recently, top-down or specialist policy decision making has been the driver of English language

curriculum development in order to respond to globalization and internationalization demands as well as to meet the growing societal needs and language needs of diverse groups of learners. With this in mind, this annual conference is

striving to promote the idea that language curriculum development should provide further impetus for both student learning development and teacher professional development and to recognize their agency inside and outside the

classroom. In this regard, we hope that we can enhance quality of education in general and quality of English language education in particular.

The goals of the conference are three-fold: (1) to address how the curriculum development exerts influence on innovation and change in language policy and planning, pedagogic practices, and teacher professional

development; (2) to provide a dialogic scholarly platform for scholars, researchers, academics, teachers, curriculum designers or consultants, policy makers, textbook writers, and tutors or practitioners to share or exchange their ideas,

expertise, and experience with such innovation and change; and (3) to deal with how innovation and change in the

areas of language policy and planning, pedagogic practices, and teacher professional development are designed,

enacted, and evaluated in different English language pedagogy contexts. To achieve all these goals, we invited 13 invited plenary speakers with solid expertise in ELT from different

countries and from different regions. These speakers will present different lines of scholarship in the area of English language education. We hope that we will learn a lot from these respected speakers. In addition, we received more

than 825 abstract submissions, which address the main topics as mentioned earlier. These abstracts were assessed by internal and external reviewers who have solid expertise in the area of English language education. We thank Bapak

Handoyo Widodo for chairing this abstract screening. Out of 825 abstracts, we selected 510 abstracts for concurrent session presentations. We believe that we can learn from different presenters who will share their ideas through

different sessions: workshops, special teacher sessions, postgraduate colloquia, parallel sessions, and poster presentations. It is pleasure for us to have featured paper presentations by 6 delegates representing ELT

organizations, such as ALAK (South Korea), JALT (Japan), Thai-TESOL (Thailand), British Council, and RELO. These organizations become dedicated partners of TEFLIN. This year’s conference is attended by more than 1,000

participants, coming from different countries and regions in and beyond Indonesia. These participants are policy makers, researchers, lecturers, teachers, book writers, and practitioners who are concerned about the development of

English language education. It is my pleasure to proudly inform you that we could publish volume entitled “Recent Issues in English

Language Education” through UNS Press. This volume was edited by our distinguished Indonesian scholars: Bapak

Handoyo Puji Widodo and Ibu Nugrahenny T. Zacharias. This volume is a collection of 13 chapters, including

Introduction and Conclusions. The 11 chapters are the full papers written by the invited plenary speakers at this conference. By publishing this book locally, we hope to reach different groups of readership throughout Indonesia. We

would suggest that all the participants have this collection in order to get more complete idea of what the plenary speakers will present. After this opening ceremony, we will officially launch the book. We printed 1,000 copies of the

WELCOME ADDRESS

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book all you can purchase at a discounted price at the conference. In addition, we will publish another volume edited

by Bapak Handoyo Widodo, Bapak Peter Mickan, Ibu Anna Siyanova, Ibu Christine Manara, and Bapak Patrisius Djiwandono. This book will include 20 selected papers. The publisher will be Sense Publishers that have an

international reputation and are indexed in Thomson Reuters. Other selected papers will be published in the TEFLIN Journal. We have made all these achievements because of all your enthusiastic support.

Besides, this year, The TEFLIN Committee also initiated a program called “Book Awards” for best presenters and best attendees who have contributed a lot to their teaching, research, and community service in the area of

English Language Teaching. The selected best abstract submitters, presenters, and attendees will receive a book along

with a certificate of recognition signed by the TEFLIN President and the author of the book. We are extremely grateful to 10 invited speakers for their full support of the program. They are (1) Prof. Jack C. Richards, (2) Prof. Anne Burns,

(3) Prof. Lawrence Zhang, (4) Prof. Rodney Jones, (5) Prof. Hayo Reinders, (6) Dr. John Macalister, (7) Dr. Peter Mickan, (8) Prof. Fuad Abdul Hamied, (9) Prof. Bambang Yudi Cahyono, and (10) Dr. Setiono Sugiharto. The awardees

will be announced on the last day of the conference. On this occasion, there will be a photo session. The conference will not come into a reality without wholehearted support from many parties. Therefore, on

behalf of the committee, I would like to take this opportunity to extend my appreciation to the Rector of Sebelas Maret University (UNS), the Dean of Faculty of Teacher Training and Education, the TEFLIN President, TEFLIN board

members, the invited plenary speakers, paper presenters, overseas ambassadors and delegates, and all sponsoring agencies and institutions (ETS-TOEIC, Cambridge University Press, Mentari Books, PT Mustika Ratu, Bank BNI 46, Java

Books, RELO, and Pearson) that have generously assisted us to host this conference. In addition, my sincere thanks go to all the participants without whom ideas would not be presented.

I wish all the presenters and participants a fruitful and memorable experience at The 61st TEFLIN International Conference in Solo, the City of the Javanese Palace.

Thank you. Wassalamu 'Alaikum Wr. Wb

Prof. Dr. Joko Nurkamto, M. Pd. Chair, The organizing Committee

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TEFLIN President Professor Fuad Abdul Hamied, Ph.D.

Distinguished Guests

Conference Participants Ladies and Gentlemen

Assalamu’alaikum wr.wb. A very good morning to each and every one of you.

I feel honored indeed to welcome you all to the 61st TEFLIN International Conference, held at the historic city

of Solo, through which the famous river of Bengawan Solo flows. First, I must admit this conference seems to be one of the largest TEFLIN conferences so far, with more than 1,000 participants all together attending. We certainly owe to

the hardworking hosting team from Sebelas Maret University, who with very strong zeal and ambition has created different kinds of innovative mechanisms of handling this conference, including publication of papers presented in the

conference by different publishers. The organizing committee has also gained positive responses from invited overseas and domestic speakers, and it has also attracted participants from various regions in Indonesia and from abroad.

Ladies and gentlemen

One of the TEFLIN’s aims, as explicitly stated in its bylaw, is to provide direction to the future development of English language teaching in the country. Hence, TEFLIN conducts an annual International Conference organized by its

member institutions and holds different fora of discussion such as focus group discussions addressing such issues as government regulation regarding methods and approaches to take in EFL classroom teaching learning activities and

the tenets adopted in the newly introduced curriculum. As to the last point above, the organizing committee has selected the right theme for the conference, and

precisely at the right moment, “English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development.” This theme is essentially relevant

to the implementation of the newly introduced 2013 curriculum. There is no doubt about it. With this very theme, the papers presented in this conference will deal with a variety of very important

topics. Just to give you a flavor of what will be on during our conference, let me highlight some topics addressed by our keynote and plenary speakers: curriculum changes and what it means to TEFL, the 2013 English curriculum,

quality of EFL teachers, learning beyond the classroom, classroom action research and teacher professional development, writing across the genre and the curriculum, challenges in language teacher education, enhancing

language learning with mobile technology, and the politics of ELT classroom redux.


Other than holding seminars and conferences, we are particularly proud of our journal, TEFLIN Journal, which has officially been accredited since over ten years ago by the Directorate General of Higher Education. Another thing is

that under the auspicies of TEFLIN, Indonesian Journal of Applied linguistics is now to be Scopus-indexed. Another area of our concern is EFL assessment. In this respect, TEFLIN has offered to all concerned stakeholders an

assessment tool called Test of English Proficiency (TOEP), which has been endorsed by Director General of Higher Education as an alternative EFL measuring instrument to be used for purposes of recruitment of new staff members

and assessment of existing personnel’s capacity for international transactions in higher education and other potential institutions and agencies throughout Indonesia.

To expand its international alliance, TEFLIN has also become associates with TESOL International and IATEFL, and has joined the partnership with MELTA Malaysia, Thai-TESOL, Cam-TESOL, ALAK South Korea, and JALT Japan.


On behalf of the National TEFLIN Board, I would like to take this opportunity to extend my appreciation to

all sponsoring agencies and institutions that have generously assisted us in holding this conference, and my sincere gratitude to invited speakers and paper presenters, without whom no sessions of the conference could be held.

Our tribute is also extended to the honorable Rector of Sebelas Maret University, Professor Dr. Ravik Karsidi,

M.S. for his willingness and availability to host this conference. Likewise, my thanks also go to members of the

Organizing Committee from Faculty of Teacher Training and Education, Sebelas Maret University, for their hard work without which this conference would not be what it is now.

WELCOME ADDRESS

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I also want to thank you all the participants of the conference without whom ideas would not be deliberated,

and neither would questions be raised in the coming sessions of the conference. To all the participants, please attend as many sessions you can join as possible, including the TEFLIN

Business Meeting, which should be attended by TEFLIN Board members and representatives of the member universities and institutions, which offer EFL programs and courses. The meeting will discuss many important items on

the agenda, including election of the new TEFLIN President for the 2015-2017 term of office. As this is my last speech in the TEFLIN conference, as President of the association, allow me to express my

wholehearted appreciation to your unconditional support and voluntary participation in all TEFLIN endeavors, which

have been carried out within the association’s efforts to accomplish its professional missions.

Distinguished guests, ladies and gentlemen

I wish you all fruitful deliberations and have a successful conference. Thank you very much indeed.

Professor Fuad Abdul Hamied, PhD

TEFLIN President

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Rector of Sebelas Maret University Prof. Dr. Ravik Karsidi, M. S.

Distinguished Invited Speakers

Distinguished Delegates and Guests Dear Colleagues

Ladies and Gentlemen

Assalaamu ‘Alaikum wr. wb.

Good morning

On behalf of Sebelas Maret University (UNS), I would like to thank you for coming to this scholarly forum. For us, today’s event is a historical milestone that our university -- Universitas Sebelas Maret -- could bring together a large

number of people from different groups: policy makers, scholars, researchers, teachers, practitioners, and students to share and exchange knowledge, experience, and expertise in the area of English language education and of course in

order to colorize this lovely event. As we are to grace this occasion, it is my honor more than a pleasure to welcome you all to the 61st TEFLIN International Conference.

First of all, I would like to express my deepest gratitude to the Association of Teaching English as a Foreign Language

in Indonesia (TEFLIN) for commissioning us to host this conference, one of the international prestigious annual events

in Indonesia. It’s support has made this conference possible. I wish to extend my sincere gratitude to all respected delegates, invited plenary speakers, presenters, and participants for attending this conference and for becoming our

esteemed guests on this occasion. It is, indeed, a great honor for us to have you all at the conference.

As you know, the theme of this conference, “English Language Curriculum Development: Implications for Innovation in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development” is timely in order to

address issues and concerns about developing quality of English language curriculum and to respond to global and international demands. We are fully aware that English has been a global or international language; this has driven us

to prepare our community members and our generations to become competent users of English. With this in mind, English language education has been a pressing need to educating and training different groups of learners so that

they will be able to participate in economy-driven social activities. The conference theme is also timely, particularly in Indonesia as our education system in this country has recently started implementing a new curriculum, called

Kurikulum 2013 or the 2013 Curriculum. This curriculum change certainly has impact on pedagogical and assessment practices. But all this change will be directly experienced by teachers and students in the classroom. It is my hope that

this conference will act not only as a platform for invited speakers, presenters, and participants to share their knowledge, expertise, and experience, but also as a catalyst for building and sustaining solid networking and

collaboration among universities, associations of English teachers, and research centers of English language teaching

in the near future.

Ladies and gentlemen, let me take this opportunity to congratulate the Organizing Committee for putting great effort

into making this year’s TEFLIN International Conference a great success. I am certain that TEFLIN with its dedicated committee will continue to organize more vibrant international gathering in order to extend the scholarship of English

language education. I wish all 61st TEFLIN conference speakers, presenters, and participants fruitful discussion and great success, and I hope everybody finds the conference rewarding and memorable.

Thank you.

Prof. Dr. Ravik Karsidi, M.S.

Rector of Sebelas Maret University

OPENING SPEECH

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IMPORTANT NOTICE

1. Registration

Registration starts on Monday 6 October 2014 (13.00– 17.00). The registration Counter is located in the Lobby of

Ballroom. Please bring an official payment receipt along with you when you re-register.

2. SPPD(s) Each registered presenter/participant can drop his/her own SPPD in the registration counter on the first day and

collect it at the Conference Registration Counter, Lobby of Ballroom, at the end of the conference, Thursday 9 October 2014, at 13.45.

3. Name Tag

Please wear your name tag at all times during the conference for identification purposes and attendance at conference sessions. The 2014 TEFLIN Committee deserves the right to refuse admission to sessions in the

absence of identification name tags.

4. A map of the location A map of the location of the buildings is printed on the program book. Should you need further direction on site,

please feel free to ask Room Personnels who stand all around the conference area.

5. Opening Ceremony

Kindly be seated in the Ballroom by 08.45 on Tuesday 7 October 2014.

6. Tickets for Plenary Speech Sessions

Admission to all plenary speech sessions is by designated tickets only. Each participant should collect his/her own tickets for the chosen sessions at the Conference Registration Counter, Lobby of Ballroom prior to each plenary

session. Tickets are not required to attend postgraduate colloquiums, special teacher sessions, workshops and parallel sessions. Due to limited seats, please take tickets for the sessions you are going to attend.

7. Moderator

Presenters of each parallel session are to select their own moderators by turn for more convenience.

8. Presentation and Audio Devices Laptop and LCD are available in the conference rooms. If you need audio device/loud-speakers for your

presentation, please bring and prepare your own electronic device.

9. Certificates of Attendance The identity printed on the certificate is name without any title.`

Each registered presenter/participant should collect his/her own certificate at the Conference Registration

Counter, Lobby of Grand Ballroom, at the end of the conference, Thursday 9 October 2014, at 13.45. For those

who cannot collect their certificate by themselves, other participants can collect the certificates on their behalf by showing the official receipt of registration, or can get the document sent by mail with additional charge of IDR

50.000 (local participants) or USD 50 (international participants).

Presenters who have withdrawn from the conference, or do not present without any notification, are not eligible for getting certificates as presenters.

10. Seminar Coffee breaks and Lunches

Participants are to have coffee breaks and lunches on the spots based on the meal coupons they receive on the first day of the registration. Please show your coupons to the committee in charge so that they can direct you to

the table. It is important that you proceed to the coffee break and lunch venue at the time indicated in your meal coupons.

11. Prayer Room

Mushollas are available in 4 spots. Please follow the direction sign or ask the committee to show you the way to these prayer rooms.

12. Wireless Internet Access

Free wireless internet services are available throughout the duration of the seminar. The information of the Wi-Fi ID along with its password is available in your conference kit.

13. Proceeding and DVD Order Forms

Forms for both items have been included in the conference kit. Please note the submission and collection dates

and time for the Proceedings and DVDs.

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14. Seminar Evaluation

We would be glad if you could complete the conference evaluation forms (in your conference kit). The forms can be handed at the Conference Registration Counter, Lobby of Ballroom or to 2014 TEFLIN committee in the Grand

Ballroom at the end of the closing ceremony on Thursday 9 October 2014.

15. Mobile Phone Please remember to turn all mobile phones to silent mode during all ceremonies and presentations, so as not to

disturb the speakers and other participants.

16. Emergencies

In case of any health emergency, please contact the paramedics in the medical corner.

17. Seminar Updates Any changes made will be announced during the conference. Please check the notice board at Conference

Registration Counter, Lobby of the Ballroom, or look out for notices placed in the seminar rooms for any changes/updates.

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ABOUT TEFLIN

TEFLIN as a professional organization stands for the association of Teaching English as a Foreign Language in

Indonesia. It was established in Jogjakarta in 1970 as a local teacher association in Central Java, but now has

developed into a professional national organization and is formally acknowledged by the government. It began with bimonthly regional one-day seminars on the teaching of English in Indonesia to be held in the

English departments of private and state universities in Central Java and Yogyakarta in late 1968 or early in 1969. Early in 1980 these regional seminars were promoted as national seminars and were conducted twice a year.

Considering the fast growing global professional interest in the field of TEFL and TESL, the event was then formalized as yearly “International Seminar”. This decision was taken in a pre-executive meeting in Semarang,

Central Java in 1998. In the years later, the label of the event, Seminar, is further re-formalized as the “TEFLIN International Conference”.

Nowadays, practically all English departments of state as well as private universities and most English teaching/education institutions in Indonesia join TEFLIN organization as institutional as well as individual members,

and participate in the activities conducted by TEFLIN. TEFLIN has close relationship with a number of international TEFL institutions and professional organizations

such as TESOL International, IATEFL, MELTA Malaysia, Thai-TESOL Thailand, Cam-TESOL Cambodia, ALAK South Korea, JALT Japan, RELC SEAMEO Singapore, RELO Jakarta, and British Council Jakarta.

The annual TEFLIN International Conferences are regularly attended by 500 to 1000 participants from home as well as foreign countries.

ABOUT TEFLIN JOURNAL

TEFLIN Journal, published by TEFLIN -- The Association of Teaching English as a Foreign Language in

Indonesia -- is a double-blind peer-reviewed journal dedicated to instilling and disseminating scholarly works in the field of English Language Teaching (ELT). The journal is published biannually, in January and July. Harnessed around

ELT, the journal publishes manuscripts within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers' training and education, and English language and literary

studies. TEFLIN Journal publishes both conceptually and practically oriented articles not published nor under review elsewhere.

TEFLIN Journal is managed by TEFLIN Publication Division, which since 1997 has been based at the English Department, Faculty of Letters, State University of Malang. It first obtained its accredited status as a scientific journal

from the Directorate General of Higher Education of Indonesia (Ditjen Dikti) in 2002, and renewed the status in 2005, 2008 and 2011. Until 2014, the journal has published 25 volumes of articles written by scholars from different parts of

the globe. In the end of 2013, TEFLIN Journal received a grant which was used to further the steps toward

internationalizing the journal in terms of continuing to improve the quality of the journal management and the

volumes published, and updating the contents of the website and the contents of the journal in the databases where it

is indexed. The journal is now a member of CrossRef and is indexed in international databases, e.g. Proquest, EBSCO, DOAJ, Indonesian Scientific Journal Database (ISJD) and Google Scholar. Its next goal is to be indexed in Scopus.

In 2014, TEFLIN Journal was selected by Ditjen Dikti to become a mentor for seven journals in the field of Humanity and Social Sciences. As part of the grant program, TEFLIN Publication Division, which coordinated the

publication of TEFLIN Journal, held two workshops on the topics of managing scientific journal publication and processing articles for scientific journals. The workshops were attended by editors of the seven journals and editors of

TEFLIN Journal who collaborate on working towards becoming better editors and managers of scientific journals. TEFLIN Journal is thus committed towards making continuous self development and giving meaningful

contribution to the enhancement of the quality of scientific journals in Indonesia.

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CONFERENCE SCHEDULE

DAY/TIME AGENDA ROOMS

Monday, 6 October 2014

DAY -1

13.00 – 17.00 Re-registration and collection of conference materials by overseas/local

speakers and participants Ballroom Canopy

Tuesday, 7 October 2014

DAY 1

07.00 – 08.40 Re-registration, collection of conference materials by overseas/local

speakers and participants, and morning tea Ballroom Canopy

08.45 – 08.55 All guests and participants are kindly requested to be seated for the Opening

Ceremony of the Conference in the conference hall Ballroom

09.00 –10.20 Opening Ceremony

The National Anthem of the Republic of Indonesia

Ballroom

Opening Address by Chair, The Organizing Committee:

Prof. Dr. Joko Nurkamto, M. Pd.

Welcome Address by TEFLIN President: Prof. Fuad Abdul Hamied, Ph.D.

Speech and Official Opening by Rector of Sebelas Maret University (UNS):

Prof. Dr. Ravik Karsidi, M.S.

Book Launch: Recent Issues in English Language Education

Traditional Dance Performance

10.30 – 11.15 Keynote Speech

Curriculum Change: What does It Mean to Indonesian TEFL?

(Fuad Abdul Hamied)

11.25 – 12.25 Plenary Speech 1

PL-1 John Macalister Chair: Suwarsih Madya

Challenges in Language Teacher Education

Ballroom

PL-2 Setiono Sugiharto Chair: Chairil Anwar Korompot

The Politics of English Language Classroom Redux: Creating Spaces for Unplanned Language-in-Education

Planning

Room K (Grand Rukmi)

PL-3 Hafilia R. Ismanto & Itje Chodidjah Chair: Bambang Yudi Cahyono

To Win the War: Strategy or Weapon? Room J (Pipas)

12.30 – 13.30 Lunch Break 1

13.35 – 17.00 TEFLIN Board Meeting Room G (Sasono

Jolonidhi)

13.35 – 14.35 Postgraduate Colloquium 1

LPP03 Alma Prisilya Which one is better: KTSP (School-based Curriculum) or 2013 English Curriculum?

Room A (Ballroom 1) Chair: Itje Khodijah

LPP24

Riani Inkiriwang Winter; Laksmi Mayesti Wijayanti; Sandra Sembel; Alfred Inkiriwang

Media Literacy: A Silent Concept for English Language Curricula Planning

MED08 Eka Herdiana Susanto

The Comparison between EFL Textbook Evaluations in 2013 Curriculum and KTSP Curriculum

13.35 – 14.35 Special Teacher Session 1

TEC01 Abdul Hanip; Lailatus Sa'adah

The Effectiveness of Teaching Reading Comprehension Recount Text by Using Facebook

Room B (Ballroom 2)

LCM26 Saffa Inayati; Nur Arifah Drajati

The Poster Presentation: An Exercise for High School Students in Emerging Creativity, Leadership and Teamwork in English and Arts Class

Workshop 1

LPP25 Sadie Maddocks Enhancing Language Learning through Multiculturalism Room C

(Ballroom 3)

Workshop 2

TPD20 Haryanto Atmowardoyo

Using Grounded Theory Procedure in TEFL Research Studies

Room K (Grand Rukmi 1)

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Parallel Session 1

DTM008 Ahmad Ghufran Ferdiant

Enhancing the Visual Learners‟ Skill in Writing Persuasive Texts through Infographic Materials

Room D

(Puri Retno) NAN01 Alfiyati; Tety

Mariana

Needs Analysis for Developing Supplementary Reading

Materials of Automotive Students of Vocational High

School

TEC05 Amalia Hasanah Using Films as Media to Teach Literature

TEC06 Andik Tohari Improving Vocabulary Achievement of The XI Graders of SMKN 1 Pakong-Pamekasan through Interactive

Crossword Puzzle Room E

(Puri Rukmi)

DTM010 Andjarwati Sadik The Effect of “Collaborative Learning Method” on

Improving Speaking Performance of EFL Learners

DTM039 Dwi Fita Heriyawati

The use of Cell Phone in the Teaching of Integrated English Course: A Technique to Cultivate Autonomous

Learning

DTM015 Arina Rohmatika

The Effectiveness of Process Approach in Teaching

Writing Viewed from Students‟ Level of Creativity and Tts Implication towards Writing Assessment

Room L (Grand Rukmi 2) LPP04 Arina Shofiya

Teachers‟ Responses toward 2013 Curriculum: After a Year of Implementation

DTM016 Ariyati English Teacher Beliefs and Practices of Scientific

Approach (SA) to English Teaching: A Case of Indonesia

MED03 Arnis Silvia An Updated Framework of ESP Program Evaluation

Room M

(Arcade)

LCM02 Asrori The Impact of Teacher‟s Non-Verbal Questioning Behavior on Student Participation in the Classroom

SYL03 Astri Hapsari The Use of Modern Drama on the Curriculum Framework in Teaching English as a Foreign Language

Context

DTM018 Atiqah Nurul Asri Implementing KWL Strategy in Teaching Reading for

Non-English Department Students

Room J (Pipas)

DTM019

Atri Nadia

Astarina

The Use of Videos to Improve Young Learners‟ Speaking

Ability

TEC08 Aunurrahman The Effectiveness of Writing on Online Forum towards Students‟ Critical Thinking Skills

NAN04 Ayu Fatmawati Designing an ESP Course: English for Law Room H

(Pangeran

Suite)

NAN05 B. Yuniar Diyanti Needs Analysis for Pre-departure Training Program

DTM020 Bachrudin Musthafa

Academic Literacy Practices of EFL Student Academic Readers and Writers: Students‟ Self Portraits

LPE01 Bambang Apriady

Loeneto;

Implementation of School-Based Curriculum at Public Senior High Schools in Banyu Asin District of South

Sumatra Province

Room I

(Raja Suite) DTM022

Bayu Hendro

Wicaksono

Listening Strategies for 'Authentic Input' English on

Television

DTM023 Brigitta Septarini Rahmasari

The New Literacy of the Digital Age: Using Electronic Books in the Classroom as a Teaching Strategy for

Young Learners

LPP06 Bukhori

English as Medium of Instruction and Students‟

Language Attitude (A Case of Ex-RSBI Senior Secondary Schools in Pekanbaru)

Room N (Sultan Suite) MED05

Burhanudin

Syaifulloh

An Evaluation of an ESP Textbook from Lecturers‟ Perspectives: The Case of English for Islamic Studies

Book

DTM011 Anita Kurniawati Scaffolding for Peer Feedback Session: What, Why, and

How?

DTM025 Cholimatus Zuhro Exploring Authentic Materials to Enhance Students‟ Vocabulary Mastery in State Polytechnics of Jember

Room O

(Puri Nalendra 1) TEC09 Claudius Bona The Use of Smartphone to Develop English Skills

MED40 Rin Cheep-Aranai Integrating Theories and Practices to Design Materials:

Play and Language Learning

LCM04 Debora Tri Ragawanti

Cultivating Pre-service Teachers‟ Classroom

Management Skills through Teaching Practicum: A Reflective Practice

Room P

(Puri Nalendra 2)

DTM029 Deisyi Anna Batunan

More and Less Successful EFL Listeners: What are the Differences? (A Qualitative Study)

DTM030 Desy Khrisdyanti

Inquiry-Based Teaching (IBT) to Teach Reading for

English for Academic Purposes (EAP): Its Strengths, Limitations, and Students‟ Achievements (A Case Study

on Teaching Reading for EAP for UNS Graduate Students)

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SYL06 Devinta Puspita Ratri

Integrating Concept of Entrepreneurship as a Life Skill in the Teaching Media Syllabus in Universitas Brawijaya

Room Q

(Puri Nalendra 3) DTM031

Dewi

Kencanawati

Designing Communication Strategy in the English

Speaking Class at a University Level

TPD05 Dian Kustyasari Students‟ Perceptions of English Teachers‟

Performances in English Language Courses in Indonesia

DTM033 Dian Maya Kurnia Integrating Traditional Games into the EYL Classroom

Room R

(Puri Nalendra 4)

LTA06 Didik Rinan Sumekto

Higher Education Students‟ Perception about Peer Assessment Practice

TPD06 Dini Kurnia Irmawati

Models of EFL Teachers‟ Professional Development

DTM036 Dodi Mulyadi

Developing Teaching and Learning Instrument of

English for Nursing „Daily Communication in Nursing‟ through Contextual Approach Based on Character

Education Room S


Dominicus

Yabarmase

Fishbowl Strategy: An Effective Way to Improve

Students‟ Speaking Ability

MED06 Doni Alfaruqy EFL Teachers‟ Perceptions on Designing and Evaluation

DTM003 Adnan Zaid Teaching Sociolinguistic Competence to English Learners in Indonesia

Room T

(Puri Nalendra 6) NAN03

Antonius

Herujiyanto

Implementing Indigenous Wisdom mBombong-

mBimbing of Katresnanism as Paper Writing Skill-

Enhancing Approach in Poetry Class

DTM024 Budi Purnomo Teaching Politeness Norms in English Classes at a Tourism College

LPP05 Budi Setyono Standardizing Core Competence in the Curriculum of Academic Education for Prospective English Teachers in

Indonesia Room U

(Bungalow Kirono)

TPD08 Dwi Winarsih

The Interactive Relationship between Pedagogical

Practices and Professional Development of EFL Teachers‟ in a Written Cycle

DTM167 Noor Qomaria Agustina

Leveled- Integrated English Learning at LTC UMY

NAN02 Annisa Astrid

Designing the English Textbook with Cultural Based

Activities Used for Teaching “Bahasa Inggris I” At IAIN Raden Fatah Palembang

Room V

(Bungalow Bagaskoro)

DTM013 Annur Rofiq A Phonological Outlook on the Difficulties of Learning English and Its Implication on the Teaching of English

as a Foreign Language

DTM014 Arfan Fahmi Observing a Bond between Psycholinguistics and The

Teaching of Reading


TEC16 Herman Khunaivi The Use of “Beberan” Game Board as Media for Improving Students‟ Speaking Skill

Room A

(Ballroom 1) DTM131 Sri Wahyuni

“What Happens Next?” Strategy to Improve Students

Skill on Writing Narrative Text (A Classroom Action Research at the Eleventh Grade Students of MA

Muhammadiyah Malang in Academic Year of 2013/ 2014)

Featured Speaker Session 1

Eun-Ju Kim Exploring Professional Development of English Teachers

on Writing and Its Instruction Room B (Ballroom 2)

Nopporn Sarobol

English Language Acquisition in Thai Context

Workshop 3

Jennifer Uhler Teaching and Learning in 21st Century: The Chalkboard

and Beyond

Room C

(Ballroom 3)

Parallel Session 2

TEC34 Sudiran Students‟ Perception of the Use of Search Engine (ICT) as Teaching Media in Reading Course

Room D (Puri Retno) LPP23

Ratnah;

Faradillah Saputri

The Relevance of the Competence Based Curriculum with the Units of Standard Competencies for the ESP

Courses of Tourism Students

DTM009 Amriyati Error Analysis to Compositions with Legal Topics

TEC20 Lasim Muzammil Analysis of Multimodality on L2 Learners as Reflected in

Their CAF of the Spoken Performance Room E

(Puri Rukmi) LTA 30 Nanda Octavia

Yarsi University Program to Meet the Demand of

Student‟s English Fluency with TOEIC as the Assessment Tool

xviii


MED49 Thathit Manon

Andini

Grammatical Problems Encountered by Students in Translating English into Indonesian and Indonesian into

English

TPD32 Mister Gidion

Maru

Experimenting Jeremiadic Approach as an Alternative

for TEFL in Meeting the Demand of the 2013 Curriculum


MED37 Perwi Darmajanti Adjusting Language Teaching in Polytechnic to Requirements of Industry

DTM116 Sajidin Incorporating Characters into English Language Teaching: A Lesson Planning

NAN35 Y.E.Budiyana Need Analysis of ESP Textbooks for the Undergraduate Nursing Students: The Nurse Educators‟ Perceptions

Room L

(Grand Rukmi 2) TEC10

Dwi Astuti Wahyu

Nurhayati

Redesigning Instructional Media in Teaching English of Elementary Schools‟ Students: Developing Minimum

Curriculum

SYL10 Intan Pradita Redesigning the Course of Morphosyntax for English Language Education Students

TPD07 Dwi Harjanti Translation Accuracy, Acceptability, and Readability of Harry Potter Novel Series into Indonesian (Appropriate

Example for Teaching Translation Subject) Room M

(Arcade) TEC11 Dwi Rosita Sari

PREZI: An Online to Offline „Zooming‟ Presentation

Software in Oral English for Academic Speaking

Students

MED07 Dwi Wulandari Enriching Vocabulary Intake through Book Flood Project

LPP08 Dyah

Kusumastuti

The Emergence of Interference in Students Foreign

Language Acquisition

Room G (Sasono

Jolonidhi)

TPD10 Dyah Sunggingwati

Pre-service Teachers‟ Perception on Teaching Features: A Case Study at Mulawarman University

DTM041 Eko Setyo Humanika

Developing a Skopos-Based Translation Activity: from an Offer of Information with a Translation Brief to a

Translatum

LCM06 Elvina Arapah

Teaching English to Large Multilevel Classes Majoring in

Math, Biology and Chemistry by Using „Burst The Balloon‟ and „Talking Chips‟ Techniques

Room H (Pangeran

Suite)

LCM07 Elys Rahayu Rohandia

Misrohmawati

English Classroom Management: A Case Study of

Islamic International Primary School

NAN06 Emmi Naja Need Analysis Result of English Subject for Non-English Departments Students at IAIN Tulungagung, East Java

NAN08 Erikson Saragih Designing ESP Materials for Nursing Students Based on

Need Analysis

Room I

(Raja Suite) MED09

Erlin Estiana

Yuanti

Designing an ESP Speaking for Journalism Class –

A Case Study

DTM044 Ernadewi

Kartikasari

Improving Students‟ Writing Skill by Using Think-Pair-

Think-Share

TPD13 Esti Kurniasih The Profile of Students‟ Critical Thinking through Their

Argumentative Essay Writing

Room N (Sultan

Suite)

MED10 Evi Puspitasari

Designing a Model of English Learning Materials for Eleventh Grade Vocational High School Students of

Visual Communication Design Department based-on School Based Curriculum

MED13 Farikah Developing Model for Teaching Paragraph Writing Using Thematic Progression Patterns with Jingle Button

Technique

DTM005 Fathur Rahman Machmud

Bridging Arabic Learners to Learn English Grammar

through Positive Transfer of Their Arabic: Shedding Light on Pessimism of Contrastive Analysis Approach in

ELT Room O

(Puri Nalendra 1) LCM08 Fatimah

Hidayahni Amin

The Transactional Expressions of the Teachers and the

Students in Target Language Class

MED11 Fauris Zuhri The Analysis of Appropriate Texts in Reading Comprehension Skills and Strategies 4 Textbook for Use

by the Students of the English Department of UNESA

TPD15 Feni Munifatullah

Challenge(s) Encountered by Novice English Teachers

to Develop Their Professionalism: A Preliminary Research Report for Further Research in Lampung

Province Room P

(Puri Nalendra 2)

LPP12 Fenty Lidya

Siregar

Conceptualizations of Culture Teaching: A Case Study

of an EFL Teacher‟ Beliefs and Classroom Practices

xix


DTM047 Fibriani Endah Widyasari

Improving Students‟ Writing Competence by Using Multiple Intelligences

NAN10 Fikri Asih Wigati The Students‟ Ability and Problems in Writing a

Descriptive Essay across Different Levels

Room Q

(Puri Nalendra 3) DTM050 Fitra Pinandhita

Implementing 3d Animation Film as a Device to

Enhance Students‟ Speaking Skill for 1a Grade Students of IKIP PGRI Madiun

DTM051 Fortunasari Teachers‟ Perception toward the Implementation of the 2013 Curriculum

TPD18 Giyatno Optimizing the Use of Edmodo Based Questioning Technique to Improve Students‟ Creativity and Writing

Achievement

Room R

(Puri Nalendra 4) LCM13 Gusti Nur Hafifah

The Application of Students Centered Learning through

Presentation in Public Speaking Class of English Department Students

LTA11 Hanifatul Hijriati Authentic Assessment and the Implication to Students‟

Self Esteem in Teaching English at Senior High School

NAN11 Hari Prastyo Teaching Academic Writing based on Need Analysis for

Indonesian EFL Learners at a University Level

Room S (Puri Nalendra 5)

TEC14 Hartono

Engaging Pre-Service English Teachers in Online

Academic Discussions: Quality of Learning

Opportunities

SYL20 Sri Hardiningsih H.S.

Designing Business English Syllabus for Shari‟a Banking Students

SYL09 Hendra

Tedjasuksmana

Zero and Progressive Aspects in the Past Tense: Which

to Teach First? Room T

(Puri Nalendra 6) NAN13 I Nyoman Suka

Sanjaya

Rhetorical needs analysis in EAP Program for

Indonesian students and Scholars

DTM053 Ida Zuraida Supri Do University Students Need Games?

DTM054 Ika Fitriani Grass Roots‟ Voices on the CLIL Implementation in Tertiary Education: A Study in the Accounting

Department of State University of Malang Room U

(Bungalow Kirono)

MED16 I Gusti Ayu Gde

Sosiowati

Material Development and Collaborative Teaching for

English for Agriculture (ESP)

LPE04 Indah Winarni Internally Driven Program Evaluation Research in Enhancing Curriculum Development in Teaching

Grammar

15.55 – 16.10 Coffee Break 1

16.20 – 17.20 Parallel Sesssion 3

DTM056 Indrawati Peer Response Model: An Effective Way in Developing

Students‟ Writing Ability

Room A (Ballroom 1)

DTM058 Inggrit Olivin Tanasale

Cyber Pal Project (CPP): Building a Cross-cultural

Communication through Facebook

DTM012 Anita Triastuti

Yogyakarta (Indonesia) EFL Teachers‟ Conceptualization

of Pedagogical Content Knowledge as Represented in Their Instructional Curriculum Design and Practices

MED18 Intan Satriani The Analysis of Teachers‟ Preparation in Using English Textbooks

Room B

(Ballroom 2) TPD23 Irmayani

EFL Teachers‟ Perceptions on the Use of Indonesian in

the Classroom and Its Correlation to Teachers‟ Competence Test

LPP19 Noor Hanim Rahmat

The Use of English at the Workplace: How Far is this True in Malaysia?

TEC17

I Made Rajeg; Ida

Bagus Putra Yadnya

Blended Classroom in English Writing Class: A Pilot

Project

Room C

(Ballroom 3) NAN15 Istianah Ramadani

Needs Analysis of Indonesian Freshmen‟s Writing at University of Indonesia: Problems and Solutions

DTM062 Istiqlaliah Nurul Hidayati

Teaching through Examples: A Meaningful Way to Teach Academic Writing

DTM053 Ive Emaliana Teaching EFL Writing: Tracing Cultural Problems and Proposing Solutions in Writing

Room D

(Puri Retno) SYL11 Jasmi

English Teacher‟s Difficulties in Designing Lesson Plan Based on 2013 Curriculum (A Case Study in a Senior

High School in Ciputat, West Java)

DTM066 Jhems Richard Hasan

Genre-Based Approach in Teaching Writing Islamic History Text

xx


DTM106

Ria Jubhari; Etty Bazergan; Simon

Siototo; Karmila Mokoginta; Ery

Iswari; Besse Pusphita Syarif

The Influence of Local Wisdoms of

Buginese/Makassarese that Shapes Hasanuddin University Students‟ Performance in SCL-Based Writing

II Class (A Case Study)

Room E

(Puri Rukmi 1) DTM068 Julia Eka Rini

Teaching Reading and Writing to English Departments

Students of Low Proficiency

MED22 Junaedi Setiyono

Native English Teacher Examining Bilingual Essays

Written by Students of Indonesian-English Translation Class: The Case of English Education Department of

Purworejo Muhammadiyah University

TPD25 Karmila Machmud Integrating Technology in EFL Curriculum: Determining

EFL Teachers‟ Level of Technology Literacy


SYL12 Kiky Soraya Integrating Authentic Materials in Scientific English

Lesson Plan

DTM071 Kisno The Use of Pedagogical Humor as a Motivational Teaching Strategy in an Indonesian Institute of

Information and Technology

NAN18 Kun Aniroh

Muhrofi Gunadi

Assessing the Needs of the College Students of the

Hotel and Restaurant Department in English

Competences for International Careers within ASEAN

Countries Room L (Grand Rukmi 2) MED24 Kusumarasdyati Challenges in Material Development

TPD11 Ekawati

Marhaenny Dukut

The Analysis of American vs. Indonesian Cosmopolitan Magazine‟s Transnational Cultural Values and Its

Contribution to English Language Teaching

LTA13 Laurentia

Sumarni

A Preliminary Research to Develop a Customized Set of

Vocabulary Size Test

Room M (Arcade)

DTM165 Ellisa Indriyani Improving Effective Study Groups in Speaking Class through Inside-outside Circle

DTM073 Lia Agustina Inserting Technology on Performing Drama to Improve Students‟ Motivation in Learning English as a Foreign

Language

MED25 Like Raskova

Octaberlina

Authentic Material is (Not) Ideal for English Language

Teaching Room G (Sasono

Jolonidhi)

MED26 Linda Nurjati The Use of Process-Genre Approach in Teaching Writing

SYL13 Lisa Armelia Introducing Intercultural Content towards EFL Learners: A Self Designed Lesson Plan

DTM076 Lusiana Dewi

Kusumayati

The Implementation of Whole Brain Writing Game in

Teaching Writing

Room H (Pangeran

Suite)

DTM078 M. Ali Ghufron

A Collaborative Writing Technique to Improve Students‟

Skill in Writing Argumentative Essay(A Classroom Action Research at the Fourth Semester Students of

English Education Department of IKIP PGRI Bojonegoro in the Academic Year of 2013/2014)

NAN20 M. Mujtaba Mitra

Z.

The Role of Need Analysis in Teaching ESP for Nursing

Students

TEC22 Made Hery Santosa

Students‟ Approaches to Learning in an Indonesian Online EFL Learning Context

Room I

(Raja Suite) TPD31

Mangasa

Aritonang

Motivation and Confidence of Indonesian Teachers as

Non-English Speakers to Learn and to Use English as the Medium of Instruction

LCM18 Margana Code-switching in English Language Teaching: From Theory to Practice

MED29 Maria Zakia Rahmawati

Mini Saga as a Tool to Improve Students‟ Ability in Writing and Editing

Room N (Sultan Suite)

LCM19 Markus Budiraharjo

Nurturing High Expectations: Living a Well-lived Curriculum on a Humanistic Perspective

DTM081 Marwito Wihadi Fostering Students‟ Wisdom in an Interactively Argumentative Writing Project

LCM21 Meiga Ratih Tirtanawati

The Use of Web-Based Resource Technique to Improve

Students‟ Reading Skill of Expository Text (A Classroom Action Research of the Second Semester Students of

IKIP PGRI Bojonegoro, in the Academic Year 2012/2013)

Room U

(Bungalow Kirono)

DTM083 Melinda Roza Content-Based Instruction and Study Skills for English Teaching at Tarbiyah Faculty of IAIN Raden Intan

Lampung

xxi


LPP18 Moedjito Nuclear Stress: A Candidate of Factors Determining Global Intelligibility of EFL Speakers‟ Speech

MED30 Mokhamad Sabil

Abdul Aziz

Developing Listening Supplementary Materials for the

Seventh Grade Students Based on Curriculum 2013

Room O (Puri Nalendra 1)

NAN22

Meghan Merwin;

Gede Primahadi Wijaya R.

Common Mistakes Made by L2 Learners of English in

Bali

DTM085 Monika Widyastuti

Surtikanti

Developing Video-based Supplementary Materials to Teach Speaking Skill Based on Curriculum 2013 for the

Seventh Grade Students

TPD22 Idwan Deshira Using Blog and Cloud Computing for Teacher

Professional Development

Room P (Puri Nalendra 2)

LCM22 Muamaroh The Students‟ Experience on Group Work in the

Conversational English Class

DTM101 Puput Arianto The Implementation of Content-based Instruction in Mathematics‟ Teaching and Learning Process at an

International School

MED31 Mushoffan

Prasetianto CLIL as Suggested English Material for Curriculum 2013

Room Q (Puri Nalendra 3)

DTM089 Nanik Mariyati Utilizing Video to Promote Students Expressions Skill in

Speaking

DTM091 Nia Kurniawati

Fostering Critical Literacy through Critical Reading

Program: A Teaching Overview

LTA28

Ni Luh Nyoman

Seri Malini; Ni Luh Ketut Mas

Indrawati

Corrective Feedback in Writing Class

Room R (Puri Nalendra 4) DTM092

Novalita Fransisca

Tungka

Guided Literacy Instruction: Helping Students Read

Multimodal English Medium Texts

DTM095 Nunung Suryati

Teacher-Student Interaction and Student-Student

Interaction at Lower Secondary English Classrooms: Do They Provide Opportunities for Students‟ Learning?

TPD67 Bhul Vindar Kaur Writing from Personal Experience: A Malaysian Teacher's Journey of Learning as An Education

Columnist

Room S

(Puri Nalendra 5) SYL21 Sri Suprapti

Integrating Authentic Texts and Authentic Assessment

in Designing Language Materials and Activities

DTM027 Christina Lhaksmita

Anandari

Am I Doing it Right? A Reflective Learning in Critical Listening and Speaking 2 Class

LTA16 Novia Trisanti English Teacher‟s Perspective on Authentic Assessment

Implementation of Curriculum 2013

Room T

(Puri Nalendra 6) DMT094 Nunik Sugesti

A Scientific Approach or Genre-Based Approach, in

Response to the Implementation of Curriculum 2013?

TEC27 Noverita

Wahyuningsih

Teachers‟ Attitudes toward the Use of Board Games to

Activate Students‟ Learning

SYL14 Listyani Active Learning Strategies: A Model of Teaching Academic Writing

Room V

(Bungalow Bagaskoro)

DTM074 Lukman Hakim The Non-English Students‟ Responses toward the Use of RWL in Listening Class of TOEFL Preparation Course

DTM075 Lulus Irawati Utilizing Project-Based Learning to Raise Pre-service English Teachers‟ Critical Thinking

Wednesday, 8 October 2014

DAY 2

07.30 – 08.30 Featured Speaker Session 2

Unchalee Sermsongswad

Maximizing the Effectiveness of Teacher Professional Development Room A

(Ballroom 1)

Richmond Stroupe

Code Switching for Pedagogical Purposes: Teacher Choice in the Japanese EFL Context

Special Teacher Session 3

TPD45 Rustiani Widiasih Making Students Love English and English Teacher to

Improve Learning Outcomes Room B (Ballroom 2)

DTM079 M. Hendri

Warman

Facilitating Successful Language Learner through

English Enrichment Program

Parallel Session 4

DTM097 Nurul Istiqomah

Teachers‟ Attitudes towards the Implementation of

Scientific Approach on 2013 Curriculum in Teaching English

Room C

(Ballroom 3)

xxii


DTM098 Paldy The Efficacy of Workshop Model in Teaching Reading Comprehension

DTM099 Paulus

Widiatmoko

Facilitating Relevance of Classroom Pedagogy and

Professional Needs in an EFL Medical English

DTM096 Nur Arifah Drajati Genre-based Creative Writing for High School Students,

Why Not?

Room D (Puri Retno)

SYL17 Peter Angkasa

Added Values in the Topics and Materials for Certain

English Subjects

MED38 Primanda

Dewanti

Developing Song-based Materials to Teach English for Grade VII Based in Curriculum 2013

MED02 Aries Utomo;

Winarno

A Proposed English Syllabus and Instructional Materials

for the Seventh Grade Students of SMP Negeri 2

Tarakan

Room E (Puri Rukmi 1) TPD29

M Sri Samiati Tarjana

Learning Figurative Expressions Collaboratively to Support UNS BIPPA Program in the Natural Setting

NAN21 Made Budiarsa

The Importance of Needs Analysis in ESP Materials

Design for Hotels and Restaurants Training

DTM134 Sumarsih

The Comparative Effect of Top-down and Bottom up Processing through TBLT on Extrovert and Introvert EFL

Learners‟ Speaking Achievement


LPP22 Puji Sumarsono Restructuring English Curriculum: The Implementation of English Corner (EC) in SD Muhammadiyah 8 DAU

Malang

DTM086 Muchlas Suseno

Roles of Feedback to Overcome Grammatical Problems of Academic Writing in EFL Class

NAN26 Rachmi; Destiani

Rahmawati

The Effect of Students‟ Speaking learning Techniques (Role play and Group Discussion) and Cognitive Styles

(Field Independent and Field Dependent) towards the Students‟ Speaking Ability

Room L (Grand Rukmi 2) LTA19

Rahmanti Asmarani; Dyah

Nugrahani

Translation Techniques Applied by Students in

Translating Explanation Text

TEC29 Rahmati Putri Yaniafari

The Common Practice of Digital Collaborative Writing in

EFL Context: Survey of ELT Graduate Students

DTM102 Ratna Nur'aini

Improving X IIS 3 of SMAN 7 Malang Students‟ Ability

in Listening Comprehension through Fun Activities: All Ears; Listen and Stand Up

Room M

(Arcade) DTM166 Emi Emilia

SFL Genre-based Pedagogy and Student Empowerment

SYL18 Raida Asfihana

Developing a Speaking Class Syllabus for the Intensive

English Course for the First-Year Students at IAIN Antasari Banjarmasin

MED39 Riana Herlinda

The Use of Textbook in Teaching and Learning Process

(A Case Study of Two EYL Learners)

Room G

(Sasono Jolonidhi)

DTM155 Ribut Wahyudi

Let's Get Our Eyes Enlightened and Voices Heard:

Engaging in Critical Knowledge Dialogue and Production in TESOL and Applied Linguistics

LCM25 Riesky

The Use of Directives by Student Teachers in English

Language Classrooms

MED41 Rina Agustina

Critical Analysis of a Unit of a Textbook Using Critical

Applied Linguistics and Critical Discourse Analysis

Room J (Pipas)

DTM108 Rina Rahmi

90 Minutes/Week of 2013 National Curriculum: What

CLIL can do to Assist EFL Teachers

xxiii


DTM109 Rina Sari Developing Life Skills in EFL Classroom Activities

NAN28 Rini Intansari

Meilani

Incorporating Students‟ Needs into a Course Design: An

Example for Designing a Course of English

Correspondence for Economics and Business Students

Room H

(Pangeran Suite)

TPD43 Rinjani Bonavidi

Mentoring in Pre-service EFL Teachers‟ Teaching

Practice in Indonesia

DTM087 Muhammad Zuhri

Dj.

Application of Quantum Learning Method to Promote Student‟s Speaking Skill and Motivation at the Students

of Grace English Home in Supercamp Program

NAN29 Rizka Safriyani

Need Analysis in Learning English for Non English Native Speakers Students in Learning English at SMP

Muhammadiyah 2 Surabaya

Room I

(Raja Suite) TEC30 Rizki Farani

The Utilization of Online Learning for English Classes

Based on Need Analysis

DTM112 Rizki

Februansyah

The Efficacy of Role-Play in Speaking Class: An

Experimental Research

NAN30 Rohaniatul Makniyah

Planning an ESP Course: Analyzing the Needs of

Students in an IT Company

Room N (Sultan

Suite)

DTM113 Rudi Haryono A Self Narrative of an EFL Learner‟s Experience about Learner Beliefs and Language Learning

DTM114 Ruliq

Suryaningsih

The Effectiveness of Self-Monitoring Approach to

Reading and Thinking (Smart) to Teach Reading Viewed

from Students‟ Reading Anxiety

DTM115 Rusiana The Influence of Team-based Learning on the Students‟ Learning

Room U

(Bungalow

Kirono) MED43 Rusnadi Ali Kasan

Teachers Beliefs and Practices of Speaking Assessment

Tasks

NAN31 Ryan Marina Rational Persuasiveness of Arguments in Debate

TPD46 Safnil Arsyad

Indonesian Argument Style: An Analysis on the Ways Indonesian Writers Argue for Their Research Project in

Their Research Article Introductions

Room O

(Puri Nalendra 1) DTM117 Samsul Arifin

Carousal: Integrating Moral Intelligence into English

Classroom

TPD47 Santi Chairani Djonhar

The Learning of English as a Foreign Language: What EFL Teachers should Know

TPD48 Sari Hidayati

A Vignette on Reflective Teaching: Potential Challenges

Faced by Future ESP Practitioners


DTM118 Sari Karmina

Cooperative Learning: Promoting the Four Pillars of Education in English Foreign Language Classroom of

Higher Education

LPP27 Sarlita D. Matra

The English Teachers‟ Perceptions toward School-Based

Curriculum (SBC) and 2013 Curriculum; Complaints, Comparisons and Contrasts

MED44 Saudin

The Realization of Collocation in EFL Students‟ Written

Texts across Three Proficiency Levels

Room Q

(Puri Nalendra 3)

MED45 Serliah Nur

Increasing Students‟ Cultural Awareness by Using Film in Teaching Cross Cultural Understanding

xxiv


TEC31

Setyo Prasiyanto Cahyono

Listening to Write: Writing Narrative Using Narrative Learning Multimedia (NLM)

LPP28 Shirly Rizki

Kusumaningrum The 2013 English Curriculum: Prospects and Challenges

Room R (Puri Nalendra 4)

TPD50 Silfi Sanda

A Study of the English Reading Habits of EFL Students

of Baturaja University

LTA21 Singgih Widodo

Limantoro

Anxiety on the Presentation or Oral Examination in Learning ESL

LTA22 Sintha Tresnadewi

The English Subtest of In-House University Entrance

Examination: What can It Inform the English Department?

Room S

(Puri Nalendra 5) TPD52 Siti Mafulah Professional Teacher: What, Who and How

TPD53 Siti Nurul Azkiyah Teaching Quality of English Student Teacher: The Case of UIN Syarif Hidayatullah Jakarta

MED64 Martono

The Cultural Content of Globally Designed English

Course Books and Their Implication in ELT

Room T


Lavinia Disa W.

A.; Sisilia S. Halimi

Towards ASEAN Economic Community 2015: English Needs Analysis of Undergraduate Enginering Students

at Universitas Indonesia

TEC41 Harumi Manik

Ayu Yamin

A Comparison of Video and Audio Effects on Listening to Lecture Classes


LTA20 Richard

Manuputty

Redefining Criteria and Standards for Composition

Classes Room A

(Ballroom 1) DTM168

Lanjar Utami Preparing Students to Become the Champion in Speech

Contest

Workshop 4

SYL25 Suwarsih Madya

The Importance of Recognizing Students‟

Characteristics for an Appropriate Lesson Planning in

the Post-method Pedagogy

Room B

(Ballroom 2)

Parallel Session 5

DTM126 Soviyah

Enhancing Students‟ Paragraph Writing Ability through

Cooperative Learning: A Classroom Action Research at the English Education Department, Ahmad Dahlan

University Yogyakarta

Room C (Ballroom 3) DTM127 Sri Damayanti

Peer-Tutorial Project in Increasing Students‟ Achievement in Speaking Skill

TPD55 Sri Endah Kusmartini

The Relationships among Teacher Effectiveness, Self-

Efficacy and Academic Achievement of English Education Study Program Students in Three Universities

in Palembang

DTM128 Sri Lestari

The Effectiveness of Using Carousel Brainstorming Technique to Teach Writing Viewed from Students‟ Self-

Actualization

Room D (Puri Retno) LTA23 Sri Sarjiyati

Some Effective Ways to Give Feedback to the Students in Their Writing

NAN32 Sri Wahyuni Sachria

Students‟ Need Analysis: Toward a Better Teaching and

Higher Students‟ Achievement

DTM130 Sri Wahyuni

The Effect of Different Types of Feedback on Indonesian Students‟ Writing

Room E

(Puri Rukmi 1)

xxv


DTM132 Srifani Simbuka

The Strategies Employed by the Students of the Manado State College for Islamic Studies (Sekolah

Tinggi Agama Islam Negeri Manado (STAIN Manado)

NAN33 Sudar

Power Relations of Non-native English Teachers and

Their Students in the Classroom

LCM30 Sunardi Regulative and Instructional Registers of an EFL Lecture in Indonesian University Context


TEC35 Suparjan

Students‟ Attitudes to Podcast as a Supporting Media

for Enhancing Listening Skill: A Study of Tanjungpura University Students

TEC36 Suparmi

Utilizing Different Kinds of Technology and Genre-Based

Approach for Teaching Writing in an ESP Class

TPD56 Susanto An Inappropriate Use of Linguistic Components Found

in the Composition of the Students at the Master Level

Room L

(Grand Rukmi 2)

SYL22 Susi Herti Afriani

Analyzing Advertisement as an Alternative Way to

Teach Semiotics: A Lesson Plan

DTM136 Susiati

Movie Making: A more Effective and Fun Method in Teaching Speaking (An Empirical Study)

MED47 Syahara Dina Amalia

Problematising Cultural Content in ELT Textbooks: A

Case of Indonesia.

Room M

(Arcade)

DTM139 Tedi Rohadi De-Fossilizing and Fragmenting Students‟ Stand-Still TOEFL Score Attainments

MED48 Teguh Ariebowo

An Evaluation Study: The Effectiveness of English Language Coursebook Entitled “When English Rings the

Bell”

DTM140 Tina Priyantin Students‟ Attitudes towards Cooperative Learning in Enhancing Their Motivation to Speak

Room G

(Sasono Jolonidhi)

DTM141 Titien Indrianti

Is It a Necessity to Teach Summary Writing as an

Attempt to Improve English Proficiency in ESP Class?

DTM142 Titis Agunging

Tyas

Using Personal Blog as Learning Log in Project Based Learning

LCM31 Titis Sulistyowati Maximum English in Minimum Classes: Teaching English with Limited Facilities in Remote Area

Room J (Pipas) DTM103 Refi Ranto Rozak

Teaching Intensive Reading through Different

Scaffolding Strategies in the Bilingual Classroom Context

LPP32 Truly Almendo Pasaribu

A Cognitive Linguistic Analysis of “Dream” Metaphors in

Basic Reading I Course

DTM145 Umar Fauzan Developing EFL Speaking Materials for the Second Semester Students of STAIN Samarinda

Room H

(Pangeran Suite)

SYL23 Uzlifatul Masruroh

Isnawati

Developing Friendly-instruction Lesson Planning to Engage Students‟ Creative Writing: Beginning-level

Developmental Work

TPD59 Wakhid

Nashruddin

Being Aware of Student Teachers‟ Problems in Teaching Practicum: Preparing Problem-Solving Based Teaching

Training

MED51 Widhiyanto Writing to „Negotiate‟ Versus for Writing to „Report‟ Room I

(Raja Suite) MED52 Winarti

Incorporating Culture in Developing English Textbook through Theme-Based Approach

xxvi


LPE09 Wiyaka Students‟ Perception on the Usefulness of ICT Language Program

LTA04 Arum Wulandari;

Sri Sulastini

Exploring General Secondary School EFL Teachers‟

Perceptions and Practices of Formative Assessment


MED55 Yonathan Winardi

Evaluating English Textbooks in Three Different Senior

High Schools For Grade X: A Case Study in School A, School B, School C Tangerang

MED56 Yosep Bambang

Margono Slamet

The Importance of Indonesian Realistic Picturebooks for the Teaching of English Language and Indonesian

Culture to Young Learners

NAN36 Yulia Hapsari

Needs Analysis for Operators of Petrochemical

Companies Studying at English Training Center, Bontang, East Kalimantan

Room U

(Bungalow Kirono)

LCM32 Yulia Indarti

Building Skills of Writing a Thesis Abstract for

Indonesian Undergraduate Students

DTM160

Isnaini Nur Safitri; Joko

Nurkamto; Sumardi

The Students' Perception of the Teacher's Tasks and

Their Accomplishment in Speaking Class

DTM148 Yuliani Kusuma

Putri

Using Video Games in EFL Classrooms to Enhance

Students‟ 21st Century Skills


DTM149 Yulius Kurniawan

Motivation and Learning Environment of Autonomous

Learners at the Department of English Letters at Higher Education in Surabaya

LCM34 Yunita Uswatun Khasanah

A Case Study of Power Exertion in Two Senior High

Schools in Bandung

TPD62 Yusawinur Barella

The Roles of English Teacher Working Group (MGMP) to

Support Teacher Professional Development


DTM151 Yuseva Ariyani Iswandari

The Efficacy of 5-minute Freewriting Activity on College Students‟ Writing Motivation and Confidence

DTM153 Yusnita Febrianti

The Implementation of Negotiation Syllabus: A Process-

Genre Approach to Teaching Argumentative Writing

DTM154 Zainal 'Arifin,

The Development Process of Students‟ Metacognitive Skill in Listening during the Implementation of

Intralingual Subtitling Project

Room Q


Achmad Yudi

Wahyudin; Ahmad Affandi

Language Learning Strategy and English Language

Proficiency of Indonesian EFL Graduate Students

TEC02

Ratih Yulianti;

Mohammad

Adnan Latief

Puppet and Pop up Pictures as the Story Telling Media

to Build Students‟ Motivation in English Competition

SYL02 Ahmad Zamzam

English Teacher Readiness in Implementing Curriculum

2013

Room R

(Puri Nalendra 4) TPD02

Alfan Zuhairi; Ika

Hidayanti

Strategies of Learning Listening Skill Employed by Indonesian EFL Learners in Relation with Gender and

Proficiency

TPD63 Abdul Asib

English Teachers' Teaching Performance: A Study on

the Teaching Competence and Skill of the Junior High School English Teachers

MED34 Nur Saptaningsih Developing Short Video-Based Materials for Teaching English for General Purposes (EGPS) in College and

University

Room T


Nuriska

Noviantoro

Students‟ Perceptual Learning Style Preference to

English as a Foreign Language Writers‟ Language

Learning Strategies

TEC28 Nurul Hasanah Fajaria

An Accordion Book Project for Reluctant Writers

xxvii


09.50 – 10.15 Coffee Break 2


PL-4

Peter Mickan

Chair: Helena I.R. Agustien

Text-based Language Curriculum: Social Semiotic

Design

Room A

(Ballroom 1)

PL-5 Hayo Reinders

Chair: Gumawang

Jati

Enhancing Informal Language Learning with Mobile Technology – Does It Work?

Room B (Ballroom 2)

PL-6

Lawrence Zhang

Chair: Sisilia S. Halimi

A Dynamic Metacognitive Systems Perspective on Developing Academic Writing Skills: Writing across the

Genre and across the Curriculum

Room K (Grand

Rukmi)


PL-7 Helena I.R.

Agustien

Chair: Selestin Zainuddin

The 2013 English Curriculum: The Paradigm,

Interpretation and Implementation

Room A

(Ballroom 1)

PL-8 David Anthony

Persey

Chair: Sofyan Gani

Trends in ELT: Facing the Challenge of ASEAN 2015 Room B

(Ballroom 2)

PL-9

Bambang Yudi Cahyono

Chair: Sri Juriati

Ownie

Quality of Indonesian EFL Teachers: The Implementation of Lesson Study to Improve Teacher

Pedagogical Content Competence


12.35 – 13.35 Lunch Break 2

12.35 – 14.40

Poster Presentation: The Rise and Fall of Novice and Experienced Teachers for Professional Development

(Winda Hapsari)

Ballroom Foyer

13.40 – 14.40 Post Graduate Colloquium 2

DTM004 Adrefiza

Incorporating Cross-Cultural Speech Acts into EFL

Teaching: A Specific Case of Apologizing in Bahasa Indonesia and Australian English

Room A

(Ballroom 1)

Chair: Surya Sili

DTM082 Masda Surti Simatupang

Instructional Model of English Speed Reading

MED35 Nur Taslimah Picture Story Books for Extensive Reading in Madrasah Tsanawiyah

Workshop 5

DTM164 Dian Fadhilawati; Ahmad Saifudin

The Implementation of Green Teaching in English Classroom

Room B

(Ballroom 2)

Parallel Session 6

LCM27 Senowarsito Politeness Inclination of Teacher and Students in an EFL

Classrooms Interaction

Room C

(Ballroom 3) DTM100 Pudiyono

Developing a Comprehension Based Interactive Reading

Model

SYL05 Concilianus Laos

Mbato

A Flexible Approach to the EGP Syllabus: Why It is

Possible

DTM088 Mujiono The Effect of Process-product Approach to Writing on

EFL Learners‟ Writing Accuracy Room D

(Puri Retno) TEC15 Hasan Zainnuri

The Effectiveness of Using Tell Me More to Assist

Teaching Pronunciation of English Viewed from Students‟ Self-Confidence

xxviii


DTM137 Suwartono The Use of Songs for Promoting Student Participation in the Teaching of English Structure

MED53 Yazid Basthomi From Thesis Files to C-SMILE & from C-SMILE to Thesis

Files

Room E (Puri Rukmi 1)

DTM001

A.A. Raka Sitawati; I Wayan

Dana Ardika; Ni Ketut Suciani

Application of Reactive Incidental Focus on Form to

English Learning

DTM049 Firman

The Effectiveness of Integrated Cooperative Learning Method for Reading and Writing to Improve the

Competence of Writing News Exposition among Students of Madrasah Tsanawiyah

LTA07 Ekfindar Diliana

Learning-Centered Feedback “Give a Medal and a Mission” in Learning English of Non-English Department

Students

Room K

(Grand Rukmi 1) LTA08

Erwin Rahayu

Saputra; Rahmat

Implementing Authentic Assessment on Students‟

English Writing

LCM09 Fatimah; Agus

Gozali

A Study of Foreign Language Anxiety of ESNED

Students at Informatics and Computer Science

Department

LCM10 Fauziah; Rasi

Yugafiati

The Impact of Learning Style on Language Learning Strategies of L2 Learners

Room L (Grand Rukmi 2)

TPD14 Fazri Nur Yusuf; Teguh Sulistyo

Feedback Provision in Improving Preservice Teachers‟

Competence

LPE08 Vera Syamsi

Teachers Pedagogical and Personality Competencies :

Between Theory and Reality

DTM052 Gumawang Jati; Finita Dewi

Online Materials and Activities - Blended Learning in Higher Education (Perspective from the Students)

Room M

(Arcade) NAN12 Hasti

Rahmaningtyas

Case Study of Bintuni Students in Malang: Unpacking

Academic Adjustment and Language Learning Process

LCM15 I Gusti Agung Sri Rwa Jayantini

Bringing Additional Values into Translation Class for English Department Students: A Teacher‟s Idea

TEC18

I Putu Ngurah Wage Myartawan;

Luh Diah Surya Adnyani

Integrating Video in the Corrective Feedback Practice:

Voices from Indonesia

Room G (Sasono

Jolonidhi)

LTA12 Ika Puspitasari;

Iswahyuni

Language Assessment for Deaf and/or Hard of Hearing

(D/HH) Students in Inclusive Class

DTM57

Indri

Kustantinah; RR Festi Himatu

Karima

Jazz Chants for Young Learners (A Case Study in TK Bina Insani Semarang)

LPP15 Intan Kusumawardhani;

Erwin Suhendra

Teachers‟ Beliefs in Teaching Reading Towards National

Examination Challenge in Indonesia

Room J (Pipas) TPD24

Junaidi Mistar; Atik Umamah

Strategies of Learning Speaking Skill by Indonesian

Learners of English and Their Contribution to Speaking Proficiency

DTM070 Khoiriyah; Fathur

Rohman

Show, Tell, and Demonstrate: Tapping into Students‟

Multiple Intelligences (MI) in the Teaching of English

TEC21

Lilik Ulfiati; Dedy Kurniawan;

Failasofah

Moodle and Reading Comprehension Materials for the

EFL Students Room H

(Pangeran Suite) TPD27

Lina Mariana; Diani Nurhajati

Improving the Quality of Teaching Learning Process of Writing Class through Lesson Study

MED27 Linda; Ratna Andhika M.

The Analysis of Thematic Progression in Evaluating EFL Writing

xxix


DTM077

M. Asfah Rahman;

Indrawaty Asfah; Nisrina Asfah

Book Project to Improve Writing Skill of Junior

Secondary School Students

Room I

(Raja Suite) MED17 Ilham

Exploring Students‟ Ability and Problems in Writing

Academic Paper

DTM080 Martriwati; Muhamad Hagi

Firdaus

The Effectiveness of Using Numbered Heads Together Technique in Teaching Reading Comprehension to the

Eighth Grade Students of Junior High School

TEC23 Maulidia Rachmawati Nur

Corpus of Contemporary American English (COCA) and

British National Corpus Web (BNCWeb) in EFL Classroom

Room N (Sultan

Suite) TEC25 Melati; Lilik Ulfiati Blog and Culture Integration to Teach English for SMK

Learners

LPE07 Muhamad Ahsanu; Agus

Sapto Nugroho

Evaluation and Development in English Language Teaching Programs (A Survey Study)

LCM03 David James

Townsend

An Introduction to Peer Assessment of Oral

Presentations

Room U

(Bungalow Kirono)

MED32

M.V. Joyce

Merawati B.R.R.

Evaluating and Adapting Reading Materials to Develop Vocabulary and Reading Skills of Engineering Students

at Politeknik Negeri Bandung

LCM23 Naniek Kuswardhani;

Dede Kuswandi

Effective Endings to Reinforce Learning

MED33

Ni Wayan

Sukraini; I Gusti

Agung Paramitha Eka Putri

Silver Linings Textbook: An Appraisal of 2013

Curriculum-Based Commercial English Course Books for

Senior Secondary School Students Room O


Nisa Aulia Azam; Riza Weganofa

Targeting Learning Focus under the Trees

DTM093 Novi Yanthi; Winti Ananthia

Picture Mapping Method and Storytelling: A Way to Promote 21st Century Skills

LPP17 Nunung Fajaryani Stories from the Frontlines: Female English Teachers and the National Standardized Exam Policy

Room P

(Puri Nalendra 2)

SYL16 Nurfitriah; Ninit

Krisdyawati

Designing Need-Based Syllabus for Engineering Students of Banjarmasin State Polytechnic

LTA18 Pangkuh Ajisoko; Anissa Fauziah

Wati

Exploring Vocational Secondary School EFL Teachers‟ Perceptions and Practices of Formative Assessment

TPD39 Parawati Siti

Sondari

A Case Study of English Articles Acquisition of Two

Indonesian English Teachers

Room Q

(Puri Nalendra 3) TPD28 Luciana

English Teacher Education Program: Toward a Translingual Approach

MED42 Rini Susanti

An Analysis of Local and Target Culture Integration in

the English Textbooks for Senior High School

TPD44

Roghibatul

Luthfiyyah; Een Enoh Kariyawati

Lesson Study as a Platform for Engaging Teachers in

Sustained Teacher Professional Development

Room R


Setyo Rukmi Anggorowati;

Renidian Octaviani; M.

Iqbal Firdaus

Exploratory Study of Contributing Factors of English

Speaking Difficulties among Senior High School Students: A Case of Indonesia

TPD51 Siti Kustini; Evidoyanti

Professional Development in Integrating Technology

into Teaching and Learning: EFL Teachers‟ Perspectives

and Experiences

LPP30

Suharmanto; Maria Hidayati;

Evynurul Laily Zen

A Look at an Initial Attempt to Mapping the Curriculum Room S

(Puri Nalendra 5)

xxx


LCM29 Sulistyani; Suhartono

Corrective Feedback and Repair Strategies in Meaning-focused Language Classroom

LTA24 Syahdan; Husna

Haiaty

Writing Rubrics Construction Constructed Used by

Secondary School Teachers of English in Assessing

Students‟ English Achievements in English Subject in

State Senior High Schools Pekanbaru

LTA05 Cintya Oktaviani;

Dadan Jauhara

Gender Identity of Male and Female Indonesian EFL College Students‟ Academic Essays: A Critical Discourse

Analysis (CDA)

Room T


Gunarso Susilohadi

The Use of the Inductive Teaching Approach and

Videoed Teaching Models to Improve Students„ Understanding on Language and Language Learning

Principles

LPP07 Desi Tri Cahyaningati

Implementing KKNI in Developing English Curriculum

for Shipbuilding Polytechnic

DTM034 Diani Nurhajati Preparing Students to Win English Debate Competition

Room V (Bungalow

Bagaskoro)

DTM042 Eulis Rahmawati

Process of Teaching English Practice at Islamic School

in Banten Based on Culture and Religion Values to Developing Student Character

TPD17 Furqanul Aziez

Prospective English Teachers‟ Vocabulary Knowledge

and Their Reading Skills in a Private University Context


MED19 Janet Long

Guided Outlining for Better Academic Writing

Room A (Ballroom 1)

DTM144

Udin

The Effectiveness of Process-Oriented Approach toward Students' Achievement in Learning Argumentative

Paragraph : A Study at the English Department of IKIP Mataram in the Academic Year of 2009/2010 - The third

Semester

Parallel Session 7

SYL24

Widya Caterine

Perdhani; Rusman Roni

Syllabus Design: How Much Does It Contribute to the

Effective Communication in Tertiary Education?

Room B

(Ballroom 2) TPD41

Puji Sri Rahayu;

Nani Hizriani

English Teachers‟ Professional Development at Hulu Sungai Selatan, South Kalimantan

DTM105 Rengganis Siwi

Amumpuni

The Effectiveness of Graphic Organizer in Teaching

Listening Viewed from Students‟ Motivation

NAN34 Widiarini

ESP Need Analysis for Career Guidance and Counseling

Department Students

Room C

(Ballroom 3) LPP01 Adila Jefiza

Postgraduate Students‟ Strategies in Reading English Medium Texts

SYL01 Agnes Widyaningrum

A Proposed Multicultural English Curriculum towards

AEC for Young Learners

TPD03 Bachtiar

Teacher Study Group: Impact of Professional

Development Model on Enhancing English Language Teachers Sense of Efficacy in Indonesia

Room D

(Puri Retno) SYL04

Betty Sekarasih

Hadi Yani B.I.

21st Century Learning Design Project Based Learning:

School Campaign for Better Future

DTM028 Dang Arif Hartono

The Debate on Written Corrective Feedback: Its Importance and Implication for Academic Writing

Instruction in EFL Settings

xxxi


DTM037 Dina Hanif Mufidah

Teachers‟ Strategies in Integrating Affective Core Competencies of the 2013 Curriculum in English

Language Teaching

Room E (Puri Rukmi 1) LCM05

Dora Angelina Aruan

Managing the Foreign Language Classroom: Annotation from the Pre-Service Field

DTM043 Erna Iftanti

The Implementation of Theory-Based Practice Method

to Teach ESP Course for Students of English Education of IAIN Tulungagung: Students‟ Responses

DTM090 Ngadiso

Improving the Students‟ Reading Skill Using Interactive

Model of Reading and Group Work

Room K

(Grand Rukmi 1) NAN17

Jozef Bambang

Tri Joga

The Analysis of Class Observation, Class Documents, and Depth Interviews to Construct a New Model of

Teaching

TPD09 Dwiyani Pratiwi

The Implementation of Curriculum 2013: What the

Teachers- Educators Voice

DTM040 Ekaning Dewanti

Laksmi

Reading Tree in Paragraph Writing Class: A CAR Experience with LEP (Limited English Proficient)

Students

Room L (Grand Rukmi 2) LPP10 Ella Masita

English Teaching Curriculum in Indonesia: History, Paradigm, and Challenges

NAN07 Enik Rukiati

The Importance of a Needs Analysis in Materials

Development

NAN09 Ervan Johan Wicaksana

The Effect of Slang Language on the Indonesian Teen

Manners Ethical (Study on Student in IKIP PGRI Madiun)

Room M

(Arcade) DTM045 Esti Junining

Translation Strategies Adopted by English Department

Students in Coping with Non Equivalence Problems

LTA09 Fauzul Aufa Students‟ Oral Presentation as Multimodal and Formative Assessment

DTM046 Fernandita Gusweni Jayanti

Integrating Reading and Writing in Academic Writing

Class

Room G

(Sasono

Jolonidhi)

DTM048 Fida Chasanatun

Multiple Mind Mapping Strategy for Literature-Review

Writing

LTA10 Fitriani The Challenges in Implementing Authentic Assessment in Curriculum 2013

MED14 Flora Debora

Floris

Bringing English in Language Classrooms

Room H (Pangeran

Suite)

LPP13 Furaidah

Washback of English National Examination in

Indonesian Context

LCM12 Guk Sueb

Framing In-class Debate: Reflection of Academic Debate Practices to the Principles of Language

Pedagogy

TPD19 Gusti Astika

Profiling the Vocabulary of News Texts: Capacity

Building for Language Teachers in the 21st Century

Room I

(Raja Suite) MED15 Hesti Wijaya

Challenges and Opportunities in Developing Blended

Culture ELT Materials for Vocational High Schools

TPD30 M. Mukhroji

Critical Discourse Analysis on the Program of

Indonesian Lawyer Club on TV One in the Perspective of Norman Fairclough

xxxii


DTM059 Irene Trisisca

Rusdiyanti

Culture Studies Technique to Raise the Students‟ Speaking Ability

Room N (Sultan

Suite) DM046 Ivonne Susan

The Implementation of Role Play: Classroom Practice

and Students‟ Perception

MED21 Joko Priyana

Language Learning Activities in the Scientific-Method-

Step-Based Classroom

DTM069 Katharina Rustipa

The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners‟

Hortatory Exposition Writing Room U

(Bungalow Kirono)

DTM072 Kornellie L. Raquitico

Finding Non-native English Literatures‟ Place in English

for Young Learners (EYL) Classes

TPD026 Lilia Indriani Boosters and Hedges in Abstract Research Paper

MED28 Makmun Syaifudin

Developing Supplementary Reading Materials for the

Seventh Grade Students of SMP Negeri Surakarta Based on Curriculum 2013

Room O

(Puri Nalendra 1) SYL26 Dewi

Rochsantiningsih

Challenges on Implementing Collaborative Learning

techniques in the 2013 Curriculum

TEC26 Ni Made

Ratminingsih

Developing an Audio Media with Scripted Songs and Its Effect: A Way out for Fun Learning for TEYL

LTA15 Ni Wayan Mira Susanti

The Use of Paper-Based TOEFL as a Gate Keeper for

Graduation: A Case Study at English Department Universitas Mataram


LPP21 Nurrahma

Sutisna Putri

Back to Basics: Improving Pre-Service Teachers‟ Quality by Designing Sound Curriculum for Teaching Practicum

Program

TPD38 Nury Supriyanti

Equipping English Education Graduates with the Core

Competence of English Teachers for Young Learners through Optional Package of Courses

MED36 Paramita

Anggraini

Manga Comics as Appealing Extensive Reading Materials for the Tenth Graders of Senior High School

Room Q

(Puri Nalendra 3)

TPD40 Paulus Kuswandono

Voices of English Pre-Service Teachers: Reflecting

Identity and Professional Development during Practicum

Learning

NAN19 Yuni Budi Lestari; Kamaludin Yusra

Investing in Academic Speaking through Guided

Extensive Reading: A Case Study in Extensive Reading Class at English Department Mataram University,

Indonesia

TPD42 Restu Mufanti

Students‟ Noticing of Corrective Feedback on Writing

(Case Study for Low Learners)

Room R (Puri Nalendra 4) DTM111

Risqi Ekanti Ayuningtyas

Palupi

Active Learning: The Elaboration of Experiences and Knowledges Inquiry-Based Teaching in Enriching

Students‟ Reading Skill

LPP26 Saiful Anwar

Matondang

The Contributions of Anthropological Studies to the

Usage of Genres in TEFL

TPD49 Shubashini Suppiah

The Reflective Story So Far: An Investigation of Pre Service English Language Teacher Trainees‟ Reflective

Practice in a Teacher Education Programme

Room S

(Puri Nalendra 5) DTM120 Silvi Listia Dewi

Improving Speaking Achievement Using Sharing Time

at the Sixth Semester Students of English Department

of Almuslim University

DTM121 Siti Aisyah Postcards to Java Encourages Students to Write

DTM122 Siti Asiyah Encouraging ESP Students' Activeness by Point Reward

Room T (Puri Nalendra 6)

xxxiii


LPP29 Siti Muniroh Challenges and Recommendations on the Implementation of Curriculum 2013

DTM129

Sri Sarwanti

Developing Rural EFL Students‟ Writing Skill by Using

Cooperative Learning to Promote Character Building

DTM143

Tribekti Maryanto

Agustinus; Dewi Anggraeni

Using Students‟ Anchor Speaking Performances as

Autonomous Learning Materials

Room V (Bungalow

Bagaskoro)

TEC38

U. Komara;

Junjun Muhamad Ramdani

Motivating Students through Edmodo (A Blended Learning in Grammar Class)

DTM146

Veronica Triprihatmini;

Agustinus Hardi Prasetyo; Markus

Budiraharjo

Nurturing Students‟ Meaningful Learning Experiences: A Practice in Language Learning Assessment Course

14.50 – 17.30 Bussiness Meeting

Room G

(Sasono Jolonidhi)

16.00 – 16.15

Coffee Break 3

16.20 – 17.20 Parallel Session 8

TEC33 Stella Prancisca

IT, Knowledge And Practice: Blending together in Facilitating Teaching and Learning Listening in EFL

Setting

Room A

(Ballroom 1) DTM133 Sudarsono

Reconstructing Teacher Roles in Building Scaffolded

Autonomous Learning in English Language Classrooms

DTM135 Susanti Retno Hardini

Developing Character Values in the Teaching of Narrative Texts Using Genre Based Approach (A Case

Study at a Senior High School in Bandung)

MED50 Titik Rahayu A Prototype for EFL Learners: How to Use Discourse

Markers in Various Markers in Various Writing Genres

Room B (Ballroom 2)

TPD58 Umar Abdullah

Teacher Professional Learning: Instructional Practices

and Classroom Management

LTA26 Venny Karolina A Measure of Attitude toward Peer Assessment: Reliability and Validity

TPD16 Frimadhona Syafri; Galuh

Kirana Dwi Areni

Analysis of PPG Students' Peer Teaching in Applying Their Lesson Plans based on Kurikulum 2013

Room C (Ballroom 3)

LPE09 Wahyu Mardhatillah

Coherence and Cohesion Analysis in the Research

Thesis Written by Students of English Literature Program at One State University in Bandung Indonesia

DTM138 Sya'baningrum Prihhartini

The Effect of Task-Supported Teaching on Students‟

Accuracy in Using Particular Grammatical Form during Communicative Tasks

LPE02 Yayu Heryatun

Teachers‟ Cognitive Coaching on Students‟ Reading

Comprehension

Room D

(Puri Retno) MED54

Yohanes Heri

Pranoto

Reflective Pedagogy: A Strategical Response toward

Current Curriculum in Indonesia

TEC40 Yulis Setyowati „Mobile Comics‟ as a Media to Enhance Literature‟s Sense to Young Learners

NAN27 Rahmi Munfangati

Investigating the Listening Needs of English Education

Department Students at Universitas Ahmad Dahlan

Room E

(Puri Rukmi 1)

LTA27 Yunias Monika Students‟ Beliefs and Practices of Self and Peer Writing Assessments

xxxiv


LTA03 Ammang Latifa; Asfah Rahman;

Rafi‟ah Nur

Developing a Practical Rating Rubric of Speaking Test

LPP31 Syofia Delfi

Extensive Reading for the Context of Language

Learning Policy in Indonesia


DTM026

Chrisna Irmawan

Suseno; Sunoko Setyawan

The Effect of Using Mind Mapping Technique on the

Students‟ Grammar Achievement

LPP33 Dendi Wijaya;

Feny Martina

Teachers‟ Attitudes toward English Instructional Classroom in relation with Currently Implemented

Curriculum: A Descriptive Study in One of Public Schools in Bengkulu

TPD64 Agustin Hartati Teacher Empowerment through MGMP


DTM035 Didih Faridah;

Asep Dudi Kurnia

Pre-Service English Teachers Beliefs and Practices of

Reflective Journal Writing: Reflection and Critical Thinking

LPP09 Eka Afrida Ermawati; Wahyu

Kartika Wienanda

Sole Use of English in EFL Classroom: Pragmatism or Belief

TPD12 Emma Malia

Teachers‟ Nature of Language Teaching: Revisiting the

Importance of Doing Continuing Professional Development for English Teachers

Room M

(Arcade) SYL08 Gracia Sudargo

Using Literature to Teach English in Non-English Letters Faculties

LPP14 Hiroko Matsuura; Nur Rini

International Intelligibility of Nativized Lexicon: A Case

of Indonesian Students Listening to Japanized English

LPP05

Ista Maharsi

Evaluation of English Foundation Course in the Output

Character Building Program

Room J (Pipas) NAN16

Iswahyuni; Dian

Inayati

A Needs Analysis of Deaf and Hard-of-Hearing Students in Learning English as a Foreign Language at Inclusive

Higher Education

MED23 Kamaludin Yusra;

Yuni Budi Lestari

Prospects and Challenges in Promoting Quality ELT Services in Rural Indonesian Areas Seen from Student

Factors: A Case Study of Bima, Kota Bima dan Dompu

NAN19 Lestari Sukartingsih;

Asih Wahyuni

A Profile of Students‟ Reading Habits in an Indonesian University Context

Room H (Pangeran

Suite)

LCM17 Listyaning Sumardiyani

Fostering Students‟ Good Character Values through Peer Teaching

LCM11

Maemuna

Muhayyang; Muhammad Amin

Rasyid

Classroom Management Talk: From Theory to Practice

NAN24

Monica Ella

Harendita

Native-like Accent: A Myth or a Goal? A Study on

Learner Preferences for English Accents

Room I

(Raja Suite) TEC24

Melania

Wiannastiti

Developing Multi-media Speaking Material for University Students by Integrating Local Tourism Attractions

LPE06 Muhalim

The Implementation of Character Education in English Language Teaching (ELT) in Indonesia

LTA17 Nur Ainani Fitria;

Feny Martina

The Effects of Time Constraints on Students‟ Writing

Performance

Room N (Sultan

Suite)

DTM104 Reisa Dewita Prima; Lanny

Hidajat

A Case Study of Enhancing Inference Skills In Reading

Comprehension through Directed Reading-Thinking

Activity

MED46

Sugirin; Agus

Widyantoro; Siti Sudartini

Integrating Character Education in a Senior High School

English Course Book

xxxv


TPD57 Tutus Soewarno

English Teachers‟ Professional Development Gained by Participating in Academic Arisan: Participants‟

Perception

Room U

(Bungalow Kirono)

DTM150 Yuni Astuti

Developing Critical Thinking for Young Learners through

Various Activities in Learning English

LCM33

Zurriat Nyndia Rahmawati;

Nastiti Primadyastuti

Communication Strategies Used by Indonesian

Teachers in Teaching English for Libyan Kids

TEC13 Ferry Hidayat

A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation Models for Integrating „The

Knowledge Age‟ Information and Communication Technologies (ICTS) into Schools

Room O


Nur Endah Sulistyorini

Teachers‟ Professional Empowerment through Team

Teaching

LCM16 Johanes Leonardi

Taloko

Student Talk Encountered in Intensive Course Classes

of an English Department in a University in Surabaya

TPD33 Muhammad Handi Gunawan; Retno

Wiyati

EFL Pre-Service Teachers: A Study on Student Teachers‟ Teaching Competence


LPE02 Christine Lewis

Models of Good English Language Teacher Education

Programs

LPP16 Masaki Oda From Native Speaker Models to ELF: Shifting Paradigm of University ELT Programs in Asia

NAN14 Ismail Petrus ESP Syllabus: Compromising Needs and Wants in Higher Education

Room Q

(Puri Nalendra 3)

DTM065 Ria Fitriersya; Jennifer Zirbes

The Global Village – A School of Motivation

MED20 Jeremy Beal

Content-based Materials Development for Teachers: Using Authentic Internet Materials in the Language

Classroom

MED59 Maulidia Rahmi English Literature in Indonesian High School Curriculum: Are We Ready Yet?

Room R

(Puri Nalendra 4) DTM159 Ali Mustofa

Interactive Approaches to Literary Teaching: Its Contraints, Problems and Solutions

TPD34 Nining Ismiyani How are Non-native Teachers of English!

DTM107 Rick Arruda

Effecting Change in Language Classroom Dynamics

through Discourse

Room S


Risa Leynes

Pangilinan

Does the Magic of Cooperative Learning Still Work?

LCM14 Hersulastuti

An Exploratory Case Study of Issues in Effective

Language Classroom Management

MED12 Fenty

Kusumastuti

Teaching Speaking by Using Experiential Learning


DTM156 Rasuna Talib

Reflective Learning Journal (Theory and Empirical

Studies in EFL Classroom)

DTM084 Milawati Teacher Questioning to Scaffold University Students‟ English Learning

Thursday, 9

October 2014 DAY 3

07.30 – 08.30 Postgraduate Colloquium 3

LTA02 Abdul Kamaruddin

The Impacts of National Testing on English Teachers‟

Pedagogy and Profesionalism

Room A

(Ballroom 1)

Chair: Ni Luh

xxxvi


LPP11 Fareeha Javed The Role of the Learners‟ Prior Language of Instruction in Their Transition into University

Nyoman Seri Malini

LTA25 Theresia Tuti

Purwanti

The Implementation of Self-Assessment in Writing

Class: A Case Study at STBA LIA Jakarta

Featured Speaker Session 3

Ali Saukah

Responding to the Newly Launched National Standards

of Higher Education Requiring S-2 and S-3 Students to Publish Articles in Reputable Scholarly Journals for

Graduation Room K

(Grand Rukmi 1)

Colm Downes A Practical Framework for ESP Curriculum and Materials

Design

Special Teacher Session 6

DTM060 Irma Windy Astuti

An Instructional Design Model for Classroom Discourse

Acquisition: Helping Pre-service Non-native English Teachers Acquire Classroom Language

Room B (Ballroom 2)

TEC12 Febronia Lasi

Engaging EFL Learners with Technology: The Effects of

Watching Movies with and without Captioning and

Subtitling towards Audio Cassette Listening Test

Workshop 6

MED61 Itje Khodijah

Instructional Materials and Instructional Objectives: What Matters Most?

Room C

(Ballroom 3)

Parallel Session 9

TEC07 Antonius Suratno; Emilia Ninik Aydawati

Students‟ Professed Beliefs about the Roles of ICT in English Language Learning

Room D (Puri Retno) TPD65

Chuzaimah Dahlan Diem

English Literacy Education in Primary Schools: Opportunities and Challenges in Global Competition

MED58 Rani Yusnita Semi-structured Speaking Games and Materials to Develop Young Learners' Automaticity and Fluency

SYL19 Roger Palmer Writing Critical Reviews in a Content-based Language Curriculum

Room E (Puri Rukmi 1)

NAN23 Miho Fujieda English for healthcare professionals in Japan: Needs analysis and pedagogical implications

LPP34 Mazlin Mohamed Mokhtar

Lecturers and Students‟ Beliefs on Code-switching: A Malaysian Polytechnic Context

DTM162 Rustan Santaria; Rusdiana Junaid

The Development of Tudassipulung Cooperative Learning Model in Improving Students Motivation to Succeed


LPP35 Maya Defianty; Ummi Kultsum

The Impacts of Integrated Curriculum

MED62

Tjahjaning Tingastuti Surjosuseno; Tjahyaning Giemwaruju

Developing and Implementing Competence Based English Materials to Enhance Computer Technology Studdents' Reading Achievement

LTA29 Anit Pranita Devi Teachers Corrective Feedback on Students Spoken Errors in an EFL Classroom

Room M (Arcade)

DTM163 Malikatul Laila Frame Variations in Handling a Discussion

NAN37 Hermayawati

Designing Needs Analysis Based English Training Materials for Tourist Drivers as a Means of Transportation Service in Yogya

LTA01 Aan Erlyana Fardhani

An Effective Performance-Based Testing with Authentic Materials: An Authentic Assessment Development

Room G (Sasono

Jolonidhi) TPD01 Abdul Muth'im

Reformation in Teachers‟ Recruitment in the Effort of Developing Teachers‟ Professionalism

LPP02 Adriadi Novawan Exploring Innovative Framework to Observe ESP Curriculum in Higher Education Context

xxxvii


LPP20 Nur Afifi Developing Integrated Islamic English Educational Curriculum for Islamic University

Room J (Pipas) LCM24 Nur Eka Yulia Ngestia

The Implementation of Curriculum 2013 in English Class: Integrating Competencies in English Class (A Case Study Conducted at Class 9A of SMP IT Ibnu Abbas Klaten in the Academic Year of 2013/2014)

TPD37 Nur Henik Sukriawati

Improving Reading Comprehension of XI Social Science 2 Students of SMAN 7 Malang through Two Stay Two Stray Technique

TEC03 Afif Ikhwanul Muslimin

Improving Students‟ TOEFL Scores Using TOEFL IBT Practice Android Application

Room H (Pangeran

Suite) TEC04 Afifah Linda Sari

The Use of NCESOFT Flip Book Maker Software to Enhance Students‟ Speaking Ability

DTM006 Afifah Muharikah Teaching Reading to L2 Vocational Students with Learning Difficulties

SYL07 Emalia Iragiliati Transferring the State of Art of ESP: Hands-on, On-site-lecturing and Intercultural Competence

Room I (Raja Suite)

TPD21 Herlina

Improving the Student‟s English Vocabularies Understanding through the Contextual Learning Teaching Approach

DTM055 Indah Okitasari

The Implementation of Teaching English Writing to Young Learners with Visual Impairments

TPD04

Dairabi Kamil; Suhaimi; Rodi Hartono; Aridem Vintoni

TEFL Students‟ Language Learning Strategies: A Study at State Islamic College of Kerinci, Indonesia


DTM161 Anam Sutopo

Improving Students‟ Translation Skill by Using Interactive Method for the Sixth Semester Students of English Department in 2013/2014 Academic Year

LPE10 Endang Fauziati

The Nature of Interlanguage Errors: A Study of Indonesian School Students Learning English as a Foreign Language

DTM123 Siti Rohani Inter-Cultural Communication Strategies in Indonesian and Japanese Students‟ Interaction

Room U (Bungalow

Kirono) DTM124

Siti Rosmalina Nurhayati

Teacher‟s Code-Switching to L1 in an English as a Foreign Language Classroom in a Senior High School in Banten

TEC32 Siti Umasitah

Improving EFL Learner Speaking Ability by Using Digital Series Pictures

MED04 Aschawir Ali Using Series Pictures to Develop the Students‟ Ideas in English Narrative Writing


DTM017 Asih Wahyuni; Lestari Sukartingsih

Blended Learning in Teaching Reading: A Pedagogical Practice to Teaching English as a Foreign Language in an Indonesian University Context

DTM021 Badaruddin; Irvan Al Rajab; Siti Hajar

Designing the ICTs-Based Blended Learning of English Phonology with Assure Model

DTM152 Yusi Rahmawati The Importance of IBT to Teach Writing in Indonesian Junior High School

Room P (Puri Nalendra 2) DTM158 Suharno

Tense-Aspect-Modality in Non-narrative Discourse

DTM067 Josefa J. Mardijono

Integrating Service-learning in the Indonesian EFL Class

LCMO1 Agis Andriani English Teacher Requesting Discourse in the EFL Classroom

Room Q (Puri Nalendra 3)

xxxviii


DTM007 Agus Widyantoro Scientific Approach In Language Teaching

MED01 Ahmad Dadang Pramusinta

Developing English Teaching Materials for 4th Grade Students of SDIT Al-Kautsar Sukoharjo

LPE03 Imam Ghozali Does the 2013 Curriculum Make a Difference?

Room R (Puri Nalendra 4)

DTM061 Issy Yuliasri

Note-taking in Interpreting Class

LCM20 Martin Kustati An Analysis of Code-mixing and Code-switching in EFL Teaching of Cross Cultural Communication Context

LCM28 Slamet Wahyudi Yulianto

Students‟ Perceptions on ORSA (Orderly Rows Seating Arrangement) in EFL Classroom

Room S (Puri Nalendra 5)

TPD54 Slamet Wiyono Presenting ESP Using Authentic Materials

DTM125 Somariah Fitriani Triple Coaching Method for English Business Class

DTM032 Dewi Sartika; Ana Susilawati

Promoting Students‟ Reading Comprehension Using Question to Author (QtA) to the Eleventh Grade Students of MA Darrussyafaat


MED60 Sri Handayani The Linguistics Factors for Readability of Student's Book (A Discourse Analysis of English Lesson Senior Highschools of Surakarta)

TEC19 Karunia Purna Kusciati; Ardianna Nuraeni

A New Face of Teaching Technique by Making Use of a Popular Social Medium Facebook: Effective or Not?

08.40 – 08.55 Coffee Break 4


PL-10 Anne Burns Chair: Dewi Rochsantiningsih

Classroom Action Research and Teacher Professional Development

Ballroom

PL-11 Rodney Jones Chair: Setiono Sugiharto

Digital Literacies for Language Teachers: Beyond Competencies


PL-12 Chairil Anwar Korompot Chair: Suwandi

Reformulating Indonesia‟s Professional Teaching Standards for English Language Teachers

Room J (Pipas)


PL-13 Jack C. Richards Chair: Ali Saukah

The Changing Face of Language Learning: Learning

beyond the Classroom Ballroom

PL-14 Dimitrios Michael Hadzantonis Chair: Chuzaimah Dahlan Diem

Developing Language Identities: Semiotic Exploration for Language Expansion


11.20 – 12.50

Panel Discussion “Re-Visioning English Language Education: Challenges and Opportunity”

(Jack. C. Richards, Peter Mickan, John Macalister, and Helena I. R. Agustien)

Chair: Fuad Abdul Hamied

Ballroom

13.00 – 13.30 Closing Ceremony Ballroom

13.40 – 14.40 Lunch and Certificate Collection Ballroom Canopy

International Conference

2014

The

The 61st TEFLIN International Conference, UNS Solo 2014 | 1

PLENARY SPEAKERS

01 Classroom Action Research and Teacher Professional Development

Plenary Session Anne Burns The nature of teacher professional development has changed over the last two decades from a focus on what should be included in teacher education to how teachers can be encouraged to be professional learners. Action research is one of a number of ways to promote professional learning. In this article I describe the steps and processes involved in action research and offer a case study from the Indonesian language teaching context by way of illustration. I then consider some key issues of how teacher action research can be sustained and supported. 02 Quality of Indonesian EFL Teachers: Report of a Two-year Case Study on Their

Competence and Its Improvement Plenary Session Bambang Yudi Cahyono The quality of the teaching of English as a Foreign Language (EFL) in senior high schools in Indonesia needs to be improved. This is because, as revealed in the 2011 national survey, there are many senior high school students who could not achieve satisfactory scores for English subject in the National Examination. Relecting upon the results of the survey, this paper presents the results of action research on the application of teacher training program and teacher supervision program for EFL teachers in Southern East Java, Indonesia. In the teacher training program, EFL teachers were provided with opportunities to learn some basic competences that were still poorly mastered by senior high school students. In the supervision program, the EFL teachers were given a chance to practice teaching in a real class of senior high school students and some other EFL teachers observed the real teaching. Both of the teacher training and teacher supervision programs were implemented in the format of Lesson Study which consisted of three main activities: Plan (planning English lessons and the teaching strategies), Do (implementing the teaching and learning activities in the classroom), and See (conducting reflective meeting with other English teachers who have observed the teaching activities). The results of the action research showed that the programs were considered effective in developing EFL teachers‘ competences in terms of subject matter mastery (content standard) and teaching and learning strategies (process standard). With the establishment of the 2013 English curriculum, this paper also provides some recommendations that policy makers need to take to help EFL teachers master the content standard and apply the process standard in accordance to the new curriculum. 03 Reformulating Indonesia’s Professional Teaching Standards for English Language

Teachers Plenary Session Chairil Anwar Korompot

In 2007, the Indonesian Government launched the National Education Minister‘s Regulation Number 16 Year 2007 on the Standards for Teachers‘ Academic Qualification and Competencies. The document, which has since been used in the implementation of the nation-wide Teacher Certification Programs, delineates both generic and subject-specific standards statements for all teachers, including English language teachers, in Indonesian schools. The standards for English language teachers, however, specify only the linguistic and communicative competencies, which also apply to the other foreign language teachers. Apart from Jalal, et al. (2009) and Korompot (2012), very little is known about these standards, which partially marked Indonesia‘s inclusion in the international Standards Movement in Education (Keenan and Wheelock 1997). As defining competency standards are crucial in meeting the challenges placed on teachers nowadays (Kuhlman and Knežević 2014), the two broadly-stated competencies are insufficient and, therefore, need to be reformulated. To this end, this paper argues for the immediate involvement of the profession (i.e. TEFLIN) and policy makers.

04 Curriculum Change(s): What Does It Mean to Indonesian TEFL?

Plenary Session Fuad Abdul Hamied This paper discusses how our curricula have developed from time to time, what aspects are introduced in the new

curriculum, what specific responses have come out of the profession, and what all these changes mean to quality improvement in TEFL in Indonesia. The earliest curriculum was heavily grammar-translation-based. It was changed into an audiolingual one, and then afterwards the communicative approach began to dominate. But we had problems with inadequate English proficiency among EFL teachers and mismatch between the claim of the curriculum and the organization of the skills, so that a meaning-based curriculum was developed, which was then replaced by a competency-based curriculum, then modified into the so-called school-level curriculum. The 2013 curriculum, attributed as science-based and holistic in nature, began to be implemented last year, to respond to four challenges: unavoidable global competition, required competencies, current negative phenomena especially among young generation, and people‘s discouraging perceptions regarding education. The changes covers such areas as competencies formulated, status of the subject matters, approaches taken in the teaching learning processes, and assessment mechanism. Responses and reactions to the newly introduced curriculum have come from different stakeholders of education and varied a lot, ranging from deliberate resistance to wholehearted support. EFL teaching in Indonesia is a complex phenomenon, due to the gigantic student population, the variety of socio-economic and socio-linguistic backgrounds of the students, and the insufficient availability of needed learning resources. Therefore, prioritizing efforts need to be made in all steps of curriculum development and implementation. Curriculum change entails policy modifications and assurances of teaching-learning practices at school in accordance with the design and goals as outlined in the curriculum. English teachers are then expected to be ready to face the fact that they have relatively very little content to cover in the curriculum but are tasked with a somewhat larger scope of goals to achieve, including inculcating good character in our students.

2 | The 61st TEFLIN International Conference, UNS Solo 2014

05 Enhancing Informal Language Learning with Mobile Technology – Does It Work?

Plenary Session Hayo Reinders, Min Young Cho There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. „Time on task‟ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learners‟ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning.

06 The 2013 English Curriculum: The Paradigm, Interpretation and Implementation

Plenary Session Helena I. R. Agustien This paper focuses on the current trending topic among English educators in Indonesia, which is the 2013 English curriculum (henceforth Curriculum 2013). Curriculum 2013 replaces the previous school-based curriculum known as KTSP that was made official in 2006 after at least a 2-year trial period under the name of Competence-Based Curriculum or KBK. Basically, Curriculum 2103 shares the same paradigm with that of KBK and KTSP but in Curriculum 2013 the Indonesian Ministry of Education and Culture imposes a new approach, called Scientific Approach (SA), to be used across the curriculum including English. The introduction of Curriculum 2013, claimed to be emphasizing on character education, has raised a lot of concerns and the recommendation to adopt the new approach has caused a lot of confusion among practitioners. In what follows, the discussion will focus on the paradigm, interpretation, implementation of Curriculum 2013 and a note on the reduced time allocation of ELT in Indonesian schools.

07 The Changing Face of Language Learning: Learning Beyond the Classroom

Plenary Session Jack C. Richards There are two important dimensions to successful second language learning: what goes on inside the classroom and what goes on outside of the classroom. While language teaching has always been seen as a preparation for out-of-class uses of language, much of the focus in language teaching in the past has typically been on classroom-based language learning. At the same time the limitations of classroom-based learning have been frequently acknowledged. The opportunities for learning or ―affordances‖ available in the classroom are hence quite restricted, consisting of a limited range of discourse and literacy practices. Today, however, the internet, technology and the media and the use of English in face-to-face as well as virtual social networks provide greater opportunities for meaningful and authentic language use than are available in the classroom. In view of the growing range of opportunities and resources available to support out-of-class learning the lecture examines what some of these opportunities are, how they are used, the kinds of learning affordances they provide, and the issues they raise for classroom based teaching as well as second language teacher education.

08 Challenges in Language Teacher Education

Plenary Session John Macalister I want us to imagine that today‘s pre-service teachers are like the heroes of legend, and that they are on a quest with the goal of their quest becoming qualified, practising language teachers. On any quest the hero must face challenges and so I want to talk about the challenges our pre-service teachers may face on their journey. I also want to think about what people who have completed the journey, people who are experienced teachers or teacher educators, for example, can offer so that the trainees reach their goal. 09 A Dynamic Metacognitive Systems Perspective on Developing Academic Writing

Skills: Writing across the Genre and the Curriculum Plenary Session Lawrence Jun Zhang Developing writing skills is challenging for the majority of students of English as a second or foreign language. To them, writing is probably the most difficult of all the language skills (e.g., listening, speaking, and reading). The difficulty exacerbates when they have to learn to write in it for academic purposes across genre and the curriculum. Oftentimes, scholars have tended to associate the difficulty mentioned above with students‘ cognitive ability, without having taking full into consideration many sociocultural factors. More importantly, the value of teacher scaffolding in the learning process has not been given the credit that it deserves. In this paper, I attempt to highlight the

significance of enhancing learner metacognition for developing writing skills by conceptualizing metacognition as dynamic systems that include both cognitive and socio-cognitive dimensions (Zhang, 2010; Zhang & Zhang, 2013). Specifically, I maintain that provision of learning strategies guided by metacognitive instruction principles offers an explicit example of teachers scaffolding student learning, especially in writing, and such a pedagogical approach needs to be brought to the fore for maximizing learner capacity in writing across the genre as well as across the curriculum.


10 Text-based Curriculum: Social Semiotic Design

Plenary Session Peter Mickan This paper examines curriculum from the perspectives of language as a resource for making meaning, and language learning as learning to mean with language. The paper describes the language learning experiences of children and students in their first languages. The paper suggests that the experiences are formative for learning additional languages and for English language curriculum design. Based on their experiences, learners have expectations of what it is to learn a language. They have experiences in working with texts for understanding and expressing meanings. The paper proposes features for the design of a social semiotic curriculum and for the development of curriculum policy and practices. These features include the following: 1. Framing language as a social semiotic, as a resource for making meaning; 2. Describing language learning as learning to mean with language—a process of socialisation in language use; 3. Setting curriculum goals for syllabus and tasks in terms of the understanding and expression of meanings with

language; 4. Building knowledge with a plentiful supply of authentic texts differentiated as text types for analysis according to

function; 5. Planning instructional practices for students‘ engagement with texts in acts of meaning—responding to texts and

formulating texts; 6. Teaching lexicogrammatical analysis for interpreting and building meanings in texts; 7. Constructing text-based assessment schemes. 8. The paper concludes with proposals for applications to teaching with a text-based curriculum.

11 Digital Literacies for Language Teachers: Beyond Competencies

Plenary Session Rodney H. Jones Research shows that many teachers are not using digital technology to its full potential, and that inadequate teacher training may be in part to blame. Consequently, much attention has been paid recently to defining sets of standard competencies in the use of technology for language teachers. Many of these standards focus on skills related to things like using software packages, searching the internet for teaching materials, and using technology for record keeping and assessment purposes. In this paper I will argue that training programs that focus solely on technical competencies are not adequate. Teacher training programs must address much more fundamental questions about how everyday digital practices like social networking, video gaming, and online shopping and changing the ways learners communicate and learn. While most approaches to preparing teachers to use technology are either technology based –

focusing on the various technical skills necessary to use computers, software and the internet in teaching – or pedagogy based – focused on ways of adapting technology to support existing language learning pedagogies – a digital literacies approach is practice based – focused on providing teachers with the ability to understand how technologies actually change the way people use language, and helping them to formulate ways of embedding this understanding into their teaching. Developing digital literacies for language teachers requires training programs that will help prospective teachers to reflect upon: 1. What we are actually doing when we teach (and how practices of teaching and learning in the classroom interact

with everyday digital practices that learners engage in); 2. What it is we are actually teaching (what is the system of meaning making that constitutes what we call

‗language‘ and how has digital technology changed it?); 3. The kinds of relationships we form with our students and with one another (and how these are affected by

networked communication); 4. How digital technologies are potentially affecting the ways learners think; and 5. What exactly it means to be a language teacher in the digital age. 12 The Politics of ELT Classroom Redux: Creating Spaces for Unplanned Language-in-

Education Planning Plenary Session Setiono Sugiharto Despite current fetish about the promotion of and the burgeoning literature on the exploration of the bottom-up or micro language-in-education planning and policy, the macro perspective of language planning and policy still holds sway in the teaching of English in a local context like in Indonesia. With most local scholars‘ attention exclusively riveted on macro decision-making and the ensuing effect of national and institutional policies on classroom practices, the redirection of language-in-education planning and policy study has not received considerable attention. It thus behooves us (language teaching practitioners and researchers) to examine how the enactment of top-down policies is not always amendable to classroom realities, and then to reassert the importance of micro level language planning. In so doing, the creation of spaces for unplanned language-in-education planning is possible. This chapter begins by contextualizing local scholars‘ concerns over the improvement of the teaching of English in Indonesia, arguing that these concerns, while laudable, have in fact perpetuated an apolitical stance of English language teaching – a stance which fails to account for the complexities of classroom lives or realities. Such a stance also closes off the possibilities for a creative negotiation of imposed, formalized mandated policies, thus rendering both teachers‘ and students‘ agency half-baked and irrelevant. I also argue that to create democratic spaces for unplanned language planning, (as vital part of formal documented planning), classrooms need be re-imagined as a site for political struggles and ideological contestation, hence the import of classroom ideology reification. As language teachers... we have had little help in trying to understand our work, being obliged to draw on a specialist body of knowledge in applied linguistics that has operated with a very limited view of the world (Pennycook, 1994, p. 13).


13 Trends in ELT: Facing the Challenge of ASEAN 2015

Plenary Session David Anthony Persey ASEAN has been in existence for almost fifty years, but it is only recently that the organization took a giant leap forward by declaring that borders will be opened from the end of 2015 to allow for the free flow of goods and services. Although the changes will be introduced in phases, the ultimate goal is to achieve economic unity. Countries will need to ensure that they are competitive in many areas, but most significantly, whether competing within ASEAN, or collaborating and working together as a trading block, the common adopted language of English will become more and more of a necessity, rather than simply a desired skill. In this interactive workshop, participants will test their knowledge of ASEAN, and will look at a potential solution to the question of how to rapidly train large numbers of teachers so that the goal of providing the younger generation with confidence in using the English language is achievable.

14 To Win the War: Strategy or Weapon

Plenary Session Hafilia R. Ismanto, Itje Chodidjah In the era of globalization, competition in any field of industry and education is getting so much tighter. It is simply like a war. Language as a means of communication plays an important role to join the war. However, to see how much one is ready for the war, the context of the war often demands a certain ‗license‘. There are a number of vendors that provide ‗licenses‘, which offer weapons and strategies for customers to win the war. Some customers are ready with the weapons but need strategies; some need both. Many customers desire short-cuts. They rely on poor weapons and just seek for strategies. However, those who have the appropriate balance will be the ones who most likely have the proper tools to join the war. This session aims to raise awareness to prioritize English competence over any certification. The speakers will give insights on how English teachers and lecturers can help those who need a ‗license‘ with the appropriate balance of weapons and strategies. Let‘s act now. For Indonesia, it is 5 minutes to midnight.


FEATURED SPEAKERS

01 A Practical Framework for ESP Curriculum and Materials Design

30 Minute Paper Colm Downes During this talk the speaker will explore the cyclical process of analysing, designing, developing, implementing and evaluating ESP courses. Incorporating examples from nine years professional experience managing tailored ESP projects, including two years in Indonesia, the speaker will provide an easy-to-use framework for ESP practitioners. From conducting a research-based needs assessment to developing programme specific training material; this practical tool will help teachers design, deliver and evaluate ESP courses in a more systematic and effective way.

02 Exploring Professional Development of English Teachers on Writing and Its

Instruction 30 Minute Paper Eun-Ju Kim The integration of writing instruction into Korean secondary school English classes has been an issue with the increasing educational and social interests in nurturing competent English users. Korean English teachers at schools, however, admit that they are hardly ready to adopt writing to their class, mainly due to their low writing skill and lack of instructional ability (Shim, 2009). As a way to facilitate the professional development of English teachers on writing and writing instruction, the researcher conducted an action research (Burns, 2010). The research consisted of a course development, a semester-long implementation, and course participants’ experience. Based on the results of a needs analysis, the researcher designed a course which intended to improve the participants’ English writing skills as well as their knowledge of approaches and techniques of writing instruction. In order to explore the participants’ experiences, their reflective writings, portfolios, and interviews were collected. The qualitative data analysis (Bogdan & Biklen, 2007) revealed that pre-service teachers and in-service teachers experienced the course somewhat differently in several aspects. Even among in-service teachers, different experiences were reported. Furthermore to a detailed presentation of the findings, both implications of the findings and suggestions for future research will be made.

03 English Language Acquisition in Thai Context

30 Minute Paper Nopporn Sarobol This presentation focuses on the situation of English language teaching and learning in Thailand in this decade. The presenter will raise the issue of problems of English language teaching in Thailand and some possible solutions will be proposed. In Thailand, a lack of English language teachers was regarded as the main obstacle to develop the teaching of English. Therefore, the training of language teachers is the most important thing. Not only focusing on the training, but also promoting English teachers for their professional development and life-long learning are also the best ways to be effective teachers. In the presentation, the presenter will also propose what should be done to improve the English teaching and learning situation in Thailand for the future. 04 Code-switching for Pedagogical Purposes: Teacher Choice in the Japanese EFL

Context 30 Minute Paper Richmond Stroupe While the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) proposed that English classes be taught principally in English beginning in 2013 (Fredrick, 2011), studies have indicated that secondary school Japanese teachers of English (JTEs) have continued to rely heavily on the use of Japanese through the grammar-translation tradition (Kikuchi, 2009; Tanabe, 2004). This trend may continue through to the tertiary level, where (international and JTE) university instructors exercise more autonomy related to language of instruction choice. In this research, the frequency and purposes of code-switching at both levels were investigated. At the secondary

level, the study focused on two JTEs in grade 11 classrooms, considering the proportion of the teachers’ utterances in each language, and what motivated the teachers’ language choices. Pedagogic code-switching purposes were categorized according to the self-evaluation of teacher talk (SETT) framework (Walsh, 2006, 2011), and then confirmed through observations. The second phase of the research considered (both international and JTE) bilingual university instructors based on the same research questions. Findings indicate that the “English only” discussion remains complex, principled use of students’ native language has merit, and coordination at differing levels regarding instructor priorities and students’ experiences, needs and expectations is warranted.

05 Maximizing the Effectiveness of Teacher Professional Development

30 Minute Paper Unchalee Sermsongswad Teachers are always blamed for the poor performance of students. In Thailand, teacher professional development has long been recognized as a priority issue of educational reform as it is believed to improve the proficiency of students is to raise the quality of instruction. Substantial investment in terms of budget, time as well as effort has been put into teacher professional development. It is time to reflect whether the results are worth the investment and how the development can be effective and sustainable for the benefits of teachers and students alike.


06 Teaching and Leading in the 21st Century: The Chalkboard and Beyond

60 Minute Workshop Jennifer Uhler Arguably standing in front of a room full of students makes a teacher an instantaneous leader, and, certainly, this leadership circumstance bears some merit. However, in the same way that teachers are called - to a vocation rather than a job - to lead their classrooms, leaders are also called beyond the chalkboard to take a role in a community of practice. The 21st century teaching context demands more mobile applications than chalk, and, as English language teachers, we are in a unique position to respond to the challenges and opportunities of the global marketplace, internationalization, and the technology revolution. This talk will focus on how the power of teachers' communities and how you as teachers can rise to the occasion of leadership in meeting the challenges of the English teaching profession today.


I. LANGUAGE POLICY AND LANGUAGE PLANNING LPP01 Social and Natural Sciences Postgraduate Students’ Strategies in Reading English

Text Materials 20 Minute Paper Adila Jefiza, Leil Badrah Zaki Today, reading strategies have become important to be promoted to students. This study reported the results of reading strategies investigation conducted in a postgraduate studies. The general research question addressed in the study was: what strategies are frequently used by social and natural sciences in reading English text materials and what their reasons in employing those strategies. This study utilizes qualitative research design. There were 25 students in social science and 25 students in natural scienceinvolved in this study. They were chosen purposively. The data were collected by using questionnaire and interview. The data from questionnaire cover the students‟ reading strategies and similarities and differences of reading strategies while the interview data covered students‟ reasons in employing reading strategies. The data are analyzed based on categorization of reading strategies from Oxford (1990). Results of this study revealed that: social science students rated affective strategies highly, followed by cognitive, compensation, metacognitive, memory and social strategies, whereas, natural science students rated compensation strategies highly, followed by affective, cognitive, metacognitive, memory, and social strategies.

LPP02 Exploring Innovative Framework To Observe ESP Curriculum In Higher Education Context

20 Minute Paper Adriadi Novawan The present article offers innovative perspective on how ESP curriculum in higher education can be explored profoundly. It ontologically views that the reality of ESP curriculum, pedagogy and assessment is complex which embeds on dynamic socio-cultural context of educational programs which cannot easily be studied. Therefore, it is inevitable to have a prolific tool to enable academics and researchers to turn the complex reality into manageable data in order to inform curriculum development. For this purpose, Bernstein‟s framework of classification and framing (C/F), elaborated with the framework of curriculum as written, taught and experienced (C-WTE) is deliberately examined. The notion of curriculum ideology and design is outlined to provide fundamental perspective for understanding the principle of continuum underpinning C/F theory. The elaborated framework (C/F and C-WTE) is then explored to reveal its prospective and meaningful contribution to the field of ESP in higher education. Underpinned with interpretivist philosophy, the framework supports that the complex reality of ESP education is meaningful when it is treated in favor of its nature.

LPP03 Which one is better; KTSP (School- based Curriculum) or 2013 English Curriculum?

60 Minute Colloquium Alma Prisilya The implementation of 2013 English curriculum is one of interest to be investigated. Ministry of 2013 English curriculum is one of interest to be investigated. Ministry of Education of Indonesia has launched a new curriculum last year, Kurikulum 2013, which is being tried out in some schools right now. Teachers‟ perception toward the implementation of the new curriculum will be the important data for subsequent evaluation. This study aims to investigate teachers‟ perceptions on the strengths and the weaknesses of 2013 English curriculum implementation in comparison to KTSP (School-based curriculum) implementation. The data will be obtained qualitatively by using interview and open- ended questionnaire. The result will provide some information about the implementation of 2013 English curriculum and KTSP.

LPP04 Teachers’ Responses Toward 2013 Curriculum: After A Year Of Implementation

20 Minute Paper Arina Shofiya 2013 Curriculum leads to controversy even before it is officially implemented. Some disagree with the change of curriculum since the previous curriculum, School Based Curriculum, has not yet been thoroughly evaluated. However, the Ministry of Education has decided that from 2013 the curriculum is gradually implemented. This paper is intended to investigate how teachers whose role is central in curriculum give response toward the implementation of new curriculum. To do so, a survey with 60 respondents of senior high school teachers is carried out. Among them, 12 teachers have implemented the new curriculum. The rest have not implemented yet but they have joined trainings and workshops about the new curriculum. The result shows that mostly they respond positively toward the implementation of 2013 curriculum. They state that they will find it easy to implement the curriculum since, in term of teaching methods and strategies, there is only a slight difference from previous curriculum. In addition, they are helped much by the distribution of main textbook so that they will not be busy of making their own teaching materials. However, according to them, doing assessment is the most difficult job because it is complex. They have joined trainings about recent teaching strategies but not about current methods of assessment. Hence, it is recommended that the government provide more training about practical methods in doing assessment. LPP05 Standardizing Core Competence In The Curriculum Of Academic Education For

Prospective English Teachers In Indonesia 20 Minute Paper Budi Setyono

In the competitive era, stipulating standard competence of the university graduates in Indonesia has become the essential one. With the standardized competence, it is expected that equal capabilities will be owned by the university graduates of the same study fields throughout Indonesia. To realize this, the curriculum guide published by the Ministry of Education and Culture, 2012 has given a room for higher education institutions of the same study fields to


work collaboratively to formulate core competences of their university graduates. The existing problem at the present

time is that each study program tries to stipulate core competencies of its graduates based on its own decision. To overcome this problem, the National Standard of Higher Education has recommended the establishment of association of study program. With the spirit of standardizing the curriculum of academic education for prospective English teachers in Indonesia, it is expected that core competencies will be stipulated by the association of English education study program. If core competences have been developed, the curriculum developers at the level of study program can continue the process by formulating the supporting competences which mirror the vision, mission and uniqueness of each study program. LPP06 English as Medium of Instruction and Students’ Language Attitude

(A Case of Ex-RSBI Senior Secondary Schools in Pekanbaru) 20 Minute Paper Bukhori Maintaining national language was one of justifications for discontinuation of using English as medium of instruction at public schools in Indonesia. Since it has been a controversial issue dealing with language policy, a comprehensive depiction on how the language attitude of those involved, for instance students of ex-RSBI schools, needs to be investigated. For that reason, this paper aims to portray the language attitude of 656 students of ex-RSBI senior secondary schools in Pekanbaru toward English and Bahasa Indonesia underpinned by Baker‟s (1992) framework comprising attitude toward the language, the language learning and use of the language as medium of instruction through a questionnaire survey. By adopting summated rating method, it was found that most of students had positive attitude toward English and Bahasa Indonesia, however, statistical analysis indicated that students‟ attitude toward English and Bahasa Indonesia was significantly difference, whereas they had more positive viewpoint toward Bahasa Indonesia than English. Furthermore, students‟ length of experience in bilingual education program influenced their attitude toward English but not toward Bahasa Indonesia. Therefore, this finding can be foundation to claim that the use of English as medium of instruction does not affect students‟ attitude toward Bahasa Indonesia.

LPP07 Implementing KKNI in Developing English Curriculum For Shipbuilding Polytechnic

20 Minute Paper Desi Tri Cahyaningati Based on KKNI, learning outcomes are the internalization and accumulation of science, knowledge, know how, skill, affection, and competencies reached during structured learning process covering a specific skill or work experience. Concerning this issue, Polytechnic should produce learning outcomes correlated with job competencies needed in their future working world. In this case, Surabaya Shipbuilding Polytechnic (PPNS) should adjust its curriculum with stakeholders‟ needs in developing curriculum. Considering those problems, this paper discussed about the implementation of KKNI in developing English curricullum for Shipbuilding Polytechnic. A need analysis will be performed to set the English learning outcomes. There will be some questionaires administered to the industries, students, non-English lectures, alumni and Language Experts about their expectation of PPNS students‟ English competencies. The result of the questionaires will help the writer to determine the students learning outcomes in learning English. Moreover, the writer will determine the content and the teaching method to reach those learning outcomes. In short, the writer will develop the curriculum by considering the result of the questionaires that match with students‟ level based on KKNI.

LPP08 The Emergence of Interference in Students Foreign Language Acquisition

20 Minute Paper Dyah Kusumastuti Linguistic interference is one of the difficulties faced by students in EFL situation. In Indonesia, interference can be found in students‟ pronunciation and sentence structure. Students often do mistakes in those two things. The problem in pronunciation and sentence structure can happen from the interference from students‟ first language or mother tongue. Some language systems in Indonesia are different from English. In Pronunciation, the language sounds are different even some are difficult to imitate since Indonesia does not have the sounds, for example sound /θ/ and /ð/, these two sounds are not easy to produce. In sentence structure, Indonesia does not have any rule of Subject Verb Agreement, while English has it. It can be a potential interference problem for the students. Therefore, teachers must be aware about this interference issue, since the solution should be found to solve the students‟ problem in learning English especially this interference problem. If the teacher knows well about the interference problem of the students, the teacher will anticipate it by doing creative teaching approach.

LPP09 Sole Use of English in EFL Classroom: Pragmatism or Belief

20 Minute Paper Eka Afrida Ermawati, Wahyu Kartika Wienanda The sole use of English (L2) in EFL classroom has been a longstanding debate. Some believe that language exposure has a salient role in EFL classrooms since students only get exposure in the class. On the contrary, those who against argue that the sole use of English tends to decrease students‟ motivation, yet increase students‟ anxiety in learning, particularly for the low proficient students. Furthermore, they add that the sole use of English is a kind of limitation for human right in expressing their freedom of language use. Regarding those rationales, the present study aims at exploring teachers‟ perspective and attitudes towards the use of English only in EFL classroom. Descriptive qualitative method using semi-structured interview was employed to reveal the current phenomenon of L2 use in EFL classes in Indonesian secondary schools. Twelve English teachers from accredited “A” schools in Banyuwangi and Malang voluntarily participated in this study. The Findings of this study show that most of the teachers agree on the sole use of English in EFL Classroom. The results of this study hopefully can be used for teachers in selecting and applying their classroom language policy.


LPP10 English Teaching Curriculums In Indonesia: History, Paradigm, And Challenges

20 Minute Paper Ella Masita Despites high expectations placed on the curriculums applied in Indonesian education system, results of the implementation of the curriculums was seemed far from satisfactory. Based on results of the Programme for International Student Assessment (PISA), a triennial international survey to test the skills and knowledge of 15-year-old students worldwide in order to evaluate educational systems in the world, Indonesian has always been in bottom rank in the list for all three skills assessed ( Science, Math, and Literacy). Indeed, the recent PISA test in 2012 showed Indonesia is at the rank of 64 out of the 65 participating countries (OECD, 2014). Moreover, although theoretically there were many positive aspects of the recent curriculums for Indonesian schools, the implementation seemed to encounter many problems due to some factors as reported by Marcellino (2008), such as Indonesian cultural and socio- economic, students‟ motivation, insufficient government budget and supports, and inadequate teachers‟ competence. In relation to these two issues above, this paper will put a focus on the development of English teaching curriculum in Indonesia. It will also describe about the underlying principles of each curriculums and connections among them. Then, examples of problems occurred at the implementation of the curriculums and the possible causes are also presented. Last but not least, the paper will discuss the challenges faced by the recent 2013 curriculum as an important foundation for a better English language teaching for Indonesian young generations.

LPP11 The Role of the Learners’ Prior Language of Instruction in their Transition into

University 60 Minute Colloquium Fareeha Javed English as language of instruction in universitiesin non-English speaking countries can create problems for learners who have had their school education either in their first language or bilingually (Mansoor, 2004; Hasson, 2005). A majority of such learners have low competency in academic English. This situation leads to adaptation problems during transition into university learning and linguistic culture(Evans & Morrison, 2011). This issue raises the question: “What is the role of the learners‟ prior language of instruction in their transition into university”? Data has been drawn from questionnaires and semi-structured interviews with under-graduate students in a university in Pakistan, but the issues raised are pertinent to wider population of university students in non-English speaking countries. LPP12 Conceptualizations of Culture Teaching: A Case Study Of An EFL Teacher’ Beliefs and

Classroom Practices 20 Minute Paper Fenty Siregar There has been substantial research of language and culture learning over the past five decades and recently much research has been particularly interested in intercultural language teaching and learning. Most of the studies were conducted in Europe, America, New Zealand, and Australia(e.g. Liddicoat, Papademetre, Scarino, & Kohler, 2003; Newton, Yates, Shearn, & Nowitzki, 2010) and only few research projects were done in Asia. To fill the gap this study explored, through a qualitative case study approach, an Indonesian English teacher‟s classroom practices and beliefs about the conceptualizationsof culture teaching. Specifically it aimed at answering the following research questions: 1.what are the teacher‟s beliefs about culture and culture teaching? 2. how is culture constructed in the teacher‟s classroom practices?. The study utilised interviews, classroom observations,stimulated recall interviews, and a document analysis to get data from the participant. This project is part of a larger ethnographic study which investigated the extent to which the current language policies of Indonesia and a private Indonesian University provide „fertile ground„ for the cultivation of intercultural communicative competence.

LPP13 Washback of English National Examination in Indonesian Context

20 Minute Paper Furaidah This study examines how teachers teach English to prepare students for high-stakes English national examination. Data were collected from two schools of high and three of low achievers with eleven teachers to be the subjects of the in-depth interviews and non-participatory classroom observations. The findings reveal the bi-direction of washback in both groups of schools with the schools of low achievers receive more intensive negative washback than the schools of high achievers. The different intensity of negative washback is likely related to the teachers‟ perspective about their students‟level of competence safe for passing the test and the quality of the schools. The consistently unsatisfactory national examination scores of the low achieving schools despite their concerted efforts in the exam preparation programs shows that the government should also focus on supporting them with more theoretically-based empowerment programs, which should become an indispensable follow up of the implementation of the high stake national examination. LPP14 International Intelligibility of Nativized Lexicon: A Case of Indonesian Students

Listening to Japanized English 20 Minute Paper Hiroko Matsuura The increasing importance of English as a lingua franca (ELF) has aroused interest among researchers and teachers around the world regarding the international intelligibility of nonnative English (e.g., Jenkins, 2000; Seidlhofer, 2009). While considerable attention has been paid to research on nonnative English intelligibility in which listeners are native English speakers, the examination of nonnative English intelligibility to nonnative listeners remains relatively new. The present study, which is experimental in nature, examines whether nativized lexicon is intelligible among English users in Asia. For this purpose, Indonesian college students listened to Japanized English samples. For comparison, US students listened to the same samples as well. The subjects completed two listening tasks. The first presented single


sentence utterances in English including a single loanword with phonological modifications. The subjects wrote exactly

what they heard. For the second task, English utterances were presented with loanwords including morphological and semantic modifications. The subjects guessed the meaning of each expression. Comparisons among US and Indonesian listeners show differences in how Japanese English was perceived, contributing to wider discussions on intelligibility of World Englishes as well as development of ELF instructional materials. LPP15 Teachers’ Beliefs In Teaching Reading Towards National Examination Challenge

In Indonesia 20 Minute Paper Intan Kusumawardhani, Erwin Suhendra Reading is an important skill to be acquired in second language learning. The significance of teaching reading is aimed at educating students to face life. However, the existence of national examination as a measurement standard brings some effects towards teachers‟ beliefs in teaching reading. Moreover, it is taken as students‟ final evaluation to pass the school by 40% percentage from NE and 60% from school. The soul of teaching reading to get students‟ comprehension of texts can be damaged since people are thinking more pragmatic. Teachers tend to change their way in teaching reading when the national examination day is closer. This research will be conducted descriptively, using questionnaire and interview as the research instruments. In order to face the newest curriculum in Indonesia, NE is pondered as good to be held as the measurement of education in Indonesia, but the side effects in teaching reading should be taken as consideration. This paper also aims at finding out solution for betterment of education. LPP16 From Native Speaker Models To ELF: Shifting Paradigm Of University ELT Programs

In Asia 20 Minute Paper Masaki Oda This paper will discuss how the discourse of EIL(English as an International language)/ELF (English as a lingua franca)has affected the developments of ELT programs at Japanese universities, with a special attention to its relationship with the goals of the programs. In the past few years, studies in EIL and/or ELF have received significant attention among ELT professional. However, we have not been able to see muchimplication of these studies in the developments of English language programs. Through a diachronic analysis of the discourses in professional literature in ELT as well as the descriptions of various ELT programs at Japanese universities, it was found that English language programs are designed not with aninfluence by the discourses of ELT but by the discourses of general public. In other words, the institutions are not ready to shift their ELT programs to more EIL/ELF based programs until the notions of EIL/ELF have been accepted by the general public. In conclusion, therefore, I will present a case of a Japanese university who has developed a more EIL/ELF oriented ELT program by challenging the prevailing discoursesby general public and discuss possible implications of the experience to other Asian contexts including Indonesia. LPP17 Stories from the Frontlines: Female English Teachers and the National Standardized

Exam Policy 20 Minute Paper Nunung Fajaryani, Masbirorotni

It seems that testing sponsors and policymakers at national, provincial, and district levels still consider testing as an important, positive, and cost effective device in educational improvement. However, research findings show a broad range of resourcesare positively related to student outcomes (Greenwald et al., 1996; Nieto & Bode, 2008), a student achievement results from not only school quality but also health, motivational, family, and cultural conditions (Nieto & Bode, 2008; Rothstein, 1998), and teacher inputs, school resources, and family inputs are statistically important in explaining student achievement (Nieto & Bode, 2008; Levin, 1995). The purpose of this qualitative inquiry was to explore the perspectives of local female English teachers on the National Standardized Exam [NSE] policy as a high-stakes exam to gauge student performance nationally at four senior high schools in Jambi City, Indonesia. Data for this study were collected through a demographic background survey and in-depth interviews with eight local female English teachers. The demographic data were analysed descriptively. The interviews data were analyzed using within-

case and cross-case displays and analyses (Miles &Huberman, 1994). Two salient themes with their sub-themes that emerged were (1) disheartening views on the use of the NSE policy and (2) major consequences the NSE policy (curriculum and instruction, teaching and learning, teacher motivation, student motivation, less attention to non-tested disciplines, and widespread cheating). This study provides information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. Policy implications and suggestions for future research are discussed. LPP18 Nuclear Stress: A Candidate Of Factors Determining Global Intelligibility Of EFL

Speakers’ Speech 20 Minute Paper Moedjito The current study was aimed to investigate nuclear stress as a candidate of factors determining global intelligibility of EFL speakers‟ speech, focusing on (1) How is the EFL speakers‟ ability in nuclear stress? and (2) Is there any significant effect of EFL speakers‟ ability in nuclear stress on the understanding of the message being communicated? To achieve the twofold goal, the present researcher asked five university students as EFL speakers to say 30 sentences with different intonational foci and recorded their utterances. The recording was then presented to three native speakers who assessed and decided whether the EFL speakers‟ utterances were the same as the intended meaning. In addition to descriptive statistics, the collected data were submitted to a simple regression test to determine whether nuclear stress affect the message being communicated or not. The results of data analysis have revealed that (1) the EFL speakers‟ ability in nuclear stress was quite low and (2) there was a significant effect of EFL speakers‟ ability in nuclear stress on the understanding of the message being communicated. One of crucial pedagogical implications of the study is that nuclear stress should be an important part of pronunciation instruction in EFL classrooms.


LPP19 Use of English at the Workplace: How far is this true in Malaysia?

20 Minute Paper Noor Hanim Rahmat, Normah Ismail, Azizah Daut According to Roslimh (2009), the importance of English in the Malaysian work environment is the main concern of many employers. Some employers reported that having employees with better English would improve productivity. How far is English being used at the workplace in Malaysia? This quantitative study targets at possible direction of a language programme such as English for Specific Purpose especially for Occupational and Vocational purposes. It looks into how much English is used at selected industries in Malaysia. Specifically, it reports on how communication in English is used at different departments in selected industries as well as how the use differ across age groups, genders and industries. Results of this study will have interesting implication for future English for business purposes courses.

LPP20 Developing Integrated Islamic English Educational Curriculum for Islamic University

20 Minute Paper Nur Afifi Curriculum is one of key factors is teaching-learning process. By curriculum, the teaching-learning process can be guided to achieve any specific outcomes intended by the organization. Therefore, curriculum must depict the specialty or the uniqueness of the institution in which it is being applied. One of curriculums that shows its uniqueness is curriculum of English Department in Islamic Universities (UINs, IAINs, STAINs ). The English Departments of Islamic universities must assign Islamic characteristics to be embedded in the outcomes. Therefore along withbasic subjects such as Pancasila, English-related subjects and educational English subjects as in English department curriculum in universities, there are many Islamic-based subjects in English department in Islamic universities. Most of the Islamic-related subjects are added to the English curriculum make it fat in terms of number. This kind of curriculum is in my view not effective since the load the students must complete potentially minimizes their effort to master each subject deeply which in turn results in the quality of the outcomes. The solution is by simplifying the curriculum by integrating any possible Islamic-related subjects into the English-related subjects. This paper is going to investigate possibilities in developing English department curriculum by so doing. LPP21 Back To Basics: Improving Pre-Service Teachers’ Quality By Designing Sound

Curriculum For Teaching Practicum Program 20 Minute Paper Nurrahma Sutisna Putri Professional development program for Second Language Teachers gains a huge attention since practitioners are more aware of the importance of having quality teachers. To reach the aim, there is a need to have sound curriculum for

teaching practicum in order to fill the gap between what student teachers have learnt and what occurs during teaching practice. Thus, this paper will propose sound curriculum for teaching practicum which covers inclusion of 21st century education, mentoring with senior teachers, creating teachers‟ collaboration as culture, creating reflective teachers through supervision, and diagnosing students‟ difficulties through case studies This proposal is expected to shed some lights to policy-makers who are in charge of designing teaching practicum curriculum for Second Language Teacher. LPP22 Restructuring English Curriculum:The Implementation of English Corner (EC)

in SD Muhammadiyah 8 DAU Malang 20 Minute Paper Puji Sumarsono The current issue of English language policy under unceasing debate among scholars in Indonesia is removing English subject as the content subject from primary school. The Government of Indonesia, however, remains with this policy. From the view point of current language teaching, this policy is one step backward since teaching English at an early age is perceived as a way much better than during adolescence. A previous research indicates that English is still important to be taught at primary school. Therefore, this research aimed at exploring the implementation of English Corner (EC) as an extracurricular activity replacing English subject. The research method was qualitative. The instruments used were interview and observation. The results showed that EC was established to replace the English subject and to improve students and teachers‟ English skill. EC also encouraged independent learning activities such as English conversation, reading, doing exercises, and playing games. Factors affecting the implementation included human resources, limited facilities, and parents' support. EC improved teachers‟ skill in designing learning materials and motivated the students to learn English. Theoretically, this research reinforces independent learning and learning English at an early age. Practically, it is proposed to be one of the best practices for teachers and educational policy makers. LPP23 The Relevance of the Competence Based Curriculum with the Units of Standard

Competencies for the ESP Courses of Tourism Students 20 Minute Paper Ratnah Competence Based Curriculum (CBC) has acknowledged the qualification of the students based on the competencies they have. It was developed from the theory of behavioral learning and commonly implemented in vocational education and training institution. The emphasis of the CBC is that the behavior of a learner is observed and measured so that the learner can be considered competent in demonstrating the skills based on certain criteria (Smith, 1998). The content of the CBC should be relevant to the content of the Units of Standard Competencies in SKKNI in order to prepare the students to be “competent” in the Standard Certification Assessment. However, the distribution of English subjects in CBC is not fully relevant to the content of the Units of Standard Competency for Tourism department. Some English subjects in CBC are still focused in EGP subjects while all the contents in the unit of standard competencies are mostly focused in ESP subjects as well as the distribution level of the English subjects in CBC are


mismatched with the level of content of units of standard competency. Therefore, the distribution of English in CBC

should be revised to match the content of the Units of Standard competency.

LPP24 Media Literacy: A Salient Concept for English Language Curricula Planning

60 Minute Colloquium Riani Inkiriwang Winter, Laksmi Mayesti Wijayanti, Sandra Sembel, Alfred Inkiriwang Media Literacy (ML) is currently a concept of high interest in primary, secondary and tertiary education curriculum development. The Center for Media Literacy states, that with the current global multi-media culture we live in, media literacy has become a critical proficiency. Media literacy represents knowledge and skills of information processing to acquire media content knowledge, as Phang calls it, “the new literacy of the 21st century.” Mass media brought multi-varied texts throughout the world. The question is, are media texts accurately „read‟ and „written‟? Schwartz, discussing the power of emerging literacies, asserts that ML encourages critical thinking, an essential skill for young people, adults and educators. The presenters aim at creating awareness in the TEFLIN domain, on the importance of Media Literacy--knowledge of components, usage and power of the media. The media flows globally across borders using primarily the English language, influencing lifestyles and cultures; media and English are almost inseparable. The presenters propose that ML be a core inELT curricula at all educational institutions: a salient concept in English Language policy and planning. For this Colloquium, ML in a primary and tertiary education setting will be the focus of

discussion.

LPP25 Enhancing Language Learning through Multiculturalism

60 Minute Workshop Sadie Maddocks How can we enrich young learners‟ understanding of how language and culture are connected? How can we encourage the development of multiculturalism at the same time as developing the English language skills of children? These are challenges posed by the introduction of Kurikulum 2013: In today‟s globalized world, intercultural language teaching considers language and culture as inseparable entities. Teachers of young learners should facilitate students in expanding their world view alongside developing their English proficiency. This workshop will explore fun activities which maximize opportunities to develop both our young learners‟ cultural awareness and ability to use English.

LPP26 The Contributions of Anthropological Studies to the Usage of Genres in TEFL

20 Minute Paper Saiful Anwar Matondang The rapidly growing of genre scholarship directs my paper to the contributions of Anthropological Studies to the usage of genres. Addressing the issues on genre and designing language policy and pedagogy in Teaching English as a Foreign Language (TEFL), I overview the contributions of Anthropological Studies to genres. In the fieldwork, anthropologists study language and habitual thought, language variations, speech events, texts and meanings, language identity, and ideology. The research in anthropology focuses on the language use within socio-cultural context and yield some theories and recommendations. By adopting the anthropological methods and theories for designing language policy and pedagogy as well as language teaching learning strategies, this paper elaborates the genres in culture milieu from a process point of view. Genres, as interactional products in the textual forms, need the anthropological foundation in shaping the TEFL in Indonesia. Anthropology in ethnography of communication studies various genres as mental activities and social actions. Additionally, anthropology provides a set of socio cultural analysis about folklore such as fairy tales, legends, myths, and speeches in rituals and symbolic performances. LPP27 The English Teachers’ Perceptions TowardSchool-Based Curriculum (SBC) and 2013

Curriculum; Complaints, Comparisons and Contrasts 20 Minute Paper Sarlita D. Matra In an educational system, teacher and curriculum as strategic components can influence the success, achievement as

well as failures of the system itself. Teacher certification and curriculum development, nowadays, are some attempts to increase the educational system in both. Unfortunately, the changes of curriculum are not almost accompanied by the changes of the teachers‟ model of teaching which seem monotonous caused by the lack of teachers‟ knowledge and understanding about the current curriculum. This study intends to investigate the teachers‟ perception towards SBC and 2013 Curriculum as the latest trend in curriculum implementation; further this study also emphasized on how well the teachers understand both curricula. The study was a qualitative research by having a document analysis on English teachers‟ perceptions through questionnaires and interviews. As the result of the study the teachers‟ perceptions to both curricula were slightly different in describing the comparisons, contrasts and also complaints. Apparently, they have not really understood the basic concept on each curriculum paradigm moreover they felt that there are so many problems faced in both curricula implementation. This issue ought to be the considerations for curriculum developer in having a depth preaparation before implementing it in classroom setting. Therefore, the teacher should cater all the informations to be ready in meeting the demand of recent curriculum development.

LPP28 The 2013 English Curriculum: Prospects and Challenges

20 Minute Paper Shirly Rizki Kusumaningrum

Curriculum is an important aspect in education as it covers educational goals, contents, learning materials, and learning methods to be implemented during the teaching and learning process. Due to its importance, it should be carefully designed so that the goals that have been set can be achieved. In Indonesian context, curriculum has been changing from time to time. Since 1945, there have been 9 different curricula designed to meet the challenge of each


respective year.The emergence of the 2013 curriculum as the most recent curriculum brings lots of positive ideas as

well as challenges that should be considered.

LPP29 Challenges And Recommendations On The Implementation Of Curriculum 2013

20 Minute Paper Siti Muniroh This study was conducted in the supervision program of Curriculum 2013 implementation in the subjects of English, Indonesian, social studies, science, craft, civic law, and mathematics. There were 56 SMP teachers in Malang city involved in this study, performing as trainer-teachers (9) and target-teachers (47). The trainers observed the targetsby using 5 instruments provided by the government to see how farCurriculum 2013 have been implemented in the target schools. The instruments were identification form to measure teacher‟s understanding toward(1) teacher book and student book, (2) learning process and assessment, (3) development of lesson plans, (4) the implementation of teaching and learning activities based on scientific approach, and (5) the implementation of learning assessment. The supervision program was done within one week; the trainer wrote reports afterward. Based on the reports, the data about the challenges and recommendation was grouped based on the subjects taught by the target teachers. The results showed that the challenges faced were mainly on the target teachers‟ lack of understanding on the concept and implementation of scientific approach and assessment on manner competence. The recommendation was on the

continuous comprehensive training on Curriculum 2013 emphasizing on scientific approach and its appropriate assessment.

LPP30 A Look At An Initial Attempt To Mapping The Curriculum

20 Minute Paper Suharmanto, Maria Hidayati, Evynurul Laily Zen As an attempt to improve the quality of teaching and learning, a study has been conducted to develop AUN-QA based course outlines (Suharmanto, et al., 2013a). By paying attention to the characteristics and the criteria set by AUN-QA (Asean University Network Quality Assurance), the course outlines developed were focused on two subjects; Introduction to Linguistics and Introduction to Literature due to the fact that those subjects are the basic knowledge need to be mastered for students at English Department, State University of Malang in their second year. However, this paper does not focus on the detailed process of developing AUN-QA based course outlines; it, instead, primarily presents an initial effort to relate those two courses with the study programs‟ curriculum map. It is clearly stated in the guideline (2011) that a curriculum map should be constructed to indicate the relationship between the study program and its courses with the learning outcomes. Jacobs (2004) points out that curriculum mapping allows teachers or practitioners to recognize gaps, redundancies, and misalignments in the curriculum and instructional

program. Thus, this descriptive-qualitative study is intended to map the two aforementioned courses in terms of its relationship with the program‟s learning outcomes and also its design in integrating and strengthening other courses in the curriculum to gain long-term purposes of developing AUN-QA based teaching and learning.

LPP31 Extensive Reading for the Context of Language Learning Policy in Indonesia

20 Minute Paper Syofia Delfi, Hamidah Yamat Learning English for EFL learners is usually as the reflection of language learning policy of the country including in Indonesia. It is questioned whether the language learning policy reflects on the practices of extensive reading. This article is based on the discussion of language learning policy in Indonesia for a case study exploring about the practices in the Extensive Reading Course and gather insights on how the learners experience extensive reading in order to see how it contributes to their English language competency. The objectives of the study are to: (1) observe how extensive reading is being taught in classrooms (2) to identify what are the Indonesian EFL learners‟ extensive reading experiences? (3) to explore how extensive reading develops the Indonesian EFL learners‟ English language competency. The discussion on the language learning policy in the study is considered in order to explore the need of extensive reading and how important that the practitioners as well as the policy makers consider about the inclusion of

extensive reading in the language learning, especially in learning English as a foreign language. Therefore, this article discusses EFL learners for the study, extensive reading, language learning policy, and exploring the use of extensive reading in the context of Indonesian language learning policy.

LPP32 A Cognitive Linguistic Analysis of “Dream” Metaphors in Basic Reading I Course

20 Minute Paper Truly Almendo Pasaribu This study aims at analyzing conceptual metaphors of dream found in the poems written by the 1st semester students of Universitas Sanata Dharma. It is conducted to find out how metaphors conceptualize the concept of dream. The data of the research are taken from poems written by 26 students in Basic Reading I. In elaborating the metaphors, this paper considers Cognitive Linguistics as the most suitable approach because it deals not only with language, but also its relation to human conceptualization. The result shows that such an abstract concept as dream is conceptualized by various type of conceptual metaphors. The major point to take away from this research is that metaphors present how students conceptualize the more complicated concept of dream in terms of other domains, such as force, journey, beautiful objects, animals, and light. Dream which is in the realm of abstract concept is understood in terms of other concepts which are closer to human physical experience. Through cognitive linguistic

analysis, different metaphors of dream present various shades of this concept.


LPP33 Teachers’ Attitudes toward English Instructional Classroom in relation with Currently

Implemented Curriculum: A Descriptive Study in One of Public Schools in Bengkulu 20 Minute Paper Dendi Wijaya, Feny Martina The current education policy has released new curriculum for secondary level, namely “kurikulum 2013”. This policy is addressed to all subjects including English. It indicates all teaching and learning aspects are automatically changed started from instructional method to learning assesment. This study aims at investigating teacher‟s atitudes toward English instruction in relation with the currently implemented curriculum. This study is a descriptive study at one of targeted school wherein “kurikulum 2013” is implemented. The data will be collected by using questionaires administered to English teachers and interviews with the teachers. The result of the study is expected to give description about the implementation of “kurikulum 2013” in english instructional classrooms in aformentioned terget research site.

LPP34 Lecturers and Students’ Beliefs on Code-switching: A Malaysian Polytechnic Context

20 Minute Paper Mazlin Mohamed Mokhtar This paper reportson lecturers‟ beliefson effective teaching and learning, as well as whether they coincide with their

daily teaching practices or not. The focus will be the belief on the use of code-switching in the classroom. At the same time, it is useful to see whether they are differences in the beliefs between the lecturers and the students. Therefore, three (3) lecturers from an engineering department of a polytechnic in a northern region were chosen as well as the students in the class that these lecturers were observed.The methods used are classroom observations, questionnaires for both the lecturers and students, and interviews with the lecturers after the classroom observations.The findings show that the lecturers did code-switch during their lessons and they used itto translate and check understanding in order to speed things up because of time pressures. This is one of the functions listed in Macaro's(2005) areas of teachers‟ code-switch. The lecturers claimed that it was mainly to enhance their students‟ understanding and to save their time from lengthy explanation whenever the students are in doubt. This was agreeable by most students where they believe that code-switching could help them understand the lessons better. Thus, code-switching is not considered as a countenance of language interference. It may even enhance the teaching and learning process instead.

LPP35 The Impacts of Integrated Curriculum

20 Minute Paper Maya Defianty, Ummi Kultsum Integrated curriculum has become a definite choice as educational system aims for rigor and relevance. One of the forms of integrated curriculum is to correlate between or among subjects. This research incorporated two subjects taught at English Department at UIN Syarif hidayatullah Jakarta, they are Public Speaking and Writing. Both subjects were incorporated under the notion of Project Based Learning. Specifically this research aims to identify the impacts of the integrated subjects. Participants were students from the fifth semester of English Department at UIN Syarif Hidayatullah Jakarta. The research is designed using qualitative descriptive method, data attained from Questionnaires, observation and document analysis of students‟ project. Research reveals that the integration of Public Speaking and Writing subject improves students‟ motivation in learning because it provides the real purpose of learning. Students‟ also claimed that it reduces their burden in doing tasks. Nevertheless, some revisons on the syllabus should be made in order to enhance the products‟ project.


II. NEEDS ANALYSIS

NAN01 Needs Analysis for Developing Supplementary Reading Materials of Automotive

Students of Vocational High School 20 Minute Paper Alfiyati, Tety Mariana The purpose of this study is to investigate the needs of reading skills required for developing supplementary reading materials for Automotive Department of Vocational High School based on the latest Indonesian 2013 curriculum. This study explored the difficulties faced by the students in reading comprehension for the automotive students of SMK Negeri 1 Wonorejo, Pasuruan, East Java. The study was based on the three main components of exploring the language needs:TSA (Target Situation Analysis),PSA (Present Situation Analysis) and LSA (Learning Situation Analysis). The subjects of the study were seventy automotive department students in the third semester of SMK Negeri 1 Wonorejo, Pasuruan, East Java. The instruments used for the data collection were questionnaires. The study shows that the reading skills needed by the students for academic purposes and will be the major consideration in designing supplementary reading materials for the second graders of automotive department since there are still limited sources of reading materials designed for vocational high school students based on 2013 curriculum. It is also suggested that the finding of the study will be used for designing supplementary reading materials that in line with the target needs of the second graders of automotive department of vocational high school to develop their reading skills in studying English for a certain department in vocational high school. NAN02 Designing the English Textbook with Cultural Based Activities Used for Teaching

“Bahasa Inggris I” at IAIN Raden Fatah Palembang 20 Minute Paper Annisa Astrid

Fluency in the target language is one of the most important goals of language learners. However, Fluency does not guarantee perfect communication between the language learner and the native speakers of the language. There is another factor which influences communication that is culture. In other words, language is a part of culture and culture is a part of a language. Many linguists strongly suggest that culture should be integrated into EFL/ESL teaching materials . Therefore, the necessity to develop the textbook used for teaching English with cultural based activities should be considered. The writer has done the need analysis in order to to find out the real context of “English I” teaching and learning processes. From the results of the analysis of syllabus of English Subject, lesson plans made by the lecturers, and the textbooks used for teaching English I, they showed that the materials in the syllabi and lesson plans still emphasize on discrete-point teaching, “correctness” in grammatical form and repetition of a range of graded structures, restricted lexis, etc, and the same results also shown from the materials presented in the textbook. However after analyzing the questionnaires distributed to 160 students and 15 Lecturers of English subjects, the writer can conclude that the students and the lecturers have positive attitudes and perceptions to the introductions of Elements of culture in the materials used for English class activities. From the need analysis, it can be generalized that the development of the English textbooks especially used for teaching general English classes is badly needed. NAN03 Implementing Indigenous Wisdom mBombong-mBimbing of Katresnanism as Paper

Writing Skill-Enhancing Approach in Poetry Class 20 Minute Paper Antonius Herujiyanto When responding to literature means taking a critical approach that involves previewing, highlighting, and annotating (Gillespie et all, 2005, pp. 3-5), then writing the results of those procedures is another different step to take. This is precisely the aim of this paper: enhancing the students’ writing skill (for their term paper) in Poetry class of the English Language Education Study Program of Sanata Dharma University Yogyakarta. The questions of the study may, thus, be formulated as “How do the students respond to a poem of their choice?” and “How do they use their ideas to advance and develop their thesis as demanded by Poetry class?” Not only does the discussion engage with the course objectives such as being able to find the intrinsic and extrinsic aspects of the poems discussed including the art of poetry, but it also involves in exposing the nature of scientific paper writing. This research paper is grounded on the indigenous wisdom mbombong-mbimbing of Katresnanisme theory (Herujiyanto, 2006, pp. 125-138), encouraging and facilitating the students with the spirit of positive thinking in the process of writing a scientific paper for their final test.

NAN04 Designing an ESP Course: English for Law

20 Minute Paper Ayu Fatmawati This study aimed at: (1) describing the teaching of ESP in Law Faculty, (2) describing the students’ response toward the teaching learning of ESP, and (3) describing the materials needed to conduct ESP course. This is a descriptive qualitative research which is oriented at exploring the data from the locale naturally. This research was conducted in UNISKA Kediri. The subject being researched was the students, alumnus and lecturer there. Instruments use in this study was observational form, interview guide, and questionnaire. Observational form is used to confirm about the teaching learning of ESP in law faculty. While interview and questionnaire is used for confirming the students’ response and the materials needed to conduct ESP course. The result of the data analysis shows: (1) the teaching learning of ESP in law faculty generally was good. (2) the students’ response toward the teaching learning of ESP was good, and (3) the materials needed to conduct ESP course was speaking ability, reading ability, specific vocabularies related with law like legislation, legal document, criminal laws, international laws, etc.


NAN05 Needs Analysis for Pre-departure Training Program

20 Minute Paper B. Yuniar Diyanti This paper aims at describing an attempt to design a pre-departure training program and its learning materials for students and staffs who conduct sit-in and study visit programs in overseas universities. A questionnaire were distributed to 30 randomly selected respondents who had ever taken part in sit-in and study visit programs in the years of 2011-2013 to gain the target needs. The distribution of the questionnaire were done through email and only 18 respondents sent the questionnaire back. The results of the analysis show that the destination are mostly asian countries (80%) and the length of staying is 5 days to 2 weeks. It leads to the need to also provide an introductory course on the local language (28%). English was used mostly for having discussions (39%), sociolizing purposes (39%), and listening to some talks (28%), therefore the language skills to cover in the training are academic speaking and listening, and English for sociolizing. Other knowledge to cover are cross cultural understanding, airpotting and international flights, and custom and immigration. NAN06 Need Analysis Result of English Subject for Non-English Departments Students at

IAIN Tulungagung, East Java 20 Minute Paper Emmi Naja

English is taught not only for English Department students, but also for students in other departments, and it is being a compulsory subject in IAIN Tulungagung East Java. To know what students really needed and expected in learning English, conducting need analysis is needed as a part of designing appropriate syllabus and text book for them. In case of non - English department students, English starts to be taught from the first semester up to the forth semester, starting from English matriculation, English 1, English 2, and TOEFL for each semester. This need analysis is addressed to the first semester students who already joint to English matriculation class. It is considered as the best time to know their need, expectation and their basic English ability. Three classes are chosen as target populations, including their parents. They represent to every department: Syariah, Tarbiyah, and Ushuluddin Department. Besides students and parents, some English lectures also invite as target populations. The procedures used in conducting need analysis were: deep interview and questionnaire. As the result of need analysis can be conclude for three main points as follow: the skill students mostly want to master is speaking, materials they expected to learn which is support their next profession, students expected they are taught using interesting methods or activities. Finally, based on that information, appropriate syllabus and textbook can be developed for students from each department.

NAN07 The Importance of a Needs Analysis in Materials Development

20 Minute Paper Enik Rukiati When we are starting a new ESP class, conducting a needs analysis is the first step need to do. It should be done in order to collect information about the learners’ needs. Therefore, teacher as a course designer has to design a course to meet the learners’ needs to improvement of learner’s learning. This article aims at reporting the results of needs analysis conducted in developing materials for the teaching of English at Computer Technology Study Program of Information Technology Department of Politeknik Negeri Jember. It describes the steps in conducting a needs analysis ( who conduct the study, the target population, kind of information needs to be collected, the interpretation of findings), and techniques used in needs analysis. At the end of the artice, it provides a model of teaching materials for the students of Computer Technology developed based on a needs analysis.

NAN08 Designing ESP Materials for Nursing Students Based on Need Analysis

20 Minute Paper Erikson Saragih Designing teaching material is the process of selecting, adapting and evaluating of teaching based on specific terms of reference. Need Analysis is very important before designing teaching materials for English for Specific Purpose. The

study aims at exploring the learning needs of 50 nursing students, and designing ESP materials for nurses based on Need Analysis. Need Analysis in this study is categorized as Target situation Analysis, Present Situation Analysis, Deficiency Analysis, Strategy Analysis, Constraint Analysis, Pedagogic Need Analysis, and Subjective Need Analysis (Lowi, 2009). The study uses quantitative and qualitative methods. The findings describe the real needs of students of ESP for nurses, the lecturers’ view points on the practice of ESP instructions, and descriptions of ESP for nurses used in English speaking countries. The results are very significant for designers of ESP of various fields for they reflect the real needs of nursing students. It is suggested that Nursing English textbooks should be based on the Need Analysis by ESP designers. NAN09 The Effect of Slang Language on The Indonesian Teen Manners Ethical(study on

student in IKIP PGRI Madiun 20 Minute Paper Ervan Johan Wicaksana The use of slang among adolescents and young people in Indonesia is widespread and alarming, because the slang they use is weird. Its use is almost not known the place and the atmosphere, with whom they speak, and how others feel that they are talking with the slang. This research is a quantitative research method of observation and data collection questionnaire in the study sample size is as much as 20 respondents teen students of IKIP PGRI Madiun. Data analysis technique used in this study is a product moment statistical test. The results showed that there was no significant relationship between the use of slang to manners ethics teenagers, this is because teenagers have been able to use the language of Gaul appropriately so as not to affect their manners and ethics they can sort out their opponents to speak slang so ethical manners can still be maintained. Solutions to prevent of negative impact in gaul language impairment Indonesian teen manners ethical, among others: the need for efforts at this time to embed and


develop understanding and love for the self-generation of the Indonesian nation as the national language, the need for

real action from all parties concerned the existence of Indonesian language is the national language, the national language and the language of instruction in education, awareness Indonesian people, especially the future generation that Indonesian as the national language should take precedence use, improve the teaching of Indonesian in schools and colleges as well as improve the coaching ethics manners through character education in their family and education. NAN10 The Students’ Ability and Problems in Writing a Descriptive Essay Across Different

Levels 20 Minute Paper Fikri Asih Wigati Writing has now turned out to be an essential device for people to live in today’s global community. However, the Indonesian students’ academic writings are still not satisfying (Alwasilah, 2001: 15; Mukminatien, 1997: 2; Yuhardi,2009). Particularly in a class comprising many proficiency levels, students often find problems in essay writing. This study addresses the question of the ability and problems of the students who are at the English language proficiency of basic and upper-intermediate levels in writing a descriptive essay. The participants in this study were six students who enrolled in writing IV class in the fourth semester of English Education Program in a university in Karawang. The data were collected by way of various techniques i.e. classroom observations, analysis of the products, and interviews with the writers. The data were later codified and juxtaposed in order to reveal the students’ technical ability and problems in writing (content, organization, vocabulary, grammar, and mechanics The findings show that the respondents who are at the basic level of language proficiency tended to have more problems. They were faced mainly with the lack of vocabulary and the lack of capability in operating the English grammar. These respondents also had mechanical problems The upper-intermediate students tended to have more understanding of the writing aspects , nevertheless, they had problems such as composing unclear introductory paragraph, problematic complex sentences, and making grammatical slips. The findings of the present study provide some recommendations for the next researchers who wish to investigate the same field and also for teachers and students to improve the teaching learning process especially writing a descriptive essay. NAN11 Teaching Academic Writing based on Need Analysis for Indonesian EFL Learners

at University 20 Minute Paper Hari Prastyo There are four skills in English teaching and learning, they are listening, speaking, reading, and writing. Listening and reading are categorized as receptive skills, while speaking and writing are as productive skills. Writing skill is one of productive skills that needs some competences, such as linguistics competence, getting the idea competence, and organizing the idea competence. This article will discuss about Teaching Academic Writing based on Need Analysis for Indonesian EFL Learners at University. It is kind of research article that will use Qualitative Research Methodology. The subject of this research will be the university students who join in academic writing. The researcher will try to do need analysis for the students by using questionnaire. Based on the questionnaire, the researcher will create syllabus for academic writing, then he will use it in teaching and learning process for Indonesian EFL learners at university. At last, he will assess the result of students’ writing by using scoring rubric based on the organization of essay. This research article will be useful for academic writing lecturers. This kind of article can be used as a model for lecturer in teaching academic writing at University, because this article will provide some materials which are needed by the students based on the need analysis. NAN12 Case study of Bintuni students in Malang: Unpacking academic adjustment and

language learning process

20 Minute Paper Hasti Rahmaningtyas, Nova Ariani Learning in a new different academic environment contributes to problems in academic achievement in which students need to adjust to. This situation is faced by some Bintuni students studying English program in State University of Malang, where the academic life, socio-cultural practices and values are different from the students’ former experience. This situation is worsened by the students’ low-proficiency of English resulting in students’ frustration, withdrawal, and less motivation hindering them to excel in studying English. This study views “second language learning not as the acquisition of a new set of grammatical, lexical, and phonological forms but as a struggle of concrete socially constituted and always situated beings to participate in the symbolically mediated life world of another culture” (Habermas in Pavlenko & Lantolf, 2000) . The aims of this research is to record. In addition, this study hopes to enrich and to provide framework for English instructors to apply the appropriate methodology in teaching students who have similar problems. Data will be collected from focus group, individual interview, questionnaire, reflective journals, and personal communication with Bintuni tutors to validate the results and ensure triangulation.

NAN13 Rhetorical needs analysis in EAP program for Indonesian students and scholars

20 Minute Paper I Nyoman Suka Sanjaya

Needs analysis in English for Academic Purposes (EAP) program, while focusing on grammar and vocabulary, has largely neglected university students’ rhetorical needs (i.e. the needs for linguistic means of persuasion).The present cross-linguistic, corpus-based study, which is of interest to both applied linguists and EAP practitioners, aimed to fill this pedagogical lacuna by quantitatively analyzing the deployment of hedges (e.g. perhaps, seem) in English and Indonesian research articles, rhetorical devices widely regarded as indispensable and significant features of academic writing(e.g. Hyland, 2005).The corpus for the study consisted of 52 applied linguistics research articles randomly taken from four journals from both languages (26 published in two international journals and 26 published in two national journals in Indonesia). The statistical analysis conducted using Mann-Whitney Utest revealed that the English research articles contained significantly more hedges than the Indonesian research articles (Mann-Whitney U = 68.00, n1 = n2


= 26, p < 0.05, r = -0.69). Theoretically, this finding strongly suggests that the sociocultural context in which the

research article is written determines its rhetorical feature(cf. Kranich, 2011). Pedagogically, since pragmatic transfer typically occurs in the use of hedges (e.g. Alonso, Alonso, & Mariñas, 2012), it shows that Indonesian students (more particularly, scholars who wish to publish their research articles in English-medium international journals) are indeed in need of knowledge of hedges, if their texts are to have sufficient persuasive power.

NAN14 ESP Syllabus: Compromising Needs and Wants in Higher Education

20 Minute Paper Ismail Petrus Needs analysis is a device to collect the information that will become the basis for designing an effective and efficient language course. Needs analysis may include target situation analysis, present situation analysis, deficiency analysis, strategy analysis, and means analysis. However, needs analysis should not focus only on learners, but should also consider “the views and roles of other stakeholders”, such as the institution, departments, and instructors (Dudley-Evans & St. John, 1998; Frendo, 2005). This paper describes the process of designing an ESP syllabus for undergraduate education students on the basis of the needs analysis conducted through (a) a questionnaire given to the students, (b) interviews with the instructors and the faculty’s management, (c) observations in the classroom, and (d) review of the documents. The data were analyzed both quantitatively and qualitatively, and resulted in the “target

needs and learning needs” (Hutchinson & Waters, 1987). Target needs include necessities, wants, and lacks; learning needs refer to what the learner needs to do in order to learn. The results of needs analysis then became the basis for designing a syllabus. The syllabus can be considered as a skills syllabus, which stresses on developing the reading micro-skills of the students in the context of education. NAN15 Needs Analysis of Indonesian Freshmen’s Writing at University of Indonesia:

Problems and Solutions 20 Minute Paper Istianah Ramadani Indonesian university students have limited background knowledge about writing in English. They do not have enough exposure to writing when they are in high school, since the focus in the high school curriculum is on the receptive skills – listening and reading. Writing is limited to producing loose sentences, while the skill to develop ideas is not developed. These limitations hamper their writing skills in higher education and cause problems when they study English for Academic Purposes at the university. This study focuses on the inadequate writing skills of freshmen at the University of Indonesia and what should ideally be done to address the issues. In an attempt to analyze what students need to develop ideas as well as writing skills, an analysis toward their writing has been done. To further find information about their writing background, a sixteen-item questionnaire was completed by 50 students at the University of Indonesia. The study concludes that students need to be facilitated more to write since they are in high school. NAN16 A Needs Analysis of Deaf and Hard-Of-Hearing Students in Learning English as a

Foreign Language at Inclusive Higher Education 20 Minute Paper Iswahyuni, Dian Inayati

Due to the challenges faced by deaf and hard-of-hearing (D/HH) students and language teachers in foreign language instruction at inclusive university, a needs analysis in this area becomes crucial. The current study aimed at (i) identifying barriers faced by D/HH students in learning English as a foreign language at higher education, and (ii) analyzing their needs to help them cope with their English learning. This qualitative study was conducted at a state university in Indonesia involving six D/HH students, one English teacher, two interpreters, and one tutor as the subjects. The data were collected through participant observations, semi-structured interviews, and questionnaires. To obtain dependable and credible data, a triangulation of sources and methods was performed. It reveals that the barriers hindered by the D/HH students from successful language learning could be classified into external and internal barriers. Such barriers as lack of English proficient interpreters and students’ low effort refer to the former and latter, respectively. Next, these barriers were transformed into internal and external needs that should be fulfilled to assist their learning. The results of this study may bring fruitful implications for language teachers to conduct classroom activities and universities to provide support service accessible for D/HH students. NAN17 The Analysis of Class Observation, Class Documents, and Depth Interviews to

Construct a New Model of Teaching 20 Minute Paper Jozef Bambang Tri Joga English has been taught starting from elementary level, twice in a week at the average time of one hour thirty minutes per period. A learner studies the language day by day, month after month, until he leaves the class to move up to the upper level. The person, then, at the next level, will still keep learning the language year after year, from one lower level of class to the higher level until he finishes his studying from the elementary level. The person, then, moves on to the junior high level, and he continues learning the target language on and on. We can imagine how much energy,

time, and effort that the person has to endure to master the language, to be able to interact with other persons using the language, in spoken as well as in written ways. Does all the effort help him achieve that? A small number of persons can answer affirmatively to the question. This research is interested in observing how the existing model is like, what model has been used, to teach English to elementary school students, especially class four. To get the answers to the questions an exploration phase has been done through observing classes, analysing the class documents, comparing the real class activities with the planned lesson plan. Together with the analysis of the depth interview with teachers and students, it is, then, carried the need analysis of designing a new model of method to teach English.


NAN18 Assessing the Needs of the College Students of the Hotel and Restaurant Department

in English Competences for International Careers within ASEAN Countries 20 Minute Paper Kun Aniroh Muhrofi-Gunadi English as a tool for communication in the globalized world has lead to the need to shift the focus of the teaching orientation. The teaching of English should shift from General English (GE) to Specific English (SP). This anticipates the follow-up action of the ASEAN Community in 2015 on the agreement of the movement of five areas: free flow of goods, services, investment, capital and free flow of skilled labors. So, preparing the students to have international careers within ASEAN is one of the responsibilities of the English lecturers. This research aims to assess the needs of English competences in the supervisory to managerial levels. The method is basically qualitative with some data collected quantitatively through observations, interviews, questionnaires, and focused group discussion from hotel supervisors and managers. Data were qualitatively and quantitatively analyzed. The results reveal several English competences in language skills required in hotel workplaces. Also, several language functions in language skills to function in certain roles and responsibilities in managerial and supervisory levels are discovered. Several topics relevant to the roles and responsibilities in hotel context as contents are also identified. Some suggestions for future work are offered.

NAN19 A Profile of Students’ Reading Habits in an Indonesian University Context

20 Minute Paper Lestari Sukartingsih This study is attempted to investigate students’ reading habits in an Indonesian University Context. The participants of this study are the students of fourth semester who take Interpretative and Affective Reading Course. This study is emphasized by Grabe and Stoller’s (2002) perspective on describing how reading works which covers components of reading abilities, such as rapid reading and word recognition. Thus, this qualitative case study profiles students’ reading habits on how they are vary in numerous ways depending on tasks, motivations, goals, and language abilities (Creswell, 1998; Meriam, 1998). It gives the impression that large differences exist among the various ways of reading.

NAN20 The Role of Need Analysis in Teaching ESP for Nursing

20 Minute Paper M. Mujtaba Mitra Z. This paper emphasizes the significant role of need analysis in teaching ESP for nursing. Teaching ESP for nursing cannot be separated from the analysis of the learners’ needs to join the course, because they have their own purpose in studying English. The expectation is really different from general course learners. Dealing with the appropriate

purpose is really crucial. It has impact in creating syllabus and lesson plan for the course. The need analysis explores the subjects mainly concerns. Indeed, this paper explores more in target needs and learning needs as basic foundation of the course. Questionnaires, interviews, and informal consultations with learners are used to gather information of this study. The research finds out majority of the students are willing to get improvement in speaking skill especially for practical communication and vocabulary mastery of nursing/ medical terminologies. Here, the model of need analysis for creating ESP syllabus and lesson plan for nursing is shown. At last, the benefit of this paper is to get clear description of maximizing the role of need analysis for creating effective course design for nursing. NAN21 The Importance of Needs Analysis In ESP Materials Design For Hotels Rnd

Restaurants Training 20 Minute Paper Made Budiarsa This writing is aimed at discussing the issues about the important role of needs analysis in relation to the development of ESP training program materials. The ESP materials will be prepared for those people who are working at the international Hotels and Restaurants. Before deciding the ESP learning needs for target situation, the important question may be asked is that “What the knowledge and abilities will the learners require in order to be able to perform in the target situation” (Hutchinson, 1987). To answer this question appropriately it is essential to know why the language is needed and how the learners will use the language. The main theory underlies this writing is English for Special Purposes (ESP). The reason for choosing this theory is that the hotel’s employees need specific English to study rather than general one. The approach, method, and techniques used depend entirely on what the learners need to use the language for. In this case, the communicative approach in language teaching is really needed by the learners in order to develop their communicative competence. The role of needs analysis is very important to be taken into consideration before designing ESP training program syllabus, but other factors called frame factors analysis are also very important. These factors will determine the success of the training program. The importance use of jargon in ESP must also be taken into consideration. The results from needs analysis will tell us why the learners need to learn English. Besides, the ESP teachers need to find out the threshold level of the target learners by gathering the information in order to know from where the lesson must be started and how it will be taught. And more importantly we need to know who they are going to use the language with in real life situation.

NAN22 Common Mistakes made by L2 Learners of English in Bali

20 Minute Paper Meghan Merwin In this presentation we will identify common mistakes made by Indonesian students of English at Fakultas Sastra dan Budaya in Universitas Udayana. The focus of our observations will be on second year students in the English Department, particularly during their Public Speaking class. The majority of the students are Balinese who speak both Bahasa Indonesia and/or Balinese at home. Additionally there is a small minority of students who come from other islands in Indonesia. We will be observing about one hundred students in four different classes. Their English language teacher will conduct observations during class for about two months with special emphasis on grammatical and


phonological (pronunciation) mistakes. After common mistakes are identified we will relate their mistakes to the

context of their L1 (native language). We think this information is important because it will be crucial feedback for the L2 learners and also help L2 teachers better focus their lessons. NAN23 English for healthcare professionals in Japan: Needs analysis and pedagogical

implications 20 Minute Paper Miho Fujieda Needs analysis is one of the most important phases in the development of an ESP program (Dudley-Evans & St John, 1998; Long, 2005). In the global context, English is the lingua franca of medicine, not only in research and academic activities but also in daily contacts with foreign patients and international colleagues. However, in a local EFL context, such as in Japan, where students’ first language is the medium of instruction even in higher education and the exposure to English in workplace is limited, the needs for English is not as clear-cut as in ESL contexts. This paper first briefly reviews needs assessment research in medical and healthcare-related fields in Japan, then reports two new studies recently conducted at tertiary-level educational institutions. The first study surveyed in-service radiological technologists’ English needs as this occupation had not been investigated in the past. Another study utilized originally devised fifty can-do statements in four skill areas of medical English to identify the gap between the medical students’ and content area teachers’ perceptions. Along with other available needs assessment study results, a complex picture of medical English needs will be described, and pedagogical implications will be discussed from an EFL perspective. NAN24 Native-like Accent: A Myth or a Goal? A Study on Learner Preferences for English

Accents 20 Minute Paper Monica Ella Harendita The issue of English as an International Language (EIL) has been a long debate in contemporary English language teaching (Holliday, 2005). As an international language, a wide variety of Englishes is developed in different parts of the world. This concept challenges the widely-accepted view on Native-speakerism and offers learners with alternative models in their English language practices (Lippi-Green, 2003; Golombek & Jordan, 2005). Thus, this study intends to take a closer look at learners’ view on English accents that often become a site of struggle for adult learners of English. Open-ended questionnaires were distributed to students of Pronunciation classes in Universitas Sanata Dharmato dig out their perspectives and opinions about their preferred accents. The data suggest that while the participants disclosed their awareness of some varieties of accents, they were still in favour of the so-called British and American accents, which are widely considered as native English accents. Their preference was mostly based on their familiarity of both accents. Furthermore, the difficulties they faced in getting those accents suggest that getting a native-like accent is actually problematic yet desirable at the same time. NAN25 Students’ Perceptual Learning Style Preference to English as a Foreign Language

Writers’ Language Learning Strategies 20 Minute Paper Nuriska Noviantoro L2 students subconsciously utilize their perceptual learning styles, where their sensory senses are adjusted to assist their learning activities, and employ their voluntarily-chosen language learning strategies matched with their preferred perceptual learning styles (Alireza & Abdullah, 2010) in assisting their learning to write better (Gordon, 2008). This study examines students’ major preferences of perceptual learning styles as well as the relationship between perceptual learning style preferences and language learning strategies in academic writing. 20 graduate students in an Indonesian public university were involved in the study. The findings indicate that major preferences of perceptual

learning style of students in Indonesian context are auditory and kinesthetic preferences, indicating a tendency to learn in an active yet meaningful environment while at the same time, disregarding a tendency to utilize their visual or tactile learning style preference in learning. In addition, there is an indication of weak relationships between particular perceptual learning style preferences and language learning strategies in writing, which to some extent signifies a mismatch between perceptual learning style and language learning strategies, particularly in reading habit and low motivation to improve writing abilities. These mismatches may imply an underdevelopment of writing pedagogy in academic writing classrooms at tertiary level. NAN26 The Effect of Students’ Speaking learning Techniques (Role Play and Group

Discussion) and Cognitive Styles (Field Independent and Field Dependent) Towards the Students’ Speaking Ability

20 Minute Paper Rachmi The method that is used in this research is the true experimental study. The researcher does four steps in this research, at the first point, the researcher classifies the students’ cognitive styles by giving them a questionnaire. After that, she investigates the students’ speaking ability before they are given the treatment, pre test is used. Next, the students are treated using speaking techniques role play and group discussion. Finally, they are given another test, that is post test. This research is aimed to find out which technique is appropriate given to students whose cognitive style is field independent and which one is suitable for students whose cognitive style is field dependent. The significances of this research are, first, to find ways to ease students to master English in form of communication. Secondly, to support theories by proving that students will more easily to understand the lesson if they are taught using appropriate techniques based on their cognitive styles. The finding of this research is that field independent students are better taught using role play technique, while field dependent students are better taught using group discussion.


NAN27 Investigating The Listening Needs Of English Education Department Students At

Universitas Ahmad Dahlan

20 Minute Paper Rahmi Munfangati Listening is an essential skill for students of a second language to be mastered since it provides input. Without understanding inputs, students cannot learn anything. Constructing meaning that is done by applying knowledge to

the incoming sounds, however, has made listening difficult for students. Dealing with the difficulties that the students encounter in their listening, it is the role of the lecturer to develop the curriculum. One of the important point on curriculum development is that the course should be based on an analysis of students’ needs. Needs analysis is necessary to make sure that the course will contain relevant and useful things to learn. Therefore, this paper explores the listening needs and problems of the English students of Universitas Ahmad Dahlan. The results also shows that the needs analysis plays an important role in ELT curriculum design. The recommendations based on the findings obtained is then proposed to further studies on searching for an appropriate curriculum design of listening skills for the Indonesian learners. NAN28 Incorporating Students’ Needs into a Course Design: An Example for Designing a

Course of English Correspondence for Economics and Business Students 20 Minute Paper Rini Intansari Meilani Most recently mandated curriculum has re-emphasized that becoming a course designer is a requirement for a pedagogically competent teacher. At university level, especially for ESP teachers, this specific requirement has become more challenging as they should be able to incorporate, into their plans, the needs of the students as well as demands coming from the institutions that have been developed in accordance with the Indonesian Qualification Framework (as stated in the university’s curriculum and the program’s learning outcomes) and society (users of the graduates). On the bases of data gained through needs analysis, this research-based article demonstrates how the selection of materials, teaching and learning activities, and evaluation are developed. Using a set of questionnaires to collect data from a total population of 62 third semester students of Office Management Education Study Program, this study identifies the students’ lack of background knowledge related to English correspondence: their low interest, motivation and confidence in learning English; their preference in learning particular materials; how they want to learn the materials; and how they want to be assessed to measure their learning achievement. NAN29 Need Analysis in learning English for Non English Native Speakers Students in

learning English at SMP Muhammadiyah 2 Surabaya 20 Minute Paper Rizka Safriyani Need analysis is one of the process to assess students need in learning English. It is necessary to be done so that teacher will create proper learning objectives for their class. This study focuses to investigate the Need Analysis in learning English for Non English Native Speakers Students in learning English at SMP Muhammadiyah 2 Surabaya. Descriptive Qualitative Research is applied in this research. Moreover, questionnaire, and interview guide are used to collect the data. There are one accelerated classes and one regular classes chosen as the sample. The results show that both of the regular and accelerated students have the same problem in writing and they expect to use this skill in their study. Moreover, they have the same opinion that the most important skill to success after graduation and in their course is speaking and listening skill

NAN30 Planning an ESP Course: Analyzing the Needs of Students in an IT Company

20 Minute Paper Rohaniatul Makniyah Having an effective, well-planned course design is a must in an ESP course. Aiming to that, a thorough need analysis (NA) is conducted at Gemanusa Sentra Teknologi (GST), an IT company that requires its employees to have a good command of English to do the job well. Questionnaires, semi-structure interviews and observations of participants doing their jobs were conducted to find out the present situation, target situation, and learning situation of the upcoming course as suggested by Dudley-Evans and St.John (1998:123-124) and Westerfield (2010). The research reveals a gap between the NA results regarding the wide range of target events, materials, and students’ low speaking competence and the course objective. A negotiation with stakeholders was conducted in order to bridge the gap (Dudley-Evans and St.John, 1989:14). The NA and negotiation made it possible to design a well-planned ESP course.

NAN31 Rational Persuasiveness of Arguments in Debate

20 Minute Paper Ryan Marina Critical thinking is a fundamental skill for youth learners as the future generation of a nation. It is significantly important for them to be able to use the language to convey voices and ideas. The objective of this study was to assess the quality of arguments made by debaters in English Debating Society (EDS) of State University of Semarang based on the concept of rational persuasiveness. There were two basic data involved in this study. The first data is the audio of the EDS preparatory rehearsal for the Indonesian Varsities English Debate (IVED) 2011 and the second is the transcript of the speeches in the rehearsal. After the process of transcription was carried out, it was followed by the argument reconstruction, code creation, argument classification, and finally the outline of a basic procedure for the assessment of arguments represented in standard form. Some recommendations are given to the readers to improve the quality of their arguments. For educational purpose, debate activity should be promoted and encouraged among students. Further research concerning the same subject should be carried out to gain more knowledge about debate and about the study of critical thinking.


NAN32 Students’ Need Analysis : Toward a Better Teaching And Higher Students’

Achievement 30 Minute Teachers Session Sri Wahyuni Sachria Need Analysis (NA) is an integrated part of the teaching and learning process. It means that it cannot be separated from all aspects involved in the process. Therefore teachers should be able to identify the students need in learning English. They are suggested to able to decide whether to fulfill the need of the curriculum or the students. That is why, t his paper is an attempt closely to the student’s need by exploring and presenting the theories then suggesting the implication of the theories for a more effective teaching and learning process. In other words the purpose of this paper is to determine and prioritise the needs for which students require English (L2). (Richards et al, 1992, cited in Jordan, 1997:20). The writer hopes the theories presented in this paper can help teachers to realize the impact of the analysis to their teaching and assisting students’ English skill improvement which indirectly is needed for their future. So the writer believes that the need analysis can benefit both teachers and students alike (Lytle, 1988). Thus, teaching/learning programs should be responsive to learners’ needs (Hutchinson & Waters, 1987; Robinson,1991; Savignon & Wang, 2003 cited in Eslami 2010).

NAN33 Power Relations of Non-native English Teachers and Their Students in the Classroom

20 Minute Paper Sudar Seeking the Power is the most wanted by any people around the world. It is done in any fields of life such as: politic, economy, culture, education, technology, etc. Seeking the Power conducted by any persons, parties, organizations, and other groups of people in any ways. The Power obtaining can be argued to each other through the ideologies, qualities of product, the position in the institutions, the social status level in the society, the seniority of person or society in certain civilization. To limit the discussion, the researcher focuses on the Power in term of education, particularly the Power Relations performed by non-native English teachers and their students in the classroom. Foulcault, (1980) traditional metaphor of Power Relations between teachers and students, he said teachers as autocratic ruler, drill sergeant, factory manager, leader in the battle, on the other side, students have been called as subjects, recruits, laborers, soldier. Further, Phillips Manke, (1997: 6) said that Power in the classroom are as the follows: a. Power belongs to teachers and students, b. human interaction creates a context in which further interaction occurs, c. teachers and students bring their own agenda to the classroom-agendas with potential for significant conflict, d. some of the resources teachers and students use as they build a structure of power relations can be found in area of discourse. Now, we are in the modern era, it is possible teachers and their students have equal power in the classroom. The question of this phenomenon: why do non-native English teachers and their students performed Power Relations differently? Further the purpose of this research is to evaluate the performance of non-native English teachers and their students Power Relations in the classroom. The researcher used the Critical Discourse Analysis Approach as a tool to analyze the utterances concerning to Power Relations performances. David Bloom, (2005:164-171) there are six variables to measure the utterances related to Power Relations they are: a. massage unit, b. turns, c. initiation, d. initiation the topics e. response, and f. determine turn taking. Based on the analysis of data taken from nine different senior highs schools in Purworejo, central Java, used the method developed by Mile and Huburman, (1994), the results was as the follows: a. in term of message units performance, non-native English teachers were more powerful than their students, b. there are five senior high schools that non-native English teachers and their students performed turn distribution equally, c. in the performing the initiation, non –native English teachers are more powerful than their students, d. further, the initiation the topic of discussion was fully done by non-native English teachers, e. non-native English teachers and their students have equal right to response to each other, f. determining the turn-taking activities mostly performed by non-native English teachers. Further, non-native English teachers are more powerful than their students in the classroom; it is due to the different cultures between Indonesia and Western.

NAN34 ESP Need Analysis for Career Guidance and Counseling Department Students

20 Minute Paper Widiarini The importance of English for communication and accessing information around the world has encouraged the demand of English not only for academic purposes but also for occupational purposes. Unlike the course of English for general purposes, the course of English for specific purposes is designed in different way. It should be taught based on the learners’ need. Generally speaking, teachers usually teach ESP according to what they know not what learners’ needs. This condition is not suit with the concept of ESP, in which ESP course is designed based on the learners’ needs. Therefore, this paper presentation investigate the needs of students, and the Career Guidance and Counceling Department expectation on teaching English for the students. Ethnographic approach was selected as the approach to do need analysis. To do so the subjects invited to provide their opinion, then they were interviewed. The data about the expectation of the department was done by doing document analysis, then it was proved by doing dept-interview for the lecturer. The merit of this presentation will show what the learners’ problems in learning English, their mastery level in English, the gap between the learners’ mastery level of English and the expectation of Career Guidance and Counceling Department, and the last it will promote the suggestion on designing syllabus based on need analysis. NAN35 Need Analysis of ESP Textbooks for the Undergraduate Nursing Students: The Nurse

Educators’ Perceptions 20 Minute Paper Y.E. Budiyana Textbooks play an important part in teaching and learning process. Therefore, the availability of the good nursing textbooks will be able to improve the quality of English teaching in nursing schools as Sheldon (1988:237) considers textbooks the visible hearts of ELT programs for both students and teachers. However, the present condition forms the

strange of paradox in that the people’s interests in becoming nurses are increasing while the availability and good


quality of the textbooks for nursing are very limited. Therefore, developing materials for students of the

undergraduate nursing study program is vital. Need analysis plays an important role in designing an ESP textbook. The objective of this study is to investigate what needs of the nursing students are perceived by the students themselves, ESP teachers, nurses working abroad and in international hospital in Indonesia, and nurse educators. In this paper, my emphasis was on what needs of the nursing students are perceived by the nurse educators. The data collection instrument used in this study was an Indonesian and English questionnaire distributed to the nurse educators in Nursing Study Programs of Colleges of Health Sciences (STIKES) around Semarang. NAN36 Needs Analysis for Operators of Petrochemical Companies Studying At English

Training Center, Bontang, East Kalimantan 20 Minute Paper Yulia Hapsari Needs analysis is central to the teaching material selection or even development of curriculum. This study is to find out the needs of English for petrochemical companies’ operators who are studying English. This case study is aimed at revealing target needs data and learning needs data by using a set of questionnaires and interview guide for the subjects of the study. The target needs data wrap up the subjects’ necessities, lacks, and wants, while the learning needs data concern with attitude, preference, and learning habit. The subjects of this study were the stakeholders of operators’ English class program in ETC (English Training Center) Bontang; they are the operators studying at ETC Bontang, the teacher of thee program, ETC Bontang, and the petrochemical companies. The findings of the needs analysis provide a clear consideration of what and how to teach English materials that precisely answer the operators’ need. It is of a paramount expectation that the result of this study will give significant insight for tutors of companies’ training center, teachers of vocational schools, and lecturers teaching English relates to petrochemical field in selecting teaching materials and develop syllabus that match with the needs. NAN37 Designing Needs Analysis-Based English Training Materials For Tourist Drivers As A

Means Of Transportation Service In Yogyakarta 20 Minute Paper Hermayawati This research aimed at Designing Needs Analysis-Based English Training Materials for Tourist Drivers as a Means of Transportation Service in Yogyakarta. It was a multi-design research granted by the directorate of higher education. It focuses on designing English training materials especially for foreign tourist drivers (FTD) by using cultural language learning approach (CLLA) in order to preserve Javanese culture as one of Yogyakarta’s missions defined in its 2004-2025 long-term development. It involved 40 FTD as participants through taxonomic ADDIE procedure which included: (1) analysis (on the FTD needs), (2) designing (prototype of English for Foreign Tourist Drivers/EFTD), (3) developing and (4) implementing (the designed prototype), and (5) evaluating (the developed EFTD). This project found as follows. First, the needs of the FTD was English for survival needs program for false-begining level. Second, based on the results of implementation (training) conducted cyclicaly, EFTD was judged as training materials especially for FTD. Third, the result of evaluation towards the designed product showed that EFTD was significantly able to improve FTD’s English competence. Based on such findings, EFTD is recommended to use as a training materials for FTD who particularly domicile in Yogyakarta. NAN38 Towards ASEAN Economic Community 2015: English Needs Analysis of

Undergraduate Engineering Students at Universitas Indonesia 20 Minute Paper Lavinia Disa W. A., Sisilia S. Halimi

To face ASEAN Economic Community 2015, one of the keys for Indonesian engineers to outrank engineers from other

ASEAN countries is mastering English language skills. This study aims at analyzing the English needs of undergraduate engineering students at Universitas Indonesia. Questionnaires and semi-structured interviews were used as the data collection methods. The questionnaires were spread to 111 alumni and 150 students from the Faculty of Engineering. The interviews were conducted with HRD from a multinational company, HRD from a local company, three heads of departments, and two lecturers from the Faculty of Engineering. The research reveals that students’ needs of English language learning are considered not as high as their needs of English language use. However, they still need to improve their English skills, including speaking skills, the ability to find main ideas in texts, the ability to find main ideas in conversations, mastery of vocabularies, and grammatical accuracy in writing. The recommendation given to the Faculty of Engineering is to conduct an optional course on English for Professional Purposes twice a week for two hours per session, and the course is to be handled by professional English teachers helped by the lecturers from the Faculty of Engineering.


III. LANGUAGE SYLLABUS AND LESSON PLANNING

SYL01 A Proposed Multicultural English Curriculum Towards AEC for Young Learners

20 Minute Paper Agnes Widyaningrum The current curriculum applied in schools in Indonesia refers to the competency based curriculum focusing on students‟ competence. Recently, the Indonesian government published 2013 curriculum which changed the paradigm in English teaching. Moreover English is not a compulsory subject anymore even for elementary students. The condition contradicts to the aim of global community where English is admitted as one of most widely spoken languages in the world. Indonesia is heading to AEC in 2015 emphasizing on the students‟ ability to join global competition. As a multicultural country in this multicultural society we must respect and keep our own culture as our identity. One way to achieve it is through education. The multicultural education principally is a kind of education that highly respects differences (Mahfud:2010) therefore we need to create multicultural curriculum. The multicultural curriculum should integrate character education. According to Sulistyowati (2012) that Pengembangan Pendidikan Budaya dan Karakter Bangsa in 2010 determines five aims of character education for Indonesian students. Therefore through this paper I invite curriculum developers and teachers to work hand in hand in preparing Indonesian‟s students future to join in global competition as a global community.

SYL02 English Teacher Readiness in Implementing Curriculum 2013

20 Minute Paper Ahmad Zamzam, Lalu Ali Wardana The teaching of English for EFL leaners is aimed at facilitating them able to communicate not only in academic context but also in social-interactive communication. In Curriculum 2013, this purpose is also added with a particular responsibility such the teaching of religious and social values (non-linguistic domain) through learning experience. The EFL teachers at senior and junior high school should be able to serve the linguistic and non-linguistic needs of the leaners in order to address the national education purposes. However, most English teachers who followed in-service training for professional teachers, made mistakes in developing lesson plan of curriculum 2013. For example, (1) basic competence are not relevant with the core competence, as instructional outcome of each class for all subject matters; (2) the formulated indicators of basic competence are not representative; (3) instructional objectives, which indicate process and product and aim at grasping the indicators, are misleading; and (4) the teaching method choice to execute the instructional objectives is not based on the principles of Curriculum 2013. SYL03 The Use of Modern Drama on the Curriculum Framework in Teaching English as a

Foreign Language Context 20 Minute Paper Astri Hapsari Modern drama scripts are valuable authentic materials in EFL curriculum framework. Commonly, the use of drama script in EFL context is either limited to adapting an extract as a resource of classroom discussion or using the full version of the script to perform drama on stage. This essay presents an innovation in using modern drama in Teaching English as a Foreign Language (TEFL) context by providing five components in the learning process: knowledge on literary competence, close reading by doing role play, content group discussion, aesthetic/efferent response, and using movie. This essay also elaborates the literature-based unit of work and the design of assessment tasks. The course design refers to social-constructionist theory (Vygotsky), three approaches of literary teaching (Lazar, 1993), process-based teaching (Carter and McRae, 1994), and balancing between aesthetic and efferent response (Tutas as cited in Paran, 2006). This course design offers a comprehensive literature learning that can be implemented in any EFL learning programs. SYL04 21st Century Learning Design Project Based Learning: School Campaign

for Better Future 20 Minute Paper Betty Sekarasih Hadi Yani The world has changed and things around as are noticeably changing . The unlimited development of technology is altering the pattern of our relationship to information. This global change really demands qualified human resources so that they are able to live on and keep the pace to the rapid change. Preparing qualified human resources cannot be separated from the role of education. Due to the high speed change in this 21st century, an educational institution

then needs to provide the students advanced skills (21st century skills) so that they are able to face their future, to succeed in the globalized, knowledge based world of today. In doing so, there is a need to create a learning design that equip the students the 21st century skills. The learning design should reflect some dimensions of 21st Century Learning : collaboration, knowledge construction, self-regulation, real world problem solving and innovation, use of ICT for learning and skilled communication. Each dimension represents an important skill for student to develop. Project Based Learning is one of learning models that really matches to the 21st century learning paradigm. This paper is going to present a project based learning : school campaign for better future that has been conducted as the best practice. The students were engaged in projects to create campaign to struggle the real problem happen in the society. The campaign were in the form of visual products by creating brochure/poster, audio product by using song smith and audio visual product by applying photostory program. In doing so, they had to work collaboratively and think critically and communicate actively. The ICT use was absolutely required in the project. They regulated themselves in doing the project and finally they presented their products to the real audience and the products were expected to bring benefits for the real society/audience.


SYL05 A Flexible Approach to the EGP Syllabus: Why It Is Possible

20 Minute Paper Concilianus Laos Mbato Curriculum and its syllabus are important elements in education in general and English language learning in particular. Despite its importance, curriculum may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum and syllabus in classes of English for general purposes. Regardless of the imposition of curriculum, this article argues that English teachers can and should adopt a flexible approach to these documents. A flexible approach to the teaching syllabus will enable the teachers to design a learning program that continually meets and is adaptable to their students‟ changing learning needs. To achieve the aim, this article draws on theories of curriculum, English language teaching in ESP classes, and in EGP classrooms where teachers implement an imposed curriculum and syllabus in their respective EGP classes. A flexible model to the syllabus is offered. SYL06 Integrating Concept of Entrepreneurship as a Life Skill in the Teaching Media

Syllabus in Universitas Brawijaya 20 Minute Paper Devinta Puspita Ratri

Universitas Brawijaya confidently goes to an Entrepreneur university level the next level after Research University. Entrepreneur University gives the same portion for teaching, research and service. Therefore, UB has a vision to have their students aware with the concept of entrepreneur at the first place and be able to apply it later on. Valuing that being creative, being innovative, taking risk, and solving problem as the concept of entrepreneurship, it is beneficial for students to be taught the concept for their life skill. Therefore, it comes to an idea that entrepreneurship concept should be given integratedly to all subjects taught in Universitas Brawijaya. Teaching media is one of the subjects which can come in line with the principles of entrepreneurship. Teaching media, in its teaching and learning, is not only concerning on the theory but also producing the media. Therefore, the concept of entrepreneurship is importantly given to Teaching Media course taker. For that reason, teaching media syllabus integrated with entrepreneurship is worth-developed. By having the syllabus, it is expected that the students are capable in making media as an aid of teaching process creatively, innovatively, and further they can perform risk taking and problem solving when they are marketing their product. SYL07 Transferring the State of Art of ESP: Hands-on,On-site-lecturing and Intercultural

Competence 20 Minute Paper Emalia Iragiliati Transferring the state of art of ESP: hands-on, on-site lecturing and Intercultural competence using IT is not only catered to in one or two theoretically based ESP (Hutchinson & Waters, 1987) courses. Student‟s pragmatic intercultural competence (Kramsch 2012) is needed because they often use Own language (Bahasa Indonesia) simultaneously with English in a myriad of socio-cultural and linguistic situations. The research question is a) what is the hands-on, on-site lecturing and IT used in the skill courses: Speaking for Informal Purposes and Speaking for Academic Purposes; b) what is the hands-on, on-site lecturing and IT used in the content courses of Cross Cultural Understanding (CCU) and Pragmatics. The research method used is qualitative approach. There were 108 students involved. Data obtained was by using questionnaires, in-depth interviews and classroom observations. It was then analyzed using the etic emic approach. Results showed that most of the students are happy with the approach. It is hoped that there would be a change in the syllabus designs of courses.

SYL08 Using Literature to Teach English in Non-English Letters Faculties

20 Minute Paper Gracia Sudargo The issues of human resource, workforce, and economic instability in Indonesia have shaped the paradigm of education. English language learning in Indonesian education focuses more on equipping adult students with practical skills they can use in real work life, while literature is considered as a privileged for certain category of scholars. However, when it is carefully crafted, literary works do not lose their strong grip in influencing human‟s life and educating students of various majors with a more comprehensive understanding toward their own field of study from a higher perspective. This case study tries to narrate the effects of using literary works to teach English in non literature students. Students are asked to get involved in Howard Gardner‟s multiple intelligences project on literature. Using semi-structured interview to triangulate the findings in literature research, it is aimed that the understanding on how literature use benefit non literature students can be perceived. There are several reasons why literature can transform students‟ lives. Literature allows students to widen their imagination, enable them to make well-informed decisions, construct their adolescence identities, and helps them in better communication.

SYL09 Zero and Progressive Aspects in the Past Tense:Which to Teach First?

20 Minute Paper Hendra Tedjasuksmana English Grammar books commonly discuss the Simple Past Tense beforethe Past Continuous Tense. When teaching those English tenses,teachers usually follow that same „traditional‟ order. In High Schools inIndonesia the students are introduced the Simple Past Tense first and then the Past Continuous Tense without further considering the cognitiveprocess required to master the two tenses. The learner performance in thisstudy proves that the Simple Past Tense is more complex than the PastContinuous Tense. Not only the error types did the learners make to showthe complexity of the two tenses but the cognitive process also looks intosuch complexity.


SYL10 Redesigning the Course of Morphosyntax for English Language Education Students

20 Minute Paper Intan Pradita Morphosyntax is inseparable from the aspect of applied linguistics. The theory of morphological processes such as affixation, word order, and rewriting rules are unconsciously employed by English teachers to develop students‟ reading and writing skills. However, the understanding that Morphosyntax entails to English proficiency is not widely known by some English teachers, since the terminology of Morphosyntax tends to be associated to diachronic linguistics research. It affects to the perception that the course of Morphosyntax is designed to be more linguistics, although the students are the English language education ones. Whereas, the needs of English language education students revolve more on vocabulary mastering and sentence pattern to support their English proficiency skills. This paper proposes the course-redesigning products of Morphosyntax based on Corder‟s concept of lexical and skill-based syllabus design. The elements of Morphosyntax course-redesigning discussed in this paper consists of the basic competencies, materials, references, course description, concept map, course objectives, competencies and achievement indicators, timeline, assessment, and teaching strategies. SYL11 English Teacher’s Difficulties in Designing Lesson Plan Based on 2013 Curriculum

(ACase Study in a Senior High School in Cipatat, West Java) 20 Minute Paper Jasmi Lesson planning becomes an important measure of teachers‟ competence (Kwo, 1988 in Badriah, 2013). However, in reality, most of teachers get difficulties in designing it. This study aims to investigate the teachers‟ difficulties in designing lesson plan based on the curriculum 2013 and the possible causes that may be faced by teachers. The study employs qualitative design conducted in a senior high school in Cipatat, West Java which is implementing or piloting 2013 Curriculum. This study chooses one English teacher purposively as respondent. The data is gathered through semi-structured interview. The findings of data analysis indicate that the teacher does not have time to construct her own lesson plan. She accesses the lesson plan from internet and modifies it. She also reveals that she gets difficulties in constructing assessment in lesson plan since there are so many aspects which have to be assessed based on 2013 Curriculum. It is happened because the teacher does not get any training or seminar in term of implementation of 2013 Curriculum. In line with the results of this study, it is recommended that teacher should dig more information about implementation of 2013 Curriculum. Besides that, the government should hold more training and seminar for the teacher particularly in designing lesson plan.

SYL12 Integrating Authentic Materials in Scientific English Lesson Plan

20 Minute Paper Kiky Soraya In the recent curriculum (2013 curriculum), integrating authentic materials in English language planning especially scientific English lesson plan should be taken a great care. In planning the lesson, selecting the appropriate English learning materials is one of the effective ways to teach English. However, often times the use of authentic English learning materials are ignored in some English lesson plans. In accordance with the reality, the learners show negative attitude toward the teaching and learning process. Therefore, the present paper tries to discuss how to develop scientific English lesson plans that are integrated with the use of authentic materials. Authentic materials are materials that can be used in the classroom based on the learners‟ needs and knowledge. Authentic materials provide the real exposures that reflect the real life language. It means that this kind of materials can narrow the distance between the learners and the target language used in the reality. Types of the activities which teach English based on the scientific approach is suggested. Learners will work together in pairs or in small groups (observing, questioning, associating, experimenting, and networking). In this paper, (R&D) type proposed by Borg and Gall, 2003 will be used. Gall, the Research and Development (R&D) processes are conducting needs analysis, planning, designing the lesson plans, experts‟ judgments, revising, evaluating or trying the lesson plans, and writing the final draft of the lesson plans. By developing this kind of lesson plans, it can be assumed that the teaching and learning of English can be more effective and motivating the learners. SYL13 Introducing Intercultural Content Towards EFL Learners:

A Self Designed Lesson Plan 20 Minute Paper Lisa Armelia This research provides an initial attempt to introduce a self designed lesson plan for EFL learners in the school of English. In order to prepare EFL learners into the globalization era and 21st century context, teachers and educators need to accommodate learners with cultural knowledge of English. By designing cultural content lesson plan, EFL learners learn about real-world content. Through learning real-world content, EFL learners become aware of real communication and anticipate relevant used expressions in real world. Speaking of culture, there are many ways to introduce cultural aspect of a language and the writer applies the concept of cultural element from Hall (1976) which is called: “cultural iceberg analogy”. Hall (1976) develops the analogy to illustrate differences when people readily see, enter a new culture (the tip of the iceberg) as well as the imbedded aspects of the culture not readily visible (the submerged part of the iceberg). The products of a culture would be examples of things people can readily see or which is called “the surface culture” while cultural practices and social perspectives (the deep culture) are difficult parts of the culture to observe. The iceberg analogy can be a fun way for learners to think about elements of culture and make distinctions between the visible part of the culture and those that may be so ingrained that members of a culture are not aware of them. This is learner‟s tool to conceptualize, analyze and compare different culture. Not to mention that EFL learners also get other benefits from this kind of learning; linguistic awareness.


SYL14 Active Learning Strategies: A Model of Teaching Academic Writing

20 Minute Paper Listyani For many, writing activities can be frustrating and boring. Students may find themselves struggling hard but to no avail. It is the task of the writing teachers to make the class lively and encourage students to be spirited in the classroom. One of the strategies that teachers can apply in order to awaken students‟ spirit in writing classes is by applying active learning strategies. According to the Center of Teaching and Learning, at University of Minnesota (2013), engaging students in small groups or trios can be a low-risk strategy that can ensure the participation of all students. Some examples of how the teaching-learning activities can be conducted will be discussed in the following section. This paper tries to present the possibility of applying active learning strategy in teaching Academic Writing, which is the the highest writing class before students go to thesis proposal writing. The course is worth four (4) credits, and offered for the fifth semester students at the English Study Program, Faculty of Language and Learning, Satya Wacana Christian University Salatiga. One central question to be answered in this paper is: “How can active learning strategies be applied in teaching Academic Writing?” The following section deals with the theoretical foundation for the study. In summary, this paper is a proposal to a teaching syllabus for Academic Writing course. Opinions from three Academic Writing lecturers from the Faculty of Language and Literature from Satya Wacana Christian University were also gathered in order to perfect the syllabus that I proposed. They were of different levels of

seniority: one lecturer was relatively new with four-year experience of teaching, the second was of middle seniority who, by the time of the interview in the end of June, had been teaching for fourteen years, and the last lecturer was a senior one, who had got his professorship, and had taught in tertiary level for about 30 years. This paper will hopefully give new insights to lecturers of writing n general, in particular, of Academic Writing.

SYL15 Why Should Local Culture Material be Chosenin Teaching EFL Reading?

20 Minute Paper Mardiana The concept of language teaching in the 2013 curiculum is character bulding. Local culture plays an important role in building the students‟ character since it includes some moral values but some facts show that our young generations are not familiar with their own local culture. The use of local culture texts in Teaching EFL Reading is also one of the effective ways to stimulate students‟ motivation in reading class because it makes language learning come alive. It means that the texts which are learned by the students are the part of their life. It will enable the students to grasp the deeper meaning of English, they can associate the cultural and contextual meaning that they are familiar with. SYL16 Designing Need-Based Syllabus for Engineering Students ofBanjarmasin State

Polytechnic 20 Minute Paper Nurfitriah, Ninit Krisdyawati A syllabus is undoubtedly a vital aspect of a learning process. Activities done in the classroom in order to achieve certain goals are based on the syllabus. However, English syllabus for vocational higher education such as polytechnics is not provided by the government due to the unique nature of each institution. Therefore, designing a meaningful syllabus is expected to bring potential change to the teaching and learning of English at polytechnics. This case study aims to design an English syllabus for engineering students that matches the needs of students, lecturers, institution, and stakeholders of Banjarmasin State Polytechnic by consulting existing framework of didactic/pedagogical process of language syllabus design developed by Brown (2007) and Graves (1996). Data are gathered through students‟ test, questionnaires, informal interviews and a survey. The research results in the formulation of goals for engineering students‟ English subject. The result, formulation of goals for engineering students, is applicable to other institution with comparable situation. This topic of study is especially relevant to ESP teachers and curriculum/syllabus designers.

SYL17 Added Values in the Topics and Materials for Certain English Subjects

20 Minute Paper Peter Angkasa

This paper puts emphasis on the importance of providing the teaching of English with topics and materials containing added values. The implication is that while we teach the four skills of the language, namely listening, speaking, reading, and writing, we should also educate our students. Some values that are worthy for life such as responsibility, integrity, and other moral values, should be given a big portion in the teaching of English. This paper is also provided with examples of appropriate topics (titles) and materials for certain English subjects. Although this idea can be implemented in all the four skills of the English language, this paper will mainly concentrate on the topics and materials for merely two subjects, namely argumentative conversation and grammar, especially in creating examples of topics and sentences that have positive added values. It is hoped that this paper will help to improve the teaching and learning of English as a foreign language, particularly in Indonesia. SYL18 Developing a Speaking Class Syllabus for the Intensive English Course for the First-

Year Students at IAIN Antasari Banjarmasin 20 Minute Paper Raida Asfihana The lecturers of Intensive English Course of Languages Development Centre of State Institute of Islamic Studies (IAIN) Antasari only follow a guideline available in the textbook, which is in the area of general English. This guideline is not sufficient to meet the needs of the students in terms of Islamic contents and pedagogical efficiency. Therefore, this study aims to develop a syllabus that is appropriate for teaching speaking skill to the students at IAIN Antasari Banjarmasin, South Kalimantan. The Research and Development (R&D) procedure is employed in this study. The model used for designing and developing the syllabus is a combination of Yalden‟s Language Program Development model (1987) and Borg and Gall‟s R & D cycles (1983). It covers nine stages of development: (1) needs analysis, (2)


planning, (3) proto-syllabus, (4) expert validation of the proto-syllabus, (5) pedagogical syllabus, (6) field testing, (7)

final product revision, (8) evaluation, and (9) final product. The final product is a proposed Speaking for Islamic Studies syllabus for teaching speaking skill, in the Intensive English course stage B at IAIN Antasari. This proposed communicative syllabus consists of topics and subtopics, general instructional objectives, specific instructional objectives, time allotment, evaluation system, and language functions.

SYL19 Writing Critical Reviews in a Content-based Language Curriculum

20 Minute Paper Roger Palmer Having students write book or film reports is a common pedagogic practice in second language instruction. Christie and Derewianka (2008) characterise the report as a genre involving interpretation, where learners are asked to describe or explain. Many learners are likely to have encountered this kind of text before, and may therefore be able to call upon their pre-existing knowledge. The challenge is much greater when learners are asked to review books or films. Rose and Martin (2012) identify how reviews require that learners respond to a text (or film) and evaluate it through critiquing, something few are equipped to do. Instructors can help their learners through explicit instruction of the response genre. The presenter will describe how a project on European cinema used staged instruction to help students create film reviews. Examples of the stages taught to the learners will be provided. The results are given,

focusing on ideational, interpersonal, and textual meanings. Details of a functional analysis of the texts are highlighted, with reference to examples of students‟ work. Those attending will be able to take away materials to help with language curriculum development.

SYL20 Designing Business English Syllabus for Shari’a Banking Students

20 Minute Paper Sri Hardiningsih, Budi Prasetya This paper presents research result of process of designing a course of Shariah banking studies. ESP develops and Islamic Banking (iB) studies is growing. Teaching Business English (BE) in the classroom of non-English native speaker, and across the curriculum, like Shari‟a Banking (iB), is difficult and challenging. Lots of ESP practitioners require designing course tasks which are needed by specific learners; occupation-related aims; tailoring the authentic materials. It starts with a course framework, a set of sample materials; plans on learning assessment; course evaluation, which reflect on the limitation of process and products. First, Needs Analysis (NA), is to find of what the learners‟ lacks, wants and necessities for those who will work in iB and Finance context. Polytechnic students; their lecturers and Shari‟a banking Professionals were participants of research. Data were gathered through research and development method, with instruments: 1) observation; 2) questionnaires; 3) depth-interview. The result showed they

need Business English like: 1) Business meeting; 2) attending to foreign guests; 3) correspondence; 4) placing order; 5) writing document; and 6) business trips. Customer‟s satisfaction survey shows BE materials provided by Politeknik Negeri Semarang is worth continuing. Second, design the syllabus and third design lesson plan. Fourth, construct course frame-work, a set of a sample and a series of plans on a learning assessment and course evaluation which reflects to both the process and products. SYL21 Integrating Authentic Texts and Authentic Assessment in Designing Language

Materials and Activities 20 Minute Paper Sri Suprapti Authentic texts refer to those that were not specifically prepared for pedagocical purposes. Their exposure provides learners with authentic cultural information of the target culture and real language use (Richards, 2001:253). Therefore they are more interesting, motivating, contextual and engaging. Yet, they also pose some problems because they often contain difficult language and unneeded vocabulary items. The paper aims to provide some practical suggestions of how teachers can select and make use of authentic texts from various sources in designing materials and activities by integrating them with authentic assesment that refers to assessment of tasks resembling those in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993). Hopefully what are suggested can contribute to professional development of teachers as course developers who can design materials that are socioculturally contextual and meaningful that will suit the learners needs in order to help them be literate society members who can actively participate in the modern community. SYL22 Analyzing Advertisement as an Alternative Way to Teach Semiotics: A Lesson Plan

20 Minute Paper Susi Herti Afriani In this study, the writer would like to propose an alternative strategy to be used to teach semiotics. Semiotics is the study of sign of language. One alternative strategy that could be implemented is by utilizing advertisement in the study of Roland Barthes theory as one of semiotics material that must be taught in Semiotics subject. This abstract indicates a target language program on English for Academic Purposes at higher education level. The target audiences are academics or faculty members and linguistics teachers. This paper aims at describing how analyzing advertisement can be an alternative way to teach semiotics. The steps proposed are as follows: The data are taken from beautiful advertisement on television. Firstly, ask the students to watch the advertisement on television, then record pictures, sound, and utterances, and watch them more than twice in the class. Furthermore, the picture will be catched, and transcribed the utterance to the notes, then, ask the students to notice everything that support the data analysis (picture, movement, and situation); in addtion, show them how to analyze data, and explain them how to analyze the data based on semiotics theory and Roland Barthes theory. Comprehensively, the result of analysis is able to explain the students the theory of Roland Barthes in semiotics. The women in this advertisement can be seen from the meaning of connotative and dennotative meaning. From those steps, it is expected to make the student easier to


understand the theory of Roland Barthes. In additon, it would be beneficial for student to be familiar with the material

in semiotics. SYL23 Developing Friendly-instruction Lesson Planning to Engage Students’ Creative

Writing: Beginning-level Developmental Work 20 Minute Paper Uzlifatul Masruroh Isnawati Engaging the students to write is a challenging activity for both the teacher and the students.As stated by Hyland (2003:xiii) that learning to write in a second language is one of the most challenging aspects of second language learning. The students‟ low reading habit as it goes with the students‟ low motivation to write contributing their low productivity in writing. In fact, the majority of classroom instruction for the teaching of writing somehow still, dominated by thewriting rules, certain topics for writing are the routine activities occured in the classroom instruction.Therefore, this does not provide much space and opportunity for the students to explore their writing. This paper elaborates a way to develop friendly-instructional lesson planning to engage students‟ creative writing. The writer involves the writing instruction with the students‟ personal activities.This is intended to touch the students‟ affective side as well as their personal interest.To mention some, the followings are the activities covered in Lesson Planning, on the other hand, It all stated with an apple, and words words words worth (White:1995). Indeed, the teacher knows better what their students‟ need and deal with in their writing, therefore, the teacher‟s major concern in scaffolding the students writing creatively. SYL24 Syllabus Design: How Much Does It Contribute to the Effective Communication in

Tertiary Education? 20 Minute Paper Widya Caterine Perdhani, Rusman Roni The present study took place at the ELT program of a state university in Malang, Indonesia. The authors aim to investigate how much effective the syllabi prepared by the lecturer are in terms of communicating assessment with the students. The data was collected by means of the syllabi of the courses in the undergraduate program of English language program and interviews were held with the students from semester 2 and 4 to see if there is a difference between the assessment pattern given in the syllabus and the use of assessment techniques in the classroom. Ten syllabi have been analyzed. These syllabi used in the study belong to the lecturer who gives courses only related to ELT field. The results show that the syllabi which have been used need to be enhanced by the help of students‟ need analysis. SYL25 The Importance of Recognizing Students’ Characteristics

for An Appropriate Lesson Planning in the Post-method Pedagogy 20 Minute Paper Suwarsih Madya The post-method pedagogy has three parameters: particularity, practicality, possibility. This three dimensional pedagogy seems to be the most appropriate pedagogy in this fast-changing world in which students‟ interests and characteristics are increasingly diverse. This pedagogy also seems to be promising in the context of Indonesian settings. This pedagogy requires that teachers should find as much information as possible on their students, including particularly information on their learning styles, their brain dominance, and self-confidence, which will help them in choosing teaching techniques and learning activities appropriate for their particular classes. In this workshop, the participants will be involved in using questionnaires containing scales to find information on their own learning styles, brain dominance, and self-confidence. They will then be involved in a simulation in which they use the information to group students for choosing teaching techniques/strategies and learning activities. They will also be involved in

developing a rough plan of teaching, using the contextual-communicative framework. One participant will carry out a micro teaching by implementing the lesson plan. After the microteaching, they will be involved in exploring character values from certain teaching materials and learning processes. The questionnaires, the contextual-communicative framework, and ideas of value explorations can be found in the book entitled “Metodologi Pengajaran Bahasa: Dari Era Prametode sampai Era Pascametode.”


IV. LANGUAGE MATERIALS EVALUATION AND DESIGN

MED01 Developing English Teaching Materials for 4th Grade Students of SDIT Al-Kautsar Sukoharjo

20 Minute Paper Ahmad Dadang Pramusinta This study was intended for developing English teaching materials for 4th grade students of SDIT Al-Kautsar Sukoharjo and to describe whether the materials were suitable or not for them. This Classroom Action Research constituted a process of analysis, design, try-out, feedback, evaluation, and development. The instruments used were needs survey, classroom observation, questionnaires, achievement tests and interview. The result showed that most of them have improved their leaning results, as the average of marks are above minimum requirement score, i.e 77. Moreover, there were 28 students (93,3%) gave opinions that the English teaching materials brought inspiration, increased motivation, made higher efforts, generated cooperation, and gave more dynamic situation when learning took place whereas 2 students (6,7%) thought that they had not yet. This proved that the teaching materials were suitable for them and were an alternative to the lack of availability of teaching materials for 4th grade levels. MED02 A Proposed English Syllabus and Instructional Materials for The Seventh Grade

Students of SMP Negeri 2 Tarakan 20 Minute Paper Aries Utomo, Winarno The objective of this research was to develop English syllabus and instructional materials for the seventh grade students of SMP Negeri 2 Tarakan. The design of this research was Research and Development (R&D). The stages of development included research and information collection, product development, expert validation, revision and

evaluation, try-out the product, revision and evaluation, and final product. The final result of this research was a set of English syllabus and instructional materials for the seventh grade students in junior high school. The product was related to four skills that have to be mastered by each student in learning English, namely (1) listening skill is designed in the form of audio visual and discussion/conversation, (2) speaking skill is designed in the form of conversation, presentation, role play, and ask-answer, (3) reading skill is designed in the form of reading aloud with good pronunciation, stress, and intonation, and (4) writing skill is designed in the form of writing essay, concluding, composing sentence, and multiple choice. The product is appropriate to be used as teaching materials for the seventh grade students of SMP Negeri 2 Tarakan.

MED03 An Updated Framework of ESP Program Evaluation

20 Minute Paper Arnis Silvia Though considered as important, ESP program evaluation remains the ―roads less taken‖ stage compared to need analysis. Whereas, program evaluation is needed to measure the effectiveness of the current program as well as to plan a revised program which better fulfill related stakeholders‘ need. This paper describes a newly updated ESP program evaluation framework by Tsou and Chen (2014) which covers comprehensive elements involved in the ESP

program. This framework combines the established Hutchinson and Waters‘ (1987) model and the Watanabe, Norris, and Gonzalez-Lloret‘s (2009) model. These two models were widely accepted by ESP scholars in conducting ESP program evaluation. Additionally, this framework adds authenticity, learner autonomy and learning transfer. This newly updated framework will contribute significantly to ESP program coordinators/ experts/ teachers to measure whether their goals of ESP program have been met and to ensure their program‘s continuous improvement.

MED04 Using Series Pictures to Develop the Students’ Ideas in English Narrative Writing

20 Minute Paper Aschawir Ali, Uswatun Hasanah Abstract: English writing is one of the compulsory subjects at university level particularly in English class. It informs that good writing is bedrock for the students‘ future success (A national Survey by the Pew Internet & American Life Project, and the National Commission on Writing). Regardless of these statements, the presenter has witnessed the fact that English writing is just viewed as an English teaching reference. Therefore, this paper presentation will primarily focus on to find out the students‘ ideas development and their interest in English narrative writing through series pictures. To investigate these issues, writing test and questionnaire will be disseminated to collect the data of English narrative writing text. The traits of the presentation are to show that the use series pictures in students‘

English narrative writing activities will get development and interest significantly. MED05 An Evaluation of an ESP Textbook from Lecturers’ Perspectives: The Case of English

for Islamic Studies Book 20 Minute Paper Burhanudin Syaifulloh There are spate studies on evaluating ready-made English books in EFL context. In contrast, evaluating English for Specific Purposes (ESP) books particularly developed by an institution for its own teaching purposes seems to be under-researched. This article describes a study of an ESP textbook evaluation from lecturers‘ perspectives. It reports a research in which 25 ESP lecturers at Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri were asked to evaluate English for Islamic Studies book used in English Application Program at STAIN Kediri using a survey questionnaire adapted from Mukundan, Hajimohammadi, and Nimehchisalem (2011) and Alamri (2008). Nine categories were proposed, namely suitability to learners, teachability, physical and utilitarian attributes, tasks, reading, vocabulary, grammar, speaking and writing. The result of descriptive statistics indicated that the lecturers were highly satisfied with the book only in three categories (grammar, speaking and writing). The rest categories suffer from a number of weak points which require awareness and consideration not only by the lecturers but also both the textbook


developers and the institution. The result of this study cannot be generalized to other ESP textbooks. However, it

provides information that evaluating self-designed textbook is essential for the improvements.

MED06 EFL Teachers’ Perceptions on Designing and Evaluation

20 Minute Paper Doni Alfaruqy Designing and evaluating language materials are very important component for providing an effective teaching in educational context. A language teacher is a materials developer and also as well as the material development who have played the significant role towards students‘ development in language learning, but no empirical research investigates teachers‘ views on designing and evaluating language materials in teaching English as FL. To fill this gap, this present study tries to explore teachers‘ views for designing and evaluating language materials for the sake of 2013 curriculum development. It reports that (1) teachers are insuficiently provided with professional development programmes to design and evaluate the language materials appropriately; (2) teachers lack opportunities to work with peer teacher for solving the problems which found in the classroom; (3) based upon these findings, this study creates several suggestions for teacher educators and curriculum policymakers.

MED07 Enriching Vocabulary Intake Through Book Flood Project

20 Minute Paper Dwi Wulandari Book flood project was often not being recommended for teaching foreign language vocabularies, especially because the teachers are mostly aiming at showing the students what can be and should be learnt. The aim of this study is to find out the possibility of retaining vocabularies through book flood project. This library study is targeted on defining vocabulary intake, the reading on foreign language, by focusing on what kinds of reading that may create comprehensive input, the book flood project, and how the project may help retaining vocabularies. The discussions suggest that book flood project indeed help learners‘ proficiency in language, though it may take longer time, as the vocabularies are learn incidentally; that is through reading in a lot of context. Another positive result from book flood project is that it helps develop literacy by creating reading habits. In this way, through this project, not only will learners develop proficiency on foreign language (target language) but they will also develop proficiency on first language as well. MED08 The Comparison between EFL Textbook Evaluations in 2013 Curriculum and KTSP

Curriculum 60 Minute Colloquium Eka Herdiana Susanto

Textbook evaluation is very important when there is a phenomenon that the textbook consists of inappropriate contents. The evaluation has to be conducted because the textbook has a function to support the effectiveness of the teaching learning activities. In line with this phenomenon, this research dealt with the comparison between two EFL textbook evaluations. It aimed at knowing about the evaluation of the textbook entitled When English Rings the Bell based on 2013 curriculum and the textbook entitled English on Sky based on KTSP curriculum. This research applied document analysis as one of the qualitative approaches. The theory proposed by McGrath was used to analyze the textbook based on the criteria of a good textbook. The result indicates that the textbooks have completed the criteria of a good textbook based on McGrath and been appropriate applied in each curriculum, though both of them have significant level that can make the students not ready for implementing it. MED09 Developing English Teaching Materials for 4th Grade Students of SDIT Al-Kautsar

Sukoharjo 20 Minute Paper Erlin Estiana Yuanti Teachers of English for Specific Purpose or ESP need to design the appropriate course for a particular group of learners (Hutchinson & Waters, 1987, p.21). Having only English language background, it is a challenging task for the ESP teachers to prepare the materials and evaluation for the ESP classes. Moreover, in Speaking for Journalism Class, the limited numbers of textbooks on the subject demands teachers‘ creativity to design the class. Nitu (2002, pp.154-157) mentioned three steps to design an ESP course: setting the objectives, deciding the approach of language learning, and selecting materials and evaluation. This paper would like to share ideas and invite many other ideas from fellow ESP teachers interested in ESP Speaking Class. It elaborates and analyzes the implementation of the materials and evaluation of Speaking 3 for Journalism Class for English Program students of Vocational College UGM 2012. The discussion is focused on the preparation, teaching process and evaluation. MED10 Designing a Model of English Learning Materials for Eleventh Grade Vocational High

School Students of Visual Communication Design Department based-on School Based Curriculum

20 Minute Paper Evi Puspitasari This study is aimed to develop effective English learning materials in accordance with the school-based curriculum of vocational secondary school (SMK), especially for Visual Communication Design department. The result of this study is expected to overcome the problems related to English learning materials which are less available for SMK. This study is Research and Development (R & D) and the purpose is to develop a finished product which can be effectively used in the teaching and learning process (Borg & Gall, 2007). For steps of the research, needs analysis was the first thing to do. Second, the data are used as a source to design the materials. Third, the materials were implemented. Fourth, after implementation, evaluation and revision of developed materials were done. Data were collected using questionnaire, observation, and interview. The observation and interview were analyzed qualitatively and the


questionnaires were analyzed quantitatively. Based on the research finding, the effective English learning materials

consist of three sections. They are warming-up tasks (Let‘s get started), while-teaching tasks, and closing. In while-teaching tasks, there are two sections namely Let‘s Read and Write (written cycle) and Let‘s Listen and Speak (oral cycle). The materials provide grammar lessons in the written cycle, language function lessons in the oral cycle, and vocabulary lessons in the both cycles. The effective materials are also supported by the effectiveness of the task components, namely goal, input, activity, setting, learner role, and teacher role ((Nunan, 2004). The goal of the first section, Let‘s Get Started is to introduce the students to the topic of the unit. Let‘s Read and Write is to help the students able to use and comprehend written texts in daily life context. Then, Let‘s Listen and Speak is to help the students able to express and comprehend oral language in daily life context. Otherwise, the goal of the designed materials is helping the students learn English related to their department and their future job. Pictures, simplified texts, short dialogues, phonetic transcription, and situations given for role playing are the effective input. The effective activities of the materials are answering questions, studying explanation texts, doing word puzzle, matching, completing, imitating, and role playing. Working in pairs and in small groups became the most frequent setting. The materials also give opportunity for the students to be active participants. The teacher as a controller, organizer, helper and feedback giver plays the roles well and supports the students in learning English. MED11 The Analysis of Appropriate Texts in Reading Comprehension Skills and Strategies 4

Textbook for Use by the Students of the English Department of Unesa 20 Minute Paper Fauris Zuhri The present study is to analyse the appropriateness of content and development of texts in Reading Comprehension Skills and Strategies 4 textbook for use by the students of the English Department of Unesa. Based on result of research, it is concluded that the content and development texts, in terms of themes: they use simple ideas; clause complexes: they use three kind of logical meaning consisting of elaboration, extension, and enhancement; moods: they use synonymous of subjects consisting of reference, lexical cohesion, phrasal noun cohesion, synonym, substitution position from subject to object, repeat of lexicon, and inference; and transitivities: they use types of processes consisting of intensive, material, existential, verbal, mental, causative, possessive, and behavioural. The lecturer and students‘ verbal and non verbal expression as long as reading comprehension class can assist the researcher to analyse the content and development of texts in Reading Comprehension Skills and Strategies 4 textbook are appropriate for use by the students of English Department of Unesa.

MED12 Teaching Speaking by Using Experiential Learning

20 Minute Paper Fenty Kusumastuti Recently, students have limited access to experience speaking English. This best practice suggests another way of teaching by using experiential learning as the source of learning and development (Kolb, 1984). Making preparation for the group discussion begins an abstract conceptualization. The students create a concrete experience when they perform a group discussion without the existence of the native speaker to practice the preparation of the students‘ speaking ability (here come many suggestions from the teacher, friends of other groups, and their own group members). When finally the students perform the group discussion with a native speaker as the member of the group, they truly experience the natural environment of speaking English with the group in active experimentation stage. At the end, they have done a reflective observation by thinking about what they have just performed as the basis of what they are going to do in the next situation, with or without the existence of the native speaker. It was concluded that students could learn English by experiencing the discussion with a native speaker. The results are speaking more confident in front of the classmates and in public. MED13 Developing Model for Teaching Paragraph Writing Using Thematic Progression

Patterns with Jingle Button Technique

20 Minute Paper Farikah Writing is a productive skill. A good writing is one that is cohesive and coherent. Cohesion and coherence are essential textual components to create organized and comprehensiveness of the texts. To be able to write a good text, it needs some degree of organization and planning. This research and development approach was intended to develop a model for teaching paragraph writing using thematic progression patterns with jingle button technique. The subject of this research was the students of English Department of Tidar University of Magelang (UTM). This research was conducted in three phases. The first was the exploration phase which consists of evaluating the model of teaching paragraph writing used in English Department of UTM. The second was the prototype development phase where the prototype model was developed. The last was testing phase. The results of the research indicated that the lecturing model was used dominatly in teaching paragraph writing. In addition to that, thematic progression patterns with jingle button technique was needed and effective for teaching paragraph writing. These findings recommended that thematic progression patterns with jingle button technique (TP-JB model) could be adopted as a model for teaching paragraph writing.

MED14 Bringing English in Language Classrooms

20 Minute Paper Flora Debora Floris English is now well-established as an international language of transnational and intercultural communication. The number of speakers is now estimated to be about two billions in varying degrees of competencies, and nonnative speakers (NNSs) of English outnumber native speakers (NSs) by a ratio of 3:1 (Crystal, 2003). One of the obvious effects of the global spread of English is that English, the living language, has inevitably changed in order to suit the diverse social contexts in which it is used (Crystal, 1997). As English has spread all over the world, there has been


recognition of the new varieties of English that have emerged in outer and expanding countries. This current state has

generated a series of questions surrounding language teaching pedagogy: Is there any standard English? Which language variety or varieties should be taught?, Who should be the ‗model‘ English speaker?, Is it necessary to introduce Englishes in language classroom?. This presentation aims to discuss these issues by highlighting the diversity of English and the diversity of its users. Finally the presentation demonstrates how classroom teachers as agents of change should take on board awareness raising activities in the recognition of the varieties of English. MED15 Challenges and Opportunities in Developing Blended Culture ELT Materials for

Vocational High Schools 20 Minute Paper Hesti Wijaya Vocational high school students must be provided with English language competency to viably take parts in the global workplace competition. Inasmuch as ELT materials often miss to promote students‘ socio-cultural backgrounds to accommodate them in using language in contexts, these bridge students to have good command of grammar and lexical knowledge but make them have difficulty in comprehending message of the lesson. Teachers ought to bear in mind that teaching a language also means teaching a complex system of cultural customs, values, ways of thinking, feeling, and acting. Thus, language and culture are inseparable. Conversely, the insertion of foreign language cultural values in textbooks is occasionally different from Indonesian local cultures. Despite its challenges, developing ELT materials which integrate local and target cultures is highly desirable to (i) help students understand meaning of language in contexts, (ii) preserve local culture, and (iii) make students feel less inferior and less superior while interacting with people with different cultural values.

MED16 Material Development and Collaborative Teaching for English for Agriculture (ESP)

20 Minute Paper I Gusti Ayu Gde Sosiowati Teaching English for Specific Purpose has been a controversy in the sense should it be taught after they master at least intermediate level of English or it can be taught at the early stage of the learning process (Elementary level). The success of ESP teaching partly depends on the material used by the teacher besides on the basic language ability of the students. This paper aims at describing (1) the process of material evaluation to suit the needs and the level of English of the students, (2) that the teaching of ESP can be taught in the early stage of university education, (3) it is done at the same time with the teaching of general English, (4) the description will also be done by giving the example of the text to describe the language, (5) the classroom procedures of using the material, and (6) how this learning proces can be the learning for both teacher and students. The text for illustration is taken from Agriculture.

MED17 Exploring Students’ Ability and Problems in Writing Academic Paper

20 Minute Paper Ilham This study potrays the students‘ ability and problems of students in writing academic paper especially research proposal and to find out the possible solutions in writing research proposal. The paper will centre around an analysis of students‘ ability and difficulties in writing an Introduction chapter. This study conducted in sixth semester students of university of Muhammadiyah mataram in academic year 2013-2014. The study utilized qualitative case study. The data were obtained from document analysis with the students participants. The finding revealed that students ability is in the discourse semantic levels and most students still have problems in achieving the communicative purpose of introduction chapter. In general, the students‘ problems were in presenting arguments in terms of justification. Most students have not been able to justify their research area to fill the gap in previous research. The possible solution to solve the difficulties suggest that the students still need guidance, assistance, and explicit teaching in writing the elements and linguistics features of a research proposal to solve their problems in writing a research proposal.

MED18 The Analysis of Teachers’ Preparation in Using English Textbook

20 Minute Paper Intan Satriani Most teachers focus more on taking the materials and delivering all chapters from textbook rather preparing their own materials with supplementary materials from other sources. The study aims to investigate the ways and the advantages of teachers‘ preparation in using textbook creatively. Qualitative case study was utilized to get clear illustration of teachers‘ preparation in combining the textbook with other materials. The study revealed that in using textbook creatively, teachers did some steps which suggested by Harmer (2007b), such as replacing, adding, and adapting. The data also obtained some advantages, namely (1) matching the materials which are suitable for the students; (2) engaging students‘ interest in learning; (3) giving new experience for teachers; and (4) bringing the reality to the students. In addition, when teachers combined textbook with other authentic materials, it was responded positively by the students and it gave a number of benefits for both the teachers and students. Thus, it is recommended that the next researchers may want to conduct the research about instructional materials from preparation stage until the implementation in the classroom.

MED19 Guided Outlining for Better Academic Writing

30 Minute Teachers Session Janet Long

Communicative theory is as important in academic work, where there is a strong need for those who can clearly communicate their ideas in their special field of study to others, as it is in the instruction of everyday conversational English. This presentation will demonstrate an approach to academic writing that aids students to better express and


communicate their ideas in written English by combining process writing with informative lecturing. It presents

students with a step-by-step outlining process and common colocations that can be used to improve their writing. MED20 Content-based Materials Development for Teachers: Using Authentic Internet

Materials in the Language Classroom 20 Minute Paper Jeremy Beal Much has been said about the tremendous potential of the Internet as a tool for language learning and teaching. The sheer amount of content available means that teachers and students can easily find resources on any topic imaginable. In addition, the widespread availability of Internet access makes it a viable source of authentic language content for language classes in most parts of Indonesia, especially considering the general lack of suitable language teaching materials. However, adapting Internet content to the classroom can be a daunting and time-consuming task for busy teachers, and many teachers are not sure where to begin. This presentation features a demonstration of how to adapt Internet materials for an integrated speaking/listening class. Participants will learn a basic process and principles for creating their own materials based on authentic audio and video content, as well as see an example of materials developed by the presenter. This presentation is particularly suited for teachers of high school and university classes, although the process described can be adapted for any level.

MED21 Language Learning Activities in the Scientific-Method-Step-Based Classroom

20 Minute Paper Joko Priyana The Ministry of Education and Culture recommends that the scientific method be applied in the teaching and learning process of all subjects, including English language, in theimplementation of Curriculum 2013. Language learning takes place through the steps of observing texts, formulating questions, collecting data, analyzing data (and drawing conclusions), communicating findings, and creating texts. It is believed that such steps effectively facilitate students to attain knowledge about language, communication skills, and attitudes. Currently teachers have different views regarding the typical language learning activities, learning objectives of each of the steps, the roles of the teachers, and the classroom steps. This paper briefly proposes the learning activities and objectives of each step, the teacher‘s roles, and the steps of a scientific-method-based language classroom. MED22 Native English Teacher Examining Bilingual Essays Written by Students of

Indonesian-English Translation Class: The Case of English Education Department of Purworejo Muhammadiyah University

20 Minute Paper Junaedi Setiyono Nowadays the number of non-native English speakers exceeds the number of native English ones, so English is used to communicate among the non-native English speakers. As a consequence, English teachers should consider the phenomena of world Englishes. In this research the main problems is what corrections the native English speaker examining the bilingual essays written by students are. The native speaker is the English lecturer of ESL composition at the Ohio State University, and the subjects are the students of English Education Department at Purworejo Muhammadiyah University in the academic year of 2012/2013. The data is in the form of a number of bilingual essays written by students in accomplishing the task of Indonesian-English translation class. The analysis and interpretation employed is mainly the mixed method emphasizing on descriptive-qualitative research method. After examining, the native English teacher states that he is able to comprehend most of the essays. However, he finds that there are quite many sentences which are considered idiomatically unnatural for native speaker‘s point of view. Such weaknesses occur especially due to the use of inappropriate words and idiomatic expressions. MED23 Prospects and Challenges in Promoting Quality Elt Services in Rural Indonesian

Areas Seen from Student Factors: A Case Study of Bima, Kota Bima dan Dompu 20 Minute Paper Kamaludin Yusra, Yuni Budi Lestari This paper is part of two projects mapping out Indonesian education quality and overcoming challenges therein and it concerns primarily with the cases of student factors in Kota Bima, Bima and Dompu, West Nusa Tenggara. The 2011 project evaluated students in 6 purposive samples of schools from the areas: the schools with the highest (‗successful‘) and the lowest (‗fail‘) UN average scores were selected as samples. In addition to testing, questionnaire, non-participant observation, and interview were administered to the students (and the teachers). The study found that the students from the ‗fail‘ schools differ from the ‗successful‘ ones in terms of learning motivation and strategies: (a) 89.27% of them see English as ‗difficult‘, (b) 62.41% students did not spend time at all at relearning the materials at home, (c) 78.53% students reported the subject as boring, and (d) 93.81% students used word memorization as the main learning strategy. The main cause of the problems was the quality of learning materials, teaching strategies, and learning processes. In order to overcome these challenges, the teachers were trained, in the 2012 project, with language skills, pedagogic skills, and professional skills and the students with motivational and achievement related

materials. The project has successfully increased the teachers‘ language skills (from pre-intermediate to intermediate), pedagogic competencies (from grammar-based, teacher-centered to text-based student active and analytical learning), classroom management (from dominantly note-taking to two-way interactive classes), professional skill (by collaboratively identifying and solving student‘s learning problems in classroom action research), and assessment skill (by moving away from M/C and fill-in-the blank tests to authentic assessment). After intensive in-service training and on the job supervision of the teacher trainees, the study found that the student‘s motivation and learning attainment can be significantly increased: (a) the majority of students (56.48%) see English positively as ‗difficult but learnable‘, (b) 72.68% have reported to review the materials at home, (c) 72.9 % students were surprised that ELT activities could be fun and enjoyable, and (d) 46.71% students moved away from word memorization to communication with peers and tourists.


MED24 Challenges in Material Development

20 Minute Paper Kusumarasdyati Teachers should be able to develop materials because at times the commercial books used at schools do not include some pieces of knowledge the pupils have to learn. This paper attempts to describe the challenges faced by the students of English Department Unesa in developing materials before internship at secondary schools as student teachers. Being novices, they found challenges in three stages of material development: making the book cover, outlining and writing the contents of the book. The students‘ original works were presented in this paper to exemplify the challenges.

MED25 Authentic Material is (Not) Ideal for English Language Teaching

20 Minute Paper Like Raskova Octaberlina

Authentic material has been believed to be the most effective factor in triggering the enhancement of students‘ English acquisition. This is because authentic makes the learner be exposed to the 'real' language (Guariento & Morley, 2001, p. 347). suggests that teachers may use authentic materials for the learners to listen for the gist of the information presented and also he adds that by using authentic materials teachers will have the opportunity to encourage students to read for pleasure (Martinez, 2002). Responding this phenomenon, the English curriculum in Indonesia meekly holds the same belief. They also compete to use authentic English materials to be used in daily teaching and learning process. They are bustling to find materials from any kinds of media such as internet, newspaper, books, and anything where English is used. On the other hand, the students have another story which is quite different from the teacher‘s success stories. The students face difficulties in acquiring language. This is because of some reasons. Richards (2001, p. 253) states that authentic materials contain difficult language, unneeded vocabulary items and complex language structures. The language being written is very difficult for leraners to understand. There are s ome grammar items which are mixed in that text which make students confused in understanding the use of them. Based on this, to some extent, the use of authentic materials does not automatically boost the students‘ English competence. As a

consequence, this will discourage the students in learning English and block the students‘ success in acquiring English. This paper will try to present some solutions responding this failure by presenting how to create material which is suitable for the students in terms of the level of difficulty. The authentic material should only focus on particular grammar items as the target of acquisition and this grammar item will continually used in the following authentic material as the continuation of the previous material. Besides, the use of vocabulary should be controlled to make students able to survive in digesting the content of the material. Omitting some parts of the material which are not suitable to students should be done to make the students focus on certain aspect which should be learned. By applying some techniques being presented, the belief that using authentic materials will boost the learners‘ competence will automatically and rationally believed and obeyed by all English teachers and learners.

MED26 The Use of Process-Genre Approach in Teaching Writing

20 Minute Paper Linda Nurjati This study investigated the effectiveness of the process-genre approach to improve the students‘ ability to write a paragraph. This study employed a qualitative case study design. The sample of this study was the sixth semester students of the English Education Department at UIN Sunan Gunung Djati Bandung. The data were collected through

the samples of the students‘ writing and questionnaire. The results of the study showed that there were some marked improvements in the students‘ paragraph writing. The analyses of the students‘ paragraphs prior to the study showed that most of the students (99 %), didn‘t write a paragraph; their compositions were not about one main idea. It was generally a free writing about the topic given. The students only wrote about what came to their minds about the topic. Most of the students didn‘t show a good grasp of the use of punctuations and capitalizations. After the implementation of the process-genre approach, all of the students could produce a paragraph; their compositions were about one main idea and all of the students made a topic sentence. Secondly, most of the students used transitional markers to connect ideas. Thirdly, there were some improvements in the use of punctuations and capitalizations. Fourthly, the students could produce different genres. And finally, the students showed positive attitude toward the implementation of the process-genre approach in their writing class.

MED27 The Analysis of Thematic Progression in Evaluating EFL Writing

20 Minute Paper Linda, Ratna Andhika M. There have been efforts to solve students‘s problems of writing difficulties in EFL class. However, the investigation on the features of the students‘s written discourse regarding the Thematic Progression is rarely done. The present study

aims to explore that the notion of thematic progression can be helpful as an important tool at the level of discourse for the teacher to evaluate EFL writing. The focus in the study is to answer several research questions in which involving the thematic progression, and textual cohesion and coherence in EFL writing. To address this issue the writers have analysed a sample of 20 compositions written by students learning English as Foreign language in term of their thematic progression. The data for this investigation were collected through interview, classroom observation, and the review of students‘ written works. This analysis has enabled the writers to find the common problems they had for textual cohesion and coherence in EFL writing.


MED28 Developing Supplementary Reading Materials for the Seventh Grade Students of Smp

Negeri Surakarta Based on Curriculum 2013 20 Minute Paper Makmun Syaifudin One of the most important competences proposed by curriculum 2013 is understanding written text. Reading is an important skill to achieve it. Meanwhile, English is taught using a compulsory book named When English Rings a Bell(WERB). However, the researcher finds that the book does not have enough reading text to support students‘ reading skill. Furthermore, the need analysis done by the researcher support the fact.The teacher had to add some other materials outside of the course book to accomodate students in learning reading skill. Moreover, the reading activities provided in the course book do not reflect the teaching procedures of scientific approach. This is a research and development study as known as R&D which employs 2 stages in conducting this study. The first is exploration which consists of need analysis, library research and prototype design. The second is model development which consists of expert judgment, prototype try out.

MED29 Mini Saga as a Tool to Improve Students’ Ability in Writing and Editing

20 Minute Paper Maria Zakia Rahmawati

Mini saga is a short writing consisting fifty words, no more, no less. Forty–nine words is wrong, fifty-one words is not right. Writing in higher education is assumed to be a competence which, once acquired, enables students to communicate their knowledge and understanding in virtually any context (Lee, 2009). Besides students‘ limited skill to apply grammar accurately in writing, they tend to write too long with too many words and phrases. In editing, they must apply their knowledge in grammar, spelling, and formatting. However, although teachers provide students with all skills, students often still stare at the intimidating blank page and teaching writing is still a challenge (Oczkus, 2004). Therefore, to make a mini saga, students should find a short article, review, or short news. Then, they edit a passage which is grammatically correct. Not only make it shorter, but the article should be more concise without sacrificing the meaning. The last step, students write their own short composition and edit it by themselves. This research will focus on a. How to guide students to write efficiently (self-editing) b. How to make students pay attention to word choice, verb tense, preposition, articles, subject verb agreement, spelling, and punctuation. MED30 Developing Listening Supplementary Materials for the Seventh Grade Students Based

on Curriculum 2013 20 Minute Paper Mokhamad Sabil Abdul Aziz Curriculum 2013 strongly suggests teachers and students to use the textbooks which have been developed by the government (the Ministry of Education and Culture law number 71 year 2013). It is seen that the English textbook for the seventh grade students which is entitled ―When English Rings a Bell‖ (WERB) does not have adequate listening materials. Listening plays a critical important role in language learning, communication, academic pursuit, and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and Renandya, 2012). Therefore, there should be adequate listening materials for English language learners. This paper presents the theories underpinning the development of listening supplementary materials for the seventh grade students based on Curriculum 2013. The theories presented in this paper are about (1) teaching listening, (2) supplementary materials, and (3) how to develop listening supplementary materials. By considering these theories, it is hoped that scholars, teachers, and material developers can have theoretical insights in developing listening supplementary materials.

MED31 CLIL as Suggested English Material for Curriculum 2013

20 Minute Paper Mushoffan Prasetianto Indonesia Curriculum always changes from time to time. In 2013, the government issued a new curriculum called curriculum 2013. The insufficiency of English materials in curriculum 2013 makes teachers confused what to teach. Thus, this article provides materials and the teaching procedures of CLIL-based material. CLIL stands for Content and Language Integrated Learning. It provides the students to learn not only the language but also the knowledge. This article firstly analyzes the strengths why CLIL is suggested. It also elaborates the opportunity for the students who are taught by CLIL materials. The CLIL material presented in this article is related to science theme under digestive system and laboratory equipments topics. This article elucidates the classroom teaching practice by using CLIL materials. It is expected that this article can give insight for teacher in selecting English materials in curriculum 2013. In a nutshell, English material is not only limited to story or argumentative text, but also it can be integrated to other subjects such physics, biology, and chemistry. MED32 Evaluating and Adapting Reading Materials to Develop Vocabulary and Reading Skills

of Engineering Students at Politeknik Negeri Bandung 20 Minute Paper MV. Joyce Merawati, Sri Dewiyanti The English curriculum for the first year students of engineering departments at Politeknik Negeri Bandung encourages the students to develop academic reading skills. However, the results of the questionnaire shows that these students like to improve speaking skills although they perceive that they have problems in reading English references due to their limited English vocabulary and grammar. This study is conducted in an engineering class to obtain the appropriate reading materials so that they may not only develop the students‘ vocabulary and reading skills but also match well to the students‘ levels and interests. This inductive qualitative classroom action research starts from the students‘ perceived weaknesses and ends at achieving the institutional and the students‘ goals. The data are collected from questionnaires, interviews, observations and students‘ journals. The text evaluation and adaptation are based on the students‘ interests, language level, problems, and the goals of the program. The text evaluation is also conducted


by investigating the students‘ journals and oral reports. The results indicate that the adapted texts are capable of

developing students‘ vocabulary, grammar, reading skills, and thinking skills. This paper will discuss the processes of evaluating and adapting reading materials which can be practised by teachers at all levels. MED33 Silver Linings Textbook: An Appraisal of 2013 Curriculum-Based Commercial English

Course Books for Senior Secondary School Students 20 Minute Paper Ni Wayan Sukraini, I Gusti Agung Paramitha Eka Putri Abstract: Textbook is an important element in language learning activities since it provides a set of guidelines, alternatives, and resources (Harmer, 2007:181). In Indonesia, varieties of commercial textbooks have been disseminated by private publishers which resulted in no course content uniformity. Therefore, the emerging 2013 curriculum is accompanied by government‘s endeavours of bringing an educational homogeneity by promising a textbook called Buku Babon – which is supposed to be delivered by April 2013. The delay of Buku Babon has given back the opportunities for commercial publishers, such as Erlangga and Yrama Widya, to release 2013 Curriculum-based English textbooks for senior secondary school students. This paper aims at evaluating those course books using an adaptation of Mukundan‘s et al. (2011) Checklist for Textbook Evaluation and a systematic approach of course book evaluation by Nation and Macalister (2010). The evaluation will reflect the books‘ suitability with the elements of 2013 Curriculum. Gains will come in the form of advice for English teachers to choose the appropriate materials, to make modification, or to look for another alternative. Theoretically, this evaluation will show how the textbooks can be improved or justified. Feedbacks for the policy makers concerning the provision of English textbooks will also be given. MED34 Developing Short Video-Based Materials for Teaching English for General Purposes

(Egps) in College and University 20 Minute Paper Nur Saptaningsih This research investigates the development of short video-based materials for teaching English for General Purposes (EGPs) in college and university. R & D methodology was applied. Thirty students of class G of Setia Budi University (USB), two lecturers and two experts participated in this study. The data were the existing materials, the implementation of teaching EGPs, the prototype of the short video-based materials and the implementation of the prototype. The data collecting techniques were: library research, observation, interview, questionnaire and FGD. The result of the study are as follows: 1) the existing materials are inadequate to facilitate students in listening and speaking production and to provide students with pleasurable and motivational materials; 2) the short video-based materials are successfully developed; and 3) the short video-based materials are considered feasible.

MED35 Picture Story Books for Extensive Reading in Madrasah Tsanawiyah

60 Minute Colloquium Nur Taslimah Picture story book is an interesting source of reading for pleasure or extensive reading. Picture story book is very beneficial to improve the students‘ motivation in reading; however, the availability of the English story books that meet the Islamic Junior High students‘ needs is not sufficient. This study was intended to develop Islamic English picture story for extensive reading activity in Madrasah Tsanawiyah. Using Borg and Gall‘s reseach and development model as the basis for the study, four Islamic picture story books were produced. The products were: (1) Islamic short stories, (2) Islamic humorous stories (3) Stories of the Sahabah, (4) and Stories of the Prophets. MED36 Manga Comics as Appealing Extensive Reading Materials for the Tenth Graders of

Senior High School 20 Minute Paper Paramita Anggraini Manga comics are known as interesting reading materials for students in learning. Due to the fact that intensive reading in English teaching and learning has many problems especially dealing with limited class time and uninteresting materials, teachers can develop manga comics as extensive reading materials to motivate students to read enthusiastically. The present paper reports the development of prototypes of manga comics as extensive reading materials for the tenth graders of senior high school. The research design was Research and Development. The setting was class X-1 in the academic year of 2012/2013 of SMA Negeri I Bojonegoro, East Java. This research used the validation questionnaire for the expert and the teacher and the try-out questionnaire as the instruments to collect the data. The results of the research show that the drafts had to be revised in terms of the manga comics‘ components, the level of difficulty, and the self-assessment. However, the final products are proven as good extensive reading materials for the tenth graders of senior high school and can enhance students‘ motivation to read English texts.

MED37 Adjusting Language Teaching in Polytechnic to Requirements of Industry

20 Minute Paper Perwi Darmajanti Based on the education philosophy in polytechnic, the education content is matched to industries requirement of qualified workers. Today‘s professional context requires not only the traditional academic content mastery but also new skills such as critical thinking and problem solving. While recent development in language teaching puts a stronger importance on critical thinking skills. Critical thinking is a process that challenges an individual to use reflective, reasonable, rational thinking to gather, interpret and evaluate information in order to derive a judgment. Students who develop critical thinking skills are considered better academically and non-academically. This is an effort to combine language teaching and critical thinking training as there is a relation between language and thought. A brief training on critical training was given to a group of language learners. Together with reaching the English syllabus


aims, teachers are required to make a list of activities in which the skills are required. The course should enable

students to develop their language competency while developing critical thinking and shaping identity. MED38 Developing Song-based Materials to Teach English for Grade VII Based in Curriculum 2013

20 Minute Paper Primanda Dewanti It has been widely known that songs are rich sources of input for learning English. Songs as musical genre offer a wide array of texts, which depict aspects of life. Pedagogically speaking, songs are deemed to be motivating and easy to memorize through dynamic rhymes. In addition, songs have a considerable position in the teaching and learning of EFL in Curriculum 2013. However, apart from the advantages of songs in EFL, teachers have some difficulties not only in how to choose the appropriate songs, but also in how to use the song in the classroom effectively. This article deals about an R&D research which was conducted to develop song-based supplementary materials to teach English for grade VII. The article highlights the quality of the existing materials and how the researcher selects and elaborates songs in some various learning activities which do not only meet the objective of the lesson, but also create motivating situation. Theoretically, the result of the research can give contribution to English teaching for grade VII in Indonesia. Practically, it can also give contribution to the teachers as a teaching source, the students as a learning source, and the other researchers as a reference. MED39 The Use of Textbook in Teaching and Learning Process (A Case Study of Two EYL

Learners) 20 Minute Paper Riana Herlinda The ease provided by the ready-made textbooks left a backwash effect for the world of teaching. Therefore, any teacher using any textbook will have to adapt the textbooks since there is almost no textbook that is definitely suitable

for all teachers and students. This case study examined the teacher‘s perspectives towards the role of textbooks and their strategy in using the textbook in the practice. Two EYL teachers of state elementary school and the non-formal school were involved in the study. Observations, questionnaire and interview were used as the instrument. The study reveals that both of the teachers have the same perspectives toward the roles of textbooks. The teachers agree that the textbook has fundamental role in teaching, especially in providing the material for the students. In practice, the study shows that both of the teachers adapt and adjust textbooks in different level. This difference however is determined by the teachers‘ background, knowledge, and their attitude in learning. It is expected that more in depth studies will follow to give the better understanding about the teachers‘ strategies in using textbooks.

MED40 Integrating Theories and Practices to Design Materials: Play and Language Learning

20 Minute Paper Rin Cheep-Aranai Age has been an undeniable issue to consider in developing language learning activities. Primarily, what and how to teach in a language classroom must be considered. It is questionable whether or not textbooks are suitable in the classroom of young language learners. As a natural way of children‘s learning, play has long been seen as the best practice for which children develop and control themselves. Play theories have been studied, defined, and developed

from different scholars based on different aspects of learning. This study aims at identifying innovative materials suitable for play-based language learning activities localized for young EFL learners. Furthermore, this study addresses the theories of play and the way they can be integrated into the processes of designing and developing materials for different play types. The nature of each play type‘s characteristics guides varieties of possible activities, and materials that teachers can use. Additionally, the study discusses how children‘s play can be put into practice in a classroom, and the extent the materials have affected learners‘ oral language skills. This presentation will conclude with relevant Internet sites and samples of materials. MED41 Critical Analysis of a Unit of a Textbook Using Critical Applied Linguistics and

Critical Discourse Analysis 20 Minute Paper Rina Agustina New Interchange 3 (Richards, 2005) is one of textbooks used for English language teaching and learning (ELT), which covers English macro skills and language aspects. However, a question of appropriateness for ELT is raised. In order to answer this question, a unit is analysed by using aspects of Critical Applied Linguistics (CAL) and Critical Discourse Analysis (CDA). The analysis results reveal that CAL encourages the use of local context to anticipate learners‘ constraints and CDA suggests that hidden messages implied in the texts and dialogues contain good moral values that should be taught to learners. MED42 An Analysis of Local and Target Culture Integration in the English Textbooks for

Senior High School 20 Minute Paper Rini Susanti, Tri Rositasari, Dian Anggraini Sorongan This study aimed to find out the percentage of local culture integration and target culture integration in the selected English textbooks for senior high school ― English Zone‖ and ‖Interlanguage‖. This research design was a content analysis with 1487 paragraphs and 638 picture as the study data. The procedure of analyzing the data started by classifying the data into local or target culture division, then it was analyzed based on Byram‘s cultural content checklist (1993) while the pictures were simply classified into local culture or target culture. The result of the analysis was made in the form of percentage. The results show that for analysis of the paragraph, the percentage of local culture integration in English Zone is 31,23 % and in Interlanguage is 9,6 % meanwhile the percentage of target culture integration in English Zone is 10,17% and in Interlanguage is 11,02%. For the picture analysis, the percentage


of local culture integration in English Zone is 6,43 % and in Interlanguage is 18,2% meanwhile the percentage of target culture integration in English Zone is 12,41% and in Interlanguage is 20 %.

MED43 Teachers’ Perceptions and Use of Types of Speaking Assessment Tasks

20 Minute Paper Rusnadi Ali Kasan There are many difficulties involved in the construction and administration of any speaking assessment, since speaking is probably the most problematic language skill to teach, learn and assess. This study investigates the different types of speaking assessment tasks and teachers‘ perceptions toward the practical constraints about speaking assessment in Indonesian EFL classrooms. This study provides implications for EFL teachers in higher education on the importance of speaking assessment and how it can be effectively administered. This was conducted at language center of IAIN Antasari Banjarmasin (an Islamic Universities in Indonesia) where students are obligated to take two English classes and teachers are required to assess students‘ oral proficiency at least twice each semester. Through questionnaires, interviews, and observations, the study found that the teachers did assess students' oral proficiency by using different types of tasks as required, but teachers also expressed needs such as more frequent testing, further training on assessing speaking, and standardized scoring guidelines. The result of this study will help teachers, educational practitioners, and policy makers to improve the quality of TEFL and English assessment by providing better policies which accommodate both teachers‘ and students‘ needs, as well as a more valid and reliable assessment. MED44 The Realization of Collocation in EFL Students’ Written Texts Across Three

Proficiency Levels 20 Minute Paper H. Saudin This research investigated the realization of collocation in two respects: how collocation was formed appropriately and inappropriately in written texts. Following Benson et al. (1997), Wei (1999), Lewis (2001), and Mahvelati & Mukundan (2012), the research categorized collocation into two major types, lexical and grammatical collocation. Text analyses conducted largely qualitatively indicated that out of seven subtypes of lexical collocation used appropriately, three combinations (v+n, adj+n and v+adj) were predominant and out of four subtypes of grammatical collocation realized, two combinations (prep+n and v+prep) were the major ones. It was also shown that more collocations were used, and fewer errors were made as the proficiency levels got higher. Therefore, the realizations of collocation in the two respects are linked to the writing quality. MED45 Increasing Students’ Cultural Awareness by Using Film in Teaching Cross Cultural

Understanding 20 Minute Paper Serliah Nur This research is about the students ‗attitude toward the use of films in teaching Cross Cultural Understanding as classroom research taking fourth semester students of English and Literature department, Adab and Humanities Faculty of UIN Alauddin as the sample of the research. The research question put forward is: what is the student‘s attitude toward the use of film in increasing their cultural awareness. The research instrument is a questionnaire consists of sixteen items which aims at finding out the students‘ attitude toward using films in increasing their cultural awareness.The data analysis showed that they have positive attitude toward the use of film in the Cross Cultural Understanding class because: 1. Films were interesting material, 2. Using films were new variation of teaching in the class, 3.Students understand the material easier, 4. Students know the other culture better. Film can also increase students‘ cultural awareness because: 1.They get information from the movie, 2.They can compare their culture and others, 3. It can prevent them from culture shock if they study Cross Cultural Understanding.

MED46 Integrating Character Education in a Senior High School English Course Book

20 Minute Paper Sugirin, Agus Widyantoro, Siti Sudartini The saying ―language shows its people‘s culture‖ reflects how language and values upheld in a culture are closely intertwined (Williams, 2010). As culture is learned through interactions (Nieto, 2010), instructional materials as an important component of instructional processes involving interactions, must anticipate misunderstanding of, and inappropriate reactions to, the cultural and value systems in both the target and learners‘ languages. The research of which the findings are reported in this paper aims at developing a model of integrating character education in the English instruction at senior high schools. This research adapts Gall, Gall & Borg‘s (2003) research and development model consisting of defining and designing, developing, and validating stages. The research has produced an English course book integrating values in character education. The validation of the first draft has been conducted through expert judgment and a limited field testing. The results of the data analysis show that the product suits the students‘ level of language mastery, aids them in language development, and simultaneously introduces and reinforces values in character education. MED47 Should Teachers Only Teach ‘Western’ Materials?

Reviewing the Cultural Contents of ELT Textbooks in Indonesia 20 Minute Paper Syahara Dina Amalia The importance of cultural content in language learning materials particularly in ELT is strongly related to the current role of English as an international language (EIL) or also known as a lingua franca. So rapid the spread of English that it is now claimed not to belong to any particular country anymore. Furthermore, as English is now internationally spoken, a need to learn the culture is also inevitable. However, many recent theories suggest that learning English as an international language does not have to be associated with learning the culture of the ‗Western‘ countries where English is spoken as a mother tongue. Smith (1976; as cited in McKay, 2002, p. 7) assumes that as the ownership of English is now de-nationalized, the cultural norms of native speakers not need to be internalized by learners of English as an international language. Then, whose culture should be taught to Indonesian learners? To be able to answer the


above question, I examine several aspects related to what implications the cultural contents have in relation to the

role of English in particular countries, which is in this case is Indonesia. The information elaborated in this paper is of importance not only for textbook writers and teachers but also for curriculum designers and policy makers. This paper is divided into two major sections. The first section includes the theoretical background influenced by theories that connect between culture and language learning materials, especially in ELT, which is strongly related to the current role of English as an international language. Whereas the second section refers to what context English plays its role in Indonesia and what cultural content Indonesian ELT should adopt in relation to the role of English in Indonesia. MED48 An Evaluation Study: The Effectiveness of English Language Coursebook Entitled

When English Rings the Bell. 20 Minute Paper Teguh Ariebowo The new curriculum of 2013 proposed by the Indonesia Ministry of Education has become a huge discussion throughout the country. It raises pros and cons toward this new curriculum with their rationales. Therefore the researcher tries to find out the truth by doing a survey research. A new implemented curriculum always needs to evaluate for the sake of its development and improvement. This research aims to confirm whether or not the English language coursebook of seventh grade of junior high school entitled ―When English Rings the Bell‖ is effective. This research is conducted in 29 junior high schools (SMP) that are applying the new curriculum of 2013 in DIY. This survey research hands out a set of questionnaire to 20 English teachers from 10 different SMPs. To get the data triangulation, the researcher conduct interviews to the teachers in schools representing each district in DIY. After getting the data, this research is continued to confirm the effectiveness of the coursebook. The result shows that one criterion - the aim of coursebook- out of 6 criteria of effective English teaching material is agreed to be effective with absolute agreement by the respondents. The approach, design and organization, and topic of the coursebook are also evaluated to be effective. Two other criterion, language content and skill in the coursebook, are confirmed as ineffective based on the survey result. This coursebook evaluation research deals with reviews on the criteria of effective coursebook, material evaluation, and Indonesia national curriculum of 2013. The result of this evaluation research will definitely be beneficial for learners, teachers, materials developers, and especially for the policy maker, in this case is the Indonesia Ministry of Education. MED49 Grammatical Problems Encountered by Students In Translating English into

Indonesian And Indonesian into English 20 Minute Paper Thathit Manon Andini In daily life, language has an important role in making the communication runs smoothly. Without language, communication among the people in the society will not run well because the ideas of someone cannot be transferred to another well. So it can be said that the main function of language is to make the communication becomes smooth. Another function of language is to develop science and technology. The fact shows that the books are mostly written in English. To overcome the problem, translation activities are badly needed. The translators will try to translate well and their translation will be understandable for the readers. This research was done to know (1) the grammatical problems faced by students in translating English into Indonesian and Indonesian into English, (2) the solution taken by the students in translating. This research was descriptive research. The data sources of this research are:1) Documents. The documents in this research is the translated text by the students of English Department who takes translation class an optional subject. The source text is determined by the researcher to get the similar text especially in the level of difficulties. The text is taken from the standardized text. (2) Informants. The informants of this research are 30 students. The result of the research shows that the students have difficulty, hence the problem, in lexis. The students had a little number of exposure to culturally-bound word to express specific expressions. Concerning the strategies,

the students made use of various strategies (translation by omission, Translation using a loan word or borrowing, and translating using a more general word) in solving the translations of the words they are not familiar with. The strategies, however, do not always match with the context of the sentence. Based on data analysis, in translating English into Indonesia, the words that became the students‘ problems are basically the words that are infrequently used in English. The students, who represented the high-ability students, also had problems in translating the words they are not familiar with, including language- and culture-specific items. Based on the findings, it can be inferred that the students still have difficulty, hence problems, in lexis (Nouns, Verbs, and Adverbs). Their problems showed that they had a little number of vocabularyy in English. In translating Indonesia into English, the data revealed two main areas of problems, namely morphology and syntax. In morphology, the students have difficulty in declination. While in syntax, the problems exist in modification and predication. In modification, the problem exists in noun phrases, while in predication, the problems occur in tense, aspect, voice and status. From the students‘ translation, it can be inferred that the translation strategies they used are omission, borrowing or loan word and superordinate. MED50 A Prototype for EFL Learners: How to Use Discourse Markers in Various Markers in

Various Writing Genres 20 Minute Paper Titik Rahayu EFL learners tend to overuse, underuse and misuse discourse markers (DMs) either semantically or stylistically although many available textbooks have listed DMs based on their categories. It is because the textbooks do not specifically elaborate the DMs list with clear examples how to use them in a real text in relation to various writing genres. In fact, DMs are considered to be a significant part of building cohesion and are frequently used to enhance the quality of a piece of writing. Based on the current practice of English teaching, learning DMs is not merely about memorization but the more important thing is how to use them in a real writing context appropriately and purposively. Along with this issue, writers have to develop a book dealing with how to make learners trouble-free to interpret and comprehend the use of DMs. Therefore, I develop a prototype for EFL learners on how to use DMs in a particular text with various writing genres. A prototype here contains some chapters of DMs materials including the DMs list and the concrete employment of them in a particular genre for supporting EFL teachers and learners in writing activities.


MED51 Writing to ‘Negotiate’ Versus for Writing to ‘Report’

20 Minute Paper Widhiyanto This paper compares the linguistic features found in undergraduate theses written by students coming from different linguistic backgrounds and contexts, a native-English (Honours) and an Indonesian student. It reports a part of a study investigating ways students construct and negotiate interpersonal meanings to establish and maintain interpersonally oriented argumentation throughout the various stages in their theses. The study is underpinned by theories of APPRAISAL and of genre pedagogy of Systemic Functional Linguistics (SFL). However, this paper merely explains the ways students employ linguistic choices to establish discipline-related meanings, engage with others and assume authority. The data involve resources in the level of discourse semantic and are analyzed through ATTITUDE, ENGAGEMENT and GRADUATION systems. The Honours student tends to employ the resources in developed ways. Complex negotiations with external sources overlay her text in ―bringing in‖, evaluating, and integrating them in developing her arguments. In contrast, the Indonesian student seems to pay little attention to the resources and merely report what she did in her research. External sources tend simply to support her argument without evaluating them critically. Accordingly, Indonesian students need to be explicitly exposed to and taught the ways to engage with external sources and deploy them appropriately.

MED52 Incorporating Culture in Developing English Textbook Through Theme-Based Approach

20 Minute Paper Winarti It is a common belief that language and culture are closely related. Language used in certain society reflects the values shared by the people in that society. Culture is therefore a key component in language teaching. When people learn a foreign language, they will inevitably learn the culture of the target language. It is proved by the result of review in this paper that culture and language are inseparable in foreign language teaching. Moreover, this paper argues that culture introduction is an effective way to promote students‘ cultural awareness and language proficiency. The result of the related review also indicates that an attempt is required to relate culture into teaching and learning process. Then, English textbooks as the major source for the students in learning English is important media in incorporating culture component into teaching and learning English. One of the approaches deals with incorporating culture in English textbook is by using theme-based approach in which it enables all the components of the English language curriculum listening, speaking, reading, writing, drama, vocabulary, grammar and so on to be logically linked, integrated, and thus inter-supportive. A review of additional studies demonstrated both local and target culture introduction can be achieved through theme-based approach in developing English textbook. The purpose of this critical review is to give elaborated insight in incorporating culture in developing textbook.

MED53 From Thesis Files to C-SMILE & from C-SMILE to Thesis Files

20 Minute Paper Yazid Basthomi, Nurenzia Yannuar, Utami Widiati The present paper presentation talks about describes an ongoing research project, which concerns the construction of a corpus comprising undergraduate theses written in English by students of the Department of English, State University of Malang. Entitled C-SMILE (Corpus of the State University of Malang Indonesian Learners of English), the corpus incorporates theses submitted in the past three successive years (2011-2013). The project tries to come to terms with the advancement of digital technology in that the existing linguistic data are treated digitally so as not to further elude our examination. This suggests that the present project is our attempt to extend the studies on naturally occurring linguistic data recently on board (see, e.g., Ädel and Römer, 2012; Clancy, 2011; Grieve, 2011; Holtz, 2011; Torgersen, 2011; Walsh et al., 2011). The paper demonstrates how the corpus has provided authentic data and findings encompassing issues around author self-references, passive-active constructions, hedging, and amplifiers. On the basis of the wealth of the authentic data and findings, propositions around thesis advisement for the purpose of ameliorating thesis quality will be put forward. MED54 Reflective Pedagogy: A Strategical Response Toward Current Curriculum in

Indonesia 20 Minute Paper Yohanes Heri Pranoto The new curriculum, 2013, gives more challenges for teachers to help their students not only grow with a good knowledge but also grow with a good characters. Character building or development becomes the focus of this curriculum that any teachers should involve the characters in their teaching process and should give any appropriate assessments for the characters. In those situations, teaching process should be designed in such away so that the students are able to internalize good characters in themselves. Reflective pedagogy, therefore, provides distinctive learning phases for the students, namely context learning, experience, reflection, action, and evaluation. Owing to the new curriculum‘s goals and the existence of reflective pedagogy, this paper aims to elaborate how and to what extent

the implementation of reflective pedagogy can improve the students‘ intended characters. For the evidential elaboration, a research about the implementation of reflective pedagogy to enhance the students‘ attitudes toward writing is involved. MED55 Evaluating English Textbooks in Three Different Senior High Schools

For Grade X: A Case Study in School A, School B, School C Tangerang 20 Minute Paper Christine Carolina, Yonathan Winardi Evaluation on English textbooks at present is not popular though it is crucial and as a part of continuous improvement in the teaching and learning of English. Research needed to describe and discuss textbook evaluation and one


evaluation done on three English textbooks used in three different senior high schools grade X located in Tangerang.

The evaluation is on the textbooks‘ strengths, weaknesses, and feedback from users, the English teachers and students. Quantitative and qualitative research methods are applied to gather data from the English teachers and students of grade X. The results show there are similarities such as all the textbooks do not have teacher‘s guide. The strengths mainly are the textbook has a CD, has various exercises and vocabularies activities, and has good and tidy organization. Constructive suggestions from the users are also presented in order to advance the textbook quality in the future and as a basis for school principals and English coordinators to determine future English textbooks usage. MED56 The Importance of Indonesian Realistic Picturebooks for the Teaching of English

Language and Indonesian Culture to Young Learners 20 Minute Paper Yosep Bambang Margono Slamet Picturebook, one of the genres of children‘s literature, has a crucial role to promote children‘s language development and cultural awareness. Imported or adapted picturebooks are widely available in Indonesia; however, Indonesian picturebooks in English—written and illustrated by Indonesians about Indonesian children—are scarce. While it is very beneficial to use those imported and/or adapted picturebooks for the teaching of English, the cultural content of those books is problematic if we want to instil Indonesian culture on our young learners. Currently there are many story books about fables or folktales but realistic story books for children are not available. Realistic picturebooks are of high importance due to their potentials for teaching young children about actual events in their lives, especially related to issues of culture and multiculturalism. This paper will explore the importance of Indonesian realistic picturebooks and why the policy makers should encourage the publication of these kinds of books for young learners. MED57 Investing in Academic Speaking Through Guided Extensive Reading

A Case Study in Extensive Reading Class at English Department Mataram University Indonesia

20 Minute Paper Yuni Budi Lestari, Kamaluddin Yusra One principle of Extensive Reading (ER) as Day and Bamford (2002) have pointed out is that ER should be oriented to help students to be self-motivated readers by giving them freedom to choose reading materials that interest them. In institutionalized setting such as in my class, ER is incorporated into curriculum where the intent of ER is to have students read more in order to increase their exposure to English vocabulary, sentence structures and cultural insights which in turn will develop their academic skills. As an instructor of ER in that context, I tried to convince that the ER class could be a source of language development through guided extensive reading (GER). In this program I helped the students in selecting books (i.e. less academic and academic) based on their interests and language competency level. I also provided them with guided reading tasks which gave them a lot of opportunities to produce English through speaking academically. In this way the students would invest in academic speaking skill. This study reports how three different students use their potentials to invest in academic speaking in English through GER. The data of this study was obtained from observation and interview related to their reading motivation and investment strategies. MED58 Semi-Structured Speaking Games And Materials To Develop Young Learners’

Automaticity And Fluency 20 Minute Paper Rani Yusnita Communication is the main goal of learning a foreign language. It includes asking and answering questions which require interactive activity among the speakers. Szpotowicz (2012:141-166) in her study Researching Oral Production Skills of Young Learners stated that children are still developing their lexical and grammatical knowledge of language.

They accept utterances in foreign language as an ‗unanalysed chunks‘. Her research on whether the fourth year of primary school students in Poland are ready to involve in conversation using English revealed that all of the children were able to fulfill the ‗answering question‘ task successfully, but not for asking question part. Student‘s motivation also proved to bring impacts on the number of words produced. However, many teachers sometimes are not sure which of speaking activities suitable for their young learners. As mentioned by Pinter (2006:56-59) that interactive tasks require careful selection and preparation. Therefore, the writer intends to propose speaking materials for young learners which include semi-structured speaking games and public speaking programs. It comprises asking and answering questions, describing things and explaining procedures which are expected to gradually develop young learners‘ automaticity and fluency in speaking English as a foreign language.

MED59 English Literature in Indonesian High School Curriculum: Are We Ready Yet?

20 Minute Paper Maulidia Rahmi English has been a dominant foreign language used in Indonesia. This is caused by the demand of communicating with people around the world due to business, education, and other factors. This leads to the changing of English curriculum throughout the time in order to give the best approach and method used in teaching and learning English in

Indonesia. The newly-born curriculum, the 2013 curriculum, tries to bring new offer to the English teaching in Indonesia. One of them is teaching English literature for which it has never been applied specifically for High school level in general scale. Having difficulties in teaching and learning general English lead to a big question on whether the implementation of English literature runs effectively and meets the real needs of Indonesian or not. There have been many research conducted to investigate the challenges in teaching ELT in EFL class (Lazar,1994; Grundy,1993;McKay,1982, Lazar,1993; Pugh, 1989, Khatib and Rahimi,2012).However, there have not been any related research done in Indonesia. This study, therefore, will try to analyze the effectiveness of the implementation of English literature seen from the students, teachers, and parents‘ perspective in Indonesia. This is a case study. This study will focus on investigating any challenges the students, teachers, and parents encounter from this


implementation. The subject of this research is 100 High school students, 50 parents, and 3 teachers in 3Senior High

School in Jakarta. The results show that there is still grey area MED60 The Linguistic Factors for Readability (A Discourse Analysis of English Student Book

for Senior High Schools of Surakarta) 20 Minute Paper Sri Handayani This research aims at finding the readability of English student‘s book through linguistic aspect especially in lexical and grammatical analysis. This research applies descriptive qualitative method specifically a discourse analysis. The primary data are the lexis and sentences used in the student‘s book. The collected data were obtained by applying discourse analysis of the book. Meanwhile to analize the data, the ethnography technique proposed by Spreadly was employed. The research findings show that: (1) in terms of the lexis used they can be devided into two categories, they consist of 57% congruent and 43 % incongruent lexis, (2) from the grammatical aspect, the complexity of the clauses consists of 46% simple sentence and 18% compound and 36 % of complex sentences. (3) the result of the computation using Flesch Reading Ease Formula shows that the readibility of English lesson is low, where the readability obtained from those formula is 42% , where the avarage of length of words per sentence is 16. The factors causing the low readability of student‘s book come from two basic factors , they are, its lexis and grammatical aspect. In term of lexis, the low readability is caused by the inconqruency of the lexis. While from grammatical views, texts which mostly consist of compound and complex sentence make the texts have low readability levels. From the research findings, the reseacher generates a theory for readability as follows: viewed from linguistic aspect, the readability of a student‘s book is influenced by two major factors, they are the conqruency of its lexis and the complexity of clauses found in the text.

MED61 Instructional Materials and Instructional Objectives: what matters most?

20 Minute Paper Itje Chodidjah In many classes, many teachers often feel unsecured when materials brought to class are not done as planned. The structure of materials in many textbooks may attract teachers because it gives sense of direction of what to achieve. This may lead to a successful classroom activities or a failure. There is also possibility that the amount of materials is too much or too little to fit the allocated time. The teachers‘ skill in managing the materials to fit the objectives of the curriculum and syllabus is demanded. The varieties of textbooks in the market has led teachers into the believe that having text book makes them feel secured and probably easier to conduct the lesson. Instructional objectives are often neglected because to develop them needs more efforts. The workshop will help teachers to be aware of what should come first, instructional objectives or materials. It also helps teachers to develop instructional objectives in order to make their classes more effective and obtain the curriculum objectives. MED62 Developing And Implementing Competencyy Based English Materials To Enhance

Computer Technology Students’ Reading Achievement 20 Minute Paper Tjahjaning Tingastuti Surjosuseno, Tjahjaning Giemwaruju This paper is a research report which aims at developing reliable competence–based English materials in the forms of hard copy, software CD interactive and web-pages offered to Computer Technology students to enhance students‘ reading achievement. This research is based on computer technology students‘ needs on preliminary research using 288 respondents from semester two to seven. Interactive CD software and web-pages are often perceived as approaches to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement, and assessment of materials going to be learned. Besides, they also promote curriculum renewal. The materials‘ development is conducted with the idea that by using this learning material, students have the competencies of (a) answering questions related to the passage given (cognitive competency), (b) making questions and answering questions related to the passage given (affective competency). (c) making summary of the passage (Psychomotor competency), and (d) having high ethical values. In order to achieve the goals, the material development is equipped with teacher‘s book, key answers and strategies used for this research. MED63 English Loan Words In The Malay Print Media: Readily Available Materials For

Learning Academic English Vocabulary 20 Minute Paper Jeannet Stephen Lexical borrowing from English in Malay has been described as having begun out of the need for prestige but later turned to one of need-filling. The Malay print media is an excellent source of English loan words, making it readily available as material in the teaching and learning of academic English vocabulary. This paper argues that the loan words are readily available materials which can assist low proficient learners to learn academic English vocabulary. This paper describes the processes involved in designing and building a corpus of semi-academic articles found in a Malay newspaper. Using the Academic Word List as a benchmark, this paper also describes how the loan words can be

utilised as vocabulary learning materials alongside traditional dictionaries. MED64 The cultural content of globally-designed English course books and

their implication in ELT 20 Minute Paper Martono Over recent years, there has been much interest in the role of culture in foreign language teaching. Language and culture are interconnected, and the teaching of the former in the foreign situation requires the teacher to be sensitive to the latter. Hence, EFL teachers need to be careful in deciding the selection of cultural content for ELT classrooms.


Most of the cultural information is retrieved in course books that are designed for a specific language. Course books

may directly or indirectly communicate sets of cultural values. In this paper, an assessment of a globally-designed course book (Headway) for elementary English learners will be explored in terms of the way in which the target culture has been described, considering the appropriacy of the cultural and the socio-political content to the real situation in Indonesia. The basic framework of this analysis is adopted from the model comprising a series of categories, which was elaborated by Risager (1991). The implications for the decisions about the culture as content in foreign language pedagogy will be discussed from the perspective of the appropriacy in Indonesian context.


V. INSTRUCTIONAL DESIGN AND LANGUAGE TEACHING METHODOLOGY

DTM001 Application of Reactive Incidental Focus on Form to English Learning

20 Minute Paper A.A. Raka Sitawati, I Wayan Dana Ardika, Ni Ketut Suciani Dissatisfaction with the outcome of English learning by synthetic-analytic approach, applied linguistics experts to develop task-based learning using the reactive incidental focus on form (RIF) technique. This study aims to get scientific explanation regarding to: 1) the tendency of the English lecturers use RIF techniques and 2) the basic considerations from the lecturers to use RIF techniques. The data are collected by observation and interview techniques. The data analysis is done by qualitative descriptive analysis method. From the analysis it is found that the tendency of lecturers to use RIF technique is high from 75% -100%. In general, the basic consideration of the English lecturer in Bali State Polytechnic using RIF techniques can be classified into 4 types, namely: (a) linguistic considerations; (b) pedagogical considerations; (c) psychological considerations; and (d) consideration of the time. DTM002 Language Learning Strategy and English Language Proficiency of Indonesian EFL

Graduate Students 20 Minute Paper Achmad Yudi Wahyudin, Ahmad Affandi Many studies have been conducted to explore the relationship between language learning strategies (LLS) and English proficiency especially in EFL/ESL context (Park, 1997; Nisbet, Tindal and Arroyo, 2005; Hong-nam and Leavell, 2006; Wu, 2008; and Hou, 2008). Nevertheless, little has been done to confirm the relationship between language learning strategies and English proficiency, particularly for Indonesian EFL students at tertiary level. With the sample of 44 students, the present study reported in the paper reveals that‘ students‘ LLS use and their English proficiency are not correlated and there is no significant difference in frequency of LLS use between advanced and less advanced students.

DTM003 Teaching Sociolinguistic Competence to English Learners in Indonesia

20 Minute Paper Adnan Zaid In this shrinking world, being able to communicate effectively and properly has become a paramount skill. In line with this need, teaching English has been oriented to being able to communicate in the target language in real situations. There has been a trend to teach communicative competence in teaching English as a foreign language with the hope that learners will be able to use the target language communicatively upon completing a course. One of the components of communicative competence is sociolinguistic competence beside the other three namely linguistic competence, strategic competence, and discourse competence. It may happen that a learner is linguistically competent but he/she is not sociolinguistically competent when he/she has to use the target language in real communication with native speakers. One aspect that a speaker may lack is sociolinguistic competence in the target languagewhich is much related to one‘s culture. A certain expression is appropriate to say in a culture, but when the same thing is expressedin English, for example, it may be irritating. An English teacher needs to introduce sociolinguistic competence to her students so that later on when they communicate with native speakers there will be no misunderstanding. It is hoped that they can get along with native speakers without offending or hurting interlocutors due to improper expressions. This paper is going to explore how sociolinguistic competence is important in teaching English as a foreign language, how culture can be a problem in sociolinguistic competence and what aspects of sociolinguistic competence may be taught. The discussion will be addressed to teaching English with the Indonesian context, where English is taught as a foreign language, and where Indonesian culture is somehow different from English culture. DTM004 Incorporating Cross-Cultural Speech Acts into EFL Teaching: A Specific Case of

Apologizing in Bahasa Indonesia and Australian English 60 Minute Colloquium Adrefiza One of the common perplexities of EFL teaching in Indonesia is concerned with the meagerness of the learners‘ understanding about the cultural and socio-pragmatic aspects of the target language. This study, therefore, is an attempt to look at how such a perceptive can contribute to better EFL classroom practices and, in turn, augments the learners‘ communicative and interactional skills in the target language. In particular, the study aims to examine socio-

cultural and pragmatic potential differences between Australian English (AE) and Bahasa Indonesia (BI), especially in realizing the speech acts of apologies, and ultimately sees how the results can be used as an essential insight into EFL teaching methodological and curriculum developments. Based on oral DCT data from 24 native speakers Bahasa Indonesia and Australian English, the results of the study are expected to stress out the importance of incorporating socio-cultural and pragmatic values in Indonesian EFL teaching practices. DTM005 Bridging Arabic Learners to Learn English Grammar through Positive Transfer of

Their Arabic: Shedding Light on Pessimism of Contrastive Analysis Approach in ELT 20 Minute Paper Fathur Rahman Machmud Contrastive analysis (CA) has been one debatable issue for its implication efficacy to be an approach in ELT. However, the researcher believes that contrastive analysis should be worthy to use if used wisely and deliberately in ELT instead of avoiding and ignoring it at all costs. The present paper investigates how to employ this strategy in Indonesia ELT context. Theresearcher as an English teacher will provide contrastive analysis strategy in teaching English grammar by using students‘ competence of Arabic grammar. An empirical study will be conducted on three Arabic learners to see the effectiveness of this approach. In addition to the data collection for the analysis, the researcher will give a


questionnaire to analyze deeper how it works. The whole focus of this study will be on shedding light on pessimism

about contrastive analysis approach implementation in ELT.

DTM006 Teaching Reading to L2 Vocational Students with Learning Difficulties

20 Minute Paper Afifah Muharikah Teaching reading in second language may be a big challenge for some teachers whose students have less input of the target language. Besides the input problem, the teachers are also challenged by other factors influencing the students‘ comprehension such as their schemata of the topics on the reading materials and their level of intelligence. Using authentic materials in teaching reading may help the students to cope with the schemata since they may often find such reading texts in the real life. But, how about helping students who have low input of the target language and limited intelligence due to some learning difficulties that they have? This paper will discuss how input are modified to be as simple as it can be and how the tasks given involving various interactions (teacher-student interaction and student-student interaction) are conducted during the lesson help vocational students with learning difficulties understand some reading text given. Some comprehension questions will be individually answered in written form by students in assessment. Their answers are the output as the product of the treatments given (modified input and interactions). Further discussions with some practitioners who are interested in teaching students with learning

difficulties or young learners are really expected.

DTM007 Scientific Approach in Language Teaching

20 Minute Paper Agus Widyantoro The Indonesian government has just issued a new curriculum, called the 2013 Curriculum. In this new curriculum, all subjects, including English, should be taught using the so called scientific approach, consisting of several steps. It is believed that through this approach, students will be able to master the materials better. Unfortunately, it is still questionable whether the teaching of English using this approach will be successful or not. This paper tries to discuss the possible problems faced in using this approach in the teaching of English. This paper also tries to offer solution to the problems that might be found in the field.

DTM008 Enhancing the Visual Learners‟ Skill in Writing Persuasive through Infographic

20 Minute Paper Ahmad Ghufran Ferdiant In Indonesia there have been some schools which set up learning style inventory in order to know types of learning style employed by their learners. One of the types is visual learning style. By knowing their learning styles, the teachers are able to adapt their teaching methods to their students learning styles; hence, they will achieve a higher learning achievement including in learning persuasive writing. This presentation will be focused on how an infographic, a very inexpensive resource, can be used to create anddeliver a writing lesson for adult learners of English, especially the learners with visual learning style in demonstration and active participation of the learners. It can also offer the insight about how to use and develop infographic-based materials and lessons in order to present great ideas, theories and complex information visually, quickly and clearly on one page. These ideas can be used to enhance learners‘ writing skill especially in writing persuasive.

DTM009 Error Analysis to Compositions with Legal Topics

20 Minute Paper Amriyati The purpose of this paper is to present the findings of an error analysis.. The research was to find the following three questions: what errors were existing in the compositions; which errors were systematic; why the errors were made. The research was a qualitative one, it was conducted at the Faculty of Law Trisakti University with students who took Legal English Class. Result of the research shows that First, There were 161 errors in 50 compositions with legal topics. Second, the errors were systemic. Of the total errors morphological errors were the highest number (73 errors) and miss-selecting morpheme was the highest number (62). The second higher number of errors was in syntax, and the highest number of error in syntax was miss-selecting syntax. The lowest number of error was in lexicon (34), and most errors were in miss-selecting lexicon. Third, the errors were due to lack of exposure towards the second language and first language interference. Therefore it is suggested that more extended reading for the language exposure of the language and at the same time might drive the learners to think in the target language to minimizing native language interference. DTM010 The Effect of “Collaborative Learning Method” on Improving SpeakingPerformance of

EFL learners 20 Minute Paper Andjarwati Sadik Research indicates that successful learning also involves an interaction of the learner, the material, and the teacher. This is the framework of collaborative learning in the educational setting (etoolseEducation). It is the act of giving the responsibility of the learning to the students. It is a method of teaching and learning in which students team together to explore a significant questions or create a meaningful project (Educational Broadcasting Corporation, 2004). In

other words, it leads the students from dependent learners to independent (Autonomous) learners. This research has two research questions: 1.Howare the effects of implementing collaborative learning method on improving speaking performance of EFL learners? How do the EFL learners viewthe implementation of collaborative learning method in improving their speaking performance?


There were 38of fourth semester students of English Department, Faculty of Letters, Hasanuddin University, Makassar

who took Speaking 2 class taught by the researcher.The method used was descriptive qualitative method using five instruments: pre, mid, post-test, using Oral Proficiency Scoring Categories (Brown, 2004, 1 - 5 Scale with modification, and the elements assessed: Grammar, Vocabulary, Comprehension, Fluency, Pronunciation, Task; 5 open-ended interview questions to explore their views on the implementation of collaborative learning method,and classroom observation. The results reveal a very significant improvement of the participants‘ speaking performance between their pre-test (between 2 - 3), mid-test (2 - 4),post-test (2.5 - 4.5),and other instruments: interview and classroom observationare descriptively explained (enjoyable, more relaxed, more active, enthusiastic, motivated, confident). The implication of this research would be the improvement of the students‘ speaking performance and as an effective alternative method for teachers to apply, particularly in speaking class.

DTM011 Scaffolding for Peer Feedback Session: What, Why, and How?

20 Minute Paper Anita Kurniawati Recent research has shown the value of peer feedback in writing class. By evaluating their peer‘s works, students can figure out the strengths and weaknesses of their friends‘ drafts. After doing this, it is expected that they could compare their peer‘s work to their own work, which will certainly be beneficial for the revision process. The biggest

challenge I faced when implementing peerfeedback is how to scaffold the students to be able to provide valuable input to their friends‘ works. This ability is important because the input students give to their friends could become a reflection to their own draft. This sharing is based on what Iexperienced during Expository and Argumentative writing class last semester, particularly on what I did before, during, and after the peerfeedback session. To get clearer idea about the classroom situation, I will provide some examples of the task sheets used. I will also provide some empirical evidence from the student worksheets. I expect that my sharing could enrich our understanding on how to use peer feedback sessions, particularly on how to scaffold the students to provide valuable peer feedback. DTM012 Yogyakarta (Indonesia) EFL Teachers‟ Conceptualization of Pedagogical Content

Knowledge as Represented in Their Instructional Curriculum Design and Practices 20 Minute Paper Anita Triastuti The evolving demand of teachers as effective curriculum practitioners and adapters has put the centrality of teacher knowledge in the dynamic system of instructional curriculum development. This study is aimed at exploring the development of Yogyakarta (Indonesia) EFL teachers‘ conceptualization of pedagogical content knowledge (PCK) in their instructional curriculum design and practices. Taking together Shulman‘s (1986, 1987) conception of PCK, Graves‘ (2000) framework of instructional design processes and Graves (2008) model of a dynamic system of curriculum development, the primary investigation of this research focuses on how and in what forms teachers‘ understanding of content/subject matter representations is transformed into teachable instructional design and learnable instructional practices for a specific group of learners in particular socioeducational contexts. Multiple case study with purposive within- and multiple-case sampling techniques (Miles & Huberman, 1994) is employed to select six teachers; three of each represent experienced and inexperienced teachers of public junior high schools in Yogyakarta. The qualitative data are obtained from multiple resources. The in progress analysis of the preliminary research findings will primarily identify potential pitfalls of teachers‘ transformation of classroom innovations to enhance student learning within the implementation of a holistic framework of instructional curriculum development processes. DTM013 A Phonological Outlook on the Difficulties of Learning English and Its Implication on

the Teaching English as a Foreign Language 20 Minute Paper Annur Rofiq Learners of English as a foreign language frequently find it difficult to pronounce English words acceptably. Empirical data obtained from Professional Teacher Education and Training (PLPG) program at Universitas Jember illustrate these phonological difficulties. This article tries to look at the problem and propose possible practical ways of solving the problem. In the context of TEFL, Explicit Instruction and Audio Lingual Method are considered relevant for equipping learners with phonological knowledge and skills to produce accepted pronunciation. During pre-service education, phonological-related courses should be explicitly taught. Meanwhile, improving phonological competence should be part of teacher professional development program.

DTM014 Observing a Bond between Psycholinguistics and The Teaching of Reading

20 Minute Paper Arfan Fahmi Psycholinguistics is an essential subject that includes in language teaching programs. Nevertheless, not many findings, theories, ideas or reflections in the field are applied in the language teaching and learning process. The main reason seems to be the degree of involvement in the subject matter of language teaching.Psycholinguistics has some reasonably well defined research fields, and occupies a middle ground, a mediating position, between basic disciplines with their associated canons of theory building and research methodology, and the world of professional practice. Therefore, the relationship between psycholinguistics and language teaching is important for language pedagogy. A language teacher requires psycholinguistics to facilitate the process of understanding of how a languageacquired and learned. This assists the process of explaining that language in a way which is easier for the student to grasp. This study explores relationship of psycholinguistics to the teaching of reading. It starts with the elaboration of psycholinguistics and the teaching of reading. Then, the relation of both concepts is explored. Furthermore, the bondis put down into one teaching reading scenario to deeply observe the importance. At last, the implications are discussed in respect to syllabus design, instructional strategies, material development, and reading assessment.


DTM015 The Effectiveness of Process Approach in Teaching WritingViewed from Students‟

Level of Creativity and its Implication towards Writing Assessment 20 Minute Paper Arina Rohmatika Writing is a complex process which needs knowledge, skill and creativity. Compared to other countries, the ability and productivity of Indonesian students in writing is still far from being satisfying. One of the proofs is that there are around 13.047 journalists Indonesian Scientific Journal Database. This number is considered very low compared to Malaysia with 55.211 journals and Thailand 58.931 journals. So far, many attempts have been made to improve students writing skill and productivity, including making use of approaches and methods in teaching writing. This paper presentation discusses about the effectiveness of process approach in teaching writing viewed from the students‘ creativity in junior high school. This is an experimental study which uses analysis of variance (ANOVA ) and Tukey‘s testas the statistical methods. The resultshows that though the use of process approach gives better result than product approach, the difference is not significance. Moreover, students‘ level of creativity has influence to the students‘ writing skills. Further, It is hoped that this paper can give significance to the development of teaching writing practice and writing assessment. The target audiences of this presentation are mainly teachers, curriculum designers and book writers. DTM016 Teachers‟ Beliefs and Practices toward the Implementation of Scientific Approach in

Teaching English 20 Minute Paper Ariyati Scientific approach is the single learning approach which is determined in the new curriculum in Indonesia. This approach is believed as the way to build students‘ attitude, skill and knowledge. This belief is based on the nature of scientific approach which focuses on inductive reasoning. Unfortunately, the implementation of this approach is not compatible with the soul of the approach. Based on the fact, this paper presentation will explore the teachers‘ beliefs and practices toward the implementation of scientific approach in teaching English. Specifically, it addresses three questions: What are teachers‘ beliefs toward the application of scientific approach in teaching English? How are their beliefs of implementing scientific approach reflected in classroom practices? What are the factors that influence those beliefs and practices toward the implementation of scientific approach in teaching English? Investigating this issue, document analysis, face to face interviewing, direct observation, will be employed as data collection method in this case study. DTM017 Blended Learning in Teaching Reading: A Pedagogical Practice to Teaching English

as a Foreign Language in an Indonesian University Context 20 Minute Paper Asih Wahyuni The advance of the technology has made the teaching and learning process happens interestingly. It has also carried a great way to teaching reading at the English as a Foreign Language Class in Indonesian University Context. Accordingly, it becomes feasible to design blended pedagogical practices. This study argues that blended learning may give impact of fluency training and strategy instruction on reading. It is intended to engage students‘ attitude, interests and motivation on reading development (Grabe & Stoller, 2002). Thus, this qualitative study reports a series of classroom activities in teaching reading by implementing blended learning (Fraenkel & Wallen, 2007). Through this pedagogical practice, students get the advancement of their learning experience. As in conventional teaching and learning English, teaching reading through blended learning covers learning process in the form of face-to-face teachings, guidance on participant blended learning –be there as classroom instructions and online learning, training and assessment (Marsh, 2012). The model is in the form of an interactive teaching method. Conveniences that can be

fashioned are the interactive learning through tutorials, drills, online learning, tools and open-ended learning environments. It not only facilitates English language learning but also allows the implementation of the advancement of information technology. DTM018 Implementing KWL Strategy in Teaching Reading for Non-English Department

Students 20 Minute Paper Atiqah Nurul Asri Teaching English for non-English department students is challenging. English is taught for the sake of using it in order to be able to communicate within particular professional settings since it is treated as English for Specific Purposes (ESP). Basically, ESP focuses more on teaching English in particular contexts rather than merely teaching its grammar and vocabulary. Reading is one of the most required skills by students of Management of Informatics at State Polytechnic of Malang, along with speaking. It is needed at work especially to interpret user manuals and tutorials about latest and updated software and hardware, as well as at present, specifically to get information and ideas from articles and books for their final projects. However, in facts, the students are reluctant to read an English text even though it is relevant with their subject and feel that they have lack of vocabularies. Accordingly, a strategy named KWL may be implemented. KWL (Know-Want-Learn) is a strategy usually applied in reading where students are geared to construct their knowledge, first, by activating their prior knowledge or what they Know, questioning what they Want to know, and concluding what they Learn about a certain topic. The present paper aims at describing how KWL strategy can be used to teach reading for the students of Management Informatics at State Polytechnic of Malang. The strategy may also be used to motivate them to read extensively and have positive perception toward reading activities respectively. Besides, it may lead to the improvement on their speaking and writing skills.


DTM019 The Use of Videos to Improve Young Learners‟ Speaking Ability

20 Minute Paper Atri Nadia Astarina This research investigates the effectiveness of videos using to improve young learners‘ speaking ability including its strength and weaknesses. It employed a quasi experimental design towards fifth grade students of elementary school in Sukabumi. The data were obtained through pre and post test, field notes and questionnaires. The obtained data were analyzed by t-test computation supported by grounded theories of teaching speaking toyoung learners synthesized fromCameron (2001), Linse (2005), and Pinter (2006) and the theory of using videos by Candlin (1981), Sherman (2003), Hu (2006), and Tobing (1993). The research revealed that the use of videos was likely to be effective in improving young learners‘ speaking ability, particularly in terms of vocabulary, pronunciation, and fluency. Furthermore, it attracted students‘ attention and promoted their participation. Nevertheless, those strengths might have been constrained by high speed of talk, uncommon dialect, high cost and good quality of multimedia. Theoretically, the research enriches literature about the topic and practically it further informs teachers in implementing videos based instruction method. Moreover, the research may be used for the development of policy which can help teachers in improving young learners‘ speaking ability. DTM020 Academic Literacy Practices of EFL Student Academic Readers and Writers: Students‟

Self Portraits 20 Minute Paper Bachrudin Musthafa Previous studies by others (e.g., Williams; Leki, Cumming, and Silva) have indicated that the quality of students‘ writing depends to a large extent on the process of how the students prepare for and do the writing activity. It has not been clear, however, what students do when reading academic source texts for the purposes of writing, what the students perceive themselves as both readers and writers of academic texts, and what they think they can and cannot do as both academic readers and writers. Addressed primarily to academics, this presentation will report on results of a survey on students‘ academic literacy habits, students‘ perception of their own strengths and weaknesses as academic readers and writers, and what preferred strategies they use when producing an academic text. First, students‘ self-portraits will be presented to be followed by their literacy habits. Next, students‘ self-reported academic literacy skills will be discussed to highlight what they can and cannot do as academic readers and writers. To conclude the presentation, questions from the floor will be entertained and responses to the questions will be elaborated on to ensure clarity of the model, concepts, and theories underpinning the issue under discussion.

DTM021 Designing the ICTs-Based Blended Learning of English Phonology with Assure Model

20 Minute Paper Badaruddin Phonology is scientific study of language sound providing crucial materials for English study and it needs the depth ability in learning this subject. Its materials include phoneme and phonetics (how to produce English sounds), phonological rules and distinctive features of sound. Therefore, The rapid growth of Information and Communication Technologies (ICTs) providing various features and tools has encouraged teachers and researchers to design an interesting learning environment for the student, such as Bailey, et al., Faryadi, and Sezer, et al. Blended learning is one of e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICTs as instructional media in order to enhance the teaching and learning experience for the students and teachers. This study presents an instructional model of ASSURE used to design the ICTs-blended Learning for English Phonology instruction. ASSURE model is an systematic and complex Instructional Design (ID) process analyzing the learner‘s needs. This study is a literary work examining the rigor and relevant theories regarding ASSURE model and blended learning. As a result, a model of ICTs-blended learning can be designed by using ASSURE model referred to student‘s motivation building in order to enhance the student‘s English phonology achievement.

DTM022 Listening Strategies for 'Authentic Input' English on Television

20 Minute Paper Bayu Hendro Wicaksono This present study was intended to identify listening difficulties and effective strategies for improving EFL learners listening comprehension. The focus of this present study was the authentic input of English spoken on TV by native speakers. In this present study, sixty students of the two year EFL majors who were studying within the English Department at University of Muhammadiyah Malang participated in reguler English listening class. In order to prompt the purpose of the study, subjects were divided into two group namely control and treatment group respectively. Group one, was not guided, they were allowed to use their own strategies if any. Group two, was guided using established EFL/ESL listening strategies (Brown, 2006; Richard, 2008; Flowerdew & Miller, 2005; Gruba, 2004). EFL learners were exposed to TV news, movies, commercials and life style programs, both groups of subjects were allowed to practice their listening skills, and then were tested for listening comprehension. Comprehension test scores indicated that guiding and practice with established listening strategies improved comprehension for movies, commercial and life styles programs. However, strategies used during the listening practice sessions had no effect on the comprehension of TV news programs. Discussion of inappropriate strategy transfer was also documented in this present study. DTM023 The New Literacy of the Digital Age: Using Electronic Books in the Classroom as a

Teaching Strategy for Young Learners 20 Minute Paper Brigitta Septarini Rahmasari Young Learners' motivation to read and the texts they choose to read impact on their reading achievement and willingness to engage with reading activities. Therefore, using electronic books in the classroom is one of the strategies


to increase students‘ motivation to read since there is the software that enables eBooks to be readable on personal

devices and usually provides features such as full text searching, customizable font size, mark-up, or even note taking (Lucia, 2001). Moreover, the content of an eBook may be supplemented with multimedia, which assures a greater variety of information to be displayed simultaneously. ‖Hyperlinks can be used to bring the student, while reading the text, to a number of educational resources that cannot be included in the text of the course, such as multimedia materials, interactive exercises, quizzes, discussions, etc‖ (Mazza, 2008:2). Hence, eBooks may serve as learning strategy especially among young learners who are comfortable with the technology. This article will describe the effective implementation of eBook in the classroom, the extent to which electronic books support young learners‘ literacy development and the advantages and disadvantages of using eBooks in classroom.

DTM024 Teaching Politeness Norms in English Classes at a Tourism College

20 Minute Paper Budi Purnomo This research aims at answering problems: ―How to teach politeness norms in English classes at a tourism college?‖ and ―Will the students‘ knowledge of politeness norms improve their English speaking skills and hospitality skills in relating to and serving tourists during their duties of internship in tourism industries?‖ This study is an experimental research based. It uses three techniques for collecting data: observation and field notes, questionnaire, and in-depth

interviewing. The 1st stage of research was undertaken at Travel Department of Sahid Tourism Institute of Surakarta from March to September 2013. The 2nd stage was undertaken within tourism industries in Central Java and Yogyakarta Special Province from October 2013 to March 2014. In 1st stage, the research group is made up of 20 students forming an experimental group and another 20 forming a control group. A lecturer of English for Tourism joins both groups. In the second stage, the research subjects are made up of the 40 students, 10 senior staffs of tourism industries and 50 English speaking guests as research subject. The lecturer taught English for Tourism to both student groups with these materials: (1) meeting tourists at the airport/railway station; (2) providing information upon arrival on how to get to hotel; (3) giving directions; (4) giving information about art performances and entertainment; (5) beginning a tour and describing the itinerary; (6) describing points of interest on the tour route; (7) describing process in making art objects; (8) bargaining for souvenirs; (9) handling guest complaints and (10) providing information upon departure with the way to the airport/railway station. Unlike to the control group, the lecturer also teaches politeness norms to the experimental group by inserting them in the pre-teaching activity, while-teaching activity and post-teaching activity. The research findings show that: (1) teaching politeness norms is appropriate at introduction part of each topic; by giving conversational model and practice of polite and impolite expressions in the main activity and evaluating them at the end of teaching activities and (2) the students‘ knowledge of politeness norms which come from well known noble Javanese nuanced culture namely unggah-ungguh improves their behavior towards guests during their duties of internship in tourism industries. The norms include: (a) sumanak ‗friendly‘, (b) andhap asor ‗giving high respect and appropriate appreciation‘, (c) sabar lan sareh ‗patient and with ease, calm‘, (d) empan papan ‗matches with the setting and occasion‘, (e) tepa slira ‗showing a feeling of sympathy or solidarity‘ and (f) nuju prana ‗pleasing, satisfying‘. The findings indicate strongly that the materials of politeness norms should be best inserted in teaching English for Specific Purposes, especially English for Tourism. Moreover, not only do the teaching of politeness norms develop the students‘ polite English speaking skills, but also increase their hospitality skills. DTM025 Exploring Authentic Materials to Enhance Students‟ Vocabulary Mastery in State

Polytechnics of Jember 20 Minute Paper Cholimatus Zuhro Teaching vocabulary using textbooks is sometimes boring and less meaningful due to the lack of context that possibly discourage students to learn. At university level, students are supposed to acquire intermediate to upper level of vobulary mastery. Authentic material can precisely play an important role to help the student increase and strengthen their foreign language vocabulary. Any-well prepared learning task using authentic material will encourage a better understanding acquisition of new vocabulary. This article attempted to analyze and discuss the using of authentic material to enhance the effectiveness of teaching vocabulary in State Polytechnic of Jember. A quasi experimental was employed with two purposively selected classes. The students in the experimental class were taught using authentic materials, while the students in control class were taught using textbooks. Data from this study were drawn through the pre-test and post-test which were used to measure their ability before and after treatment. Quantitave data were collected and analyzed by using the Stastistical Package for Social Sciences (SPSS). In the finding, the result obtained that the students in the experimental group had higher achievement than the students in control group. Students in experimental group can easily memorize words by responding through that movement. Learning activity also becomes more interesting and and not boring.Thus, it is recommended thatauthentic materials can be used during the vocabulary taching to make the lesson more interesting and to achieve better performance among the students.

DTM026 The Effect of Using Mind Mapping Technique on the Students‟ Grammar Achievement

20 Minute Paper Chrisna Irmawan Suseno An understanding of how teachers are drawing on grammar to design teaching activities can be beneficial for the education field as to best practices. A new technique, mind map, is believed to be useful in teaching language. Therefore, the current research aimed at investigating the significant effect of using mind mapping on the students‘ grammar achievement. The research design was quasi-experimental research, that was, Non-equivalent Groups Posttest Only Design, and the population was all of the seventh grade students of SMP 06 DiponegoroWuluhanJember in the 2012/2013 academic year. The data of this research were gained from the results of the grammar posttest conducted after the treatment was given. The treatment for the experimental group was teaching grammar by using mind mapping, while the control group was taught grammar by using conventional technique, memorization. The data


obtained were analyzed by using SPSS 17 with the significant level of 5%. The result of this research revealed that

mind mapping technique had a positively significant effect on the students‘ grammar achievement.

DTM027 Am I Doing it Right? A Reflective Learning in Critical Listening and Speaking 2 Class

20 Minute Paper Christina Lhaksmita Anandari Reflective learning has proven to be beneficial in literacy skills in order to assist the students to obtain meaningful learning. Reflective learning, or known as Ignatian Pedagogy in Sanata Dharma University, can help the students to do just that. However, students in Speaking class are rarely introduced or exposed to the benefits of reflective learning in learning speaking because they are not accustomed to reflecting back on their own real-time performances. This is due to the fact that they usually obtain the feedback from their peers or lecturers and recording their real-time performances was not an option for the classroom activity. This research investigates the benefits of applying Ignatian Pedagogy in Critical Listening and Speaking 2 class in enhancing self-awareness to increase their speaking ability. By using Ignatian Pedagogy as a means to reflect their own performances from the video recordings, students in speaking class will have the opportunity to value their own speaking performances and to gain new insights on their personal real-time performances. This activity can give them the experience of meaningful learning in speaking class. This is a qualitative research, in which the data are collected from distributed questionnaires and interviews.

DTM028 The Debate on Written Corrective Feedback: Its Importance and Implication for

Academic Writing Instruction in EFL Settings 20 Minute Paper Dang Arif Hartono More than a decade after Truscott (1996) claimed that written corrective feedback (CF) should be avoided, the debate on written CF is still ongoing. Although studies have been conducted and their results mostly support the advocates of written CF, issues with their methodology left practitioners in doubt. This article reviews extensive literature and the debate on written CF.Studies over the last decade have shown that, under certain circumstances, written CF could be beneficial for learners. Therefore, teachers should consider many factors before deciding to provide written CF to their students. The literature also indicates that further studies about the effect of written CF on syntactic complexity of learners‘ writing are still needed. Likewise, similar research in different context is also necessary. DTM029 More and Less Successful EFL Listeners: What are the Differences?

(A Qualitative Study) 20 Minute Paper Deisyi Anna Batunan Listening is one of the most difficult skills to acquire for those learning English as a foreign language. A small number of these learners, however, are quite successful in becoming good L2 listeners. The purpose of this study is to find out how these two groups; more and less successful EFL listeners develop their listening competencies and what their held-beliefs on listening and the employed listening strategies. Five more successful and five less successful listeners were interviewed and asked to recall the strategies they used to help them develop their listening skills. Questions asked in the interview included how they chose their listening materials for independent study, what difficulties they encountered, what strategies they used to improve on their listening skills. Results showed that both groups of listeners were instrumentally and integratively motivated. However, they showed differences in the terms of listening activities and strategies they employed and the types of listening difficulties they encountered. Interestingly, they seemed to hold similar opinions what should struggling L2 listeners needed to do to improve their listening skills. What is most striking is that both groups suggested that they believed extensive listening played a key role in their L2 listening. The findings will be discussed in relation to how listening is taught in the EFL classrooms in Indonesia and what L2 teachers could do to help L2 learners improve on their listening skills. DTM030 Inquiry-Based Teaching (IBT) to Teach Reading for English for Academic Purposes

(EAP):Its Strengths, Limitations, and Students‟ Achievements (A Case Study on Teaching Reading for EAP for UNS Graduate Students)

20 Minute Paper Desy Khrisdiyanti Reading is considered as a merely passive cognitive process resulted in inactive classes leading to unfavorable learning atmosphere. IBT is one of the solutions for a more successful reading class on both the improvement of students‘ reading comprehension skill and achievement. IBT is a teaching technique rooted in questioning — both students‘ questions about the material under investigation and the interrogation of students by teachers to elicit understanding (Lewandowski: 2010). IBT employs the appropriate tenets, stages, and strategies appropriate to teach reading for EAP, an integrated English training focusing on reading based on genre. The research involves 3 classes holding in 20 meetings assisted by different teachers. IBT provides some strengths assisting students‘ learning and promoting their achievements, i.e. IBT provides a means to actively involve students in the learning process, validates habits of mind, and gives students with different learning styles the chance to excel and contribute in the classroom activities. Some

limitations originate from technical and cultural barriers resulted from students‘ lack of linguistic competence and affective domains. At the end of EAP sessions, students show some improvement in their reading comprehension skill evaluated from their formative and summative assessments.

DTM031 Designing Communication Strategy in The English Speaking Class at University

20 Minute Paper Dewi Kencanawati This paper examines various communication strategies applied inthe English speaking class. Communicative activities in speaking are very interesting for the students. Speaking seems challenging for either the students or the teacher.


To be able to use English in real communication appropriately, it needs much practice and experience in using English

in speaking class. Good communication strategy in speaking class is necessary,as communication strategy applied will much influence the student‘s competence in the target language-English. Closely related to the case there are somespeaking strategies that could be applied in speaking, such as; using conversation maintenance cues, and using mime and nonverbal expressions to convey meaning. The teacher must consider the principles for designing speaking techniques, such as; encourage the use of authentic language in meaningful contexts; provide appropriate feedback and correction.Various techniques in teaching speaking are important, such as; group projects and field trips. This paper concludes that communication strategy is important in the English speaking class as it much influences the students‘ competence in using English as the target language. The teacher should consider the speaking strategies, the principles in designing speaking techniques, also some techniques in teaching speaking to create communicative activities in speaking class. DTM032 Promoting Students‟ Reading Comprehension Using Question to Author (QtA) to the

Eleventh Grade Students of MA Darrussyafaat 20 Minute Paper Dewi Sartika, Ana Susilawati Many students struggle with reading, consequentlyparents and teachers should be aware of how their student or child is doing and to act immediately if they suspect a problem.Therefore, the objective of this study was to find out whether there was a significant difference in students‘ reading achievement between the students who were taught using Question the Author (QtA) strategy and that of those who were not. The population was all of the eleventh grade students of MA Darussyafa‘at Tugu Jaya in academic year of 2013/2014 with total number 40 students were taken as the samples. Based on the independent sample t-test, the value of t-obtained (2.171) was higher than the critical value of t-table (2.02) at the significant level of 0.05. It meant that students who were taught by using Question the Author (QtA) had progress in their achievement and that of those who were not. The result of this study was in line with the result of the study by Bilmeyer (2006) who states that Question the Author (QtA) keeps actively the reader‘s mind, actively engaged during reading, helps teachers activate a learner‘s prior knowledge concerning a topic or subject, and promotes research, active reading and inquisition.

DTM033 Integrating Traditional Games into the EYL Classroom

20 Minute Paper Dian Maya Kurnia Language teachers for young learner need cultural sensitivity as well as the ability to design lesson plan that motivate students to pursue cultural learning and help them communicate with people from different cultures.Yet, it seems to be common practice that foreign language teaching frequently neglects the local cultural awareness, the teacher focuses in enriching vocabularies by using textbook rather than combining it with the traditional games in the classroom. Therefore, this paper presentation will explore the benefit of traditional games and how to integrate it to the classroom. It focuses on the implementation of Indonesia traditional games in English teaching to young learner. The design is created by integrating the materials in the conventional English games into traditional games as a base. This paper will present the importance of traditional games integration into the course, their implementation into theclassroom and the impact of traditional games into developing knowledge among students.

DTM034 Preparing Students to Win English Debate Competition

20 Minute Paper Diani Nurhajati, Ika Aliya Kusumawati In Indonesia,schools which become the winner of English debate competitionare indicated as prestigious schools. It becomes a parameter of the success of English language teaching. Many schoolscompete to win the competition, however, only small number of schools that are able to win the competition. One of them is SMK PGRI 2 Kediri, East Java. Furthermore, there is no standard strategy to prepare the students for debate competition. Although this school is located in a small town and the input of the students is lower than students of state public schools,the English teacher has unique strategies in preparing his students to win some debate competitions. Realizing the fact, this case study is carried out to answer the question: ―What strategies does theEnglish teacher of SMK PGRI 2 apply in preparing the students to win English Debate Competitions?‖ The results of this study show that the English teacher applied the strategies which can be classified into the following stages: selecting the students, training selected students, sending them to local and national competitions. DTM035 Students‟ Perceptions on the Use of Reflective Journal to Enhance Their Critical

Thinking Skill 20 Minute Paper Didih Faridah, Asep Dudi Kurnia This paper looks at how undergraduate students perceive the use of reflective journal in a university course, especially in connection with the enhancement of their critical thinking skills. In the recent years, student-centered learning approach has become widely popular in Indonesia. Furthermore, this approach will be more fruitful for students if they can do a reflection on what they have learnt. A reflection is very useful to make students more critical by describing, analysing, and evaluating what they have learnt previously. It is also known that reflective activities such as journaling is supportive to the natural learning cycle. There were 96 students participated in this cross-sectional survey. Previously, they had joined a course which implemented a reflective journal writing activity. From the questionnaire, it was found that most participants gave positive perceptions on the use of reflective learning journal. They argued that they became more critical in analyzing and evaluating the teaching-learning process. They also became more aware because they could analyze their strengths and weaknesses upon joining the classroom activity.


DTM036 Developing Teaching and Learning Instrument of English for Nursing „Daily

Communication in Nursing‟ through Contextual Approach Based on Character Education

20 Minute Paper Dodi Mulyadi The character education can be one alternative solution to eliminate moral problems of teenagers or students. It creates future generations who are not only good at cognitive aspect but also good at affective and psychomotoric aspects. This research aims to develop teaching and learning instrument of English for Nursing ‗Daily Communication in Nursing‘ through contextual approach based on character education that is valid, effective, and practical for optimizing students‘ learning achievement. The research employed R&D with true-experimental design using pre-test-post-test group design. Research subjects consist of two classes that are control class and experimental class of nursing students at Univesitas Muhammadiyah Semarang in academic year 2013/2014. The data collecting techniques are teaching and learning validation sheet, test, observation and questionnaire. The results showed that the developed instruments are valid, effective and practical. The validity is proved with validation mean of syllabus, lesson plan, learning module that were excellent and good category based on scoring rubrics. The effectiveness is proved by students‘ learning achievement test reached completeness with mean score 79,06. The practicality is proved with student responses 90,3% who enjoy learning. DTM037 Teachers‟ Strategies in Integrating Affective Core Competencies of the 2013

Curriculum in English Language Teaching 20 Minute Paper Dina Hanif Mufidah The Indonesian government‘s policy in education leads to the implementation of the new 2013 curriculum. Beside cognitive and psychomotoric factors, the new curriculum systematically embodies affective factors in teaching and learning activities of all subjects at schools to achieve the stated affective core competencies. They are spiritual competence (Kompetensi Inti 1) and social competence (Kompetensi Inti 2). In the field of language teaching, affective factors are not new. They have an important role to determine the success or failure of learning English as a foreign language. Regardless of these benefits, the writer has witnessed the fact that teachers at secondary schools are confused about how to implement these affective core competencies in the classrooms. This paper will therefore focus on developing strategies for teachers to integrate affective core competencies of the 2013 curriculum in English learning activities. The strategies will be presented in the form of standard operational procedures based on the consideration and analysis of age factor, psychological and personality factors in language learning to the practical implications.

DTM038 Fishbowl Strategy: An Effective Wayto Improve Students‟ Speaking Ability

20 Minute Paper Dominicus Yabarmase Speaking is one of essential language skills in communication.Language teachers are expected to bring an effective method in classroom to improve students‘ speaking skills. Based on the preliminary study in language classroom SMA Xaverius Ambon, teachers had limited knowledge of creative method in teaching speakingwhich can be integrated to curriculum. Thus, the use of Fishbowl strategy can provide opportunity in the form of Fish and the Bowl for each student to practice speaking in the classroom while considering about current curriculum. In the Fishbowl, each students‘cantake a turn to deliver the ideas,and everyone has the equal chance to speak. This research focused on the implementation of Fishbowl strategy to improve speaking ability of 30 students from first grade of SMA Xaverius Ambon. The research methodology was a classroom action research. At the end of implementing fishbowl, the researcher gave the questionnaire to know students‘ perception toward the use of Fishbowl strategy. Based on the research findings,there were 26,6% successful students at the pre-test. After conducting fishbowl, 100% of students in the classroom had improvement in their speaking skill because each of them had more chance to speak up something related to the topic given. DTM039 The use of Cell Phone in the Teaching of Integrated English Course: A Technique to

Cultivate Autonomy Learning 20 Minute Paper Dwi Fita Heriyawati The development of the technology and its implication in the teaching and learning process are widespread all around the world. At the present time, both of the teacher and student cannot isolate themself from technology. Most of the students are familiar with the technology; at least they have their own cell phone in the form of the smart phone and the feature (basic) phone. They bring their cell phone everywhere and they use it anytime even in the classroom sometimes. In order to maximize the use of cell phone for the students, the presenter is going to explain the use of cell phone as the media in the teaching of Integrated English Course. By using cell phone the teachers can transfer the material for the teaching learning process for the students through Bluetooth or USB during the teaching learning process. Then the students will discuss and share the material with their friends. Furthermore, the use of cell phone

can be used as the media in teaching speaking (describing, introducing, explaining, etc.), teaching reading, teaching listening, and teaching writing. The language component such as grammar, vocabulary, and pronunciation can be improved through recording activity from the student‘s and teacher‘s cell phone. The assessment of the teaching learning process can be done by transferring the result of their learning to the teacher. It is hoped that by applying this strategies, students may develop technique for collecting, synthesizing, and interpreting new information as this promotes students‘ language learning autonomy.


DTM040 Reading Tree in Paragraph Writing Class: A CAR experience with LEP (Limited

English Proficient) students 20 Minute Paper Ekaning Dewanti Laksmi Identifying a deficiency in the fundamentals of correct usage and disorganization of ideas in my LEP (Limited English Proficient) students‘ writing works, I designed a read-to write program to improve their basic writing skills. They were to read reading texts prior to writing their paragraphs in order to familiarize themselves with good quality texts in terms of ideas organization and grammar. Through the processes of transcribing, paraphrasing, and imitating, they first learned to reproduce others‘ ideas. At this point, they learned originality of expression rather than originality of ideas. As soon as they acquired the competency in writing grammatical sentences, they practiced producing and organizing their own ideas. This change in teaching basic writing methodology has alerted students of what qualifies a good writing piece. To illustrate, an advantage of reproducing others‘ ideas is that the students‘ problem of writing is simplified by providing the students with models of how ideas are organized and expressed in grammatical sentences. DTM041 Developing a Skopos-Based Translation Activity; From an Offer of Information with a

Translation Brief to a Translatum 20 Minute Paper Eko Setyo Humanika Activities in many Translation classes are subject to criticism for their monotonous model. Students are involved in a series of similar procedure repeatedly; analysing a source language text, transfering the meaning, and restructuring it in a new text conforming target language norms in terms of its accuracy, readability and acceptability. This paper proposes a translation activity on the basis of Skopos theory principles. Skopos theory highlights the importance of ‗purpose‘ of translating as one of the determining factors in defining the way translating is carried out (end justifies the means (Nord, 2001)). The proposed Skopos-based translation activity accommodates the reader-oriented translation model. With this framework, the translation activity is led to a specific focus depending on the specific target language readers. In this sample model, not only do the students translate texts guided by the ‗translation brief‘, but they are also to testthe level of their translatum‘scomprehensibility to their target readers. DTM042 Process of Teaching English Practice at Islamic School in Banten Based on Culture

and Religion Values to Developing Student Character 20 Minute Paper Eulis Rahmawati, Encep Supriatna A background of this research to describe a process teaching English in Islamic School in Banten especially in Islamic School. According to a phenomenon many students doesn‘t care and using a best practice from Islamic values in habits and the teacher do not selecting a material of instructional from a local wisdom. In reality the best practical of religion and cultural values very important to developing a student character. There for needed drawing how a teacher in English lesson usually using a religion and cultural values during classroom. For the subject of this research we take a student and teacher of Islamic School MAN Cilegon in Banten. While in this research we use qualitative approach and the model of research of English Language using Brown theory (1994:266) that the class should be full of 1) imitative, 2) intensive, 3) responsive, 4) transactional (dialogue), 5) interpersonal, and 6) extensive (monologue). Toget a data researcher using observation, interview and documentation according to Miles and Huberman theory (1994). DTM043 The Implementation of Theory-Based Practice Method to Teach ESP Course For

Students of English Education of IAIN Tulungagung: Students‟ Responses 20 Minute Paper Erna Iftanti

This descriptive research is done in response to the growing demand for highly proficient speakers of specialized academic and workplace English. In Indonesia, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Hence, to implement theory-based practice to teach ESP course is significant. In implementing this teaching technique, the students of English Education of IAIN Tulungagung were equipped with knowledge on designing ESP program preceded with learning content knowledge of ESP and doing need analysis. The students‘ responses indicate that beyond some complicated tasks- students discussion, doing need analysis, drafting and revising the design of ESP program- that they had to do in completing this course,they think that they have good confidence to teach ESP because they have an experience on how to design an appropriate ESP program and know what they have to do to teach ESP. Indeed, this research shows that the implementation of theory based practice technique to teach ESP course for students of English Education is proved to be meaningful.

DTM044 Improving Students‟ Writing Skill by Using Think-Pair-Think-Share

20 Minute Paper Ernadewi Kartikasari This paper is written by the writer because since her teaching activities at Slamet Riyadi University, she found that

there was difficulties face by the students in writing subject. These difficulties are about the lack on their ideas on writing and how to construct a good writing. The basic problem on this paper is about how the using of Think-Pair-Think-Share can improve the students‘ writing skill.Think-Pair-Think-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of students‘ response. This research is conducted by the writer on September 2013. The method used is mixing method (qualitative-quantitative method). The aims of this research are (1) to find out whether Think-Pair-Think-Share can improve the students writing skill in the third semester at Slamet Riyadi University (2) to describe how Think-Pair-Think-Share can be implemented to the third semester students at Slamet Riyadi University. The data were collected from interviews with students, informal classroom observations, and collection of teacher and


student work. The findings of this research are (1) the Think Pair Think Share can improve the students writing skill at

third semester in Slamet Riyadi University (2) to describe the implementation of Think-Pair-Think-Share to the third semester students at Slamet Riyadi University. The result of this research can be shown that the students who ever get difficulties in raising their ideas on writing activities after having the treatment by using Think-Pair-Think-Share can decrease and their writing are straight increase. DTM045 Translation Strategies Adopted by English Department Students in Coping with Non

Equivalence Problems 20 Minute Paper Esti Junining Translation skill is undoubtedly needed by university students to uncover the problems in understanding textbooks written in English. Despite the need, there are still few students using appropriate strategies to help them comprehend the textbooks. This is due to their lack of understanding in the theories of translation which more or less help them translate the textbooks well. This paper is intended to find out appropriate strategies adopted by English department students in coping with problems with non equivalence. Sixty five English department students have participated in this small survey. The data were collected by asking the students to translate three different genres of texts, from informational text, literary text and news. From the translation process, the students will face problems with non equivalence from each different genre of a text. This small survey revealed the common translation strategies adopted by the English department students in translating informational text, literary text and news. The underlying finding will reveal the typical strategies used to deal with the problems of non equivalence in informational text, literary text and news. At the end of the paper, it is suggested that the students undergo more practice in translation using the seven strategies of translation.

DTM046 Integrating Reading and Writing in Academic Writing Class

20 Minute Paper Fernandita Gusweni Jayanti This study investigated the effects of integrated reading-writing instruction on students‘ writing ability as well as the moderating effect of cognitive styles, adoptinga quasi-experimental design with 2 x 2 factorial analyses. The subjects of this study were 87 students at STKIP PGRI Jombang. An experimental group using integrated reading-writing instruction was randomly assigned for comparison with a group using a traditional teaching model. At first, the participants were asked to take Group Embedded Figure Test (GEFT) to determine their cognitive styles. After that, the participants were asked to write an expository essay as the pre-test to justify that both groups had the same writing ability before the treatment. After seven meetings of treatment, they were asked to write another expository essay as the post-test. Based on ANOVA analyses, it was found that the students taught by using integrated reading-writing instruction did not achieve significantly better writing score than students taught by writing instruction only: neither for the field-independent students nor the field-dependent students.

DTM047 Improving Students‟ Writing Competence by Using Multiple Intelligences

20 Minute Paper Fibriani Endah Widyasari Writing is considered as a very important skill to master since it is used for expressing ideas, feeling, and conveying information or messages in written. Students‘ writing competence in university level also used to develop their ability on writing their final reports or thesis. The use of Multiple Intelligences in teaching writing is to develop human eight intelligences and engage students with study of words with imagery, logic, oral language, physical activity, emotion, music, social involvement, and nature experiences. The aims of this research are, (1) to find out whether Multiple Intelligence can improve the writing competence of the fourth semester students of English Education Study Program of UNWIDHA, and (2) to find out how Multiple Intelligences should be applied in writing class at the fourth semester students of English Education Study Program of UNWIDHA. The research belongs to Classroom Action Research (CAR) conducted in two cycles. They are two kinds of data in this research. The quantitative data are obtained from the writing assessments, while the qualitative data are collected by conducting observation, and interview. The quantitative data are then analyzed by employing descriptive statistic, while the qualitative data are analyzed by using constant comparative method. The findings can be concluded that (1) the implementation of Multiple Intelligences is successfully improve students‘ writing competence seen from the students‘ scores improvement, (2) To implement Multiple Intelligences effectively in writing class at the fourth semester students of English Education Study Program of UNWIDHA, the lecturer and the students involve in the strong commitment to engage in all activities which set up by lecturer, students pay more attention to the principle of reactions, the supported system, and the learning process. Therefore, it is recommended for the lecturer to implement Multiple Intelligences as it can improve students‘ writing competence along with their intelligences development.

DTM048 Multiple Mind Mapping Strategy for Literature-Review Writing

20 Minute Paper Fida Chasanatun Thesis writing has an important role in achieving the objectives of higher education. The outcomes is not only mastering the field of science learned, but also academically reporting. However, literature-review writing is still a significant obstacle. Its error in scientific papers were composed merely as a summary of theories, without systematical arrangement and reading convenience considering. Among 53 thesis I read last year, 41 of them had those mistakes. Literature review contains a series of theories read and reproduced in a new arrangement. The strategy is needed for guiding the students in making list of references, drawing mind map, and writing synthesized paragraphs. It means getting ideas,, displaying note taking, providing a thinking framework and generally applied to put a bridge for both, theory and students‘ composition. I choose 50 last semester students while triangulation in qualitative method is choosen for data analyzing.


DTM049 The Effectiveness of Integrated Cooperative Learning Method for Reading and

Writing to Improve the Competence of Writing News Exposition among Students of Madrasah Tsanawiyah

20 Minute Paper Firman This research attempts to review the effectiveness of integrated cooperative learning method for reading and writing to improve the competence of writing news exposition among students of Madrasah Tsanawiyah. Writing competence is skill that is important to be acquired by students since elementary education. The learning of writing may be enjoyable to students if the method with pleasure is used. Therefore, Integrated Cooperative Method of Reading and Writing is a method to increase the interest and enthusiasm of learning among children to the writing and to develop these through cooperative pattern among students. A fundamental idealism underscoring the model is that a person tends to cooperate and compete against each other. Method of research is quasi-experiment while research design is one-group pre-test post-test design. This research design is non-equivalent pretest-posttest control-group design. By this design, experiment group (A) and control group (B) are selected without a random assignment procedure. Both groups are subjected to pretest and posttest. Only experiment group (A) is treated (Creswell, 2009:242).Result of research indicates the effectiveness of Integrated Cooperative Method of Reading and Writing to improve the competence of writing news exposition among students. It is proved by significant improvement in all aspects of students‘ writing competence after treatment, such as content of exposition, organization of exposition, vocabulary mastery, language mastery and sentence setting, and the fulfillment of norm and spelling of words. The improvement of each aspect is shown by content of exposition improved to 12.33 %, organization of exposition improved to 15.00 %, vocabulary mastery improved to 11.50 %, language mastery and sentence setting both improved to 12.13 %, and the fulfillment of norm and spelling of words improved to 15.33 %. DTM050 Implementing 3d Animation Film as a Device to Enhance Students‟ Speaking Skill for

1a Grade Students of IKIP PGRI Madiun 20 Minute Paper Fitra Pinandhita English language teaching has identified the four skills; listening, speaking, reading and writing as of paramount importance. Speaking is one of the most essential skills to be developed as means of effective communication. It is supported by Horwitz (2008: 91) ―Speaking is the hallmark of second language. Although some learners may have personal goals for language learning that do not include speaking, most language educators accept speaking as an essential goal of language learning and teaching‖. Teaching speaking needs varieties techniques in order to make an active teaching-learning process. English lecturers have to consider how to create a good atmosphere so that all learners are actively involved in speaking activities. Effective teaching demands a host of devices, techniques and strategies. One of teaching instruments which interesting to use is the 3D Animation Film. Based on www.animation.com which is accessed on March 30th 2014, 3D animation is the creation of moving pictures in a three-dimensional digital environment. The activity makes students feel confident to express their ideas in English orally. In addition, this article has aims at examining the implementation of 3D animation film as a device to enhance students‘ speaking skill for 1A grade students of IKIP PGRI Madiun.

DTM051 Teachers‟ Perception Toward The Implementation of The 2013 Curriculum

20 Minute Paper Fortunasari The study on the implementation of 2013 curriculum regarded to be an intriguing topic since the curriculum is freshly issued last year. Pros and contras dominate the process of its implementation. Teachers as the party who has the workload to run the policy and regulations, tend to decline and to object to realize it in practice. While the government has not been comprehensively informed about teachers‘ understanding and perception toward the curriculum implementation. In favor of the gap, this study is conducted. The method of this study is qualitative using inquiry strategy . The instruments are the questionaires with group of questions covering teachers‘ perceptions and understanding toward 2013 curriculum especially on the issue of scientific approach. A group of highschool teachers are given the open ended questionaires as the respondents. The responses, then, are analyzed to find the trend illustrated in those questionaires. The finding discloses the positive as well as negative perception from the teachers toward the implementation of the 2013 curriculum. DTM052 Online Materials and Activities - Blended Learning in Higher Education (Perspective

from the students) 20 Minute Paper Gumawang Jati, Finita Dewi This study investigated students‘ perceptions towards the use of online materials and activitiesin blended learning classes. Two different classes were observed in this study; the first class is a critical reading class in Bandung Institute of Technology and the second class is a general English class in Indonesia Education University. Both classes were exposed to online materials and activities including reading text, watching video and discussion on the topic before the

face to face interaction. After face to face interactions, they were given opportunity to practice the language skills, submit tasks and assignment. The data collected from the questionnaire described the students‘ effort and their feeling toward the online materials and activitiesthat they had,to what extend the online materials and activities have helped the students learning, and their suggestion for the online materials and activities improvement.


DTM053 Do University Students Need Games?

20 Minute Paper Ida Zuraida Supri Games are generally associated with children or teens in language learning. One of the reasons why games are given is because children and teenagers have short concentration span. Therefore, inserting games in the teaching and learning process is a wise way to maintain their interest and to make them focus on the topic learned. Read (2007) argues that games provides stimulation, variety, interest and motivation. Cross (1992) also emphasizes that games reduce tension by adding fun and humor to lessons and they add an element of competitiveness that motivates students to participate. On the other hand, teaching English in university seems far from fun. This may be because students have to deal with loads of grammar-based materials and cope with many different reading topics presented in a less interesting way. Teachers tend to play their role as lectures instead of modifying different kinds of roles as proposed by Harmer (2007). Moreover, students are obliged to achieve certain level of English competence set by the institution as a requirement for study completion. Thus, this paper will discuss 1) to what extent games are applicable in university classes, 2) what kinds of games suitable for them and their steps, 3) students‘ responses to games in English teaching and learning. DTM054 Grass Roots‟ Voices on the CLIL Implementation in Tertiary Education:A Study in the

Accounting Department of State University of Malang 20 Minute Paper Ika Fitriani Twenty-first Century era has brought great challenges in Indonesian education system, i.e. the increasing demand for the students to have foreign language skills to succeed in global world competition. Particularly in the higher education, the awareness of learning English leads some lecturers in Accounting Department Faculty of Economics State University of Malang to apply the concept of Content-and-Language Integrated Learning (CLIL) during the classroom instruction (CLIL) – dual-focused education in which the content subject is delivered through foreign language. It is expected that students are benefited from content and language integration so that they can compete in the real global market. This study, then, elaborated the CLIL practice reflections in Accounting Department as seen from the students‘ viewpoint. The data were collected by means of questionnaire and interview. The respondents were students of accounting department class QQ 2012. The result of this current study, then, is aimed at examining students‘ general attitude toward CLIL and the effect of English instruction on their language competence. Moreover, the findings in this present study are also intended for evaluating CLIL implementation for further betterment. DTM055 The Implementation of Teaching English Writing to Young Learners with Visual

Impairments 20 Minute Paper Indah Okitasari Less methods of teaching writing were found significantly to some teachers at special needs school (Gine, 2012; Widjajantin, 2010). Therefore, this study aims at investigating the implementation of teaching English writing to young learners with visual impairments, difficulties faced by teachers and students in teaching and learning process in the classroom, and characteristics of students with visual impairments. The study employed a qualitative approach which involved 2 English teachers and 6 students of special need school in Bandung. The data were collected through classroom observation, interview and document analyses. The research findings showed that series of dictation techniques were used by the teachers in teaching English writing to students. Some internal and external factors might be the difficulties faced by teachers and students in the classroom. The characteristic of students were seen in terms of physical, intellectual, and social development. In line with the findings, the research was significant from two perspectives; theoretical and practical. Theoretically, this research is expected to enrich the development of literature of the topic, Practically, the results of the study can give information for teachers in teaching English writing to students with visual impairments.

DTM056 Peer Response Model: An Effective Way in Developing Students‟ Writing Ability

20 Minute Paper Indrawati Although peer response activity had been introduced, it was not seriously implemented. Students‘ inadequate English, lack of self-confidence and trust among themselves were among the reasons given. Consequently, the students were not provided an opportunity to take full responsibility for their own revision. They were not trained to work cooperatively with their peers. Thus, they did not have a chance to learn from one another, which is a path to becoming autonomous learners, a characteristic much needed in EFL learners. A practical model of peer response activity should provide them such opportunity to achieve the learning. This paper presents how an Effective Peer Response Model can be constructed for students learning argumentative essay writing. Teachers, who will be teaching EFL writing, yet have never incorporated peer response activities in their teaching or those who are skeptical about them will find the proposed model stimulating and useful.

DTM057 Jazz Chants for Young Learners(A Case Study in TK Bina Insani Semarang)

20 Minute Paper Indri Kustantinah, Rr Festi Himatu Karima Children are thinkers and active learners who construct knowledge and information through active interaction with the surroundings in various stages of development. Through simple songs and poems, children can learn and have experience a language, especially a foreign language (English). Jazz Chants is one of them. Jazz chants is a learning method of English language for a child that was introduced by a jazz artist who is also an English teacher in New York. In contrast to common nursery rhymes which usually used as media to teach English for young learners, jazz chants


have a combination of simple musicality and vocabulary or expression so it is easier to understand and play. This

study will focus on the effectiveness of teaching English through jazz chants for young learners.

DTM058 Cyber Pal Project (CPP): Building a Cross-Cultural Communication through Facebook

20 Minute Paper Inggrit O. Tanasale English has emerged to be a global language to connect people around the world. It is not restricted to be used for communication with native-speakers, but it is widely utilized by native and non-native English speakers. Based on this need of global and cross-cultural communication, a Cyber Pal Project (CPP) was conducted for the students in English study program at the University of Pattimura in Ambon, Maluku. This university is located in the eastern part of Indonesia and has geographical boundaries and limited access to have face-to-face communication with foreign people. Thus, the implementation of CPP was a direct attempt to combat these limitations and facilitate the international interaction. CPP was conducted as one of the projects in Cross Cultural Understanding course. Students were assigned to find cyber pals and build the communication within 2 months through Facebook. The intended topics of these virtual conversations were specific to cultural and social values. Based on the results of students‘ CPP report, they enjoyed new experience of learning about and sharing with people of different cultures and languages around the world.

DTM059 Culture Studies Technique to Raise the Students‟ Speaking Ability

20 Minute Paper Irene Trisisca Rusdiyanti Speaking is one of the productive skills having its own difficulties. Students of Indonesia learn English as a foreign language and it is natural to find them not so comfortable. Most of them are shy to speak English and the main reason for it is the huge gap which they feel when they talk to students having a reasonably good command over the English Language or listen to their peer group speaking fluently. The average and weak students should get lot of encouragement to build confidence. The confidence can be built if they can share what they really know. What do they know more than the others? The answer is their own culture. Here cultural studies is offered to the teachers teaching speaking class. Freeman & Freeman (1994) states that Culture studies is studies in which the students share information about their cultural history. The function is to give information about different culture that the students have. It is profitable for students to work in pairs or small groups so that they can compare and contrast cultural norms. By applying this strategy, students can raise their speaking skill and improve their knowledge about other cultures.

DTM060 An Instructional Design Model for Classroom Discourse Acquisition: Helping Pre-service Non-native English Teachers Acquire Classroom Language

30 Minute Teachers Session Irma Windy Astuti In EFL classes, English language should ideally be made the medium of instruction and communication. This is certainly intended to provide EFL learners with English language input, besides to foster and to engage them in using English in the classroom. However, not all practicing non-native English language teachers, including in Indonesia, seem to have excellent command in English. Whereas, some literatures have acknowledged that teachers‘ oral proficiency would include good command on the use of classroom English. As a matter of fact, teachers‘ ability to employ the use of classroom discourse or classroom language would help them deliver the lesson (i.e.: elicit, give instructions, explain, or clarify things) and communicate with their students in English effectively and meaningfully This article wishes to provide an overview of an instructional design approach used to introduce classroom English/ classroom discourse to the future English language teachers in their pre-service teacher training education. It will then portray and exemplify how the teaching and learning procedures on classroom English introduction are carried out in order to help promote and enhance student teachers‘ awareness and acquisition of oral English classroom discourse. Keywords: Classroom discourse, instructional design model, non-native English teacher.

DTM061 Note-Taking in Interpreting Class

20 Minute Paper Issy Yuliasri Note-Taking is said to be helpful in undertaking interpreting task, particularly in consecutive interpreting. As research found out, note-taking was proved to be ‗a necessary helper‘ in consecutive interpretation (Meifang, 2012). In informal research in two interpreting classes it was found out that for majority of the students note-taking was helpful. However, in consecutive interpreting practice some students found that it was distracting and made the interpreting task even more difficult because they had to do two tasks at the same time, i.e. listening to the speech to be interpreted and thinking about what to write. In addition, they also claimed that they had difficulties in using their notes for accomplishing the interpreting task. More practices were then given on how to take notes during the interpreting task. The factor which students claimed to be intimidating was also eliminated. This paper will present how the note-taking practice works in the interpreting classes.

DTM062 Teaching through Examples: A Meaningful Way to Teach Academic Writing

20 Minute Paper Istiqlaliah Nurul Hidayati

Students of undergraduate program have an obligation of writing a paper as the prerequisite of their graduation. Unfortunately, many of them were still puzzled to write the paper. Not only were they confused with the idea to be conveyed, but also with the methodology and the approach of the research. Many of them did not have any idea of why they chose qualitative approach instead of quantitative one. Explaining the theory was proven to be ineffective


since most of the students still made mistakes when they started writing. Therefore providing examples of various

research papers was believed to be helpful and meaningful for the students. The research papers selected as examples were various so that the students could see the reason why a particular title had to employ a particular approach and method of research. This paper presentation will focus on the use of examples i.e. research papers as the media to teach academic writing which is considered difficult but important since the subject aims at guiding the students to write their final paper. To investigate this issue, document analysis, in-depth interviewing and participant classroom observation were deployed as data collection methods. The advantage of this paper presentation is to help the teacher teaches difficult subject meaningfully and to enhance students‘ understanding in writing their academic or final paper.

DTM063 Teaching EFL Writing:Tracing Cultural Problems and Proposing Solutions in Writing

20 Minute Paper Ive Emaliana Academic writing, like essay requires conscious effort and much practice in composing, developing, and analyzing ideas. Besides cognitive challenges, students are faced cultural challenges in English as foreign language (EFL) writing. This study explores some cultural problems of the first-year undergraduate Indonesian students who are studying EFL and for academic purposes (EAP), which they encounter when they are writing an English essay. The purpose of this research is to find feasible solutions to the afore-mentioned problems. A qualitative method research design was used

through analyzing the students‘ essays. The cultural problems of writing essay under investigation had been classified into ideas placement, bidirectional transfer, and discourse markers. Discussions and implications of these findings are presented as solutions in teaching writing for university students in EFL settings. Some practical ideas are presented as to improve the students‘ competence in writing essay; thus, EFL writing instructors should take into account both teaching strategies development and language components development when working with students.

DTM064 The Implementation of Role Play: Classroom Practice and Students‟ Perception

20 Minute Paper Ivonne Susan This research was conducted to measure the students‘ perception towards role-play strategy. In order to gain comprehensive and reliable data, close-ended questionnaire, open-ended questionnaire, observation, and interview were employed in this qualitative study. The finding indicates that students are more involved in the learning process as they contributed more participation in the classroom activity. In addition, students found role play as an interesting activity. This finding supports the idea from Harmer (2007:353) which states that the advantages of simulation and role-play are that both strategies encourage motivation and creativity. Nevertheless, feedback must be given appropriately in order to minimalize error and improve the accuracy of students‘ speaking ability. Furthermore,

different methodology and level of students can be considered for future study in similar research area.

DTM065 The Global Village – A School of Motivation

20 Minute Paper Ria Fitriersya, Jennifer Zirbes In spite of having studied English for several years, many Indonesian students are not able to communicate in English, due to lack of self-confidence and motivation, as well as a lack of communicative teaching methods and activities in schools. A review of literature shows that creating a relaxed environment and allowing students to take charge of their own teaching and learning is conducive to increased motivation and better language acquisition. The goal of Global Village is to promote self-confidence and motivate the students in a disadvantaged village to utilize English in real-life situations, thereby creating more opportunities for them in the future. Global Village uses a learning system that promotes realistic communicative interaction and confidence in a positive, supportive environment. This program is also innovative and unique because it turns learning upside-down and inside out, wherein children are teaching each other. Global Village could be used as a model by the Ministry of Education and the Teacher‘s Association to implement more communicative techniques in their programming, or even establish a nation-wide program.

DTM066 Genre-Based Approach in Teaching Writing Islamic History Text

20 Minute Paper Jhems Richard Hasan This study is conducted to describe the implementation of Genre-based approach in teaching writing Islamic history text at IAIN Sultan Amai Gorontalo. The goals of this study are to find out how to implement Genre Based Approach (GBA) in Teaching Writing of Islamic history text; the students‘ attitudes and responses to the implementation of Genre Based Approach (GBA) in teaching Islamic History text; and the impact of the implementation of Genre Based Approach (GBA) in teaching Islamic History text on students‘ writing. This study utilizes qualitative approach and focuses more on teaching and learning process rather than simply on the outcomes or the products. The findings of this research show the successful of the implementation of the procedure and steps of Genre-based approach in writing Islamic History text. This research also finds that most of the students have positively attitude and responds to this approach and have their control on the generic structure and language features of a kind of Islamic history text.

DTM067 Integrating Service-Learning in the Indonesian EFL Class

20 Minute Paper Josefa J. Mardijono This paper is based on an explorative action research to find out how to integrate service-learning into the Written English IV class of the English Department and its possible impacts. It reveals the step by step procedure in implementing the service-learning, the activities carried out, and the challenges faced. The impacts viewed from the students‘ sharing, the lecturer‘s observation, and particularly the students‘ written reflection, indicated that


participating in the service-learning brought some positive impacts on the students. Service-learning is, thus, worth-

considering in different contexts of EFL settings.

DTM068 Teaching Reading and Writingto English Department Students of Low Proficiency

20 Minute Paper Julia Eka Rini Reading and Writing can be a real problem to university students whose English proficiency is low, especially when reading and writing are included in one subject. A little humanistic touch, manifested in the teaching of reading and writing, can motivate these students to perform better. This paper discusses ways to boost students‘ motivation and comprehension in reading and writing and also discusses the use of translation in teaching reading. Real examples of students‘ paragraphs, the correction, and comments are also given. DTM069 The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving

EFL Learners‟ Hortatory Exposition Writing 20 Minute Paper Katharina Rustipa At present, research has not adequately dealt with corrective feedback (Mirzaii & Aliabadi, 2013). Adam (2003) claims

that written production and feedback are important for SLA. It pushes learners‘ awareness towards the problems in their interlanguage. Corrective feedback has always been a challenge (Sadeghpour, 2013). This study, thus, aims at investigating the impact of feedback on students‘ writing. Thirty EFL learners at UNISBANK participated in this study. They were divided into Direct Feedback Group (DFG) and Indirect Feedback Group (IFG). Both did pretest before the treatment. Subsequently, they were asked to write Hortatory Exposition texts in groups and individually. DFG‘s texts were provided with direct feedback while the IFG‘s with indirect one. Afterwards, posttest was administered. The results show that direct feedback is more effective than indirect feedback. However, the difference is statistically not significant. The pedagogical implication is that in giving corrective feedback teacher should consider learner‘s level of competence, since the effectiveness of the feedback depends on the learner‘s competence level, the lower proficient learners might be unable to correct their own errors based on indirect corrective feedback. DTM070 Show, Tell, and demonstrate: Tapping into Students‟ Multiple Intelligences (MI)

in the Teaching of English 20 Minute Paper Khoiriyah, Fathur Rohman Even though the concept of multiple intelligences (MI) has been much discussed in the learning style literature, it is rarely connected to the design of English learning tasks. For this reason, this paper presentation promotes students‘ multiple intelligences in the teaching of English in term of musical, intrapersonal, visual, kinesthetic, and linguistic intelligences. This presentation suggests engaging and innovative tasks in order to encourage students to tap into their MI resources. Particularly, the presenter will discuss MI-based tasks such as teacher and peer modeling, negotiated role playing, timed discussion, and real-life storytelling. These tasks follows eight steps, including: establishing the need, introduction, identifying intelligence resources, modeling of a particular intelligence, intelligence rehearsal, practice, independent use, and continuation. The presentation will then spell out how a teacher monitors and assess a teaching and learning process. These tasks are expected as a suitable way to build students‘ self- confidence and self- esteem. DTM071 The Use of Pedagogical Humor as a Motivational Teaching Strategy inan Indonesian

Institute of Information and Technology 20 Minute Paper Kisno This study is concerned with the use of pedagogical humor to motivate the students in an institute of technology in North Sumatera, who study English for IT. As the students spending on average six hours a day studying the subjects related to information and technology engineering, they have less time to listen to the lecture that contains humor. This research is supported by Garner‘s (2006) work on the use of humor in pedagogy stated that humor might enhance learning. The participants of this study are 114 sophomores and the instrument used to obtain the data is a Likert-scaled pedagogical humor questionnaire created by Askildson (2005). The findings indicate that the use of humor in teaching and learning process is important and it supports many beneficial effects. The first is the students feel more relaxed after learning several IT subjects. The second is a more positive learning environment is created by breaking down the communication barrier between the students and the lecturer. The third is the students‘ motivation and interests in learning English are increased. To sum up, humor is perceived as the essential component in teaching learning process not only in English subject but also in other subjects. DTM072 Finding Non-native English Literatures‟ Place in English for Young Learners (EYL)

Classes 20 Minute Paper Kornellie Lorenzo Raquitico

The Integrated Language Arts Curriculum Framework (ILACF) adopted by the new K-12 system in the Philippines promises a language pedagogy that does not only focus on improving the communicative competence but also the critical literacy and multicultural literacy and global awareness of students for them to be more locally and globally competitive to meet current higher education and employment demands (SEAMEO-INNOTECH, 2012). This paper would like to prove that the inclusion of non-native English literary texts in English for Young Learners (EYL) program, particularly in the high school level, can suitably address K-12‘s goals. Also, this paper recommends a balanced representation of native and non-native English literary texts for students to (1) be critically aware of the ―Englishes‖ used across cultures, (2) be motivated to express their personal and national/local identity in their ―own‖ English (3) find and accept their ―third place‖ between their native culture and the new culture (Kramsch, 1993), and (4)


appreciate and respect cultural diversity. Ultimately, it is hoped that through these critical pedagogical practices

teachers and students would finally be liberated from a colonialist English pedagogy they had all been accustomed to. DTM073 Inserting Technology on Performing DramaImproving Students‟ Motivation on

Learning English as Foreign language 20 Minute Paper Lia Agustina Learning English through drama is one of the attractive and the effective strategies in teaching language as second language. Drama gives a context for listening and meaningful language production, forcing learners to use their language resources and enhancing their linguistic abilities. It also provides situations for reading and writing. It is very useful in teaching literary texts as it helps in analyzing plot, character and style. It also involves learners more positively and actively in the text. Taylor (2000) stated that drama techniques can satisfy primary needs of language learning in that they can create motivation, enhance confidence, and provide context in learning. The performance of drama would be more lively, natural and colorful when it is supported with technology. Technology can play an active role in revitalizing classes through helping students and teachers to feel interested in the subject matter, engaging students in the learning process, and giving students and teachers‘ access to the world outside the classroom (Gilroy, 1998). The study was an action research with the subjects of 100 students of Accounting Department of the State Polytechnic of Malang. The result showed that there was a great improvement on the students‘ motivation in learning English. DTM074 The Non-English Students‟ Responses toward the Use of RWLin Listening Class of

TOEFL Preparation Course 20 Minute Paper Lukman Hakim This research aims to portray students‘ responses in using RWL, hereafter RWL, technique to overcome the listening problems in the test. Furthermore, this study investigated types of problems that the technique could solve. Case study was utilized to depict clearly fifteen students‘ responses using questionnaire and interview. The result exhibited that 80% of the students perceived this technique positively and some listening problems could be solved, particularly vocabulary and speech variable problems. This technique might be used by teachers and language instructors as one alternative to teach listening. Nonetheless, to what extent this technique could increase students‘ score was not examined. Thus, further research might seek the effectiveness of this technique. DTM075 Utilizing Project-Based Learning to Raise Pre-service English Teachers‟ Critical

Thinking 20 Minute Paper Lulus Irawati Pre-service English teachers are prospective teachers that need to master not only four English skills but also another supporting skill, critical thinking. Critical thinking can be considered as an essential substance contributing to the success of pre-service English teachers learning English. Some skills in English such as listening, speaking, reading and writing can be successfully achieved whenever they are critical, since critical thinking is also the ability allowing the students to express everything freely. Unfortunately, utilizing critical thinking is not as simple as seen. Therefore, project-based learning was utilized to accommodate the use of the pre-service English teachers‘ critical thinking and how their critical thinking is raised. By conducting descriptive qualitative design, this research aims to elaborate the utilizing project based learning to raise pre-service English teachers‘ critical thinking. The research was conducted in TEYL Media class for the sixth semester consisting of 35 pre-service English teachers. They were divided into some groups, each consisting of 3-4 people assigned to make a project within 6-12 weeks, in the forms of producing

teaching media for TEYL. Each group had to present regularly the concept of teaching media in front of the class to get some suggestions, feedback, or comments. When they got approval from the lecturer, they could start making the media and then, tried out the media in front of the class again. Thus, by utilizing project-based learning, the students‘ critical thinking can be raised effectively.

DTM076 The Implementation of Whole Brain Writing Game in Teaching Writing

20 Minute Paper Lusiana Dewi Kusumayati This study was a case study, involving 24 students at the third semester of English Education Department who were taking a course of writing II in Slamet Riyadi Surakarta. The goals of the study are to find out how Whole Brain Writing Game (WBWG) stimulates the students to generate and to develop ideas writing process, to identify the constraints experienced by the students when writing and how they coped with those problems. Over six months of conducting the research; field notes, transcribed interviews, and responses from questionnaire served as the data. The results showed that the Whole Brain Writing Game (WBWG) stimulated the students to generate and to develop ideas writing process by conducting two parts: Complexors and Puzzles. Complexors gave the students hundreds of repetitions in basic writing skills. Puzzles guided the students through a set of writing patterns. When students were playing with

Complexors, they worked in teams to orally create as many Complexor tasks as possible in a minute. Complexors are speed games designed to build oral fluency. Writing a topic sentence was enormously simplified because students could speak 20 topic sentences in a row. When students were playing with Puzzles they worked individually or in teams, completing prewriting and writing tasks. Using a set of writing rules, students completed ever more elaborate, and challenging, essay patterns.


DTM077 Book Project to Improve Writing Skill of Junior Secondary School Students

20 Minute Paper M. Asfah Rahman, Indrawaty Asfah, Nisrina Asfah Engagement and enjoyment are essential for effective learning. English teachers should be creative to design activities that may engage the students and make them enjoy the learning tasks, especially in learning to write. Big Book or Picture Book has become resources for teachers to arouse the children‘s acquisition of literacy. Engaging students in activities by which they create or write their own Big Book may help them improve their writing skills. This paper presents the results of an empirical study involving junior secondary students in a Big Book Project. The students work in group to complete their group project with the topic My School and individual project with the topic My Family. The students weare assigned to collect information required for their project including pictures, photos, and documents related to the topics. All of the information wais brought into the classroom, and the students wroite their books in four meetings. The students enjoyed the activities describing their school, beginning from their own classroom, recess time, school canteen, and school curriculum and extra curriculum activities. Their individual project, My Family, shows amazing results. They describe every member of their family: father, mother, sisters, and brothers in terms of physical appearance, work, hobbies, and specific activities usually carried out by the family. Despite some grammatical errors in their writing, it can be concluded that overall their descriptive writing is fairly good. Feedback on their grammatical errors will certainly be required in order to improve the overall quality of their writing.

DTM078 A Collaborative Writing Technique to Improve Students‟ Skill in Writing

Argumentative Essay(A Classroom Action Research at the Fourth Semester Students of English Education Department of IKIP PGRI Bojonegoro in the Academic Year of 2013/2014)

20 Minute Paper M. Ali Ghufron This research investigates whether Collaborative Writing Technique can improve students‘ skill in writing argumentative essay and how class situation is when Collaborative Writing Technique is implemented. This is a Classroom Action Research (CAR) which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2013/2014. This Classoom Action Research is done in three cycles. Each cycle consists of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data are collected through observation and interview. The quantitative data are collected through test. The research findings reveal that the implementation of Collaborative Writing Technique can improve students‘ skill in writing argumentative essay and build effective teaching and learning which can be seen from: automaticity, meaningful learning, the anticipation of reward, intrinsic motivation, strategic investment, language ego, self-confidence, risk-taking, the language culture connection, the native language effect, interlanguage, and communicative competence. Derived from the findings, it can be concluded that the implementation of Collaborative Writing Technique can improve students‘ skill in writing argumentative essay and class situation. Therefore, it is recommended for the lecturers to employ Collaborative Writing Technique as it can improve students‘ writing skill as well as class situation.

DTM079 Facilitating Successful Language Learner through English Enrichment Program

30 Minute Teacher Session M. Hendri Warman Comprehensible input and formulaic language are some essential factors in language proficiency development. However, many EFL students receive very limited comprehensible input and formulaic language in and outside the classroom. The aim of this presentation is to recommend a program called English Enrichment Program (EEP) which will provide abundantly and interestingly comprehensible input through jazz chants, songs and other listening resources for the students. At the same time this program will also build students active vocabulary and formulaic language. This program is conducted twice daily to provide abundant exposure toward English. It is both interesting and beneficial for EFL students as it involves activities like listening to jazz chants and songs with pre teaching vocabulary activity in advance. It also involves fill in the gap activity, sentence translation and some wonderful games related to vocabulary and formulaic language. A regular review of the learnt vocabulary and the formulaic language will make sure the students have good retention rate which will lead them to become successful language learners. DTM080 The Effectiveness of Using Numbered Heads Together Technique in Teaching

Reading Comprehension to the Eighth Grade Students of Junior High School 20 Minute Paper Martriwati, Muhamad Hagi Firdausa There are some materials in reading comprehension, such as the types of the text and kinds of the reading test. Teacher may be difficult to teach reading comprehension and handle around thirty five students in the classroom. Furthermore, the implementation of the new 2013 curriculum suggests students to be active in the whole process of learning; however, there are only few students who really concern about the materials, and some remain passive during the whole process of learning. Because of the students‘ passiveness, the technique may persuade the students active and enjoy the materials, such as Jigsaw, Numbered Heads Together (NHT), and Team Group Tournamnet. The technique which may influence the student to concern to the whole process of learning is Numbered Heads togeteher technique. Group work offers full of active insights into the concerning materials. Moreover, the research about NHT had been done, and the finding showed t observed is 2, and t table is 1.69. The score of tt was from the table of t distribution percentile score with df = 0.05 (= probability 0.95), and n = n-1 = 35-1 = 34. From the calculation above to > tt , H0 was rejected, and on the contrary Hi was accepted. The finding has shown that the use of Numbered Heads Together was effective in teaching reading comprehension.


DTM081 Fostering Students‟ Wisdom in an Interactively Argumentative Writing Project

20 Minute Paper Marwito Wihadi Writing activities entail the activation of students‘ present wisdom so that students are pedagogically encouraged to be involved. This paper revealed what the teacher designed, observed and reflected in a lesson of argumentative writing project in which students‘ ideas on the decided topic were profoundly manipulated. It was initiated by the review of necessities of discourse markers to build a sound paragraph and a format of argumentative essay for eight High Intermediate High School Students in a non-formal English Institution. Subsequently, they embarked to weigh the essence of the topic based on their own wisdom interactively. Essentially, it also disclosed the elaborated accounts of how the 4Cs principles, that are collaboration, creativity, communication and a certain extent of critical thinking that students were exposed as completing the writing project held in the classroom. On the basis of questionnaire responding to the writing activities and teacher observation, it was argued that all students were enjoyably contented as experiencing the overall phases of activities prior to the writing completion. Hence, some further research in depth as well as an unevitable need of well-designed writing processes in the teachers‘ mind shall be pursued.

DTM082 Instructional Model of English Speed Reading

60 Minute Colloquium Masda Surti Simatupang Reading ability is crucial for university students to be developed in order to enable them to read more materials. One of the methods is speed reading that helps them to read faster and to easily comprehend the reading texts. It gives inspiration to make an instructional model for the students of English Department of FKIP UKI Jakarta. In their opinion, the reading materials mostly have higher level of difficulty than their ability. This research aims at producing an instructional model of English speed reading suitable to the students‘ need. The methodology is Research and Development (R and D). The implementation of the research is from January 2012 until Februari 2014. There are some steps to do: analyzing need assessments, asking the approvals from the experts, creating the draft of materials, testing the feasibiliy and the effectiveness of the model, doing the field trials, revising materials, and gaining the final instructional model. The final result is the teaching materials called English Speed Reading Program. Theoretically, the significance of the research is to develop speed reading materials for university students, and practically to contribute a model to be used in the faculty. The target audience is researchers and scholars. DTM083 Content Based Instruction and Study Skills for English Teaching at Tarbiyah Faculty

of IAIN Raden Intan Lampung 20 Minute Paper Melinda Roza

The position of teaching English based on English for Specific Purposes (ESP) at IAIN Raden Intan encompasses two views covering teaching English skills at English department and teaching English for General Academic Purpose (EGAP) at Tarbiyah Faculty. This article aims at discussing English classroom teaching at Tarbiyah Faculty by employing content-based instruction (CBI) as a teaching model that is incorporated with study skill (SS) as a teaching strategy. The principle of CBI is underpinned by students‘ specific needs related to students‘ major of field by promoting theme-based language instruction. The skill concerns from study skill cover using dictionary, guessing word meaning, interpreting graph and symbols, note taking, and summarizing. CBI and SS provide students with reading skill as receptive skill for decoding process closely related to students‘ prior knowledge in teaching materials and writing skill as a productive skill for encoding process to display students‘ comprehension. Moreover, incorporating study skill with content-based instruction provides students with interest due to students‘ familiarity with students‘ field based on their prior knowledge to enhance their learning interest in English learning class.

DTM084 Teacher‟s Questioning Strategies in Assisting Students‟ Learning at University Level

20 Minute Paper Milawati

Evidence is mounting that teacher questions can assist students in various purposes in teaching learning process (Blosser, 2006; Bond, 2007; Cotton, 2007). The teacher tend to deliver a simple to complex level of question, in order the discussion can run smoothly (Bloom‘s taxonomy level, 1956). Despite this, a various of good questions will not guarantee that the interactive classroom will be created, the teacher needs to employ rephrasing, redirecting, probing and reinforcement in her questioning (Goodwin et al, 1992). However, practically, teachers ask a large number of questions, which somehow they fail in doing questioning strategies (Wragg and Brown, 2001:p.28). This article presents findings from a case study that explored current teacher‘s questioning strategies in assisting university students‘ learning. It highlighted that teacher employed questioning strategies ineffectively. She did not give students a sufficient time to answer complex level of questions. Further, the amount of question which she delivered somehow cause the students confused and fully do not understand. This article ends by arguing for some changes that need to occur in effective classroom questioning, including the need to give a stronger connection between the level of question and the questioning strategies, which the teacher employed. DTM085 Developing Video-based Supplementary Materials to Teach Speaking Skill Based on

Curriculum 2013 for the Seventh Grade Students 20 Minute Paper Monika Widyastuti Surtikanti In the recent curriculum, curriculum 2013, the government assigned to use the course book ―When English Rings A Bell‖. However the course book doesn‘t accomadate the materials especially for the instructional models to teach speaking skill. Regardless of these urgency, the researcher found out that it is necessary to have video-based supplementary materials to teach speaking skill. This paper describes the development of video-based supplementary materials to teach speaking based on the need analysis conducted in some Junior High Schools in Surakarta. It is R&D


study which employed two stages i.e exploration and model development. The final product of this study was a video-

based supplementary material entitled ―When I Speak English‖. The result of the final product try out indicates that the video-based supplementary materials is suitable for teaching speaking for the seventh grade students of SMP Negeri 12 Surakarta. The video helps the teacher to give models to the students since it provides some vocabulary, grammar, and pronunciation which can support their speaking fluency. DTM086 Roles of Feedback to Overcome Grammatical Problems of Academic Writing

in EFL Class 20 Minute Paper Muchlas Suseno Grammar still becomes one, among other factors, that contributes a serious problem for students to write in EFL classes but which component is said to be the cause needs a careful study. This article is written to identify the components that trouble them the most and to find out ways of solution. In this article, eight grammatical components were identified, including (1) consistency of subject and verb tenses, (2) consistency of singular and plural nouns, (3) parallel construction, (4) tautologies and redundancies, (5) misplaced modifiers, (6) faulty references, (7) passive construction, (8) choice of verb forms. Data were collected from students‘ free writing. For this purpose, they were asked to write essays before and after feedbacks were given. The feedbacks consisted of various class activities, such as formative tests, peer reviews, teacher notes, and class discussion. Using dependent paired t-test, scores from both writing tasks were compared to see the difference. In addition to such quantitative computation, a qualitative analysis was also made to find out reasons how and why students encountered grammatical problems in writing. The research reveals the findings, such as (1) all respondents encounter problems about the eight identified grammatical components; two of which are severe, (2) frequencies of such arising problems vary from one student to another, (3) interference of native language, Indonesian grammar, is suspected to be the contributing factors to affect students‘ quality writing, (4) individual feedback and classroom discussions turn out to be an effective way to improve students‘ writing, (5) there is significantly different achievement of students in writing before and after feedback. DTM087 Application of Quantum Learning Method to Promote Student‟s Speaking Skill and

Motivation at the Students of Grace EnglisHome in Supercamp Program 20 Minute Paper Muhammad Zuhri Dj., Fatmawati This study discusses about learning strategy through quantum learning method to promote student‘s speaking skill and motivation at the students of Grace Englishome in supercamp program. The method used in this study was quantitative, whereas the procedures of data collecting were pre-test, treatment, posttest , rubric and questionnaire. The sample in this research is the students of Grace EnglisHome who join in English camp program. They are 25 students. Pretest was conducted before giving the treatment, posttest was conducted after giving quantum learning method during eight days. The posttest aims to find out the students‘ skill in speaking and measure the effectiveness of quantum learning method in improving students‘ skill in speaking which have been applied in treatment before.. The questionnaire was given after doing treatment, it proposes on to know the students‘ motivation of quantum learning method and it consists of 40 numbers. And the Rubric was given to know the promoted elements in speaking skill. The finding of this study reveals that Quantum learning method is effective to promote students‘ speaking skill to the students of Grace EnglisHome. It was proved by the result of students‘ test. The table showed that the mean score obtained by the students in the posttest (346) was greater than the mean score of the students in pretest (170). Students‘ speaking skill promoted after the treatment. The promoted elements of speaking by using quantum learning method at the students of Grace EnglisHome are vocabulary (880%), fluency and comprehensibility (740%), grammar and pronunciation (560%). The students of Grace EnglisHome are highly motivated in studying speaking by using quantum learning method. It was proved by the percentage of students‘ motivations are 80%.

DTM088 The Effect of Process-product Approach to Writing on EFL Learners‟ Writing Accuracy

20 Minute Paper Mujiono This present study was to investigate the effect of process-product based approach to writing on EFL learner‘s writing accuracy. A quasi experimental design was used in the current study. To this end, 80 students of 2012 intake of English Department of Kanjuruhan University of Malang were randomly selected. The sample was randomly divided into two equal groups with 40 members. The experimental group received process-based approach to writing. While participants in the control group attending the same course received product-based approach to writing. The instruments used in this study were tasks which required the students to write in English. The students were asked to write according to process approach. Analyzing the collected data through an independent sample t test revealed that students who were provided process-based approach to writing had significantly higher impact on EFL learners‘ writing accuracy. It can be concluded that giving process-based approach can improve the students‘ writing accuracy. The implication for language teacher is that giving process-based approach better be provided than product-based approach to writing.

DTM089 Utilizing Video to Promote Students Expressions Skill in Speaking

20 Minute Paper Nanik Mariyati Speaking is a complete package activity. It is not merely deals with sound production but closely related to facial expression, rhythm of speaking and body language as well. Since those elements of speaking are very crucial to emphasis and sharpened the intension of speaking. The major aim of this study is to promote the students expressions skill in speaking by employed classroom action research. Well selected video as the reasonable media bring the ideal role model through its picture. Students are expected to absorb the skills needed to be applied in the daily conversation. For self reflection and rehearsal, the students record their performance in order to know whether which


part should be improved. 25 students who are the subject of this study improve their expression skills in speaking with

the qualification score good for 16 students and fair for 9 students. The teacher conclude this study by arguing that video is very useful in promoting the students expression skills in speaking. She seriously recommends video to promote the other part of students speaking skills such as fluency and accuracy. DTM090 Improving the Students‟ Reading Skill Using Interactive Model of Reading and

Group Work 20 Minute Paper Ngadiso The research is aimed at improving the students‘ reading skill in understanding English texts. The immediate objective of the research are: (1) to overcome the students‘ difficulties in understanding English texts; (2) to train the students to choose and study English texts which are suitable with their interest, need, and ability; and (3) to train the students to study English texts using interactive model of reading in groups. It is necessary to conduct the research to improve the students‘ reading skill in understanding English texts because based on the results of pretest, observation, questionnaire, and interview, the students still had difficulties in: (1) finding out the meaning of words, phrases, clauses, and sentences based on the context; (2) finding out the reference of a pronoun; (3) finding out the explicit informaation; (4) finding out the implicit information; and (5) finding out the main idea of a paragraph. The research was conducted in the English Education Department, Teacher Training and Education Faculty of Sebelas Maret University Surakarta. The research method used was classroom action research using qualitative and quantitative approach. The qualitative data were collected using observation, questionnaire, and interview while the quantitative data were collected using test (pretest and posttest). The qualitative data were analyzed using interactive model of analysis and the quantitative data were analyzed using descriptive statistics to find out and compare the means of pretest and posttest. The result of the research shows that: (1) Interactive model of reading which simultaneously uses bottom-up and top-down models of reading as well as scanning and skimming reading techniques can overcome the students‘ difficulties in understanding English texts; (2) Choosing the texts by the students themselves can increase their learning interest and motivation because the texts studied are suitable with their interest, need, and ability; and (3) Discussing English texts in groups and presenting the result of discussion can encourage the students‘ learning interest and improve the students‘ reading skill in understanding English texts. The improvement of the students‘ reading skill in understanding English texts can be seen from the mean difference between pretest and posttest. The mean of posttest for each indicator is higher than that of pretest and higher than the passing grade.

DTM091 Fostering Critical Literacy through Critical Reading Program: A Teaching Overview

20 Minute Paper Nia Kurniawati This paper discusses the issue of infusing Critical Literacy (CL) in Critical Reading Program (CRP) conducted in an Islamic State University. Specifically this study is intended to reveal the effectiveness of the implementation of CL in CRP. This model is distinctive in that it sythesizes and implements the principles of Critical Literacy (e.g Luke & Freebody, 1999), Critical Thinking (CT) (e.g Bassham et al, 2011), and of Critical Pedagogy (CP) (e.g Bercaw & Stookberry, 2004). This study utilizes a qualitative research design, containing characteristics of a case study and, to some extent, a program evaluation. The findings reveal that the program is successful in promoting the students to be able to a) articulate their awareness to some issues, b) engage in inner dialogue with the texts through questioning, summarizing, and connecting important ideas with other important ideas, c) recast the text from a different perspective, find alternative text that privileges different voices through creating their own text, d) graps of those CT dispositions, and CL skills; and e) value class dialogue, democratic atmosphere, and the different roles of the teachers in the class. This study is significant in providing perspectives on the implementation of CL, CT, CP principles in a CRP in Indonesia which is heterogeneous in culture and religion.

DTM092 Guided Literacy Instructions in Reading Multimodal Texts

20 Minute Paper Novalita Fransisca Tungka The central claim of this paper is that images, music, movements, and sound effects are now considered as equally important focus as texts in literacy practice. Literacy is now being seen as the process of making meaning from the interaction of language, pictures, music, sound effects and movements. To respond to this new definition of literacy and its focus, EFL students, especially English Education students as the future teachers of English must be prepared and hence be guided to make meaning from those multiple communicative modes. Consequently, multimodal texts that are rich with multiple communicative modes should then be used in reading classroom. As for the implication to the teaching of future teacher students, lecturers of reading must master instructional strategies to make the best use of multimodal texts in empowering students‘ literacy skills. For this purpose, this paper discussed various guided instructions that can be used by reading teachers of English to facilitate the process of teaching reading multimodal texts.

DTM093 Picture Mapping Method and Storytelling: A Way to Promote 21st Century Skills

20 Minute Paper Novi Yanthi, Winti Ananthia, Margaretha Sri Yuliariatiningsih Storytelling has an important role in promoting children‘s mental development (Davies, 2007; Gadzikowski, 2007). The use of picture in storytelling has widely recognised in EYL classroom (Rossiter, Derwing & Jones, 2008; Bonvillian and Floven, 2003). Since children aged 5-6 years old are not able to write and read yet, picture mapping method is implemented in this study following storytelling session. Picture map is used as tool for children to develop their communication and collaboration skills which are parts of 21st century skills. The research aimed to identify the

The research protocols were transcribed recorded talk with students, observation documents, and video record. The


results indicated

communicating ideas and thoughts with the use of picture map; (2) listening effectively to the story told by the teacher; (3) responding effectively to others during storytelling sessions; (4) communicating effectively in a bilingual atmosphere, and (5) express willingness to be helpful. DTM094 A Scientific Approach or Genre-Based Approach, in Response to the Implementation

of Curriculum 2013? 20 Minute Paper Nunik Sugesti Curriculum 2013 which requires the implementation of a scientific approach in the teaching and learning process has attracted English teachers‘ attention in terms of its practical implementation in the classroom. So far, following the trend of English teaching, English teachers who have mostly been implementing a genre-based approach in their classroom practices are challenged to adapt themselves with the new policy. This paper discusses the practical guide for them in implementing the scientific approach in the teaching of English and its compatibility with the genre-based approach. The scientific approach consists of five main steps, namely observing, questioning, collecting data or information, analyzing data or information, and communicating. In the teaching of English, these continue to the step of creating. In the context of English teaching, the genre-based approach are shown to have the elements of learning experiences which characterize the scientific approach. The stage of building knowledge of the field can be realized in the steps of observing and questioning in the scientific approach. The second stage, modelling of text, constitutes the steps of collecting data or information, analyzing data or information, and communicating. The learning activities in the stages of joint construction of text and independent construction of text can be categorized as the activities in the step of creating. In the stage of building knowledge of the field, the students observe texts and ask questions about what they want to know based on what they have found in the observation. In the stage of modelling of texts, the students collect the information, associate it with what they have learned before, and finally communicate it. In the stages of joint construction of text and independent construction of text, the students create new texts through guided and independent activities. DTM095 Teacher-Student Interaction and Student-Student Interaction at Lower Secondary

English Classrooms: Do They Provide Opportunities for Students‟ Learning? 20 Minute Paper Nunung Suryati This paper reports a study of a common educational problem Indonesia, namely, what kind of classroom interactions should occur in English Language Teaching (ELT) in secondary level of education. This paper uses English classrooms at Lower Secondary Schools (SMP) as an example, and discusses classroom interaction issues in this context. While there is a large body of research on methods of English Language Teaching in Indonesia, there is only a relatively small amount of research on appropriate English classroom interaction for Lower Secondary level. This paper discusses some key findings from a research on ELT at Lower Secondary classrooms and relates the data to the questions mentioned above. The study involved classroom observations of 9 English teachers of Lower Secondary and students of 9 classrooms. The study investigated two areas of classroom interaction (1) teachers‘ strategies used during Teacher-Student interaction and (2) students‘ Related Language Episodes during Student-Student interaction. The findings provide a deeper understanding of the need of an appropriate ELT classroom interaction for Lower Secondary level. The researcher therefore argues that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The paper concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students‘ learning.

DTM096 Genre-based Creative Writing for High School Students, Why Not?

20 Minute Paper Nur Arifah Drajati Acceleration programs are tailored for gifted and talented students who are required to complete their study within two years. In Indonesia, this program is implemented at both senior and junior high schools. It is a big challenge for both teachers and students to cover all the required materials within this time frame. Thus, both teachers and students should have a vested interest in optimizing their teaching and learning programs. Particularly in English instruction, within 2 years, students should be well equipped. To meet this need, creative writing is one of the strategies needed for both English teachers and for acceleration students to take a challenge and get experiences in writing activity based on genre-based learning. Genre-based creative writing helps students dig up creativity, build motivation to work in team, and create a book by themselves. This learning model follows two major steps: writing-with-the class stage and cooperative-writing stage. Additional merit of this writing activity is that the students engage in entrepreneurship, and this allows for raising funds for charity to children with cancer and school music project. The genre-based creative writing project shows that all the students performed their creative writing very well. This also contributes to the development of the students‘ creativity, motivation and teamwork. DTM097 Teachers‟ Attitudes towards the Implementation of Scientific Approach on 2013

Curriculum in Teaching English 20 Minute Paper Nurul Istiqomah On 2013, the Indonesian government published 2013 curriculum. One of the characteristics of 2013 curriculum is the use of scientific approach. Scientific approach is a process of asking questions or problems and answering the question by analyzing it to solve the educational problems using a certain science as the basic. Scientific approach consists of observing, questioning, exploring, associating, and communicating. However, the implementation of 2013 curriculum brings up some controversies. Applying scientific approach to all students without considering the students‘ level and intelligence is not easy. Scientific approach will be more effective if it is implemented to the students who have high critical thinking. However, not all Indonesian students have a high critical thinking. Junior high school students tend to


have lower critical thinking than senior high school students. Therefore, implementing scientific approach to junior high

school students will be different from implementing it to the senior high school students. This research is conducted to explore more about the implementation of scientific approach in teaching English in junior high schools. The objectives of the research are to explore and describe the teachers‘ attitudes towards 2013 curriculum and the implementation of scientific approach, how it is implemented in English class, what the problems the teachers encountered are, how the teachers solve the problems, and how scientific approach affect the students‘ achievement. Case study is applied in this research. The sources of the data of this research are respondents, events, and documents. The respondents of this research are three teachers from three junior high schools in Surakarta, the students of those teachers, and also the vice head of the curriculum from those three schools. The respondents are chosen by applying purposive sampling. The schools and the teachers chosen are the school implementing 2013 curriculum and scientific approach. Those three schools are SMP N 4 Surakarta, SMP N 12 Surakarta, and SMP Al Islam Surakarta. The events are the teaching and learning processes which implements scientific approach. The documents analyzed are the syllabus and the lesson plan of English subject of 2013 curriculum, the teachers‘ profile, and also the students‘ score. The techniques of collecting the data are observation, interview, questionnaire, and documentation. The trustworthiness applied in this research are triangulation and member checking. The triangulations employed are triangulation of the method and triangulation of the data. In analyzing the data, the model proposed by Miles and Hubermen will be used. The techniques of analyzing the data are data collection, data reduction, data display, and drawing conclusion.

DTM098 The Efficacy of Workshop Model in Teaching Reading Comprehension

20 Minute Paper Paldy This research is about the efficacy of workshop model in teaching reading comprehension. The aims of this research are to find out whether the use of workshop model is efficacious to improve the reading achievement of the sixth semester English department students of Cokroaminoto Palopo University and to find out the students‘ interest toward application of workshop model in learning reading comprehension. This research employs quasi experimental design. The population of this research is the sixth semester students of English department of Cokroaminoto University Palopo in academic year 2012/2013. The sample of this research is the sixth semester students in academic year 2012/2013 where consist of 60 students. This research use cluster random sampling technique. The research data are collected by using two kinds of instruments namely: reading test for the students‘ reading comprehension and questionnaire for the students‘ interest. Data on the students‘ reading skills is analyzed by using descriptive and inferential statistics, and data on the students‘ interest is analyzed by using Likert scale. The results of the research are: (1) workshop model can improve reading achievement of the students of English department of Cokroaminoto Palopo University, and (2) the students are interested in learning reading comprehension through workshop model. It can be concluded that the workshop model in the teaching process is effective to be implemented in improving the students‘ reading achievement in terms of literal, interpretive and extrapolative level, and the students have high interest toward workshop model in teaching reading process. DTM099 Facilitating Relevance of Classroom Pedagogy and Professional Needs in an EFL

Medical English 20 Minute Paper Paulus Widiatmoko ESP classes are designed to teach language and communication skills that language learners need or will need in their disciplines or professions (Basturkmen, 2010). Applied to Medical English, these include oral communication with foreign patients during Medical examination in which aspects of language functions, Medical content, and cross-cultural appropriateness are elaborated. In this study classical sessions of practicing language functions for 48 Medical students are facilitated by English teachers and doctors. Subsequently, individual skill-lab sessions encouraging a real-like practice are administered, each assisted by a native speaker as an acting patient and a resource for cultural learning, a doctor in dealing with the Medical procedures, and an English teacher for coping with difficulties in the target language skill. Another skill-lab class reviewing these three stages ends the sessions. Students and collaborators‘ attitudes are assessed by means of questionnaires and interviews resulting in positive admittance of relevance between the course and professional needs specifically in relation with objectives, material selections, teaching methods. Other benefits and suggestions for the program development are proposed. The collaborative works and teaching methods in this study supposedly provide a model of ESP teaching practice to facilitate relevance between classroom pedagogy to students‘ future professional needs.

DTM100 Developing a Comprehension Based Interactive Reading Model

20 Minute Paper Pudiyono The goal of the research was to develop comprehension based interactive reading model to develop the students‘ comprehension skills which were integrative with the other language skills; listening, writing and speaking. To reach the goal, this research in the first year was oriented to invent the following: 1) teaching and learning strategy in reading, 2) student‘s learning strategy, 3) text books and other resources for the students‘ reading materials, 4) students‘ interests in reading, 5) students‘ attitude towards reading instructions, and 6) hypothetically, finding the basic model of comprehension based interactive reading model. The subjects of the research were teachers and students of SMA Negeri 1, 2, 3, 4 and 5 of Purwokerto, Central Java. Data collections were done through questionnaire, observation, interview and documentary. These then were analyzed using qualitative model of Huberman, while the quantitative was done through percentage. Data analysis results showed that majority (>80%) reading strategies applied still focused on rhetoric approach; generic structures, language functions, etc. The reading instructions did not focus on the comprehension. Besides, the teachers did not apply cooperative nor collaborative learning strategies. Reading aloud and translation activities which do not encourage comprehension were still much applied. The score of reading strategy was still under the expectation. Most schools used LKS for their learning


resources. Therefore, the student‘s interest was just 68.18 and the student‘s reading attitude was even worse with

only 57.21. To solve this problem, the reading classes should apply cooperative and collaborative learning activities to make students interact well. To develop comprehension, scientific approach should be applied in teaching and learning procedures in which the text was considered as the data the students had to observe and analyze. The result of their comprehension analysis should then be realized into graphic organizer. DTM101 The Implementation of Content-based Instruction in Mathematics‟ Teaching and

Learning Process at an International School 20 Minute Paper Puput Arianto Content-Based Instruction is an approach to language instruction that integrates the presentation of topics and tasks from subject matter classes within the context of teaching a second or foreign language. This research aims at describing the implementation of CBI in Mathematic teaching and learning process. The method of this research is a qualitative research in the form of case study. In collecting the data, the writer uses interview, classroom observation and documentations. The result of the research revealed three major findings which consist of 1) the implementation CBI, which consists of: the document used on implementing CBI and the steps of implementing CBI; 2) the difficulties found in implementing CBI, which consist of students‘ and teacher‘s perspective; 3) solutions offered by the teacher to overcome the difficulties. In conclusion, the finding of this study indicates that the implementation of CBI on Mathematics teaching and learning process gives new paradigm of learning English through the content. DTM102 Improving X IIS 3 of SMAN 7 Malang Students‟ Ability in Listening Comprehension

through Fun Activities: All Ears; Listen and Stand Up 20 Minute Paper Ratna Nur’aini Listening comprehension is one of the four skills in learning English foreign language. It is categorized as a difficult skill for the first grade of the senior high school. Therefore, it needs a deep consideration to hold the listening lesson in class. The students of this age are font of seeing film, hearing any kind of song that is why; do not be lost with this great moment to fill with the listening practice. In this opportunity, in the listening class, the students of X SOCIAL 3 at SMAN7 Malang are given authentic materials through fun activities such as all ears as well as listen and stand up. In all ears, the students are hearing a narrative story which is spoken by native and given some questions to answer in order to know how well they understand the materials. In stand up, the students will stand when they heard the words in their worksheet are read. This listening activity is really more effective rather than hearing the teachers‘ voice and the result increase because they listen the materials more focus. In my conclusion, this kind of the learning listening comprehension is sufficient enough to be applied in the first social 3 grade of senior high school 7 of Malang. DTM103 Teaching Intensive Reading Through Different Scaffolding Strategies In The

Bilingual Classroom Context 20 Minute Paper Refi Ranto Rozak Teaching intensive reading to young learners of English has a long history. It aims to train the learners to read for predetermined reading questions and for language exercises. The use of students‘ first language alongside English in school and to use it in intensive reading will support both academic achievement and development of English as an additional language. However, teaching intensive reading in bilingual classrooms is lack of teacher‘s reading strategies that facilitate students‘ comprehension and words recognition in English. To fill this practical gap, the presenter will introduce different scaffolding strategies to develop students‘ reading skills. These involve encouraging reciprocal teaching (teacher modeling of strategies), teacher‘s self-regulated comprehension strategies (prior knowledge

activation and question generation); delivering reading texts; making frequent repetitions of key words and ideas; and clarifying the meaning of words through graphic organizers, pictures, and charts as scaffolding tools to convey concepts. This paper presentation reports how each of these strategies work in Indonesia the bilingual classroom. DTM104 A Case Study of Enhancing Inference Skills In Reading Comprehension Through

Directed Reading-Thinking Activity 20 Minute Paper Reisa Dewita Prima, Lanny Hidajat This study aimed at examining the effectiveness of the directed reading–thinking activity (DRTA) to enhance L2 learners‘ inference skills in reading. 69 students of two classes in a junior high school in Jakarta participated in this study. Each class was randomly assigned into the experimental and control group. The experimental group was treated through the DRTA method and the control group was taught by using the regular method. Both the experimental and control groups were given the pre-test and post-test. The reading materials given in the treatment, pre-test, and post-test were the same for both groups. The result of the post-test showed that the mean score of the experimental group (M = 19.14) was significantly higher than that of the control group (M = 15.29) (t (44.155) = 3.867, p<0.05). Correspondingly, the chi-square test showed that there were significant differences between the experimental and control group in the ability to answer the inferential comprehension questions in the post test. The result indicated that DRTA was more effective than the ordinary method for enhancing L2 learners‘ inference skills in reading. DTM105 The Effectiveness of Graphic Organizer in Teaching Listening Viewed from Students‟

Motivation 20 Minute Paper Rengganis Siwi Amumpuni A Graphic Organizer (GO) is simply instructional tool that can help students to organize the information from the text. Graphic organizers are useful thinking tools that allow students to organize information and allow students to see their thinking. Moreover, Meyer et al (1996) stated that GOs are ―visual displays teachers use to organize information in a


manner that makes the information easier to understand and learn‖. This research was conducted at the English

Teaching Department IKIP PGRI Madiun in the academic year of 2013/2014. The population in this research was the first grade students which consisted of 85 students coming from three classes. The sample, two classes, was taken by using cluster random sampling. The experimental group was taught using Graphic Organizer (GO) while the control group was taught using Direct Instruction (DI). The instruments used to collect the data were listening test and students‘ motivation test.The data were analyzed using ANOVA and Tukey. The research findings show: (1) GO is more effective than DI in teaching listening; (2) The students having high motivation have better listening skill than those having low motivation; and (3) There is an interaction between teaching methods and students‘ motivation. DTM106 The Influence of Local Wisdoms of Buginese/Makassarese That Shapes Hasanuddin

University Students‟ Performance In SCL-Based Writing II Class (A Case Study) 20 Minute Paper Ria Jubhari, Etty Bazergan, Simon Siototo, Karmila Mokoginta,

Ery Iswari, Besse Pusphita Syarif The aim of this descriptive-qualitative case study is two-fold: (1) to identify the values of Buginese/ Makasaresse local wisdoms that shape the learning process of Hasanuddin University students attending the Writing II subject in the even semester, 2014; (2) to find out which of the local wisdoms that strongly shape the student-centred learning (SCL) process in the Writing II class. The Writing II subject was attended by 127 students who were divided into 4 classes of 40, 33, 36 and 18; each of which is facilitated by a lecturer. The study focuses on two aspects of SCL process: students‘ classroom interaction and students‘ essays. Data are collected from classroom observations, students‘ essays, questionnaires, interviews and teachers‘ notes on the learning process in classroom. It is expected that the results of this study will uncover local wisdom factors that may or may not support the SCL process in Writing II classes.

DTM107 Effecting Change In Language Classroom Dynamics Through Discourse

20 Minute Paper Rick Arruda This presentation reports on the implementation of an alternative model of Language Teacher Education (LTE) aimed at promoting change in classroom dynamics, successfully trialled through a professional development course in Brazil. The main idea presented here is the conceptualisation of teaching and learning as separate but complementary activities. The model addresses a number of problems identified in the literature—mainly related to the lack of students‘ engagement (Christenson, Wylie, & Reschly, 2012), the gap between research and practice and the resilience of highly criticised traditional classroom practices (Wells, 2009)—through operationalizing classroom practices consistent with emerging ideas in education and interrelated fields (Burns & Knox, 2011; Larsen-Freeman & Cameron, 2008). The presentation targets practitioners, academics, language teacher educators and policy makers. Current descriptions of teaching and learning overburden the teacher as the sole responsibility bearer, as if teachers could carry out their students‘ learning as well as teaching them. The notion of complementary activities, instead, places on teachers the responsibility for fostering the development of learning strategies, while the students are held responsible for applying such strategies in order to learn. It is claimed that implementing this notion—referred to as the complementarity principle—addresses a number of problems identified through research and discussed in academic literature. DTM108 90 Minutes/Week Of 2013 National Curriculum: What CLIL Can Do To Assist EFL

Teachers 20 Minute Paper Rina Rahmi This theoretical paper examines significance of adapting Content and Language Integrated Learning (CLIL) in implementing national curriculum 2013 in Indonesia. The current curriculum regulates approximately 90 minutes per week to learn English for high school students. The policy limits exposure and opportunity for students to learn English in a formal classroom, particularly for those in the area where school is the only site to learn this foreign language. Such regulation may also challenge certified EFL teachers whose responsibility to teach 24 hours per week as a minimum. As a dual-focused educational approach underpinning content, communication, cognition and culture (Coyle, Hood, & Marsh, 2010), CLIL provides an alternative to foreign language teaching. Progressive educational philosophy, scientific approach and authentic assessment characterizing the 2013 curriculum have become the core of CLIL practices. Moreover, previous research by Lasagabaster (2011) has revealed that students who experienced CLIL were benefited from both a motivational and a language competence aspect compared to traditional EFL classroom. Therefore, CLIL does not only provide students with more exposure and opportunity to convenient environment for language acquisition and learning, but also helps certified EFL teachers coping with the lack of compulsory teaching hours.

DTM109 Developing Life Skills in EFL Classroom Activities

20 Minute Paper Rina Sari Education today is about the capacity to live in a multi-faceted world as an active and engaged citizen. It is much more about the ways of how to involve creative and critical approaches to problem-solving and decision making as well as communication, collaboration and the capacity to apply new technologies. Therefore, to cope with the increasing pace and change of modern life, teachers in primary to adult courses need to equip their students with the kind of skills that enable them to meet those challenges. Life skills often called 21st century skills or soft skills are needed by the students as young generation of a country. The skills have been defined by the World Health Organization as ―abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. Students need to understand and apply these skills: (1) Thinking skills, (2) Learning skills, (3) Working


skills and (4) Social skills. From primary to adult courses, they should include a specific focus on life skills as well as

delivering engaging English language learning content. This paper presentation will talk about life skills and how these relate to specific types of student. It also includes a few sample activities which highlight a specific life skill as a sample of things to come, to help our students succeed. It is expected in the future they will be able to take their place in society as effective learners, as effective professionals and as effective citizens.

DTM110 Does The Magic of Cooperative Learning Still Work?

20 Minute Paper Risa Leynes Pangilinan Cooperative learning (CL) has been one of the most widely adopted approaches in language teaching. Many educators jumped into the bandwagon after seeing how it could easily reap results in the classroom and promote a positive condition for language, content and community learning. It provided a stable affective ground that permits English teachers to maneuver group dynamics into creating an environment conducive to learning and meeting instructional goals. However, the peak of CL popularity caused it to plateau and some of its inherent principles to be distorted. The community has overly espoused cooperative learning irrespective of the contexts and structures it requires. This paper aims to realign present-day beliefs and misconceptions in practice to intrinsic cooperative learning fundamentals. Then, based on the theoretical insights, findings in CL researches and first-hand experience in the classroom, a list of recommended structures and strategies is provided to help English language teachers design activities with significant cooperative value. DTM111 Active Learning: The Elaboration of Experiences and Knowledges Inquiry-Based

Teaching in Enriching Students‟ Reading Skill 20 Minute Paper Risqi Ekanti Ayuningtyas Palupi This research is based on the problems of the low reading skill of the fourth semester students of Muhammadiyah University of Ponorogo in the academic year of 2012/2013. It focuses on the students‘ improvement in reading skill by formulating questions, investigating, and building new understandings, meanings, and knowledge. The research design is Classroom Action Research. The subject of the research is the fourth semester students of English Department, Muhammadiyah University of Ponorogo in the academic year of 2012/2013. The research procedures consisted of planning, acting, observing, and reflecting which conducted in two cycles. The techniques of collecting data are qualitative and quantitative. The results of this research show that Inquiry-Based Teaching improve the students reading skill. It can be seen from the students activeness during teaching learning and the students mean scores of the test. The pre-test scores is 68.3; post test 1 is 75.4; and the post test 2 is 87.4. It means that there is an improvement of the students‘ reading skill by using Inquiry-Based Teaching Method.

DTM112 The Efficacy of Role-Play In Speaking Class: An Experimental Research

20 Minute Paper Rizki Februansyah Role-play is one of strategies in foreign language learning in which the learners play certain roles which are almost the same with the real situation in life. This method is worth applying in the language acquisition process especially in speaking skill since by this method the language learners will not only practice the target language but also other aspects such as teamwork and creativity. This research tried to examine the efficacy of this method in speaking class. The respondents were the second semester students of English Diploma Program of Jenderal Soedirman University. The data was collected through questionnaire, tests comprising pre- and post-test, interview as well as class observation. The data was then analyzed using descriptive qualitative method. The result of the research showed that the role-play method was very effective for improving students‘ speaking skill. In addition, by this method the students could act more creatively and enthusiastically. Another advantage was the students felt that by this method they were more confident in practicing their English since they could work together with their partners in a group composed by two members at least. DTM113 A Self Narrative of An EFL Learner‟s Experience about Learner Beliefs and Language

Learning 20 Minute Paper Rudi Haryono This paper presents a self narrative experience about the writer‘s belief about language learning. It attempts to examine the theories of learners belief and language learning related to a personal experience of language learning. Ehrlich (2008)defines beliefs as an attitudes, opinion and viewpoint which attends in every discipline of human behavior to say that something is true or right and vice versa. In academic definition it can be stated as a learners‘ viewpoint, judgment or opinion about the influence of their learning in their future success. In other words it means that what would be students‘ feelings about what they learn as a foreign students and how it helps them to achieve better proficiency in English. Adopting a self narrative writing, the paper explores what has been pointed out on related literature and found in previous research about learner‘s belief in language learning, how the writer‘s experience in learning English, the key features of theories related to the writer‘s experience in learning English, and pedagogical implication of learner beliefs about language learning. DTM114 The Effectiveness of Self-Monitoring Approach To Reading and Thinking (Smart) To

Teach Reading Viewed from Students‟ Reading Anxiety

20 Minute Paper Ruliq Suryaningsih Reading is one of the difficulty sources for English as a foreign language (EFL) students. The problems that they encounter are due to a number of factors including lack of appropriate reading strategy. Besides, there are also psychological factors that influence students‘ reading skill, one of them is students‘ reading anxiety. The use of


appropriate reading strategy is needed to encounter these problems. Self-Monitoring Approach to Reading and

Thinking (SMART) is a strategy in reading that provides students with a system for monitoring their reading success by understanding rather than memorizing the text. This paper presentation will identify the effectiveness of SMART in teaching reading, the difference reading skill between the students having low and high reading anxiety, and whether there is an interaction between the strategies in reading and students‘ reading anxiety. The presentation will start by discussing relevant concepts such as reading, the effectiveness of strategies in teaching reading, and students‘ reading anxiety. Since this research is experimental, the presentation will move on to identify whether there is an interaction between the strategies in reading and students‘ reading anxiety. This presentation will give information about the importance of teaching strategies and students‘ reading anxiety on students‘ reading skill.

DTM115 The Influence of Team-based Learning on the Students‟ Learning

20 Minute Paper Rusiana This is a report on an action research project conducted in Classroom Action Research (CAR) class. Being assigned as the lecturer of CAR course for four years; I see that presentation technique that have been applied years before seems not really effective in helping the students to learn better. The proposal as the project of the course that the previous year students made has not been maximal yet. Few students even still write that the design of the research is other

design instead of action research. Thus, I consider utilizing Team-based Learning (TBL) instead of presentation. Team-based Learning is a small group instructional strategy highlights both conceptual and procedural knowledge through team-learning. The design of the present research is action research which is aimed at investigating: 1) the influences of TBL on the students‘ learning, and 2) the students‘ responses on the implementation of TBL. The participants of the research are 44 students of CAR A class consists of 9 males and 35 females. The data were obtained from the observation, teacher‘s journal, and classroom discussion. The result shows that The implementation of Team-based Learning in Classroom Action Research class seems to positively influence the students‘ learning. Particularly, they become well prepared and active in the team discussion when they make a consensus for the team-test. In addition, the students also learn and perform better in the application phase. The students‘ response are positive, they are excited to have a new experience in learning concept of action research through TBL. They really enjoy the small group discussion in which they can share and get some suggestions from the team. They also have a better understanding on the course content by making a proposal draft in the application phase.

DTM116 Incorporating Characters into English Language Teaching: a Lesson Planning

20 Minute Paper Sajidin

The research is aimed at developing a lesson plan incorporating characters into English language teaching (ELT). It is generally found that incorporating characters into ELT comes with an unsatisfied result. A systematic lesson planning was carried out to prevent from language skills negligence and to promote character building. The lesson plans share the specific characteristics in which: (a) the kinds of character are selected on the basis of need analysis; (b) during classroom implementation, the characters are inserted in between the steps of English language instruction; (c) the goals of teaching are made explicit for both language teaching and character building;; (d) language contents and teaching media were selected to fit with characters being developed and the types of text recommended by the national ELT curriculum; (e) characters assessments are made specific on the basis of character indicators. With this minimal effort, a further lesson planning is required to fully meet teachers‘ expectation.

DTM117 Carousal: Integrating Moral Intelligence into English Classroom

20 Minute Paper Samsul Arifin Recent developments in language teaching increasingly put a stronger importance on integrating moral intelligence into classroom. It is believed that moral intelligence which refers to the ability to apply ethical principles to personal goals, values, and actions directs the life and helps people understand right and wrong. This study was conducted

partly to describe the implementation of Carousel, a structured information-gathering activity which generates a reasonably concise list of students‘ thoughts and responses on a particular topic, to cover the issue. A group of 32 junior high school students engaged in a reading activities both identifying information and analyzing moral values of narrative text. The implementation of carousal promoted students‘ moral intelligence and helped them understand the information as well. Implications regarding Carousal to teaching reading and its impact on students‘ integrity, responsibility, forgiveness, and compassion are discussed. DTM118 Cooperative Learning: Promoting The Four Pillars of Education In English Foreign

Language Classroom of Higher Education 20 Minute Paper Sari Karmina The implementation of the four pillars of education; learning to know, to do, to be, and to live together (Directorate General Higher Education(DIKTI): 2008, cited from UNESCO: 1996) has apparently been a rhetoric in higher education. Classes are still taught in traditional way. Competence-based curriculum seems to be neglected when it comes to teaching method. Thus, this study is aimed to promote cooperative learning as a teaching method in EFL (English for Foreign Language) classroom in higher education to transform the four pillars of education. This two-cycle-classroom action research is employed to answer the research question; how can cooperative learning realize the four pillars of education in EFL classrooms?. Observation on the teaching and learning process is employed to know the effectiveness of the method and questionnaire is used to know the students‘ opinions on the method. Results show that cooperative learning enables students to know, to do, to be and to live together and students perceive the method in positive ways. Thus, cooperative learning is recommended as an alternative teaching method to promote the four pillars of education in EFL classrooms in higher education.


DTM119 Factors Causing Speaking Difficulties of Senior High School Students

20 Minute Paper Setyo Rukmi Anggorowati Speaking is one of the language skills that are very difficult for some students to master. It has been identified that students‘ worry of making mistakes, students‘ lack of vocabulary or grammar pattern, students‘ lack of motivation, and so on contribute to the situation Morozova (2013), Nashwin (2009), and Emma (2011). This study aims at identifying the specific barriers that the students of 91 Senior High School Jakarta have in speaking activities. The study uses analysis factor method. Questionnaires are distributed to 200 students of class X and XI. The result indicates that the first factor is related to lack of ability in contextualizing ideas and low vocabulary. This factor contributes why students do not speak English. The second is related to unequal opportunity in classrooms and strong influence of the L1 use. This finding suggests that teachers should promote classroom activities where the two barriers can be minimized. DTM120 Improving Speaking Achievement Using Sharing Time At The Sixth Semester

Students of English Department of Almuslim University 20 Minute Paper Silvi Listia Dewi

The cause of sixth semester students of English Department of Almuslim University problem to speak English are the lack of vocabulary, the monotonous technique, the psychological burden, being laughed at, or being identified as stupid students, the lack of group activities in the classroom, and the lack of the students‘ motivation in practicing. Sharing time could be used to enhance group dynamic and make students more active in a group. The purpose of this study is to improve speaking achievement using sharing time. The study belongs to a collaborative action research design. The study was conducted in two cycles by following the procedure of planning, implementing, observing, and reflecting. To collect the data, the researcher used observation checklist, field note, and questionnaire. The obtained data presented and analyzed in qualitative and quantitative data procedures. The results showed that in the first cycle it was found from 35 students, only 8 students got level 4 (very good). The second cycle, 25 students were in level 4. This means that the implementation of sharing time technique in speaking class was effective to build their self-esteem and improve the students‘ speaking ability.

DTM121 Postcards to Java Encourages Students to Write

20 Minute Paper Siti Aisyah, Matthew Borden Writing is assumed to be an individual activity, one which is done in silence. Writing activities are time-intensive and,

unfortunately, they can often be boring for both EFL teachers and students. Writing can also prove difficult to teach due to the complicated issues involved, namely, linguistic, psychological, and cognitive issues. Considering these factors, EFL teachers often avoid writing activities in class. Consequently, Indonesian students of English graduate within adequate training in English writing. Common challenges students face include: word choice, grammar, organization, and generation of ideas or creativity. Due to their limited knowledge, students often feel stuck and stressed when writing. Due to students‘ low proficiency and motivation, writing remains a challenge. To make writing interesting, and to promote better writing at school, we proposed a project called Postcards to Java. The project uses a collaborative and interactive educational model. Students work in pairs to write responses to postcards, authentic materials, received from native English speakers. This study aims to describe the project in depth and analyse its effects on EFL students‘ motivation as well as the quality of their writing.

DTM122 Postcards to Java Encourages Students to Write

20 Minute Paper Siti Asiyah Getting students‘ activeness in joining English class is not an easy job for English teachers/instructors. Moreover, for ESP students who do not realize the important of learning English (Djamarah, 2008: 21), or sometimes they think that

it does not relate to their field, it is a hard work for teacher to teach the students successfully. Most ESP instructors at Language Center of Muhammadiyah University of Ponorogo often complain with their students‘ response during ESP learning. Most of the students give response passively to the instructions. It means that unsuccessful learning has been clear for coming. The writer, as the chief of the language center and as a practitioner of ESP program for more than 10 years has tried many strategies how to conduct ESP class. One that can be shared to other ESP instructors is by giving a point, as a reward to the students who are active in participating of ESP class (Harris, 2012). The points are accumulated in the end of the course as additional score for their final result of learning. Based on the writer‘s observation in the class and questionnaire distributed to the students and also input from other ESP instructors after implementing a strategy of giving point to the students who are actively involved in teaching and learning process, the writer is more sure that this strategy is very useful in helping the teachers encourage the students‘ activeness. 100% students were interested and agreed in this strategy because they can get many points to increase the final score as a measurement of passing the course. DTM123 Inter-Cultural Communication Strategies in Indonesian and Japanese Students‟

Interaction 20 Minute Paper Siti Rohani Despite the debate contrasting learning strategies to communication strategies, this research was conducted within the context of EFL where students did not communicate in English outside the classroom activities; thus, assuming that communication strategies are included as a part of learning strategies. It is well-researched that effective use of strategies impacts on language learning success (eg. Macaro, 2006). The use and choice of strategies can be determined by students‘ English proficiency (eg. Griffiths, 2003) and individual differences such as affectivity, age,


gender, cultural background or ethnicity, and group differences (eg. Takeuchi et al., 2007). While there have been a

lot of studies portraying the use of communication strategies by students of the same nationalities, this study investigated the use of oral communication strategies by students of two different nationalities: Indonesian and Japanese. Participants of the study were six Indonesian and two Japanese students learning English as a foreign language in Indonesia. This study was a case study with methods used included observation, stimulated recall, focus group discussion, and in-depth interview. Findings show that there were differences in the use of strategies were affected by English proficiency and individual differences, especially cultural background, age, and gender. DTM124 Teacher‟s Code-Switching to L1 in an English as a Foreign Language Classroom in a

Senior High School in Banten 20 Minute Paper Siti Rosmalina Nurhayati The use of code-switching to L1 in an English as a Foreign Language (EFL) context is beneficial to be implemented, but many teachers nowadays overuse the code-switching. This study aims to investigate the types of teacher‘s code-switching found in an EFL classroom, to investigate functions of code-switching used by the teacher in an EFL classroom and to investigate conditions where the teacher can do code-switching in an EFL classroom. To achieve these objectives, the study employs a descriptive qualitative method. The data are obtained from classroom observations from a class consisting 30 students and a teacher‘s interview. The data are descriptively analysed. The result of this study is in line with Poplack (1980, cited in Jingxia, 2010), there are three types of code-switching, there are six functions of code-switching and there are seven conditions where the teacher can do code-switching. The findings of the study are expected to contribute to the efforts in the teaching and learning area as an alternative way in teaching English by implementing code-switching and to change the teachers‘ paradigm about the use of L1. The findings are also expected to be beneficial for researchers who want to conduct similar research.

DTM125 Triple Coaching Method For English Business Class

20 Minute Paper Somariah Fitriani Triple coaching method is an integrated method consisting briefing (B), communication skill developing (C) and confidence building (C) which is intended for English business class at company in house training designed by Bright Institute training and consulting. The goal of this innovation is to enrich vocabulary, improve four English skill competence (listening, reading, speaking and writing) as well as build their confidence altogether for 40 hours (20 sessions) in a short time. At the same time the learner will be aware of their grammatical mistake indirectly by preparing a speech beforehand. Since this method has been employed and implemented at company in house training (language training), thus, the target audience can be likely either researchers or tutors or practitioners in order that there is a possibility for researchers to conduct future research to see the effectiveness of this method and for the tutors or practitioners, they can apply in their courses. As a part of teaching methodology innovation, triple 3 or BCC method should be applied in an order where all learners prepare briefing topic already informed in an advance for about 20 minutes, continued by the material consisting all English skill and language components for about 60 - 80 minutes and the last step is confidence building for about 20 minutes. Confidence building is the third step which one or two participants select the topic list provided and present in a class. The feedback can be given during or after the session. This method will be likely adopted in general English classes or other context too by changing some materials appropriate with the learners‘ need or curriculum. In addition, the list of topic for briefing and confidence building can be modified as needed. DTM126 Enhancing Students‟ Paragraph Writing Ability through Cooperative Learning : A

Classroom Action Research at The English Education Department, Ahmad Dahlan University Yogyakarta

20 Minute Paper Soviyah Cooperative learning, a technique in learning where students work together in small groups on a structured activity, has been long depicted by many as a tool that enables enhancing students‘ learning for any subject and skill. It‘s because in a cooperative learning setting, students can work together and share their strengths and improve the weaknesses. The presentation attempts to give a model of utilizing cooperative learning in enhancing students‘ paragraph writing ability. The research uses classroom action research procedures. The subject of the study is students of semester II class B of English Education Department Ahmad Dahlan University Yogyakarta. The number of the students involved are 29 consisting of 21 female and 8 male students. The research instruments used are interviews, questionnaires, observation sheets and students paragraph writings. Qualitative and quantitative techniques are used to analyze the data. The research is conducted in two cycles, three meetings each. The cooperative learning techniques are applied at each meeting. From the analysis, it is found that there‘s a significant improvement in the mean of the students‘ scores from pre – test, progressing tests and post test. The research result indicates that the use of cooperative learning can enhance the students‘ ability in writing paragraph. Referring to the result, it‘s suggested that teachers should utilize cooperative learning technique as one of the strategies to improve

students‘ paragraph writing ability

DTM127 Peer-Tutorial Project in Increasing Students‟ Achievement in Speaking Skill

20 Minute Paper Sri Damayanti The objectives of this research are to increase the students‘ speaking skill in academic presentation and to elaborate the students‘ attitude in Seminar on ELT class at English Education Study Program of Cokroaminoto Palopo University. This research applied Classroom Action Research (CAR) with consists of three cycles. Each cycle consists of four steps. Those are Planning, Acting, Observing, and Reflecting. In cycle one, the researcher took one of seven classes


purposively. This class has 12 students, Eight students as the object of this research sample and 4 students as the

tutor. The researcher found it was so hard for the tutor to give tutorial for more than one member, so, the researcher took 4 tutor from other class. The result of this research shows that the students‘ ability in delivering presentation was increase. It can be proven by seeing the mean score of cycle one 44.7 and cycle two 70.8. Also, the researcher found that the students‘ way in learning presentation in Seminar on ELT class was learning by heart. They used to memorize the words that they would present in fron of their audience rather than practice their pronunciation and body language. DTM128 The Effectiveness of Using Carousel Brainstorming Technique To Teach Writing

Viewed From Students‟ Self-Actualization 20 Minute Paper Sri Lestari This research offers carousel brainstorming technique as a way in teaching writing. Carousel Brainstorm is a technique to activate prior knowledge or reviewing newly acquired information, this organizer allows them to identify and study subtopics within a larger topic (Mc Knight, 2010:10). The objective of this research was to find out the effectiveness of using carousel brainstorming paired with mind mapping technique in teaching writing viewed from students‘ self-actualization. The research was conducted for second semester students of English Department IKIP PGRI Madiun in the academic year of 2013/2014. This research method was an experimental study. The researcher used cluster random sampling to get the sample. The instruments of collecting data are writing test and questionnaire. The data were analyzed by using multifactor analysis of variance 2x2. Then, it was analyzed by using Tukey test. The research findings show that: (1) Carousel brainstorm technique is more effective than mind mapping technique; (2) The students having high self-actualization have better writing skill than those having low self-actualization; and (3) There is an interaction between teaching techniques and students‘ self-actualization in teaching writing. Therefore, using carousel brainstorming technique is recommended and effective to build students‘ enthusiasm in learning English, particularly to enhance their writing ability. DTM129 Developing Rural EFL Students‟ Writing Skill by Using Cooperative Learning To

Promote Character Building 20 Minute Paper Sri Sarwanti English in Junior High Schools is taught as a subject from year seven up till year nine. One of the skills in English that the students find it difficult among the others is writing. Indeed, writing is the burden for the students especially those who live in rural areas. One of causes of this condition is the use of the teaching technique used by the teacher in carrying out his writing class. Based on 2013 curriculum the teaching and learning in high schools are promoted to build the students‘ characters. That is why this research is carried out to figure out whether the use of Cooperative Learning can develop the rural students‘ writing skill. It is also to reveal whether the use of this learning can promote the character building. The research is a class room action research (CAR) which involves a pre-cycle and two cycles. The subject is the seventh graders of SMP N 1 Pakis. This research is carried out in SMP Negeri 1 Pakis Kabupaten Magelang which lies in a rural area at the slope of Mount Merbabu. This research involves qualitative and quantitative data. The data were taken by using documentations, observations, questionnaires, and test. The data obtained show that using cooperative learning can develop the rural students‘ writing skill. It can be seen from the improvement of the students‘ scores. It also can promote the character building by seeing the implementation of the values in character building in the classroom activities during the teaching learning process.

DTM130 The Effect of Different Types of Feedback On Indonesian Students‟ Writing

20 Minute Paper Sri Wahyuni This study aims at investigating how different types of feedback give effect on EFL students‘ writing. The importance of giving feedback on students‘ writing is being highlight in the process of writing. It is supported by the fact that to produce a good writing, it needs a long process, and feedback in the process of writing will give beneficial language input for students. Twenty four students were asked to write a narrative paragraph on a certain topic, and they were randomly selected and assigned into four groups: three experimental groups and one control group. On the students‘ writing, different types of feedback were given for the experimental groups: direct feedback and comments for group 1, direct feedback only for group 2, and indirect feedback for group 3, and no feedback was given to the control group. One week after the first writing, the writings were returned back to the students, and they were asked to understand the feedback given. Several minutes later, the students were asked to write the second writing on the same topic. All students‘ writings were assessed using an analytical scoring rubric. A comparison of the first and second writing using descriptive statistics showed that all components of students‘ writing: content, organization, and language use, improved. The writing improvement of the experimental groups outperformed the control group. Furthermore, through ANOVA calculation, there was a significant difference between group 1 and group 4 for the overall score. The result of this study seemed to support the benefit of feedback in improving students‘ writing.

DTM131 “What Happen Next?” Strategy To Improve Students Skill On Writing Narrative Text (A Classroom Action Research At The Eleventh Grade Students of MA Muhammadiyah Malang In Academic Year Of 2013/ 2014)

20 Minute Paper Sri Wahyuni Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy ―what happen next?‖ which can improve the skill in writing


narrative texts. The strategy was implemented in action research through four steps: planning, implementing,

observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students‘ skill in writing narrative texts and also the improvement of the students‘ involvement in the writing activities during the teaching and learning process. DTM132 The Strategies Employed by The Students of The Manado State College For Islamic

Studies (Sekolah Tinggi Agama Islam Negeri Manado (STAIN Manado) 20 Minute Paper Srifani Simbuka This study is meant to reflectively discuss the struggle of non-English -major students at the State College for Islamic Studies (STAIN Manado), based on Rebecca Oxford‘s theory of Language Learning Strategies (1990) combined with the concept of successful or good language learners (Naimen, 1978 in Ghani, 2003). The level of English Learning Strategies (ELS) by non-English -major -university freshmen, the types of strategies used the most and least often by these students in learning English as well as the reasons that explain whether or not a specific types of ELS are chosen, are examined. A total number of 115 ESL students of STAIN Manado (population 460) responded to 50 questions of the Strategy Inventory for Language Language Learning (SILL) Version 7.0 developed by Oxford (1990). Classroom observations andinterviews of representations of respondents who show very high scores and very low ones on SILL are also employed. The first finding suggests that the investigated students used a moderate level of ESL language learning strategies (the SILL average score is 2,.9 out ofon a 1 to 5 scale). Secondly, they mostly used is the Indirect Strategies, which means that they dodid not involve the direct use of English when actually learning English. It is recommended that university ESP lecturers/teachers to train students on using direct strategies the use of Direct Strategies to enhance their performance in English. DTM133 Reconstructing the Teacher Roles to build Semi-autonomous Learning in Formal ELT

Classes 20 Minute Paper Sudarsono In many Indonesian ELT classes, the teachers still have a great domination. Creating an autonomous learning environment is as a response to the condition that in the teaching-learning process the English language learners tend to rely on their teachers. Since the concept of pure-autonomous learning is still difficult to be applied in Indonesian formal schools, it needs to maintain the teacher‘s role in the form of minor instructional activities to stimulate the students perform their own learning; this situation is called as semi-autonomous learning (SAL). SAL can meet the need of a new paradigm in Indonesian ELT focusing on giving greater portion of activities/creativities to the students. SAL that can be applied in any language skill classes at secondary to college level also supports the spirit of applying new curriculum of 2013, with scientific approach as the major concern. DTM134 The Comparative Effect of Top-down and Bottom up Processing through TBLT on

Extrovert and Introvert EFL Learners‟ Speaking Achievement 20 Minute Paper Sumarsih This research seeks to examine the effect of two models of speaking ability, namely top-down and bottom-up processing, on the speaking achievement of extrovert and introvert EFL learners. To do this, 80 learners out of a total number of 120 university learners being educated at English and Literature Department, Universitas Negeri Medan were selected with PTQ (Personality Traits Questionnaire) first for homogenization prior to the study introverts and extroverts. All in all, there were four subgroups: 20 introverts and 20 extroverts undergoing the top-down processing treatment, and 20 introverts and 20 extroverts experiencing the bottom up processing treatment. The aforementioned

PET was administered as the post-test of the study after each group was exposed to the treatment for 18 sessions in six weeks. After the instructions finished, the mean scores of all four groups on this post-test were computed and a two-way ANOVA was run to test all the four hypotheses raise in this study. The results showed that while learners generally benefitted more from the bottom-up processing setting compared to the top-down processing one, the extrovert group was better off receiving top-down instruction. Furthermore, introverts outperformed extroverts in bottom-up group; yet between the two personalities subgroups in the top-down setting no difference was seen. A predictable pattern of benefitting from teaching procedures could not be drawn for introverts as in both top-down and bottom-up settings, they benefitted more than extroverts. DTM135 Developing Character Values In The Teaching of Narrative Texts Using Genre Based

Approach (A Case Study at a Senior High School in Bandung) 20 Minute Paper Susanti Retno Hardini The study is aimed to investigate how character values can be developed in the teaching of narrative texts using GBA stages. The study employed a qualitative case study design. The data were gained from classroom observations conducted in 12 meetings by the researcher and her colleague, from students‘ tests investigating students‘ moral judgment, moral commitment and self-reported moral behavior proposed by Lickona (1996), from collection of samples of students‘ texts analyzed in terms of the schematic structures and language features developed by Gerot and Wignell (1995); Derewianka (2004); Christie and Derewianka (2008) and SFL developed by Halliday and Matthiessen (2004) as cited in Eggins (2004), and from the interview conducted with 9 students and 2 teachers after the teaching program. The findings revealed that the teaching of narrative text using GBA stages was successful in developing character values by employing dilemma discussions of narrative texts in BKOF and MOT stages. The selection of texts, taken from JCOT and ICOT stages, containing dilemmas, has succeeded in developing values of taking the risk for better or worse, as seen in students‘ narrative texts employing the schematic structures and the selection of processes since narrative language features tell about their past experiences.


DTM136 Movie Making: A More Effective and Fun Method in Teaching Speaking (An Empirical

Study) 20 Minute Paper Susiati Having experienced several types of Speaking teaching methods, the writer finds a new more effective and fun method to foster students‘ Speaking ability. Movie making is an activity beyond the classroom to create a movie containing the students‘ drama with the topic given based on the syllabus which is then presented in front of the classroom. Movie making is more effective because in the movie, the students are required to give the subtitles in order to make the teacher easy to evaluate their pronunciation, grammar, and vocabulary and make the other students clearly understand the words said in the movie. In 25 Things Successful Teachers Do Differently, DuNeen (2013) suggests that successful teachers bring fun into the classroom. Movie making is also fun because the students feel unashamed (because recorded), happy and appreciated when their self-made movie gets responses from the other students such as laugh at comedy scenes. Beside the valuable purposes, movie making is a simple method, not like other rigid techniques which sometimes bother teachers instead of helping improve the learning process (Qoryaah, 2007). This method is very possible to be implemented in teaching Listening, Reading, and Writing. DTM137 The Use of Songs For Promoting Student Participation In The Teaching of

English Structure 20 Minute Paper Suwartono Student participation is an important aspect in learning. This paper presents the result of a study aimed at solving student participation problem in learning the structure of English using songs. With rhythm, authenticity, and lyric songs give joy, motivation, and sample of language structure in use. The action research study was conducted in a tenth-grade class at Bina Teknologi Vocational School in the town of Purwokerto, Central Java, Indonesia. Data were collected through observation, questionnaires, and tests. Based on a pre-observation, the students looked passive and less attentive when they were taught the structure of English. The research team agreed that the problem was rooted in deductive teaching, i.e. the teacher spoon-fed the structural formulae. Session one of the cycle seemed to be fruitful in the concern of the team. In spite of a few weaknesses, there was a noticeable improvement in teaching performance. The students‘ participation seemed to improve as well, except for no questions raised. The progress achieved in session one remained in session two. Progress even tended to increase in intensity. Result of the tests administered right before and after the sessions showed a sharp rise. Overall final evaluation which took questionnaire responses into account revealed that this study was successful. DTM138 The Effect of Task-Supported Teaching On Students‟ Accuracy In Using Particular

Grammatical Form During Communicative Tasks 20 Minute Paper Sya’baningrum Prihhartini This study explored the effect of task-supported teaching on students‘ performance during communicative tasks in a Grammar class taken by 30 EFL learners. The class adopted the weaker version of task-based teaching (TBT), that is task-supported teaching (TST). TST is a blend between Task-based Language Teaching (TBLT) with Presentation-Practice-Production (PPP) approach, in which learners do not only learn how to use the target language through the communicative tasks but also restructure their interlanguage as they involve in the interaction. TST allows the students to shift their attention from meaning to form, and therefore, it is believed that it will lead to improvement of their interlanguage. The study showed that task-supported teaching does not only allow the learners to enhance their communicative skills, but also improve their accuracy in using particular grammatical form.

DTM139 De-Fossilizing and Fragmenting Students‟ Stand-Still TOEFL Score Attainments

20 Minute Paper Tedi Rohadi Fatigue, boredom, de-motivation, and even frustration are the reactions of both students and teachers to the facts that the students TOEFL score attainments seem to be stand-still showing in some extent no progress of learning or no effect of teaching at all. It is furthermore, in theoretical level, worsened by some proposition in some researches in that ‗the so called-fossilization‖ cannot be remedied. However, this paper contends that fossilization can substantially be remedied when some measures and procedures are properly taken and utilized. The paper is a report of a breakthrough programs resulted from a classroom action research in improving and increasing the ceiling-like TOEFL score attainment of students in BEAP/EAP program administered by BAPPENAS. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called ―de-fossilizing and fragmenting program‖ itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study.

DTM140 Students‟ Attitudes Towards Cooperative Learning In Enhancing Their Motivation To Speak

20 Minute Paper Tina Priyantin Dealing with reluctant learners who are not encouraged to speak in class is one of the most problems in EFL classes. Those learners tend to be shy or embarrased when they have to express themselves in front of other people as they are worried in making mistakes, and therefore this can make them unmotivated to speak. The purpose of this study was to identify factors which cause students‘ reluctance to speak, and to investigate students‘ attitudes towards the implementation of cooperative learning in relation with their motivation to speak. This study collected data from a questionnaire using Gardner‘s AMTB (Attitudes and Motivation Test Battery), and an interview to find out the students‘


attitudes after given activities using cooperative learning method, as well as the result of classroom observations.

Findings indicated that 75% students gave positive attitudes towards cooperative learning in enhancing their motivation to speak although vocabulary, pronunciation, and grammatical matters still remain. The main factor of having such positive attitudes is the students work in a team, because they get help and supports from their peers to accomplish tasks and speak up. Therefore this method is also recommended to be applied for large classes. DTM141 Is It A Necessity To Teach Summary Writing As An Attempt To Improve English

Proficiency in ESP Class? 20 Minute Paper Titien Indrianti English has frequently appeared as a language of numerous materials in the academic instruction. Thus, one‘s English proficiency has been a demand for whoever involved in academic activities. Acquiring English, however, is not easy for non-English department students. The students must be facilitated to promote their better learning in their ESP class. This paper discusses a study about students‘ ability and problems in writing summary at the Business Administration Department of the State Polytechnic of Malang. The participants involved were 23 first-year students. The data were collected by means of a test and an interview dealing with summary writing. The finding shows that the students have problems in writing English summary resulted from their low English proficiency, such as their limited vocabulary, incorrect sentence structure, problems in identifying main idea and supporting ideas, and paraphrasing. Thus, summary writing is offered both as materials and a method in the ESP instruction as an attempt to promote students‘ English learning.

DTM142 Using Personal Blog as Learning Log in Project Based Learning

20 Minute Paper Titis Agunging Tyas The change of the curriculum to curriculum 2013 (K13) requires English teachers to apply scientific approach in teaching and learning process. Many methods which suit to this approach are suggested. One of them is Project Based Learning (PBL). PBL will help English teachers to cover the challenge given by K13 in integrating the English skills. The problem that will happen during the application of PBL is in supervising the development of the project since the classes in Indonesian‘s schools are large. Each class consists of around 38 students. Giving project without giving supervision in its development can cause a problem at the time the project should be submitted. It results unfinished project and ends with giving the students lower scores. Therefore, in overcoming the problem of supervising many students in doing their projects, a personal blog can be a solution. Blog is personal webpage which can be updated frequently. It consists of several posts and the archives are usually in reverse-chronological order. Some sites provide blogs for free. The owner can post text, photos, videos or the combination of them. Since blog is an online media of communication, the teacher can supervise and control the project development anytime and anywhere easily. The other strength of utilizing this technology is the teacher can also reveal the students‘ discipline, responsibility, and spiritual value. The use of this personal blog as learning log in project based learning is supposed to help teachers by utilizing the technology to solve their teaching problems. Further research can be focused on implementing it as a strategy or conducting experiment on it.

DTM143 Using Students‟ Anchor Speaking Performance s as Autonomous Learning Materials

20 Minute Paper Tribekti Maryanto Agustinus There are too limited English class sessions in Electronics Engineering Department of Semarang State Polytechnic. Therefore, the students have to be autonomous. The purpose of the study is to find out whether there is significant difference between the students‘ presentation ability without the use of students‘ anchor speaking performances as autonomous learning materials and that of with the materials. This quasi experiment involves two classes of 48 students. Task Based Approach is employed in teaching ‗Job Preferences‘, it uses Unit 9 of Interchange Third Edition Book 2 (Richards, Hull, and Proctor 2004). The experimental class is given video recorded anchor speaking performances to be their autonomous learning materials, the control group is not . The anchor speaking performances are produced by selecting the video recorded performances of the students of previous year. The recordings (completed with scripts) are placed in the experimental group students‘ mobile phones. Having those recordings provides the students with the opportunity to learn autonomously. Considerable different mean of the post-test scores of both classes shows that the use of the learning materials works in improving students‘ speaking skill. It confirms the previous studies done by Shafeeq and Rajpal & Devi (2011) that using multimedia works in ELT. DTM144 The Effectiveness of Process-Oriented Approach toward Students'

Achievement in Learning Argumentative Paragraph : A Study at The English Department of IKIP Mataram in The Academic Year of 2009/2010 - The Third Semester

30 Minute Teachers Session Udin This paper presents a research finding conducted for my post-graduate thesis writing entitled ―The Effectiveness of Process-oriented Approach toward Students‘ Achievement in Learning Argumentative Paragraph: A Study at The English Department of IKIP Mataram in The Academic Year of 2009/2010‖. It aims at: (1) getting to know which group of the third semester students of English Department of IKIP Mataram gets higher writing achievement; the group taught with Process-Oriented Approach or the one taught with Contextual Teaching and Learning, (2) getting to know whether there is any significant difference of achievement in learning argumentative paragraph between the group of students which was taught by using Process-Oriented Approach and the one which was taught by using Contextual Teaching and Learning. This study is categorized into an experimental design called a static¬ group comparison design, involving at least two groups of sample. The population of this study is all of the third semester students of


English Department of IKIP Mataram consisting of 10 clusters/groups. The samples were divided into 2 groups which

were chosen through cluster random sampling technique, one of which was taught by using POA and the other was taught by using CTL. The data of this study was analyzed by using descriptive analysis and inferential analysis with the t-test. Finally, the finding of the analysis indicated that the group of sample which was taught by using Process-oriented Approach had higher achievement in learning argumentative paragraph than the one which was taught by using CTL. DTM145 Developing EFL Speaking Materials For The Second Semester Students of STAIN

Samarinda 20 Minute Paper Umar Fauzan The objective of this study was to develop the speaking materials for the second semester students of STAIN Samarinda. This is a research and development (R&D) study. The instruments were questionnaires, interview, and field notes. The procedure of the study was conducting needs survey, developing materials, experts‘ validation, revising, and getting the final product. The speaking topics of the draft are introducing oneself and others, telling the time, describing things, describing someone, daily activities, asking for and giving information, asking for and giving opinion, expressing likes and dislikes. The experts‘ validation showed that the content and style of delivery were acceptable. However, revision had to be done in terms of cultural aspects, situational context, and the gradation of the materials should be come from the easiest one into the most difficult materials. They also suggested use this speaking materials, it‘s necessary to provide the format of evaluation and a criteria to be evaluated should involve the peer assessment of the students. Then, the revision was done accordingly. DTM146 Nurturing Students‟ Meaningful Learning Experiences: A Practice In Language

Learning Assessment Course 20 Minute Paper Veronica Triprihatmini, Agustinus Hardi Prasetyo, Markus Budiraharjo Meaningful learning takes place when all class members were involved in drawing past experiential knowledge to expand the coverage and depth of new knowledge. Efforts to develop a meaningful learning require highly coordinated instructional programs. This study was intended to address how to nurture meaningful learning experience among semester 5 students of Language Learning Assessment Course (LLA). These pre-service students of English Language Study Program badly need both conceptual knowledge and skills to develop English language assessments in their teaching. The study is set within a tradition, where lecturers and students are seen as active participants to create meaningfulness through curricular goals, learning encounters, and various unprecedented experiences during the class progression. Constructivist perspectives were heavily employed, maintaining a basic assumption that meaningful learning takes place upon the activation and reactivation of past knowledge and experiential encounters beyond the classroom experiences (Copeland, 2005). 30-item and 4 open ended questionnaires were distributed on the final exam day as to investigate the students‘ opinion about the subject matters, instructions, learning strategies and challenges in the LLA course and how this course helped them constuct meaningful learning experiences . The study reveals that learning processes, which include their ups-and-downs, successes and failures, are believed to have a positive correlation as to how to navigate self through the complexity of relationships, raise a sense of self-agency, and take the risks of active participations to positively contribute meaningful things to other people.

DTM147 Implementing Audio Diaries as A Daily Speaking Task

20 Minute Paper Yulia Pasca Ispri Parmatasari A speaking activity cannot be separated with the task which has a communicative purpose. Audio diaries for instance, as a daily speaking task is used a native English speaking teacher. Even so, it has been used for daily speaking task, the literature does not address how this can be implemented in the speaking classroom, how to start use it, proceed in the content and to the end. Therefore, the presenter will present the implementation of audio diaries in the speaking classroom. This paper will discuss four main points. Firstly, the presenter will discuss the rationale of implementation audio diaries, and then will discuss how the audio diaries can be modified to help students perform. Thirdly, the presenter will detail step-by-step procedures for implementing audio diaries in the classroom, and the last the presenter will reveals how to assess the student performances viewed from a Native English Speaking teacher. The contribution of this paper is to show a suggested modified daily speaking task of audio diaries.

DTM148 Using Video Games In EFL Classrooms To Enhance Students‟ 21st Century Skills

20 Minute Paper Yuliani Kusuma Putri In this digital age, EFL students have been used to using technological media in their daily lives. They have learnt English through video games even before they meet their English teachers for the first time in primary school. By the time they are adults, they have learnt a lot because of video games. Video games are also believed to be able to enhance students‘ 21st century skills. EFL teachers need to improvise the teaching and learning activities by inserting video games in their classrooms not only to improve their students‘ English ability, but also to enhance the students‘ 21st century skills needed for the upcoming Asean Economic Community (AEC) in 2015. From this perspective, this paper is aimed to discuss the integration of video games in EFL classrooms for adults by EFL teachers in institutions, the guidelines regarding the practical use of this technology, and the 21st century skills that can be enhanced through the use of this technology. This paper is useful for EFL teachers to utilise video games for learning and to motivate students.


DTM149 Motivation and Learning Environment of Autonomous Learners at the Department of

English Letters at Higher Education in Surabaya 20 Minute Paper Yulius Kurniawan Due to recent growth in economy and technology advancements, English continues to play the role as the main international language on the planet. In line with its importance, many higher education institutions in Indonesia offer degrees in English letters or teaching. The problem is, however, many students from these departments, including those coming from English Letters Department, have problems to properly express themselves in English. Thus, many efforts are conducted in order to help students to overcome this problem. Some of the efforts focus on improving the inputs of the language. These efforts are in line with the idea that proper inputs will enable students to produce proper outputs; proper inputs in English will enable students to improve their outputs in terms of speaking or writing. Due to the fact that English is not used daily in Indonesia, it is necessary for students to learn by themselves outside of classroom hours: a capacity called autonomous learning. However, such capacity is not something which is pre-existent among students; deliberate efforts are needed to promote autonomous learning among students. This study aims to understand autonomous learners in terms of their motivations and learning environments. The results would show dominant types of motivations and learning environments among the autonomous learners. These autonomous learners‘ profiles would be beneficial for English teachers and schools to plan their teaching and learning activities. DTM150 Developing Critical Thinking for Young Learners through Various Activities in

Learning English 20 Minute Paper Yuni Astuti, Ali Harun, Joko Adi Saputro Critical Thinking (CT) has been an important issue in education for years. It has been interpreted in many ways and has been discussed by the experts. The ability to think critically has been considered as an important and necessary result of education. This is in line with Bloom in Xu (2011), he states that the terms critical thinking as the ability to gain knowledge through the exploration of ideas concerning the six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Regarding to the definition, it can be seen that CT is a kind of complex process, especially for young learners. It is quite hard for young learners to think critically since they have lack of background knowledge as the EFL learners. Benesch (1999) argues that CT, involving the exploration and debate of different perspectives, can be extremely useful in second and foreign language classes. Thus, the teachers should equip young learners with the skills and strategies to think critically in order to solve the problems related to English language learning. This paper will investigate the effectiveness in developing young learners‘ critical thinking by using various activities in teaching English. The subject of this study is elementary school students in Malang. DTM151 The Efficacy of 5-minute Freewriting Activity on College Students‟ Writing Motivation

and Confidence 20 Minute Paper Yuseva Ariyani Iswandari Writing is generally considered important because it is one of the four important skills that take a significant role in the success of students‘ language learning. However, it is undeniable that writing, especially for EFL college students, is still regarded difficult, complex, and boring (Graham, Harris, & Mason, 2005). This, of course, becomes a challenge for writing teachers to always innovate more creative ways to teach writing. There have been many attempts to help students to increase their motivation and confidence in writing. This paper, therefore, examines the efficacy of 5-minute freewriting activity on college students‘ writing motivation and confidence. This presentation is based on qualitative research conducted by the writer where 29 students in Paragraph Writing class became the respondents. The presentation would discuss two main points: (1) The examples of 5-minute freewriting activity in Paragraph

Writing class, and (2) How 5-minute freewriting activity is able to increase students‘ writing motivation and confidence. It is believed that when students‘ writing motivation and confidence are increased, their writing fluency will also be affected positively (Hwang, 2010).

DTM152 The Importance of IBT to Teach Writing in Indonesian Junior High School

20 Minute Paper Yusi Rahmawati IBT is considered as a creative and positive method in teaching writing. Besides, it is also a useful teaching method for developing life-long learning competence for the learners. Pedagogically speaking, IBT method affects students‘ ability in learning writing. Without a good teaching method, the students‘ ability, creativity, and awareness in writing may decrease. Many students of Junior High School consider writing as a difficult skill to learn. Teacher should provide creative and innovative teaching methods, so the students do not indicate that they are indolent to practice writing. The paper highlights the nature of IBT, the realistic purpose of IBT, the importance of IBT in teaching writing, and the ideas about how to implement IBT for teaching writing in Indonesian Junior High School.

DTM153 Syllabus Negotiation Using Process-Genre Approach to Teaching Writing

20 Minute Paper Yusnita Febrianti As Archibald (2001) put it, ―Writing is too complex an activity to be effectively and comprehensively taught using a single approach (p. 167)‖. Indeed, a writing task involves sufficient linguistics skills as well as critical thinking of the student to produce a well-organized piece of writing. This paper argues that there should be a negotiation in the existing syllabus that has so far been based on process approach. Hence, the study follows Badger and White (2000) offer that a writing task can be taught using both genre and process approaches into a model called the process-genre approach. In this approach, a writing cycle includes modeling, description of the key linguistic features, discussion of the social situation in which it happens, and analysis of the recommended rhetorical patterns of each genre then


student is directed to follow the sequence of drafts in the process approach (p. 39). 19 students are involved in the try

out project of a writing task using process-genre approach. Semi-structured interview is designed with questions following the principles of process-genre approach to gather students‘ perception on the use of process genre approach. The final drafts of students‘ essays are then analyzed to see the quality of the essay made using this approach. It is argued that process-genre approach ―sees writing as a series of stages leading from a particular situation to a text, with the teachers facilitating learners‘ progress by enabling appropriate input of knowledge and skills (Badger and White, 2000, p. 160).‖ It is hypothesized that process-genre approach helps foster students awareness of how to develop their own potentials in producing a well-organized essay. DTM154 The Development Process of Students‟ Metacognitive Skill in Listening during the

Implementation of Intralingual Subtitling Project 20 Minute Paper Zainal ‘Arifin The emphasis of learning activities in EFL Listening has been changing as the shifting paradigm occurs from teaching paradigm to learning paradigm in recent years. Consequently, there has been growing interest and greater concern on the development of metacognitive skills in listening as part of concern in the new paradigm. On the implementation stage, choice of teaching methodology and instructional design becomes one that can explain the development of students‘ metacognitive skills. This article is intended to report a research result on the development process of students‘ metacognitive skill in listening during the implementation of intralingual subtitling project especially for those who concern with instructional design. The data of the research taken from the students of Literal Listening course through observation, interview, and documentation were analyzed qualitatively using Miles and Huberman‘s interactive model under the theory of metacognitive strategies: Problem-solving, Planning-evaluation, Mental translation, Person knowledge, and Directed attention (Vandergrif et al (2006). The result shows that the development of metacognitive skills occurred during the implementation of intralingual subtitling project. Independently, students are able to developed metacognitive skills in listening strategies as the activities of learning by doing proceeds through the process of accomplishing the intralingual subtitling project in different manner as the diversity of their schemata and autonomous learning strategy. Scaffolding instruction to help students in the initial stage encourages students in solving their problems during the project accomplishment. Peer review strengthen students engagement in evaluating their ability in comprehending the text. Students and teachers have many experiences in evaluating students‘ learning behavior. DTM155 „‟Let‟s get our eyes enlightened and voices heard‟‟: Engaging in Critical Knowledge

Dialogue and Production in TESOL and Applied Linguistics 20 Minute Paper Ribut Wahyudi Being only the consumer of knowledge in TESOL and Applied Linguistics positions us as the object of ‗geopolitical‘ (Canagajarah, 2002) knowledge production primarily from Europe and US (Metropole) (Connell, 2007), a place where we should be well aware and move from it as ‗all knowledge is basically local‘, situated in different communities across the globe (Canagarajah, 2002). We should alter that status to an ‗agentive role‘ (Kumaravadivelu, 2012), those who engage in critical knowledge dialogue as well as knowledge production so that we govern our ‗will to knowledge‘ and thus ‗will to power‘ (Foucault, 1994). This paper aims to explore the existing literatures on how we can engage in the critical knowledge dialogues in TESOL and Applied Linguistics as well as how we start contributing our own situated knowledge. In doing this, I would contend that we should be well informed on: the nature of Linguistic imperialism (Phillipson, 1990; 2008), the politics of ELT Method (Kumaravadivelu, 2006; Pennycook, 1989) as well as the ‗politics of knowledge production‘ via academic publishing (Canagajarah, 1996). Then get inspired from those scholars. To produce knowledge we should be knowledgeable on a wide range of current issues on a particular domain (state of the

art) and on diverse approaches and theories we are in favour. Then, we should establish our own ‗research position‘ by writing a piece of academic written work and publish it to an ‗appropriate publication outlet‘. Only through these phases we can ‗get our ‗eyes enlightened‘ (Eisner, 1998) and our voices heard‘. (250 words).

DTM156 Reflective Learning Journal :( Theory and Empirical studies in EFL Classroom)

20 Minute Paper RasunaTalib Assessing the effectiveness of teaching and learning in EFL classroom is not only enough to get the data from the student‘s grade achievement but also the teacher should get the data from the authentic assessment, such as learning journal. It is a systematic way of documenting learning and collecting information for self-analysis and reflection which promoting the development of language learning successfully .Both teacher and learner are always eager to think and to analyze what they have taught and learned in the classroom by relating to their previous experiential knowledge and received knowledge.Writing journal is done by students before leaving classroom. The teacher scaffold the task by asking some questions which refer to what learning experience,the learning experience process, the reason of the learning experience and the solution. Writing learning journal can give a wealth of information on how to bridge the gap between teaching and learning; is to give a trust to develop cognitive and

metacognitive, psychomotor and to express their attitudes and feeling in learning process; a feedback of teaching learning process and the teacher in a consequence are probably to do reflection on how the students learned and what they learned. Gebhard( 1997, p.45) empahasizedthat gaining awareness of how one teaches in the classroom could be empowering. If teachers get good information about the way they conduct their classes they will have more freedom to ― direct their own teaching towards successful student learning.‖Reflection can be done by using some strategies, for instance teacher self -evaluation, peer-observation , journal/diary, and (5) recording lesson. This strategies can be done both teacher and students in teaching and learning process. However, this paper presents specifically information how the language learners to reflect their own experiences in class by using reflective learning journal, either dialog journal or personal one. In the view of constructive side, a reflective learning journal has advantages, both students and teachers.


DTM157 The Use of the Inductive teaching Approach with videoed teaching models to

improve students‟ understanding on language and language learning concepts 20 Minute Paper Gunarso Susilohadi One of the competencies that has to be achieved by students of the English Department of the Faculty of Education and Teacher Training, University of Sebelas Maret is to understand principles or theories on language and languge learning. In particular, they have to be able to state languge and language learning concepts and their teaching implementation. Based on his classroom observation as a lecturer of TEFL course, he found out that in general students find it difficult to achieve this competence. This could be understood since they do not have any teaching experience yet. The lecture‘s teaching experience has shown that his current deductive teaching approach is not maximally efective. This low degree of effectiveness is asssumed to be due to the nature of languge and language learning concepts; they are abstract in nature and need real examples of teaching implementation for the students to gain more understanding. Using classroom observation, interview and document analysis in collecting the data, a classroom action research was carried out. It started in February 2014 and will end in February 2015 covering the fouth and fifth semesters. The objets of the study were the students of Class A who were taking TEFL Course I and II. This article report the result of the study in the fourth semester. The study proves that inductive teaching approah using videoed teaching models of EFL help students gain better understanding on language and language learning concepts. The better understanding was caused by better students‘ participation in the group and class discussion. The group and class discussion are aimed at completing a task answering some prepared questions before and after wacthing videoed teaching models. The teaching models were obtained from internet, DVD, and the lecturer‘s videoed teaching demonstration.

DTM158 Tense-Aspect-Modality In Non-Narrative Discourse

20 Minute Paper Suharno Tense-Aspect-Modality (TAM) plays an important role in discourse or text. In a discourse the present tense may function as a comment or ―backgrounding‖ . Narrative discourse and non-narrative discourse can be distinguished in terms of tense choice. In non-narrative discourse the use of present tense is more dominant since the text organization is based on the logical order, not temporal and personal aspects whereas in narrative discourse the use of present tense is less dominant. In non-narrative discourse, i.e. scientific discourse, the use of tense is governed not only by time but also by non-temporal factors. By non-temporal factors means a piece of scientific discourse does not use time as the major factor governing his choice of verb tenses. There are three areas where the non-temporal use of tense occurs regularly in written discourse : (1) when writers describe apparatus, (2) when they make textual reference to a visual aid, and (3) when they refer to previously published research. In the third area, different terms are used : Reviewing previous research or Reporting past literature, Citation focus.

DTM159 Interactive Approaches to Literature: Some Strategies in Literary Teaching

20 Minute Paper Ali Mustofa The paper shares some brief strategies in literary teaching. It suggests the interactive approaches to work with literature. A literary theory provides a framework for criticizing and interpreting a literary work. An approach defines a structure for understanding a text. The interactive approach to literature, which has been adopted for the paper, allows readers and budding literary scholars to draw from any of the literary theories while they interpret a text. It also seeks to learn by doing. Interactive exercises attempt to help readers and students understand the text on three levels of complexity: recognition, reflection, and response. DTM160 The Students‟ Perception Of The Teacher‟s Tasks And Their Accomplishment In The

Speaking Class 20 Minute Paper Isnaini Nur Safitri, Joko Nurkamto, Sumardi A task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language which is focused on mobilizing their grammatical knowledge in order to express and convey meaning rather than to manipulate form. Delivering tasks to the students might be a challenge for the teacher. Therefore, this study is aimed to discover whether the clarity of the teacher in delivering tasks can influence the students in understanding and accomplishing the tasks. This article belongs to a case study conducted at English Education Department in a university in Yogyakarta. The participants are one native English teacher and thirteen students at the third semester of their study. In collecting the data, interview, observation, and document analysis were used. The data were analysed by using grounded theory. Based on the findings, it can be concluded that the teacher delivers the tasks by using spoken and written ways two up three times using English, the students understand the tasks by listening the spoken instructions and get deep understanding from the written instructions on the handout, and the students accomplish the tasks by following the instructions from the teacher. DTM161 Improving Student‟s Translation Skill By Using Interactive Method For The Sixth

Semester Students Of English Department In 2013 – 2014 Academic Year 20 Minute Paper Anam Sutopo The purposes of this research are to apply the interactive method for increasing the quality of teaching Translation course and to improve students‘ ability in translating text from English into Indonesian. Therefore, the proposed problems in this classroom action research are; 1) is the interactive method able to increase teaching quality of Translation course? and 2) is interactive teaching method able to improve students‘ ability in translating text from English into Indonesian? This research applies the action classroom research. The selected class as the location of


research is class A, semester VI in 2013-2014 academic year. This class has 43 students. This research uses 4 cycles

consisting of planning, acting, observing, and reflecting. The results of the research show that interactive method is able to be used as an effort to improve students‘ ability in translation skill. This method can improve; 1) learning activity of students, 2) students‘ interaction in teaching leaning process, 3) students‘ activeness, and 4) students‘ ability in translating text from English into Indonesian. By applying the interactive method, students are able to interact with other students that support their activeness. The increasing of those interaction and activity has impact to the improvement of students‘ ability in joining the teaching learning process. The progress of students‘ ability can be seen also from the increasing of average score. In the beginning of teaching (pre-test) the average score is 6.0 while in the end of the class (post-test), the score is 7.3. It means that there is a significant improvement in teaching learning process on Translation course. The teaching learning process of translation course becomes more interesting. The students feel more comfortable and enjoyable in joining the course. DTM162 The Development Of Tudassipulung Cooperative Learning Model In Improving

Students Motivation To Succeed 20 Minute Paper Rustan Santaria, Rusdiana Junaid Tudassipulung is a term that is used massively by the Bugis society before the Indonesian New Era to conduct important meetings in order to take decisions which were usually led by the the head of sub districts or the tribe‘s leaders. This term is formed by two Bugis root words, namely tudang which means duduk (sit) and sipulung which means berkumpul (gathering). These two words became a new compound word, tudassipulung. This word is synonym with rapat, means ‗meeting‘, ‗conference,‘ ‗round-table,‘ etc. At the meeting all the participants should value and respect each other. At the meeting, decisions are taken by taking several local wisdoms into consideration, such as mutual respect (saling menghargai/ sipakatau), reminding or giving advice to each other (saling menasehati/ mengingatkan/ sipakainge’) so that everyone can do and complete his/her job on time. Tudassipulung working principles and procedures, to the best of the writer‘s knowledge, are suitable to be applied in teaching and learning process in the classroom, particularly when the learning activities require cooperation. This in turn, will create good values which are important to be imparted to students. Among others are mutual respect, responsibility, discipline, communication skill, empathy, ability to collaborate with other people, etc. All these can be applied when assigning tasks to students both in and out of the classroom. Overall activities performed by applying tudassipulung cooperative learning model are strongly believed can improve motivativation of students to succeed. DTM163 Frame Variations Of A Discussion For Teachers‟ Alternatives In A Classroom

Presentation 20 Minute Paper Malikatul Laila The term ‗frame‘ here is meant to refer to the initiation to start an activity in a certain discourse. Teachers may choose a various frame to start their lesson in a classroom. This is so as to take interest of the students or to lead them get full concentration before conducting the teaching and learning process. The article is a preliminary study of a research about discussion in tvOne Indonesia Lawyers Club (ILC) in which various and interesting frames successfully used to stimulate the audience to give response can be used as a model of initiating the classroom script. So, the classroom session is not only started routinely by rituals of greeting and introducing a topic, but by performing some other related topics, dramatizing them, and persuading certain actions as well. DTM164 Investigating the Students‟ Need of Specific English of the Students of Computer

Systems Program at Faculty of Information and Technology Islamic University of Balitar: Blitar East Java Indonesia in the 2013/2014 Academic Year

20 Minute Paper Dian Fadhilawati Based on interview result with the Fourth semester of Computer Systems students at Faculty of information and technology, Specific English language skills are not taught in their classroom last year, they got General English for their materials. However, the writer assumes that Specific English is mostly needed to enable the students of Computer Systems succeed in their field. Therefore, in order the lecturer able to provide the materials which fulfill the students‘ needs, she tried to carry out a Needs Analysis (NA). NA is defined as the process of determining the needs for which a student or a group of students requires a language and arranging the needs according to priorities. With such views, this paper reports on a survey conducted to investigate the English language needs of 22 Students of Computer System Program at Faculty of Information and Technology of Islamic University of Balitar (UNISBA): Blitar East Java Indonesia. More specifically, the study aims to identify the students' perceptions of the ESP as the Subject in their program, to know which the language English Skills that mostly the students want to learn, to recognize the topics of material that the students are eager to learn, to provide technical terms which support the students to practice the language based on the topics that they want to learnt, and to provide suitable online ESP material resources which facilitate the students learning autonomy both inside and outside of the classroom. Moreover, 22 students of Computer Systems at the second semester in the 2013/2014 academic year were identified and approached for the process of Need Analysis. A questionnaire was used for data collection. The Questionnaire administered I month before the teaching learning process started. The paper concludes that the need analysis before the course is helpful for the lecturer to provide the materials which suitable to the students‘ interest and motivation.

DTM165 Improving Effective Study Groups In Speaking Class Through Inside-Outside Circle

20 Minute Paper Ellisa Indriyani P H, Teguh Sarosa, Martono Inside-outside circle is a teaching learning method implemented in speaking class to improve effective study groups. Nowadays, students are required to be independent in learning process so they are going to be autonomous learners. By implementing inside-outside circle, the students are expected to be active and consciously participating in speaking activities, both in classroom and independent learning within study groups outside the classroom. The students, therefore, will have better comprehension of the material learnt in speaking class. This method allows students to have enough time to speak and there will be no students who hide behind friends‘ back like if the speaking class conducted


just by sitting on the chairs, they are also not going to be attached only to one similar person in every ‗dialogue in pairs‘ activities. It also accommodates psychomotor aspect. The students will constantly move to have new partners and not only sitting behind the desk holding pen and paper. Besides, it fosters mutual relationship among the students. They will exchange information, interact, correct and give positive feed-back to their partner directly. This helps partners in improving their speaking proficiency and, eventually, effective study groups are created.

DTM166 SFL Genre-Based Pedagogy and Student Empowerment

20 Minute Paper Emi Emilia

This paper reports on the results of a study, aiming to investigate whether the systemic functional linguistic genre

pedagogy (the SFL GP) can empower students. This study was conducted with a class of students (17 students) in semester 3, learning academic writing, especially a research proposal in the English Department of a state university in Indonesia. The model of SFL GBP used has been drawn from the work of Derewianka & Jones (2012), Hertzberg (2012). Moreover, the concept of empowerment is related to the context of literacy, as stated by Stromquist (2009) in the document released by UNESCO, that is the set of feelings, knowledge, and skills that produce the ability to participate in one‘s social environment and affect the political system and this ability comprises four dimensions, the cognitive dimension, the economic dimension, the political dimension, and the psychological dimension. This paper will first of all present the background of the study and the theories that have informed the study. This will be followed by a brief description about the methodology of the study, in which the teaching program using the SFL GBP was implemented. Then the paper will present the findings of the study which will show that the SFL GBP can empower students especially seen from the psychological dimension and cognitive dimensions. The students were conscious of their improvement in reading and writing competence and this was confirmed by their proposals, analysed using systemic functional grammar, showing their good control of the structure and linguistic features of a research proposal and their quite strong background knowledge of the topic investigated. This is expected to lead to the empowerment in terms of the other two dimensions, that is the economic and political dimensions. The paper will be concluded with some recommendations to do with the implementation of the SFL GBP in Indonesian contexts.

DTM167 Leveled-Integrated English Learning at LTC UMY

20 Minute Paper Noor Qomaria Agustina There are thousands reasons, of course, to learn especially learning foreign language, from only interest or curiosity to obligation for job or school. However, at least there are four reasons why it is important to learn English (www.esoe.co.uk). First because English is the international lingua franca and spoken in the daily life by more 2 billion people in over 75 countries (ww.britishcouncil.org). Next, it is the language in the global workforce and cross-border business communication. Then, as English is the language of top movies, books and music, people will have great access to entertainment and cultural understanding. The last, English is the language of technology and around 50% internet content is appeared in English. Besides those general reasons, Universitas Muhammadiyah Yogyakarta (UMY) also concerns the high demand of English since UMY has vision as the world class and international university. Therefore, English is a must for the UMY‘s students and other academia. Language Training Center Universitas Muhammadiyah Yogyakarta (LTC UMY) is one of the supporting units whose responsibility is to develop the language teaching learning to support the university policies. In line with LTC UMY vision to become modern, competitive, professional based on the Islamic values, the management creates and always improves the programs used for the language learning. In the present time, it develops programs to meet the need of the university and the global market namely Integrated English Learning.


VI. INSTRUCTIONAL MEDIA AND TECHNOLOGY

TEC01 The Effectiveness of Teaching Reading Comprehension Recount Text by Using Facebook

30 Minute Teachers Session Abdul Hanip, Lailatus Sa’adah

This study examined the effectiveness of Facebook as media in the outside of the classroom through Project Based Learning aids to encourage students‘ achievement. The students‘ reading comprehension indicators are that they can comprehend the recount text exactly in determining main idea and title of the text or passage, finding written and implicit information, determining reference word, and determining the meaning of the word, phrase, based on the context. A quasi-experimental design as a part of quantitative research was employed in this research. The sample of this research is VIII B as experimental class and VIII C as control class in SMP NEGERI 1 KUDU. The study was done by using test as the main instrument. The finding of posttest analyzed by using One–way Anova which compared between two groups is that determining main idea and title gain sig 0.001, finding written and explicit information gain sig 0.003, finding pronoun referent gain sig 0.007, and determining meaning of the word, phrase gain 0.001. It shows that sig < α (0,05), it means Facebook as media can give significant difference on students‘ reading comprehension. It is supported by the study was conducted by Ahmed Naci Coklar (2012), Saikaew, et.al (2011), Rasyid (2013). TEC02 Puppet and Pop up Pictures as the Story Telling Media to Build Students‟ Motivation

in English Competition 20 Minute Paper Ratih Yulianti, Mohammad Adnan Latief Instructional Media in English language teaching has an important role to make the English learning more attractive and accessible for the students. Teachers have to be creative to make learning English as fun as possible since fun learning will make the learning process effective and efficient. Students will improve their creativity if the teachers can show a model for them. Media, such as puppet and pop up pictures are attractive for story telling activities. It is useful to help the students understand the story better especially for the young learners‘ class. Moreover, junior high school student are able to create the media to support their performance and build their motivation in English learning. This article focuses on building the students‘ motivation to join the English Competitions through puppet and pop up pictures as the story telling media. Several English competitions are held by many high schools for the junior high school students like speech contest, English songs contests, Olympiad, and storytelling contests. The most common competition held is story telling since this competition needs both the students‘ English speaking ability and high creativity to create attractive media. Findings show that puppet and pop up supports the students‘ performance in the storytelling contest and motivate them to join another one. This article tries to help teachers know better the use of

media not only for teaching and learning in classroom but also for their students‘ motivation and performance in joining English competitions.

TEC03 Improving Students‟ TOEFL Scores Using TOEFL IBT Practice Android Application

20 Minute Paper Afif Ikhwanul Muslimin The requirement for all Maulana Malik Ibrahim State Islamic University students to achieve at least 450 TOEFL score is really hard since they are non-English department students and lack of vocabulary. Students get difficult to understand the meaning of sentences and vocabulary in the TOEFL test. Moreover, students tend to hang their hope to get high TOEFL score only to the teacher who teaches them TOEFL only in 13 meetings in their fourth semester through Intensive English program held by English Center UIN Malang. Hence, it is really important to help them to improve their TOEFL scores by enriching their vocabulary mastery using TOEFL IBT practice android application in which this application is free to be downloaded, practice to be operated in hand phone, and contains thousands words frequently used in TOEFL. Furthermore, this application helps students to be more autonomous to learn various fields of vocabulary in TOEFL.

TEC04 The Use of NCESOFT Flip Book Maker Software To Enhance Students‟ Speaking Ability

20 Minute Paper Afifah Linda Sari Ask the students to speak English is not easy as ask them to write because they have to deliver the message orally. Some of them are not confidence when the lecturer request them to stay in front of their friends then present about the topic given by the lecturer. In this case, the lecturer need to find appropriate media that can be support the process of teaching and learning to enhance students‘ speaking ability. The use of media presentation such as Ncesoft Flip Book Maker can be the solution to help the students present the topic without feeling constrain when making oral reports. Ncesoft Flip Book Maker is practical and reliable software whose main purpose is to help users to create and design digital presentation then can be published to HTML or SWF format. This application is completed by many features which can process files easily and help the user to create stunning presentation with minimum effort. The aims of this research are, (1) to find out whether Ncesoft Flip Book Maker can enhance students‘ speaking ability on the third semester of English Education study program in UNISKA, and (2) to find out how Ncesoft Flip Book Maker should be applied in speaking class on the third semester of English Education study program in UNISKA. The research belongs to Classroom Action Research (CAR) conducted in two cycles. They are two kinds of data in this research. The quantitative data are obtained from speaking assessments, while the qualitative data are collected by conducting observation, and interview. The quantitative data are then analyzed by employing descriptive statistic, while the qualitative data are analyzed by using constant comparative method. The findings can be concluded that (1) the implementation of Ncesoft Flip Book Maker is successfully enhance students‘ speaking ability seen from the students‘ accuracy in pronunciation, vocabulary, grammar, and comprehension, (2) The lecturer give clear explanation how to use Ncesoft Flip Book Maker then give the chance for the students to make digital presentation by using this software


with the topic decided, after that, the students present orally the result of their work. Using Ncesoft Flip Book Maker as

the media of teaching is recommended to build students‘ enthusiasm in learning English, particularly to enhance their speaking ability.

TEC05 Using Films as Media to Teach Literature

20 Minute Paper Amalia Hasanah The objectives of the study are to find out: 1) whether or not there is a significant difference on students‘ achievement between those who are taught by using films and those who are assigned to read the novels and short story. 2) students‘ opinions on the implementation of using movie as a media to teach literature. This is a pre-experimental design, a non-equivalent group posttest-only design, where eighty students were divided equally into two groups, control and experimental groups and both groups were not given pretest. The research was done in seven meeting including the posttest from 10 March to 28 April 2014. The result of this research showed that there was a significant difference on students‘ achievement between the two groups since the t-obtained on the independent sample t-test was 6.734 with significance of 0.000. The students also showed a positive response on the implementation of this media to teach literature.

TEC06 Improving Vocabulary Achievement of The XI Graders of SMKN 1 PAKONG-PAMEKASAN Through Interactive Crossword Puzzle

20 Minute Paper Andik Tohari The difficulties experienced by students in communication, comprehending texts, and classroom instructions emerged as a consequence of their low vocabulary mastery. In this research, a significant different from the two mean scores gained from vocabulary tests and the recorded communicative activities among students during the class are empirical evidence proving the benefit of implementing interactive crossword puzzle as a vocabulary teaching instruction. Considering the notable values of this strategy, it is productive for English teachers to take into consideration this as an alternative to improve their students‘ vocabulary achievement as well as their active involvement during the lesson. TEC07 Students‟ Perceptual Beliefs about the Information Technology for Language

Learning 20 Minute Paper Antonius Suratno, Cecilia T. Murniati, Emilia Ninik Aydawati Research indicates that human perception about technologies determines the attitudes towards them (Aviram & Tami, 2004). Thus, prior to attempting to make use of the technology for teaching, understanding of users‘ perceptions or beliefs about ICTs is crucial to be established. The purpose of this study is to understand how technologies are used and perceived by the students and how much the technological gadgets have been used for English-skill-related activities. The study employs descriptive quantitative method by which data were collected through questionnaire surveys. This paper will discuss the preliminary findings of an on-going study on the above issues. Implication that this study informs EFL in Indonesia in that technologies indeed have a significant role in school environment and may be optimized for learning purposes will be discussed.

TEC08 The Effectiveness of Writing on Online Forum towards Students‟ Critical Thinking

Skills 20 Minute Paper Aunurrahman

The purpose of the study is to find out the effectiveness of writing on online forum towards students' critical thinking skills. The study involved 32 students of English Education Department of STKIP-PGRI Pontianak who were selected by using cluster random sampling. The data was collected by using writing test. The writing test was given to the students before and after the treatment with different topic. The treatment then, was done in the classroom in two meetings followed by writing on online forum sessions. The data collected from pre-test and post-test were compared statistically by using t-test. The result of the t-test showed that p-value (0.00) is less than the level of significance (0.05). It means that there is a significant different between the pre-test and the post-test. Because the mean score of the post-test (58.53) is greater than the mean score of pre-test (44.47), it could be concluded that writing on online forum have significant effect towards students‘ critical thinking skills. In other words, writing on online forum could be used to develop critical thinking skills. In order to achieve greater result, the lecturer must put more effort to monitor the students‘ performance online.

TEC09 The Use of Smartphone to Develop English Skills

20 Minute Paper Claudius Bona

Smartphone users in Indonesia are increasing in recent years, and many of them are college students. Smartphone is a handheld computer, as it is powerful enough to deliver various functionalities comparable to a computer (Osman, 2011). Several smartphone apps such as dictionary and note taking apps can be used by the students to learn and develop their English skills. This study wants to reveal whether the English skills of polytechnics students will be developed after using smartphone. This study uses the students of Business English Politeknik Ubaya as a tool in finding the relationship between their habit in using smartphone and their academic English tests. The tests are evaluating reading, writing, listening, and speaking skills of students. Questionnaire is given to reveal student habits in using smartphone and its apps. The findings of this study can help Politeknik Ubaya to concern with the impact of smartphone to develop English skills.


TEC10 Redesigning Instructional Media in Teaching English of Elementary Schools‟

Students: Developing Minimum Curriculum 20 Minute Paper Dwi Astuti Wahyu Nurhayati

This qualitative research reports the result of a study on redesigning instructional media in teaching English. It focuses mainly on what, how and why teachers redesign instructional media in teaching English of elementary school‘ students. Techniques of collecting data include observation non participation, and interview then collected data are analyzed by using qualitative descriptive analysis by transcribing; analyzing; reducing; categorizing; interpreting the data. Based on research findings, redesigning curriculum considered main items including students‘ need analysis and interest, need of class, their grade level, prior knowledge, the preference of learning style, audiovisual and interesting media, here and now topic, modified and adjusted instructional technique by conducting three phases; analysis, design, implementation. It could lead teachers to redesign the instructional media by accepting, discussing the students‘ need to find the enjoyable media of learning English, asking to guess the vocabulary, practicing and drilling their pronunciation. The reason why they redesign it because English as minimum curriculum could be developed by moving on the teachers‘ creativity and students, as extracurricular, it should be developed and managed based on the schools‘ characteristics related to their vision and mission. They should understand young learners‘ characteristics (Scott&Ytreberg,1990), analyze the students‘ need. This research will be good input for local education official to support developing curriculum and empower the elementary schools‘ teachers initiative. TEC11 PREZI: An Online to Offline „Zooming‟ Presentation Software In Oral English for

Academic Speaking Students 20 Minute Paper Dwi Rosita Sari There has been a deeper appreciation on using technology in English classroom. The technology is used to create an interactive learning process. In this article, the author will discuss the implementation of Prezi as a new presentation tool which works well in oral English for Academic Speaking students. Prezi is an interactive and visually pleasing tool that uses zooming and spatial relationships to present information. Similar to a traditional PowerPoint, Prezi has the ability to incorporate various types of media (Manning, et al. 2011: 26). Prezi is a web-based tool that allows to create a powerful presentation. Prezi can be used as a way to develop virtual graphic organizers or word charts. Prezi is also as a way to create organizers or words charts is its interactive and expressive nature. It allows presenter the option of creating more dimensions to explore a topic and to incorporate their thoughts and ideas into a powerful presentation. The knowledge conveyed to the listeners increases when there is audience participation and the presenter‘s style is dynamic and engaging (Bernhartd, 2006: 317). Prezi allows the presenter more flexibility and creates a way to show relationships among different items in presentation. TEC12 Engaging EFL Learners with Technology:The Effects of Watching Movies With and

Without Captioning and Subtitling Towards Audio Cassette Listening Test 30 Minute Teacher Session Febronia Lasi

The present study highlights on the listening comprehension through captions (English), subtitles (Bahasa Indonesia), and non-captioning and subtitles (without both ways) by the EFL (English Foreign Language) learners in watching English movies as the current approach to the development of listening skills (Underwood & Rod, 1990; Anderson Lynch, 1988) using Multimedia (audio cassettes and videos). This study investigates language learning ability and language learning improvement on listening comprehension in understanding the spoken language by native speakers. The subject of this study consists of 60 students from the second semester of English Study Program, University of Timor (Unimor), West-Timor, Indonesia which divided into three different groups (20 students for each). Exploratory

comparative design (Creswell, 2008) method is employed to investigate on how ‗with and without captioning and subtitling‘ help the EFL learners during 2 weeks watching movies or not. The tests then differently taken from the audio cassette material given in the pre-test and post-test to compares learners‘ success rates based on the three different approaches of watching movies. The result of performance reveals that the ‗without captioning and subtitling‘ group performs at a considerably higher level than both ‗subtitling and captioning‘ groups. TEC13 A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation Models

for Integrating „The Knowledge Age‟ Information And Communication Technologies (ICTS) Into Schools

20 Minute Paper Ferry Hidayat

Information & Communication Technologies (ICTs) have developed tremendously in the last thirty decades. The invention of Personal Computer (PC), the Internet-connecting software as well as Android-based smartphones, revolutionized instructional technology employed by school teachers of 1980s. These latest educational technologies, like radio, OHP, TV, and video in the previous eras, have soon been adopted by contemporary learning institutions. Based on how schools integrate the educational technologies emerging in the era called by Trilling & Fadel ‗the Knowledge Age‘ (2009:3) into classrooms, there have been three implementation models: 1) offline learning class; 2) blended learning class; and 3) virtual learning class. A question that has oftentimes been asked is this: ―does integrating these latest technologies into classrooms improve instruction quality and learning quality?‖. This paper answers the question by analyzing strengths, weaknesses, and opportunities that will presumptively exist if schools integrate the latest ICTs into classrooms. Also, it elaborates implications for school curriculum and suggests the third implementation model as the best to apply in schools.


TEC14 On Line English Discussion (OLED) via Facebook to Provide Learners with more

Opportunities to Use English Language in an Academic Setting 20 Minute Paper Hartono

One of the problems that the English learners face in trying to improve the competency in English is the minimal opportunities to use it for real communication. Internet technology can offer help to solve the problems as by the use of social networking sites (SNSs) as Facebook, Twitter, Weblogs, YouTube, etc. Research found that those kinds of social network tools support educational activities by making interaction, collaboration, active participation, information and resource sharing (Selwyn, 2007). This study was aimed at seeing how on-line English discussion via Facebook could provide language learners with more opportunities to use the target language in an academic setting. The study was conducted in the English Education Department of Sultan Agung Islamic University. The subjects were the students taking the course of The Introduction to Second Language Acquisition. A Facebook group was created and the students were added as members. The teacher posted issues related to the course and asked students to discuss. Amazingly, many students took part in the discussion and presented elaborated arguments or comments; the ones that never happened in classroom discussions. The activities were observed and analyzed. It was concluded that Facebook group could be a good place where learners have opportunities to use the target language, and in the same time, share knowledge on the subject matter. TEC15 The Effectiveness of Using Tell Me More to Assist Teaching Pronunciation of English

Viewed from Students‟ Self-Confidence 20 Minute Paper Hasan Zainnuri

An important part of learning a new language is to pay great attention to pronunciation. Tell Me More is language learning software by Auralog which offers the students a diverse set of pronunciation activities with high levels of interaction and fully engaging the student in the learning process. Tell Me More enables the teacher to have more quality time in the classroom. The objective of this research is to identify whether Tell Me More is better than Rosetta Stone to assist teaching pronunciation of English. This experimental research was carried out to University students of English Department. The population was the second semester students. Two classes taken in this research were the experimental class and the control class. The independent variables are the use of teaching media and the attributive factor is students‘ self-confidence while the dependent variable is pronunciation skill. Results: (1) Tell Me More is more effective than Rosetta Stone to assist teaching pronunciation of English; (2) students having high self-confidence have better pronunciation skill than students having low self-confidence; and (3) there is an interaction between the media used and students‘ self-confidence in teaching pronunciation. Tell Me More is more effective than Rosetta Stone in teaching pronunciation for students having high and low self-confidence.

TEC16 The Use of “Beberan” Game Board as Media for Improving Students‟ Speaking Skill

30 Minute Teachers Session Herman Khunaivi ―Beberan‖ Game Board is a game using a square board with pictures on it supported by dice, tokens, and some cards facing down. Harmer, (2003, p.137) claimed that the board is the most versatile piece of teaching equipment which can be used to play a game. This study investigated to find out whether ―Beberan‖ Game Board is effective to be used as media for improving students‘ speaking skill or not. The samples of this study were students of Sultan Agung 3 Islamic Senior High School, they were class A and class C. Class A was an experimental group and class C was a control group. The results of the pre-test were 67.866 for experimental group and 64.166 for control group. Next, the author gave six treatments to the experimental group; afterwards the author gave a post-test both of the groups. The score of post-test was 72.133 for experimental group and control group was 65.366. It proved that the experimental group had improved in their speaking ability. From the result above it can be concluded that teaching speaking by using ―Beberan‖ Game Board as media is effective to be used for improving students‘ speaking skill.

TEC17 Blended Classroom in English Writing Class: A Pilot Project

20 Minute Paper I Made Rajeg, Ida Bagus Putra Yadnya The digital shifts in academic world have been widely used to enhance language learning. This paper describes a pilot project on the adoption of a blended approach, i.e. the physical and virtual classroom approach, in learning writing skill for the second semester university students majoring in English language and literature. The purpose of using the blended learning approach is to increase the participation and understanding of the students in the learning process. In addition, it aims at encouraging students to be more active in discussions which can be quite difficult in large-sized classes. The physical classroom is used, in a traditional manner, e.g. physical interactions between teachers and students. Meanwhile, the virtual classroom is used, among others, to allow a class to have online discussion (with text) (Whitney, 2002), either with the whole class or with smaller groups. It is as well possible to share documents, such as essays or summaries with other students in the virtual classroom. The blended learning method is especially useful for language teacher as well as curriculum designers.

TEC18 Integrating Video in the Corrective Feedback Practice: Voices from Indonesia

20 Minute Paper I Putu Ngurah Wage Myartawan, Luh Diah Surya Adnyani

Written corrective feedback in the realm of ESL/EFL has gained more attention from researchers in the last 10 years, and the latest innovation in the practice is the integration of video in the delivery of written corrective feedback (Stannard, 2008). However, research on video-based written corrective feedback (VWCF) in EFL/ESL writing instructions so far has only revealed its qualitative strengths (Stannard, 2008; Mathisen, 2012)—that is, in terms of students‘ responses towards its application, a gap that the current paper intends to address. The present study


reported in this paper is a classroom action research (CAR) aiming at increasing the writing accuracy of a group of

students of a state university in Bali, Indonesia through the integration of video in the corrective feedback practice. The writing instruction in the study is carried out in a blended learning fashion combining the traditional learning mode with an email-based correspondence between the tutor and the students. The findings seem to indicate that video-taped orally-delivered direct corrective feedback has a relatively small impact on student accuracy improvement percentage. However, the integration of video in the feedback provision appears to have a potential in terms of increasing students‘ motivation in their learning of writing. The research results can provide some interesting insight to teachers who want to implement video-based feedback and future research on this type of feedback. TEC19 A New Face of Teaching Technique by Making Use of a Popular Social Medium

Facebook: Effective or Not? 20 Minute Paper Karunia Purna Kusciati, Ardianna Nuraeni The new paradigm of teaching method gives a chance for teachers to look for unconventional teaching techniques to facilitate students‘ learning process. Facebook (FB), as one of popular social media in Indonesia, in fact, attracts four teachers of English Department of Sebelas Maret University to make use of its features for facilitating their students to experience a new learning process. This paper discusses the effectiveness of using Facebook for teaching and learning activity that covers a discussion about (1) FB features that are commonly used and the activities designed by the teachers, (2) the result dealing with to what extent the teaching and learning technique effective for the students, and (3) the factors influencing the effectiveness of such a learning technique. Collections of data were gained from the answer of the questionnaire given to 35 students and Focus Group Discussion. Content analysis and observation were carried on the students‘ activities in the virtual class. The findings show that FB feature Groups is often used by the teachers; with a discussion as the activity they conduct the most. The students found the teaching and learning activities on FB are effective seen from the aspects of accessibility and the degree of student engagement. Meanwhile, the ineffectiveness is only caused by two problems, i.e. technical problems such as poor internet connection and unavailability of ―font style‖ (Bold, Italic, and Underline) and ―font color‖ in FB, and non-technical problems coming from the teachers and the students. This research is hoped to give reference for those who are challenged to make use of FB better for their future teaching and learning process. TEC20 Analysis of Multimodality on L2 Learners as Reflected in Their CAF of the Spoken

Performance 20 Minute Paper Lasim Muzammil

Exposing learners more to second language than first language in studying a foreign language extremely improve learners‘ Second Language Acquisition. Listening and reading activity is pertaining to the use of multimodality through watching English videos with L1, L2, and without subtitles. This paper presents a result of study on the analysis of multimodality on L2 learners as reflected in their CAF (Complexity, Accuracy, and Fluency) of the spoken performance. An experiment is conducted to provide learners‘ understanding with different results from English videos which are presented to three groups of Indonesian undergraduate students (N=30). Group 1 is exposed to videos with L1 subtitles, group 2 is exposed to videos with L2 subtitles, and group 3 is exposed to videos without subtitles. Students are expected to record their spoken performance by telling the story and giving opinion right after watching the videos. CAF is measured and ANOVA is used to analyze the data obtained from the spoken performance of each group. The results show that the use of multimodality including sound, image, and L2 subtitles is more superior than those L1 subtiles and without subtitles. Therefore, it is expected that this study is beneficial for learners, teachers, and curriculum designers.

TEC21 Moodle and Reading Comprehension Materials for the EFL Students

20 Minute Paper Lilik Ulfiati, Dedy Kurniawan, Failasofah Moodle and the internet have modernized the means English as a Foreign Language (EFL) students communicate and acquire the target language. With a click of a button or a touch on the screen, any students who are lined to the internet can gain access to a riches of information, varying from books, poems, articles, newspapers, magazine, graphics, cartoons, etc. In addition, the students can interconnect with all people over the world using their English. It is vital that educational system and classroom practices be revolutionized to better prepare our 21st century students. This article contends that the idea of Moodle and Reading Comprehension Materials are not just fascinating notion. It is an essential, for it has a vast prospective to recommend in assisting the development of EFL students‘ reading skill through moodle. This article first presents a theoretical basis in the use of moodle and reading comprehension material for the EFL students, particularly in terms of authenticity and learners‘ autonomy. Secondly, it discusses kinds of reading comprehension materials for the EFL students. It, next, reviews sample materials for teaching English reading comprehension skill. Finally, it concludes how reading comprehension materials for the EFL learners can be served in Moodle.

TEC22 Students‟ Approaches to Learning in an Indonesian Online EFL Learning Context

20 Minute Paper Made Hery Santosa The study aimed at investigating students‘ approaches to learning English as a Foreign Language (EFL) in an inquiry-based learning frame aided by an online learning management system. The purpose was to test approaches to encourage students‘ higher order thinking by employing a mixed-methods design over one semester. There were five main research instruments: the revised version of Biggs, Kember and Leung‘s Study Process Questionnaire (R-SPQ-2F) (2001); EFL tests; Biggs and Collis‘ Structure of the Observed Learning Outcomes (SOLO) rubric; reflective journals and a semi-structured interview. Evaluating the responses using SOLO taxonomy to statistical analyses showed that


the students made gradual progress from low to high levels in their learning tasks. There were statistically significant

differences in students‘ mean scores on the post-tests for a sub-set of each group of students with a relatively large effect size. Results from the reflective journals and interviews showed that traditional learning approaches that include attitudes towards cultural issues such as plagiarism were prominent in limiting effective learning. Data sources also revealed that students who made substantial progress in their learning approaches were characterised by a willingness to engage reflectively with open-ended tasks. Findings suggest the need for educational reforms to assist student learning through change processes related to pedagogy and policy. TEC23 Corpus of Contemporary American English ( COCA ) and British national Corpus Web

( BNCWeb ) in EFL Classroom 20 Minute Paper Maulidia Rachmawati Nowadays, Information and Communication technology ( ICT ) has become an important part of life. The advanced of development of ICT also affects many aspects of education including in the context of the teaching and learning of English as a Foreign language in Indonesia. This article presents a study aimed at exploring how the students perceive, select, use and adapt the ICT ( Information and Communication Technology ) products ( COCA and BNCWeb ) to improve the process of English Language Learning. The implementation of COCA and BNCWeb was suited to learning situation in English department class in Indonesia. Participants were 8th semester students of Ibn Khaldun University Bogor. The case study used focus group discussion and interview. TEC24 Developing Multi-media Speaking Material for University Students by Integrating

Local Tourism Attractions 20 Minute Paper Melania Wiannastiti, Wiwik Andreani, Bambang Gunawan Santoso This research is grounded in the learning strategy of speaking in which students have to be active in expressing themselves. The expressions can be explored when they have experiences to share. Based on the background, an interesting material is needed i.e multimedia. Therefore, material development in the multimedia should dig up the authenticity of students‘ experiences. One of the experiences is local tourist attractions which are very familiar for them. The first purpose of the research is to develop interesting multi-media speaking material for undergraduate students which places the local content, including culinary, culture and local tourist attractions. The second purpose is to find out whether the multimedia developed meets the students‘ need and interest to learn both English expressions and the knowledge of Indonesian country. There are several steps carried out in this research. The first is to design and develop the multimedia and the second is to give a trial on the multimedia for seeking feedback by distributing questionnaires. The data from the questionnaire are analyzed qualitatively. The result shows that the multi-media is interesting for the students to learn speaking. It also gives knowledge for them to learn the culture, culinary and tourist attractions in Jakarta.

TEC25 Blog and Culture Integration To Teach English for SMK Learners

20 Minute Paper Melati, Radiatan Mardiah, Lilik Ulfiati The use of internet (blog) as the media in classroom is becoming imperative nowadays since students themselves are growing within this digital era. It will be in line with their interest thus it will lead to a more conducive learning atmosphere. This is also one of the emphasis of Indonesia‘s latest curriculum, which is curriculum 2013, to promote the computer and information technology in teaching and learning process. In response to this, this article is trying to propose the use of blog, as one of internet application, being a media in teaching English. It is argued that blog can be a place for teacher and students to communicate and discuss the lesson. It, firstly, presents a theoretical basis in the use of Blog and English learning materials for SMK students. Secondly, it discusses the blog contains materials with culture integration in order to make the students to be more aware of culture differences between local culture and target culture. It, next, reviews the sample materials for teaching English. Finally, it concludes how the English materials for the SMK students can be served in Blog. TEC26 Developing An Audio Media With Scripted Songs And Its Effect: A Way Out For Fun

Learning For TEYL 20 Minute Paper Ni Made Ratminingsih

Young learners from 7 to 11 years of age are under the intellectual development which Piaget calls concrete operation. Concretization in learning can be accomplished through the use of media. This study aims at developing a thematic-based audio media containing created lyrics of songs for TEYL at grade four of primary school. The study adapted Gall, Gall and Borg‘s Research and Development Model (2003). Result from the content validation indicates that the media is proved to have very high validity with CV= 1.0 and is categorized as having very good quality with the mean score 4.93. The result of before and after treatment research (Sugiyono, 2010) shows it is effective to improve the students‘ English achievement and their motivation. In terms of achievement, the students can reach 79.24 in post test (good)

compared to 67.74 (mediocre) in pre test. Additionally, the result of questionnaires shows that all of the students (100%) are very motivated to learn English from utilization of audio media with scripted songs. Hence, primary school teachers are recommended to use these media for better TEYL.

TEC27 Teachers‟ Attitudes toward the Use of Board Games for Activating Students‟ Learning

20 Minute Paper Noverita Wahyuningsih

Games are often considered to be engaging and have the ability to add some fun and excitement to the learning process. Games, including that of board games, are believed to be effective teaching tools and have many positive


aspects. Brown (2007) claimed that carefully planned uses of certain games in the classroom add considerable interest

to the classroom. Some English language teachers, therefore, tend to use board games as part of their lessons. The aims of the presentation will be reporting research findings on the types of games that teachers prefer to use in their classrooms and the reasons why they use them. It will also discuss how teachers‘ apply board games in language classrooms and how they see the benefits of using them for activating students‘ learning. To examine these issues, questionnaire and guided interview will be used as data collection methods in this descriptive quantitative study. It is expected that the results of this study will give insights to EFL teachers regarding the use of board games for language teaching.

TEC28 An Accordion Book Project for Reluctant Writers

20 Minute Paper Nurul Hasanah Fajaria

Today‘s students can‘t be separated from their gadgets. Those gadgets are able to provide all of their needs, especially enjoyment. Since there are huge of features in the gadget, they don‘t need to worry to get bored with it. Moreover, the increasing numbers of social media give them more opportunity to share their ideas freely. The condition will be contradictory different when the teacher asks the students to write in a piece of paper. They will show their glum face and start to grumble. It seems that writing is a boring activity. For those reluctant writers, fun writing activities should

be presented to avoid their boredom. In addition, since there are huge number of free online resources, reluctant writers tend to copy paste from other‘s writing. Further, the writing instruction such as making summary or translating text are really uninteresting due to students not include on it. Reflecting those problems above, this paper will present a kind of writing assignment which is fun, original, and advantageous. It is believed that accordion book are able to increase students‘ motivation in writing. Also, students will be able to produce their own writing confidently. TEC29 The Common Practice of Digital Collaborative Writing in EFL Context:Survey of ELT

Graduate Students 20 Minute Paper Rahmati Putri Yanifari Collaborative writing is a common practice among people of knowledge-based profession and scholars. As internet has been a daily tool in this ubiquitous computing era, people tend to use some internet features to ease their collaboration. Some use the provided collaborative writing tools (e.g. Google Docs, Editorially, Draft, and Penflip), while some others feel more comfortable by reviewing and combining writing through email exchanges. As scholars, graduate students are also required to write collaboratively in some cases. Their other activities will make them difficult in finding the opportunity to meet face to face and do their job. To solve this problem, many graduates, whose jobs are mostly teachers, collaborate online. This study aims to extend existing knowledge on the use of online collaborative writing tools in language learning. It will investigate students‘ uses of and preference for digital collaborative writing. The Technology Acceptance Model is referred to in constructing the questionnaire. The questionnaires will be distributed to ELT Graduate students. Later on, the result of the survey will be analyzed, and the weakness and the strength of each collaborative method will be elaborated.

TEC30 The Utilization of Online Learning for English Classes based on Need Analysis

20 Minute Paper Rizki Farani This essay will discuss about the application of online learning in English classes. Online learning is one of the latest technology that presents the material clearly by using all online learning features such as chat forum, video or audio. These features can help students to comprehend abstract concept better. However, online learning cannot be effective without well-planned instructional design. Two case studies, discussed in this paper, will analyse the usage of online learning for two different respondents‘ group. The subjects of these case studies are the students of English Language Education and Islamic Law Department in Islamic University of Indonesia. From the case studies, it is found that the use of online learning in teaching English needs analysis such as students‘ characteristics, students‘ need and facilities. This discussion implies that the usage of online learning is not only about using the technology but also considering many instructional aspects. Complete understanding about online learning utilization will help educators to maximize media usage for learning.

TEC31 Listening to Write: Writing Narrative Using Narrative Learning Multimedia (NLM)

20 Minute Paper Setyo Prasiyanto Cahyono This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrative writing to enhance the students‘ skill especially in narrative writing through multimedia. The importance of multimedia and its value of interaction in education are commonly accepted. In addition, it will provide an opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream college courses. The subject of the research was the second semester of English department students who took intermediate listening. However, the research design is descriptive qualitative and in applying the NLM, the researcher employed teaching learning cycle adapted from Callaghan and Rothery (1988). In order to get the students‘ understanding, they were asked to listen and watch the materials displayed in NLM in form of movie, pictures and texts. Hence, the students do not only learn listening but also writing as its product of the listening process. As a result, the students become increasingly familiar with how to write a narrative by considering the schematic structures and linguistic features through NLM.


TEC32 Improving EFL Learner Speaking Ability by Using Digital Series Pictures

20 Minute Paper Siti Umasitah

Improving the students to speak English is challenging. Frequently, the students got high score teoritically but it is not accompanied by their practice, in speaking for example, most students understand what the speaker says and respond it well, in contrary, when they are asked to stimulate the conversation seem find difficulties. Based on the experience the writer presents the alternative strategy to encourage the students to speak English by applying the electronic media especially cellular. Since the using of gadget is very popular among the teenager presently, thus the writer try to expose the media to optimize in teaching learning activity. The short description of the strategy are; the students are assigned to make a series digital pictures telling about their activities individually, the document is completed with the crew who involved in the making of product, next they present it in front of the class, the audience may give respond about the pictures, watching different pictures will be very interesting and the most important thing is the goal to make the students speaking is achievable. TEC33 It, Knowledge And Practice: Blending Together In Facilitating Teaching And Learning

Listening In EFL Setting 20 Minute Paper Stella Prancisca

Incorporating IT, knowledge and practice must be an essence of teaching listening in EFL classroom setting. The power of Internet influence on students‘ learning seems to be a crucial approach to the EFL teaching as it will provide the learners with fun, easy access, motivating and interesting learning material. Furthermore, within Internet learning resources, the learners will obtain a wide range of updated knowledge and information. Therefore, the students will acquire listening skills; be self-motivated on doing repetitive practices; do voluntary self-correction, and get further boost of knowledge. As listening ability plays a vital role in interpreting oral information or communication acquired from English speaking and pronunciation, helping the EFL learners with Internet Technology (IT) learning resources help is worthy. Notwithstanding, listening skill seems simple and many times is considered as a passive but challenging activity. However, it is obvious that students, especially in Tanjungpura University, face a wide range of problems hindering their ability to negotiate the meaning retrieved from the listening activity. Problem besides listening anxiety, self de-motivation, lack vocabulary, passive learning style and limited learning resources are the major factors affecting students‘ in improving and enchanting their listening skill. Therefore, this study aims to address the problems faced by the listening classroom by using IT resources in order to facilitate the students‘ learning with interesting and authentic-text or resources. TEC34 Students‟ Perception of the Use of Search Engine (ICT) As Teaching Media In Reading

Course 20 Minute Paper Sudiran

This study analyses student‘s perception of the use of search engine to learn reading course. This research is designed: 1) to reveal the students‘ perception of the use of search engine as teaching media in learning reading course; 2) to describe the students‘ perception of the importance of search engine to acquire information; and 3) to depict the students‘ frequency to access search engine to find reading materials. This study uses descriptive method to reveal the research problems. Data is collected by using questionnaire. It consists of 20 questions with five options to reveal the students‘ perception of the use of search engine. The questionnaire is distributed to 120 students who took reading course as a sample. The study shows that 1) the students‘ perception of the use of search engine as teaching media in learning Reading Comprehension is positive. 2) According to the students, the use of search engine to access reading materials is very important. 3) The students frequently access internet by using Google and Yahoo search engine to find the reading materials. TEC35 Students‟ Attitudes to Podcast as a Supporting Media for Enhancing Listening Skill: A

Study of Tanjungpura University Students 20 Minute Paper Suparjan

In improving listening skill, one of the instructors applied podcast as a way to enhance the students‘ capability in listening as well as to attract the students in learning the skill. Podcasts are the name of a digital recording of a radio broadcast (Constantine, 2007). It is the consequence of the rapid growth of the advance of information and communication technology worldwide. The development of ESL/EFL podcasts has given huge materials for the enhancement of language skills. The availability of the internet has given many opportunities for the students to easily access the learning materials in podcasts. It is then an inquiry whether the students really feel that podcast is helpful in improving their listening skill. This study aimed at investigating the students‘ attitudes to the use of podcasts as a media for developing listening skill at Language Centre of Tanjungpura University. The quantitative research design is employed in this study by administering questionnaires. The results of this study indicated that students held neutral attitudes toward podcast as a media for enhancing listening skill. Also, the results demonstrated that Tanjungpura

University students agreed that podcasts were useful to sharpen listening skill. TEC36 Utilizing Different Kinds of Technology And Genre-Based Approach for Teaching

Writing In An ESP Class 20 Minute Paper Suparmi Since English is gaining important concern nowadays, it is being instructed according to the specific needs of the students. In the case of English for Specific Purposes (ESP) class, one of the problems in teaching and learning English deals with the low writing skills. This study attempts to share a model of teaching writing in which utilize different kinds of technology (video, computer, Internet) and genre-based approach to facilitate the teaching of writing. This


approach can be applied in three steps: 1) building knowledge of the field and modeling of the text, 2) joint

construction of the text, and 3) independent construction of the text. In the first step, teacher can use video and computer when digging the students‘ background knowledge and presenting the teaching materials. Then, teacher can also use computer when leading the students to construct a text collaboratively. In the last step, the students write a text independently and submit their work via email to the teacher. Then, the teacher gives some feedbacks using the computer (comment bar) and sends it back to the students. The students must revise their work and email it back to the teacher again. This teaching model is more interesting for the students, more efficient, and helps the students to produce better results in writing. TEC37 Children‟s Literature: The Relationship Between Literary Text And Media Used In

Young Learners‟ Class 20 Minute Paper Tri Wahyuni Chasanatun One of the characteristics of young learners is that they sometimes have difficulty in knowing what is fact and what is fiction. The dividing line between the real world and the imaginary world is not clear. They also love to play, and learn best when they are enjoying themselves. But they also take themselves seriously and like to think that what they are doing is ‗real‘ work (A.Scott W, et al.:1) In this article, the writer will discuss about the implementation of E-Literature as the source of material that will be used by the young learners‘ teacher in class. ―Children‘s literature is good-quality trade books for children from birth to adolescence, covering topics of relevance and interest to children of those ages, through prose and poetry, fiction and nonfiction‖ (Tomlinson M.C and Lynch-Brown C: 1999). There are 3 relationship between literary text and media. The first refers to electronically augmented literary texts, or perhaps electronically augmented experience relating to literary texts. This category is concerned with literature that has been published in book format only, but the books are augmented with online resources that enhance and extend the story world of the book. The second category of relationship among literary texts and digital media is the electronically re-contextualized literary text. In this category, literature that has been published in book form is re-published online or as a CD-ROM. The third category relating narratives to digital format is the digitally originated literary text. These are stories that have been published in digital format only-on the web CD-ROM (Unsworth.Len. 2005:2). This kind of material from literary text can be used in teaching and learning process whether it will be in a group or in pair.

TEC38 Motivating Students Through Edmodo (A Blended Learning in Grammar Class)

20 Minute Paper U. Komara, Junjun Muhamad Ramdani The use of social media used for pedagogical pupose has been developed nowadays. Dealing with this idea, it inspires to conduct this study which implements edmodo as a social media to motivate the students in learning grammar. Additionally, it is further analysed the implications of its implementation in grammar class. To investigate these issues, observation and questionnaires are employed to collect the data. Those questionnaires are distributed randomly to 50 students of English Department, University of Siliwangi Tasikmalaya. The results show that edmodo is able to motivate the students to learn. It implies to their motivation in achieving; (1) affective, (2) cognitive, (3) integrative social relationship, (4) and task goals. Students with learning goal have better learning achievement than those having performance one. Additionally, the lecturers are also able to optimize in providing students‘ academic advisory through edmodo. Therefore, Edmodo, contributes positively in English grammar class. TEC39 The Implementation of Three Techniques for Teaching Literal Reading And English

for Young Learners 20 Minute Paper Yansyah In recent years, blended-learning is widely known as an effective and efficient technique in English Language Teaching. This article is a self-reflection report on the implementation and evaluation of teaching practice using lecturing, presentation and discussion, and blended learning for undergraduate students. There were ten (10) students consisted of three (3) males and seven (7) females. The subjects taught were Literal Reading and English for Young Learners (EYL). The data for students‘ activeness during the process of teaching and learning gained from lesson study and observation sheet. An in-depth interviewed also conducted for students who did not active to figure out their reasons. Finally, the result of observation showed that using the three techniques most of students become more active in the classroom and they could better understand the topic taught. The task to upload their works in the internet also helped them to become more creative in learning.

TEC40 „Mobile Comics‟ As A Media To Enhance Literature‟s Sense To Young Learners

20 Minute Paper Yulis Setyowati This paper purposes to present, through practical examples, how Mobile Comics can be used as an alternative media to enhance young children‘s literature sense. It examines thoroughly why Mobile Comics can be considered as precious and essential pedagogical instruments. In particular, it will discuss how Mobile Comic can assist teacher to enhance young learner literature‘s sense. It is undeniable that the tremendous use of gadget supplies vast learning materials in in the scholarly world. As Mobile Phone is the most utilized gadget in our community, Mobile Phone develops its many and sophisticated applications including mobile comics. Mobile Comics provide visual movement, sound and imagery characters which lead its user get to so much pleasure when deal with it. Mobile Comics can be regarded as a strong motivator, simply because young learners delight pictures with colorful and wonderful characters. This feature can be maximized to sharpen young learner literature‘s sense by arousing their literature curiosity through accommodating them to have enjoyable and meaningful experience. In this context, the story of the comics should cover those which belong to fairy tales, myth, fables, or legends. Having unique characteristics, young learners


need special treatments and touch to get the idea of literature. Enjoyable and meaningful experience possibly covers

activities which reflect children‘s world such as games, singing, coloring, or art performing.

TEC41 A Comparison of Video and Audio Effects on Listening to Lecture Classes

20 Minute Paper Harumi Manik Ayu Yamin This study examines the effects of the use of video and audio in listening to lecture classes for English Study Program students. The method used was mixed method with experimental design. The study shows that there was no significant difference between the listening test results of students using video and those using audio. However, in terms of test results, students with visual learning styles who used video did not differ significantly from visual students who used audio. Furthermore, questionnaire and interview data suggest that students preferred videos to audio, so teachers should use both video and audio. TEC42 How Blended Learning Supports Learning & Teaching: Technology, Quality, and

Proficiency 20 Minute Paper Dini Larasati

The use of information technology (IT) in education has become a process that is gradually developing. The advancement of IT has also changed the teaching-learning methods in the class. Students way of learning is not the only one that changes, but the way teachers monitor students‘ learning is also evolving. The blended learning system that has become a favored way of learning is able to improve the learning quality of the students, improve proficiency, and also support teachers in monitoring and assessing students‘ learning. The comprehensiveness of the online learning covers the initial assessment (placement test), the language learning that covers 4 skills (Listening, Speaking, Reading, and Writing) plus grammar and vocabulary, mid-course assessment, and final-course assessment. In the classroom, teachers will use the abundant online resources from the online learning as a basis to conduct the class. This way, teachers are given chance ad challenges in monitoring students‘ learning both online and directly through the face-to-face session. The outcome resulted from the comprehensive process is improvement in learning quality and English proficiency, both for the students and teachers.


VII. LANGUAGE CLASSROOM MANAGEMENT

LCM01 Non-Native Teacher Requesting in the Classroom

20 Minute Paper Agis Andriani Non-native requesting in the classroom is investigated by discourse completion test, observation of the teacher‟s talk and field note to a lecturer participated in this study. The analysis is based on Blum-Kulka‟s theory (1989) of requesting to find head act strategies of requesting realized into three kinds including directs, conventionally indirects, and nonconventionally indirects. Aggravate and mitigate moves are supported , and modified by downgraded and upgraded internal modifications the requesting. These reflect roles and style of teacher in the effective teaching process capturing the concept of ideal language teacher (Brown,2000) who can motivate students to have ability in English. LCM02 The Effect of Teacher’s Non-verbal Questioning Behavior on the Students’

Participation 20 Minute Paper Asrori Questioning has been becoming the subject of the study since it is regarded as one of the most important ways to maintain the classroom interaction. Several studies have been carried out on the use of questions but most of them are focused on the type of questions used by the teacher. Moreover, the teachers often neglect their non-verbal behavior when they deliver questions to the students. Hence, this study investigates the effect of nonverbal questioning behavior on the students‟ participation. The data of this study is the teacher and students‟ interaction of State University of Surabaya. Video recording and observation are done to three Reading classrooms. The result of the study shows that teacher‟s nonverbal questioning behavior affects much on the students‟ participation in the classroom. Maintaining eye contact to the students while asking questions gives a good effect on keeping the students participation. Moreover, the appropriate use of other nonverbal questioning behaviors such as calling the students while asking , giving a right wait time, handling the students‟ answer positively, also give positive effect on the students participation. Finally, the right use of non-verbal questioning behavior keep and even raise students‟ participation.

LCM03 An Introduction to Peer Assessment of Oral Presentations

20 Minute Paper David James Townsend Presentations are an area of second or foreign language education that has great potential for transfer of skills from the classroom to real world applications. Presentation skills practiced in the classroom are the same skills needed to succeed in a wide range of business environments. They are essential for effective communication and valuable to students in both their native and second languages. One way to optimize the time spent in the classroom is to have all students assess their classmate‟s presentations. Instead of being an idle audience, they are actively engaged in reviewing the presentation skills of their peers, focusing on those points that are most important for making a presentation successful. A valid concern of many teachers in allowing students to participate in the very important task of assessment is the reliability of their scores. This presentation will detail the findings of a one-year study of Japanese second-year universitystudents assessing each other‟s presentations. The results focus on the reliability of students‟ assessments of their peers. LCM04 Cultivating Pre-service Teachers’ Classroom Management Skills through Teaching

Practicum: A Reflective Practice 20 Minute Paper Debora Tri Ragawanti Classroom management is believed to be “The key to the whole success of a course” (Scrivener, 2005: 79). Conversely, many student-teachers and beginning teachers have found it very worrisome especially in their first-years teaching (Arends, 2012, and Goh and Matthews, 2011). It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This paper is aimed at identifying the student-teachers‟ classroom management problems as revealed in their reflective journal entries and to illustrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, who underwent

their teaching practicum at SMP 2 Salatiga. Through the participants‟ journals, it was found that the problems lie in managing critical moments (38,3%), activity (29,7%), techniques (14,9%), grouping and seating (8,5%), authority (8,5%), tools (8,5%), and working with people (4,25%). Further in this paper, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service‟s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

LCM05 Managing the Foreign Language Classroom: Annotation from the Pre-Service Field

20 Minute Paper Dora Angelina Aruan Apart from designing a good lesson, a successful teaching learning process takes more delicate preparation than just paper and pencil. Often times English teachers of young learners have to make sudden decisions on what and how to respond throughout the learning process in order to carry out what has been planned. Effective instructional design and a good command of classroom management practice become the foundation of strong teaching. The new 2013 curriculum requires teachers to shift the focus of activity from teachers to students. However, statistics shows that


the number of English teachers in-service is dominated by those who were taught by and experienced more teacher-

centered learning. Furthermore, the language teacher education program has fixated more on language education theory at the expense of practical, applied skills that teachers need in the classroom, such as classroom management strategies. Even though researchers have begun to investigate and document the effective strategies used by successful teachers. However, successful classroom management strategies cannot be generalized since every classroom is unique and relatively context bound. Therefore, this paper attempts to investigate what specific practical skills of classroom management needed by the pre-service EYL teachers based on their microteaching and teaching practicum experiences. LCM06 Teaching English to Large Multilevel Classes Majoring in Math, Biology and Chemistry

by Using ‘Burst The Balloon’ and ‘Talking Chips’ Techniques 20 Minute Paper Elvina Arapah English for Math, Biology, and Chemistry Departments is meant as ESP which more or less trains the students to be able to master the four language skills in the academic context such as expressing opinions, delivering a presentation, having a group discussion, etc. One of the skills, the speaking one, is quite difficult to do in the situation where the number of the students is more than one hundred in every session. Based on the teacher‟s preliminary observation from a presentation conducted during a session, the students of Math, Biology and Chemistry Departments are basically able to use English although their levels of proficiency are various. By adopting „Burst the Balloon‟ technique suggested by Natalie Hess (2010) in dealing with large multilevel classes and „Talking Chips‟ technique, the students can be stimulated to do an active speaking activity during the session. The significance of the activities is giving opportunities for each student to practice speaking English in a conducive and enjoyable circumstances. The success or failures of the techniques are assessed in terms of teacher‟s observation and students‟ opinion from the questionnaire. LCM07 English Classroom Management: A Case Study of Islamic International Primary

School 20 Minute Paper Elys Rahayu Rohandia Misrohmawati In primary school, English teaching is very important because it is the “golden age” of language acquisition. The study how English classroom management practice is also very important since in this classroom, this process is carried out. The aim of this research is to describe the application of English primary classroom management in Islamic International School in Surakarta. Classroom management in this school was studied through case study research strategy namely descriptive case study. The design of this research is holistic single-case study. The sources of the data of this research are documentation, archival records, interviews, and direct-observations. The data were analysed using pattern-matching strategy to generate the theory about application of classroom management. The application of classroom management is described into physical classroom management and teaching and learning process. This practice generated the quality of ELT described as positive teaching-learning environment, qualified teachers, and suitable teaching materials. These three conditions were obtained from effective execution of classroom management. This research will give the significant contribution in the development oof classroom management theory and stimulate the idea of research on classroom management.. Experience gotten from the field is the antecedent in order to be experiencing before implementing English primary classroom management for the practitioner or policy maker. LCM08 The Transactional Expressions of the Teachers and the Studentsin Target Language

Class 20 Minute Paper Fatimah Hidayahni Amin

The study focuses on investigating the teachers and the students‟ transactional expressions in implementing the teaching stages. Specifically, the study aims to find out and describe (1) the transactional expressions in terms of language functions, language forms, code switching, and non-verbal forms of the teachers and the students through the teaching stages and (2) the ways the teachers and the learners reveal their transactional expressions through the teaching stages. The population is all teachers and all students of English Department in university level. The samples are taken three lecturers randomly and the three classes of students which the three lecturers teach. The datawere taken by employing direct observation with video tape recording and interview. To analyze the data, identification, classification, description, and interpretation are employed. LCM09 A Study of Foreign Language Anxiety of ESNED Students atInformatics and Computer

Science Department 20 Minute Paper Fatimah Since English functions as a foreign language, exposures to English in communication are limited. Indonesian learners often feel hesitate to participate in classroom activities in English subject. Lecturers teaching English for ESNED students often say that their students tend to be quiet and only few students who are motivated actively participate in classroom activities.Krashen (1988) suggests if a learner has very low motivation and self-confidence, and a high level of anxiety, the affective filter comes into place and inhibits the learner from acquiring the new language.This study investigates the learners‟ anxiety in an ESP context.FLCAS proposed by Horwitz et al. (1986), classroom observation, and interview were the instruments to obtain the needed information. There were105 students participatedin this study. The study reveals that the students‟ anxiety level reaches 99.34 which means that their anxiety level belongs to high level. This finding indicates that the students are still anxious in attending their English class. Communication Apprehension and Fear or Negative Evaluation influence strongly on the students‟ anxiety level. The result can be beneficial for developing module and teaching strategies and it can be applied in other study programs that use English as the medium of instruction.


LCM10 The Impact of Learning Style on Language LearningStrategies of L2 learners

20 Minute Paper Fauziah Individual‟slearning style differences have been shown to have a strong effect on learners‟ use of Laguage Learning Strategies (LLS). Learners typically use learning strategy that reflect their basic learning style. Knowledge of strategies is important, because the greatest awareness of what learners are doing, then learning will be more effective. The purpose of this study was to find out the impact of learning style on LLS in EFL setting. This study applied a qualitative research in which the data were collected byquestionnaires and interview. Two types of questionnaire were used: Learning Style and LLS. Interview was conducted to support the detail of data collection.By using the Strategy Inventory for Language Learning (SILL) test, the result indicated that compensation & metacognitive strategies were dominantly used over other strategies. Compensation strategy interpreted right hemisphere characteristics, good at interpreting body language, guessing at the meaning, reliance on images in thinking and remembering.

LCM11 Classroom Management Talk: From Theory to Practice

20 Minute Paper Maemuna Muhayyang, Muhammad Amin Rasyid This research aimed at giving descriptive accounts of (1) the TEFL II students‟ theoretical understanding of classroom management talk in the forms of the lectured transactional expressions in English, (2) their ability to apply the management talk using the transactional expressions in their peer teaching, and (3) the state of their attitudes toward the management talk using the transactional expressions. The subjects of the research consisted of four parallel classes, 133 students, attending TEFL II subject in 2012. The research instruments used were essay test, observation checklist entailing video recording, attitude scales, and interview. The peer-teaching scenario consisted of three phases, namely beginning the class, running the class, and ending the class in which the students practiced the taught transactional expressions in managing the class. The findings showed that the students had good theoretical acquisition of the classroom management talk in English which went along with good performance in using them in their peer teaching, and they also had very highly positive attitudes toward the classroom English management talk. LCM12 Framing In-class Debate:Reflection of Academic Debate Practices to the Principles of

Language Pedagogy 20 Minute Paper Guk Sueb As the paradigm of critical pedagogy is imminent, the needs of both theoretical and practical rationales towards the integration of critical thinking in language learning are demanding. The model to integrate critical thinking in language

learning may vary, and academic debate comes up as one of the most complete and adequate practices to uphold language learning as well as critical thinking. The study was conducted through group-focusing observation to some academic debate practices in East Java and Jogjakarta; there was pattern between the debate practice in accommodating critical thinking and principles of language pedagogy. In relation to language pedagogy, academic debate practices offer active and critical language learning covering cognitive, socio-affective, and linguistic principles in the language pedagogy. Some adjustments of debate practices into language classroom and proper practical guidance are needed in order to make academic debate would be suitable to maximize language learning and cultivate critical thinking. LCM13 The Application of Students Centered Learning through Presentation in Public

Speaking Class of English Department Student 20 Minute Paper Gusti Nur Hafifah Student centered is one of learning methods in which students are involved actively in the learning process and students don‟t depend too much on their teacher. The Teacher‟s role is just as a facilitator in class, who will accommodate and guide students in learning. This study aimed to analyze the application of Students Centered Learning in Public Speaking Class. Through this study we could see that the strategies of teachingwere done very well and met the goals of the learning. The study described the autonomous learning, classroom management, and motivation that were explored in the teaching process. Speaking IV is the final level of Speaking Course in University for English Department Students. At this level, students are targeted to be a skillful public speaker in real public environment.Students must be able to master and practice the 12 topics in public speaking,in which they had to be 12 kinds of public speakers. Students are assigned to prepare twelve different presentations in one semester and they had been given the topics at the first meeting. Each student worked individually in developing materials of presentation then they did the presentation in group and contributed evaluation among students‟ performances. Implementing the lesson plan and syllabus in teaching speaking skill in the classroom is not easy regarding the limited time and place allocation and also students‟ speaking abilities. From the Study, it is found that Students Centered Learning was the best approach to facilitate learner to experience autonomous learning and give students more opportunity to perform their skills in Public Speaking Practice in the classroom. Students were more motivated in performing their speaking skills with various choices of public speaker roles and public speaking projects in real situations. This method of teaching also enhances students speaking activity, creativity and confidence to speak in public.

LCM14 Exploring Problems in Establishing Effective Classroom Management

20 Minute Paper Hersulastuti Establishing effective classroom management is essential for teachers to promote their success in teaching and learning. Previous researches have proven that effective classroom managers are found to have significantly higher student engagement rates. Inability to manage the classroom effectively will lead to serious failure of learning process,


and greatly hinder its effectiveness. This qualitative study explores some problems in establishing effective classroom

management, and some efforts doneto cope with those problems. In this study, five English teachers of four Vocational High Schools(SMK) in Surakarta are involved. Observation and in-depth interview are employed to obtain data, then they are analyzed and categorized into themes. An integrated approach to effective classroom management is used as a framework of this study. The analysis shows there are four problems areas relating with; (1) misbehaving students; (2) managing time; (3) monitoring students; and (4) organizing environment. To overcome those problems, teachers develop various strategies depend on their proficiency. The evidence implies that being proficient with classroom management enables teachers to structure successful environments which encourage appropriate students behavior and active engagement. LCM15 Bringing Additional Values into Translation Class for English Department Students: A

Teacher’s Idea 20 Minute Paper I Gusti Agung Sri Rwa Jayantini, Desak Putu Eka Pratiwi This paper discusses the effort of bringing additional values into translation class so that translation training does not only contribute to the improvement of translation skill but also the enhancement of knowledge that makes the learners more knowledgeable. It is realized through the selection of specific topic, for instance, eco-cultural preservation. The samples used in this study are the English department students in Denpasar city, Bali province. In second language learning, translation is believed to be the vehicle to enhance learners‟ sensitivity to language, culture and society (Machida, 2011). Thus, the lesson plan for translation class should be designed more interactively to raise the learners‟ awareness to the world around them focusing on the process-oriented approach in translation training (Gile, 1994). The English department students are asked to translate several Balinese eco-cultural terms into English with the explanation on the Indonesian language as the learners‟ lingua franca prior to the translation practice. Giving background information is of use in helping them to transfer the meaning to the target language. Applying such procedures, the lesson plan can also be applied to bring more additional values of many other aspects of life based on the topic selected by the teachers. LCM16 Student Talk Encountered in Intensive Course Classes of an English Department in a

University in Surabaya 20 Minute Paper Welly Adi Nata, Johanes Leonardi Taloko Intensive Course (IC) is a basic English course in Teacher Training of Widya Mandala Catholic University Surabaya. This course determines the students‟ success in joining and finishing other English courses in the following semester. Since the classroom is the place where comprehensible input and modified interaction are available, what goes on inside the language classroom is very important. This situation challenges the researchers to observe the IC classrooms. So far there has never been any research done to see what actually happens in IC classrooms in terms of Student Talk. The objectives of this study are to explore various kinds of Student Talk which are found in IC classes and a kind of Student Talk commonly used in IC classes. This study is based on the theory of Seventeen-Category System by Tsui Bik May. As a qualitative research, this study conducted eight observations in three different IC classes, involving eighty students and four lecturers. The results of the observations and data analysis show that the kinds of Student Talk found in IC classes are student-respond restricted reply, student-respond expanded reply, student-respond apologize, student-initiate elicit, and student-initiate interrupt. In addition, student-respond restricted reply is the most commonly used in IC classes.

LCM17 Fostering Students’ Good Character Values through Peer Teaching

20 Minute Paper Listyaning Sumardiyani, Arif Ichwan Udin Peer teaching is a suite of practices in which peers instruct each other in a purpose-driven, meaningful interaction (Kim Bradford-Watts, 2011). The list of reported benefits of peer teaching include improving competence in the subject area, easing students into university life, the development of autonomous learning skills, developing networking opportunities;… building confidence and self-esteem; enhancing team-working skills, and developing leadership skills (Mynard & Almarzouqi, 2006, p. 14); and positive attitudes toward school and subject area (McNall, 1975). This research was focused on fostering good character values though peer teaching in teaching analytical exposition. The objectives of the study were to correlate between students‟ achievement in teaching analytical exposition and students‟ good character values through peer teaching at eleventh grade Senior High School students. To achieve the objectives of the study, an experimental quantitative research was conducted. Written test, peer editing, and questionnaires were used to collect data. The technique to analyze the data was Pearson product-moment. The writer found a significant relationship between students‟ achievement and students‟ good character values (r = 0,255, t_32= 1,49, p < 0,2). It can be concluded that there was correlation between students‟ achievement and students‟ good character values through peer teaching in teaching analytical exposition. Besides this finding, peer teaching gave four benefits: (a) Foster students to take responsibility, (b) Foster students to respect each other, (c) Strives to foster act of fairness and (d) Foster students to tell and write the truth.

LCM18 Codeswitching in English Language Teaching: From Theory to Practice

20 Minute Paper Margana In English language teaching and learning in expanding English speaking countries such as Indonesia, teachers of English should not be worried about the utilization of code-switching practices from English to Indonesian or vice versa on the grounds that code-switching (CS) practices serve a lot of functions. Such practices are supported by some convincing theories which claim that CS could be applied as a strategy to sustain the classroom communication practices between English teachers and their students (Cook, 1991; Margana, 2009). In other words, code-switching is


of great use for both English teachers and students to cope with language barriers faced by English teachers and

students of any level of Education when they are involved in communicative events. This suggests that CS should be flexibly conducted in English language teaching. The use of CS relies on the theory that CS could be a means of enriching the lexical items of the target language and reinforcing the lexical items of the home language. Such a language enrichment facilitates students to deal with a language mediation activated in the communication practices. The language mediation cannot be avoided by any bilinguals. In reference to the issue, this paper attempts to theoretically justify the strengths of the application of CS practices and to clearly give examples of how to utilise CS in English language teaching. LCM19 Nurturing High Expectations: Living a Well-lived Curriculum on a Humanistic

Perspective 20 Minute Paper Markus Budiraharjo This study reports an empirical investigation of the use of personal approach to integrating educational values in an English pre-service teacher education program. Using a Moodle-based Learning Management System called Exelsa, which has beeen in use in the past four years, each individual student received personal written responses from the instructor. Learning is perceived more as a journey to develop self-knowledge that is not merely driven by instrumental orientations such as grade-seeking mentality, rote memorization, and formalist-driven contents. A set of anedoctal evidence suggested that highly personal notes addressed to each individual student brough significant change in the way each of them viewed himself or herself in positive ways. When students felt highly appreciated as significant human beings in the class, they were more likely to undergo learning more in a holistic manner. A humanistic philosophy of education necessitates such an approach to maintaining a relational trust among all class members. An instructor is supposedly skillful at navigating the flows of class interactions, at times with unprecedented challenges. A restropective study, this seeks to develop a better understanding as to whether such an approach leaves a durable significance in their perspectives on learning. LCM20 An Analysis of Code-mixing and Code-switching in EFL Teaching of Cross Cultural

Communication Context 20 Minute Paper Martin Kustati The objective of the paper is to determine types of code-mixing and code-switching made by teachers and students in EFL cross cultural communication class and to identify reasons for the emergence of code-switching and mixing in the classroom. The data was obtained through observation and in-depth interviews of the second year students of undergraduate program of English in Tarbiyah Faculty, IAIN IB Padang. The finding showed that tag-switching, intra-sentential, inter-sentential, and intra-word were commonly used by EFL teachers and students in classroom. It was also found that the teachers used code-mixing and switching in the process of clarifying certain issues to make them more comprehensible to students. Teachers also do these kinds of switching during their attempt to promote relationship with students, to switch the topic, and to persuade or motivate students to be more engaged in learning English. Meanwhile, the students mix and switch their language to overcome their lack of knowledge of English. It is expected that this study provided empirical evidence to advise on their optimal uses in EFL teaching of State Institute for Islamic Studies. LCM21 The Use of Web-Based Resources Technique to Improve Students’ Reading Skill of

Expository Text(A Classroom Action Research of the Second Semester Students of IKIP PGRI Bojonegoro, in the Academic Year 2012/2013)

20 Minute Paper Meiga Ratih

The research was conducted at IKIP Bojonegoro, the subjects of the research were the second semester students of IKIP PGRI Bojonegoro in the academic year 2012/2013. The study applied action research technique to improve students‟ reading skill of expository text through web based resources. The objectives of the research are (1) to identify whether the use of web based resources can improve the students‟ reading skill of expository text and (2) to describe the teaching and learning situation when web-based resources is applied in reading class. The method of the research is classroom action research. Action research is a way of reflecting on teaching which is done systematically collecting data on everyday practice and analyzing it in order to make decisions about what the future practice should be. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. The data collection involved a number of instruments, namely test, observation, questionnaire, interview, document analysis. To analyze the quantitative data the researcher applied descriptive statistics. To analyze the qualitative data the researcher applied constant comparative method. The research consists of two cycles, with three meetings in every cycle consisting of planning, acting, observing and reflecting. The result of preliminary study showed that the students‟ reading achievement was very low; the mean score was only 63 which were much lower than the stated passing grade 70. After the use of web-based resources technique in cycle 1 and 2, the research findings show that: (1) Web-based resources can improve students‟ reading skill of expository text in terms of: (a) Improving students‟ achievement in reading expository text, (b) Improving students‟ informational and literary comprehension, (c) Improving students‟ informational and literary analysis, (d) Improving students‟ critical thinking; and (2) It can improve classroom situation, in terms of increasing students‟ motivation and participation, creating live teaching atmosphere, and increasing teacher motivation. The mean score of the students‟ reading skill of expository text in cycle 2 could reach 79. Realizing that web-based resources is very essential in improving students‟ skill in reading expository text, there are some recommendation are made based on the research findings: (1) English teacher should implement web-based resources technique and facilitate the media for students to improve students‟ reading skill; (2) Students should realize that they have potential to have good comprehension in reading expository text; (3) Researchers are expected to use the technique as a starting points to conduct further research in the same field.


LCM22 The Students’ Experience on Group Work in the Conversational English Class

20 Minute Paper Muamaroh The objective of this study was to explore students‟ experience on group work in their conversational English class. The participants of this study were one hundred and twenty-seven students from Bachelor degree students in Department of English Education in a private University in central Java. The instruments used to gather data were test, questionnaires, interviews, and class observation. This study used experimental research using quantitative and qualitative analysis. Only qualitative analysis was used for the purpose of this paper. The finding discussed on this paper was part of my dissertation in investigating students‟ spoken English using group work and cooperative learning. The study found that students both in the experimental and control classes perceived both positive and negative experiences when they worked in groups. Working in groups enabled students to gradually get to know their friends better and they became accustomed to sharing ideas in English among classmates. The steps to group students into small groups which improved their spoken English ability were let them freely choose their partners in order to make them feel comfortable. Second, choose the group members whose speaking level was the same. Third, choose their partners whose English speaking level was still the same but with different members from previous meeting. Fourth, choose their group members whose speaking level was different. The last step was let them choose their own partners again, but with the requirement that they always had to choose different partners for each meeting.

LCM23 Effective Endings to Reinforce Learning

20 Minute Paper Retno Budi Wahyuni, Naniek Kuswardhani Effective ending can enhance leaning process to leave students which a better understanding of the lessons Therefore, teachers should be able to have the effective endings to wrap up the lesson covered to find out how much the leaners have progressed in that learning process. What the teachers do to facilitate the end of the lesson is to remind the leaners what they have learned, to elicit the learners through giving questions or giving , feedback or assigning homework. Bandung Institute of Tourism students learn English for specific purpose. Speaking ability is very important as they will work in hospitality industries. The objective of the lessons is speaking capability so the teachers use interactive ending activities , the writers have done an observation two classes , in on class the writer always teaches with in effective ending activity while in another class the writer just let the class end to play a game and ask the students to do unplanned. It has been found out that having the effective endings the learners have improved their understanding much better of the lessons than the learners from another class. LCM24 The Implementation of Curriculum 2013 in English Class: Integrating Competencies

in English Class (A Case Study Conducted at Class 9A of SMP IT Ibnu Abbas Klaten in the Academic Year of 2013/2014)

20 Minute Paper Nur Eka Yulia Ngestia Curriculum 2013 categorizes students‟ competency into four kinds, namely, kompetensi inti 1(KI 1), kompetensi inti 2(KI 2), kompetensi inti 3(KI 3), and kompetensi inti 4 (KI 4). KI 1 concerns on spiritual aspect, KI 2 is about attitude/social, KI 3 explains theoretical aspect or knowledge, and KI 4 focuses on skill aspect. The four competencies should be integrated in teaching and learning process. Teachers serve a context in which those competencies are covered in harmony. The curriculum 2013 is in trial implementation level for some schools in Indonesia. Therefore, this paper will investigate the implementation of curriculum 2013 especially in the process of learning in which KI 1, KI 2, KI 3, and KI 4 are connected in a unity. To identify a clear description, document analysis, observation, and interview are employed in this investigative case study. The worth of this presentation is to find out a clear description about the implementation of curriculum 2013 in English class. LCM25 The Use of Directives in English Classrooms: A Case Study of English Student

Teachers 20 Minute Paper Riesky Classroom management materials presented in English pedagogical courses often lack of discussion on the importance of proper use of speech acts in creating supporting atmosphere for interaction in the classroom. Even if teacher talk is discussed, the discussion tends to be very broad, rarely focusing on types of speech acts that can be effectively used to manage classroom. This paper reports the results of a study conducted to investigate (1) the types of directives used in the classroom by English student teachers, (2) student responses on the types of directives used in the classroom, and (3) non-linguistic things, if any, that influenced how directives were responded by the students. The study involved 7 student teachers in 3 different schools in Bandung, West Java, Indonesia. The data were collected by videotaping and observing the student teachers‟ teaching performances. Data analysis was conducted by mainly following the classification of directive speech acts proposed by Bach (2006), which is a further interpretation of that of Searle (1969), and interpreting the types of responses given by the students. The results showed that from 7 types of directives identified, questioning and ordering became the most frequently used. In terms of responses, questioning, ordering, and requesting were the most positively responded by the students. It was also indicated that clarity, wait time, quality of teaching materials, teaching media, students‟ basic knowledge, and the supra-segmental aspects of the directives performed in the classroom played important roles as non-linguistic things that gave positive impacts on the types of responses given, the quality of interaction, and the student attention in the classroom.


LCM26 The Poster Presentation: An Exercise for High School Students in Emerging

Creativity, Leadership and Teamwork in English and Arts Class 30 Minute Teachers Session Saffa Inayati, Nur Arifah Drajati Poster presentation for high school students are used as medium of knowledge and experience transfer. Posters also provide a means of publication for learning process that the students did inside and outside the class. There was a little research on this topic of interest has been undertaken in Indonesia, particularly, for senior high school students. With these in mind, the qualitative study specifically examines challenging and benefits of creating poster presentation based on the Eldest Project (Entrepreneur and Leadership Day) in SMA Labschool Jakarta. The study also looks at the roles of teacher and students in the entire learning. A total of 260 students in grade 12th participate in this study. In group of ten, they were assigned to perform a series of tasks, including (1) creating the product; (2) creating poster; (3) promoting the product using poster; (4) creating and writing poster presentation; (5) presenting the poster presentation. Drawing these data, the study present reports on four findings, that are: (1) creativity; (2) leadership and(3) teamwork.

LCM27 Politeness Inclination of Teacher and Students in An EFL Classrooms Interaction

20 Minute Paper Senowarsito

Politeness in language teaching is an integrated pattern of human interaction that includes thoughts, beliefs, values, manners of interacting, communications, relationships and languages. Therefore politeness can not be considered an isolated component of language learning. This present study aimed to discuss politeness tendency of teacher and students in English classroom interaction in senior high school. The data were video-recorded spoken texts from eight different classroom settings. Brown and Levinson's (1987) framework of positive politeness or negative politeness is adopted to examine the politeness tendency of teacher-student interaction. A qualitative analysis reveals that teachers tend to employ both positive and negative politeness, and students do as well. It is argued that, because of the roles assigned to the teachers in class, they use the politeness for developing cooperative atmosphere of learning and for creating empathy in teaching relationships to stimulate positive conditions and interactions. As both teachers and students have the same cultural background, they confer a respect to each other. In the teachers‟ perspective, they need to protect students‟ self-esteem, and provide students a suitable treatment to encourage their learning. LCM28 Students’ Perceptions on ORSA (Orderly Rows Seating Arrangement) in EFL

Classroom 20 Minute Paper Slamet Wahyudi Yulianto This study aims to reveal the students‟ perceptions on orderly rows seating arrangement (ORSA) as well as to investigate their English as a Foreign Language (EFL) classroom seating arrangement preferences. This is a case study using questionnaire and interview as data collection strategies. The participants of this study are 45 tenth to twelfth graders in one of private Islamic senior high schools in Bandung. In analyzing the collected data, transcribing, coding, categorization, and quantification into percentile are performed. Harmer‟s (2007b) classroom seating arrangement classification is used as the framework in this research. From the assembled data, it is known that more than half students (55.56%) have a positive perception on ORSA. Nevertheless, the data demonstrates that almost every participant (82.22%) covets the changeable classroom seating arrangement. Those findings are supposed to serve as the basis for EFL teachers in managing classroom seating arrangement in order to vary the students‟ EFL learning experiences. It is also expected that this study provides the additional literature for researchers who are interested to conduct the similar study.

LCM29 Corrective Feedback and Repair Strategies in Meaning-focused Language Classroom

20 Minute Paper Sulistyani, Suhartono The practice of corrective feedback in communicative language classroom has become a debate among applied linguists. Some consider it obstructs students‟ fluent speech and some assert it is vital to show students their linguistic gaps. This study aims to describe the practice of oral corrective feedback in meaning-focused instruction specifically to answer the questions 1) what is to correct, 2) how it is corrected, and 3) how repair is constructed. The data are in the forms of teacher‟s and students‟ utterances obtained through video recording during meaning-focused instruction in a secondary school. The result shows that in meaning-focused instruction, the ESL teacher mainly corrects semantic errors and among six types of corrective feedback (explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition), the teacher mostly uses elicitation and recast while the repair strategies that occur in this class takes the pattern of other initiation-self repair. So, it can be concluded that in a meaning-focused instruction the teacher does not relatively interrupt the students‟ fluent speech and that the communicative activity is maintained. And with self-repair, students notice their linguistic gaps. Therefore corrective feedback is still worth practicing in meaning-focused language classrooms. LCM30 Regulative and Instructional Registers of an EFLLecture in Indonesian University

Context 20 Minute Paper Sunardi Classroom in English as a foreign language (EFL) can be perceived as staged, goal-oriented social activity through language. The structured activities of EFL classroom are characterized by their patterned structuring of the teaching-learning activities in realizing the learning goals. The linguistic choices are operated in two types of register: regulative register and instructional register. This study aims at finding the elements of the schematic structure of an EFL classroom in Indonesian university context and the operation of regulative register and instructional register in


realizing the teaching-learning activities. The data of this case study is a video-taped EFL classroom taught by a non-

native English lecturer in a university in Semarang. The data were analyzed by referring to the analytical framework of curriculum genre as suggested by Christie (2002). The findings show that the EFL classroom is carried out in three general stages: orientation stage, discussion stage, and closure stage. Each stage is operated through several potential steps. The orientation stage is operated in regulative and instructional registers. Instructional register operates mainly in discussion stage. Closure stage is mainly operated in regulative register. The results of this study will benefit English lecturers to consciously realize their language behaviors in achieving their teaching-learning goals. LCM31 Maximum English in Minimum Classes: Teaching English with Limited Facilities in

Remote Area 20 Minute Paper Titis Sulistyowati Every Indonesian citizen has the same opportunity of getting appropriate education. On the other hand there are many problems deals with the education managements. The government seems giving minimum commitment toward Indonesian education. Minimum government budget allocation tends to be the main cases and the distribution of the budget allocation is not very fair and transparent. It is also supported by the quality of the teachers which unfortunately need to be improved. In schools in some remote areas, they also do not have good facilities in their classroom to support the process of teaching and learning. In fact, some schools do not have appropriate aids to teach good English, including the teachers‟ quality and the teaching media. This study will explore the experiences of some English teachers who have dedication of teaching English in some schools located in some remote areas in Indonesia. By doing an interview related to the problem they have faced and how to solve it. This will reveal the condition of the school, like facilities they have at school, the teaching media they use and also the teaching techniques they implement in their classroom.

LCM32 Building Skills of Writing A Thesis Abstractfor Indonesian Undergraduate Students

20 Minute Paper YuliaIndarti English Department Students of UniversitasAirlangga are obliged to write thesis as their final projects in which an abstract is one of the scholarly bodies of the thesis. In the past few years, there had been a tendency that what they wrote in an abstract did not really reflect the content of the thesis. This was due to the less knowledge about the format and parts of the scholarly body of an abstract of academic journal articles. To anticipate this phenomenon, in Critical Reading class which is offered in the fourth semester, having read the academic journal articles every week, students are taught to develop their critical thinking by writing down literature reviews in which one of the goals is to teach them how to write an abstract. This paper aims at describing the methods taken by the lecturer to build the skills of writing a thesis abstract for the fourth-semester students of UniversitasAirlanggaapplied in Critical Reading class. The method used is by giving students academic journal articles in three different genres based on the majors offered by the department namely linguistics, literature, and cultural studies every other week. The first weeks following the articles given are the weeks to check the students‟ reading comprehension aboutone-genrearticle. Then, the next weeks are to discuss the literature reviewsincluding the abstracts. The results show that in their last semester,students‟ thesis abstracts are considerably more qualified in terms of format, content, and the identification of parts of scholarly body. LCM33 Communication Strategies Used by Indonesian Teachersin Teaching English for

Libyan Kids 20 Minute Paper Zurriat Nyndia Rahmawati, Nastiti Primadyastuti Classroom lessons are built upon continuous events in which both the teacher and the students are aware of having interaction. In other words, both the teacher and the students play important roles in keeping the interaction going smoothly. However, the¬ interaction may be disturbed by some problems occurred during the class. In this paper, the problems arise because the teachers and the students are non-native English who come from different country and culture; they only use English as a foreign language as medium of instruction in the classroom. Therefore, communication strategies are needed to bridge classroom interaction between teacher and the students. This paper attempts to examine how two private course teachers teaching English to Libyan students use the communication strategies. This narrative study emphasizes on how the teachers provide the students with meaningful yet simple explanation in the process of providing language exposure in the language that is not their native language, in which the characteristics of young learners who require a fun, enjoyable, and meaningful classroom are also taken as considerations.

LCM34 A Case Study of Power Exertion in Two Senior High Schools in Bandung

20 Minute Paper Yunita Uswatun Khasanah In the setting of classroom discourse, Foucault has major influence to the field of critical linguistics and critical pedagogy. Critical linguistics concerns with the notion that language use is never value-free. This belief leads to reflexive analysis of the latent practices of domination during instructional process within academic discourse. On the other hand, critical pedagogy concerns with the belief that academic institution is also a site in which different ideology, discursive and social forms collide with each other in the process of power struggle. Classroom interaction, according to the critical pedagogists, should empower rather than overpower learners/students. This study aims to investigate the cross-section of critical linguistics and critical pedagogy in EFL/ESL classroom discourse. The central attention is to find how the power relation and power struggle are contained within participants‟ use of linguistic resources. This study is conducted in 16 classrooms in two senior high schools with different SES (socio-economic status) levels in Bandung. For the data analysis, the study applies MOOD analysis pertaining to Systemic Functional Linguistic theory. The result shows that there are significant pattern differences in power process between low and high SES level classrooms.


VII. LANGUAGE TESTING AND ASSESSMENT

LTA01 An Effective Performance-Based Testing with Authentic Materials: An Authentic

Assessment Development 20 Minute Paper Aan Erlyana Fardhani As an inseparable component of the instruction implementation design, evaluation is conducted to know exactly the attainment of instructional goals that have been implemented in a set of instructional activities. The new trend of evaluating tends to give emphasis on the learning process by using alternative assessments measuring the students‟ real language performance. This issue has actually been socialized among English teachers; however, it remains unpopular and still becomes optional assessment for most English teachers. Accordingly, the use of authentic assessments is still avoided as they feel more secured and comfortable in using the traditional measurement of a paper and pen test. Recently, the teachers‟ choice needs to be switched and follows the policy of the education paradigm in the 2013 Curriculum. The new curriculum policy assigns teachers to use authentic assessments in conducting instructional process. As a response, this article unwraps and analyzes merits of the authentic assessment of the Performance-based testing which is potential to engender and sustain positive washback on the teaching and learning process (Lynch,2003). Moreover, essential and pertinent considerations needed in developing the performance assessment instruments are put in to a deep discussion. The assessment designing process is divided into four stages comprising material selection, material evaluation, material adoption & adaptation, and material refinement. Finally, the authoress proposes possible guiding principles for designing affective authentic assessment instruments for measuring competences of students‟ language skills.

LTA02 The Impacts of National Testing on English Teachers’ Pedagogy and Professionalism

60 Minute Colloquium Abdul Kamaruddin This study explores the impacts of national testing on English teachers‟ pedagogy and professionalism in Indonesia. How teachers navigate their way between the national testing and individual pedagogy is of particular interest here. By questioning teachers about their beliefs and values and pedagogical practices within individual interviews and by classroom observations, a central aim of this study is to examine how power juxtaposed with pedagogy and professionalism. By interpreting data through the theoretical lens of performativity, the study is expected to contribute to international understandings of teacher pedagogy and professionalism. Adopting constructivist and ethnographic approaches, the study explores experiences, beliefs and values and pedagogical practices of two English teachers of secondary school. The results of the study show that the national testing standards control the teachers‟ work. The teachers align the curriculum with the national test, and this encourages them to teach to the test. They focus their classroom activities on test preparation. This indicates a reduction of their professionalism. The findings provide insights for policy makers and teachers to understand the consequences of testing standards for teachers‟ pedagogy and professionalism.

LTA03 Developing A Practical Rating Rubric of Speaking Test

20 Minute Paper Ammang Latifa Rubric is a descriptive guideline (Allen, 2004) which performs certain features that are usually used to measure the people‟s task in their work (Namara 2000). This study aimed to develop a practical rating rubric of speaking ability in the classroom setting. As Preview, there are two general typical rating rubrics of speaking commonly used to assess the students‟ oral production. Holistic rubric is used to score the speaker‟s production in the overall process without judging separately all speaking components while is analytic rubric requires the rater to score the resulting test by considering the components of communicative competence separately (Moskal, 2000 & Nitko, 2001). This research involved the raters‟ performances on conducting the rating the product of the speaking test. The rates are from English speaking lecturers at number higher education institution in Parepare of Indonesia in this case, the Muhammadiyah University of Parepare and STAIN Parepare. This study chose the samples purposively and there were two typical treatments of collecting data, first type was trying out of the product, and the second type was distribution of questionnaire. This study finds a practical analytical rubric of speaking test which supported by some components namely, the rating criteria of communicative competence, the band score and the descriptors of the scales. The rating criterion of communicative competences refers to grammar, vocabulary, pronunciation, discourse, strategic competence; while the band score consists of five scales namely, scale 0, 1, 2, 3 and 4. The special thing of PRRST

rubric was collaboration of analytic and holistic rubric of scoring mechanism where the rater does not have to use time consuming to score the result test of the participant. This mechanism lets the rater to score the speaker‟s performance only once, and it provides the profile of the speaker‟s language development separately. The raters‟ perception was very good in the response of 1) “the PRRST rubric operates simple accumulation”, 2) the PRRST rubric does not operate extra time, 3), and The PRRST does not operate high cost. LTA04 Exploring General Secondary School EFL Teachers’ Perceptions and Practices of

Formative Assessment 20 Minute Paper Arum Wulandari, Suci Winda Astuti Assessment is an integral part of instruction and an important source of reflection for students and their educators. Significant efforts to integrate assessment to teaching can be traced across world nations that bring about „a growing awareness of the centrality of teacher-based assessment in the learning process‟ (Shohamy, 2008:7). The 2013 National Curriculum requires Indonesian EFL school teachers to integrate formative assessments in withtheir classroom practices. Many teachers have been reported to havedifficulty problems performing this task (Kompas.com, 2014).


This can be due to their lack of understanding of the concept of formative assessment that may affect the quality of

their assessment practices in the classroom and, eventually, of their students‟ learning. To fill this gap, This study aims at toobtaining better insights intolook at EFL teachers‟ conceptual understanding of formative assessment in EFL teaching along with their practices. For this purpose, fFifty General Ssecondary School school EFL teachers from based inEast Jakarta area will be involved as survey respondents to seek answers to the following research questions: 1) How do General Secondary School EFL teachers understand the concept of formative assessment in English Language Learning? 2) How do the teachers practice formative assessment in their classrooms? and 3) What is the influence of teachers‟ perceptions on their classroom practices?participate in the study. LTA05 Gender Identity OF Male and Female Indonesian EFL College Students’ Academic

Essays: A Critical Discourse Analysis (CDA) 20 Minute Paper Cintya Oktaviani, Dadan Jauhara This study attempted to investigate gender identities within junior college students‟ academic essays at one of the universities in Ciamis. In order to seek and identify subjects‟ identity in gendered discourses containing multiple meanings, a Critical Discourse Analysis (CDA) framework of Fairclough (1989, 2001, 2010) was employed. To determine the sample, four junior college students‟ essays from different sexes were purposively selected by considering such typical characteristics as: 1) written by the college students who had passed advanced writing course (Writing V); 2) the best written product as recommended by the writing lecturer; and 3) original in terms of the students‟ own ideas. Transitivity analysis of Hallidayan SFL was also employed in the study. The findings showed that all the written products of both male and female writers indicate masculinity. The indication tends to happen since both male and female subjects likely change their identity depending on the situations such as habitual life, type of discourse, environment, and culture shaping and being shaped by. The present study offers benefits to the pedagogy of teaching writing in terms of teachers‟ awareness of students‟ needs and interests.

LTA06 Higher Education Students’ Perception About Peer Assessment Practice

20 Minute Paper Didik Rinan Sumekto Nowadays classroom‟s peer assessment has strategic roles in bridging students‟ collaborative writing improvement when conducted peer assessment. This study investigates higher education students‟ perception about peer assessment model. Respondents are 179 English education students (N=179) from Muhammadiyah University of Purworejo, Central Java. Research sampling uses stratified random sampling technique. Data analysis is carried out by statistical analysis through descriptive statistics applications. Findings prove that the frequencies analysis shows that higher education students‟ perception towards peer assessment practice is supported by the lecturer‟s trust, assessment accuracy, and students‟ expectation. The effective contribution towards this study constitutes 34%, whereas another 66% of research contribution can be influenced and supported by other factors out of those three variables. LTA07 Learning-Centered Feedback “Give A Medal and A Mission” In Learning English of

Non-English Depart Students 20 Minute Paper Ekfindar Diliana, Ika Susanti The new dimension of feedback is constructed by some ways. Medal and mission is one of them (William and Bill, 1998; Hattie, 2002). This paper begins by arguing the conventional system of feedback given by teachers. The system of feedback has changed into learning-centered feedback. This term has been interesting topic to conduct, since this strategy of giving feedback is apparently new for Indonesian teachers. Medal is giving encouraging statement and mission is letting the students know what target they must achieve dealing with their task. This qualitative study aimed at investigating students‟ response to medal and mission feedback, which serves as informative feedback in enhancing students‟ motivation in learning English. The implementation of Medal and Mission Feedback is also described. Participants were 30 second semester- students of Mathematics Departement of Pancasakti University, who studied English, enrolled in this study. For obtaining the data, questionnaire and interview were used. Data was collected in four meetings. Findings show that students‟ interest and motivation are enhanced during the teaching and learning process employing learning-centered feedback “Give medal and mission”. In applying medal and mission feedback, teachers used assessment proformas to help in doing this model and clarifying goals of teac hing learning.

LTA08 Implementing Authentic Assessment on Students’ English Writing

20 Minute Paper Erwin Rahayu Saputra, Rahmat This is the study of how teachers implement the authentic assessment on students‟ English writing. Two English teachers and their students are involved in this qualitative study. The data are collected through three techniques, namely; observation, interview toward the teachers, and documentation study toward lesson plans and syllabi of the teachers. The collected data were then analyzed based on the theory of the process of assessing writing by NSW Department of Education and Training (2007) by using the data analysis process of Miles and Huberman (1984) in Sugiyono (2012). The findings show that both teachers conducted all steps of the process of assessing students‟ writing consisting of collecting evidence, making judgments, planning learning experience, teaching, monitoring and recording student progress, and reviewing and replanning teaching/learning programs. The steps of the process were not conducted chronologically from the beginning till the end, but some of them were conducted at the same time. Besides, the activities in each step were conducted in several similar and different ways between the teachers. However, the primary purpose of each step was accomplished.


LTA09 Students’ Oral Presentation as Multimodal and Formative Assessment

20 Minute Paper Fauzul Aufa The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students‟ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students‟ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam‟s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students‟ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students‟ multimodality proficiency and to be formative assessment. In other words, students‟ oral presentations provide not only feedback for students to design better presentation visual aids for their oral performance, but also information for teachers to have better understanding of students‟ progress regarding learning materials and target skills. Additionally, this assessment can be used to monitor students‟ learning progress and diagnose their learning problems through teachers‟ feedback once students present their works orally. Therefore, it is expected that this practice can scaffold students‟ multimodal literacy by using the

multimodal assessment for their learning as a teaching approach in pedagogy of multiliteracies, and improve teachers‟ quality instruction and students‟ learning outcomes.

LTA10 The Challanges In Implementing Authentic Assessment in Curricullum 2013

20 Minute Paper Fitriani Curricullum 2013 requires educators to apply authentic assessment as a method of educational measurement. Authentic assessment is an evaluation process involving multiple forms of student‟s performance on instructionally-classroom activities. This assessment contributes to the development of the effective classroom measurement. It encourages students to be more active and helps teacher reflect on their teaching and improve the instruction. Conversly, applying this method effectively is quite challanging. Indonesian schools tend to have big classes with limited time of teaching. Furthermore, managing time, ensuring curricular validity and minimizing teacher bias and subjectivity are the crucial problems in applying this method of assessment. Additionally, this paper will theoretically, expose the problems in implementing of authentic assessment to search for possible strategies in minimizing them. Exploring the related theories of the authentic assesssment and the curricullum 2013 will inform English teachers about how classroom assessment should be enacted properly.

LTA11 Authentic Assessment and the Implication to Students’ Self Esteem in Teaching

English at Senior High School 20 Minute Paper Hanifatul Hijriati Authentic assessment in curriculum 2013 is divided into some aspects. The assessments are covered into project report, students‟ portfolio and students‟ behavior. Authentic assessments encourage teachers to observe the progress of each student during the learning process. This assessment also encourages students to explore their learning experience in various ways. The activities designed to optimize students‟ capacity are recorded by teachers in assessment rubrics. Students‟ self esteem, which is defined as the positive or negative evaluation of self, occurs naturally. The authentic assessment shows the result of the students‟ capacity in the participation during the learning process. Students‟ self esteem is shown whether students feel worthy about themselves. In authentic assessment, teacher does not only have great responsibility in judging the students but also in guiding the students to make progress during the learning process. Based on the curriculum 2013, authentic assessment has purpose to motivate students in participating much during the lesson. This paper describes the implication of authentic assessment to students‟ self esteem. LTA12 Language Assessment for Deaf and or Hard of Hearing (D/Hh) Students in Inclusive

Class 20 Minute Paper Ika Puspitasari, Iswahyuni Dealing with deaf and or hard hearing (D/HH) students is not an easy task for teachers of inclusive class. One of the difficulties emerged is driven when teacher has to cope with assessment for both hearing and non hearing students who happen to be in the same class. Another thing that triggers the confusion is that language classroom usually integrates all four skills into the sessions. It means that speaking, among others, will be there to assess if thorough assessment is to take. The problem raised is then on how the D/HH students be assessed due to their condition. In regards with that concern, this paper will then address the issue of language assessment best practiced for inclusive class to shed a light in the language teaching and learning in that particular setting. The proposed assessment in this paper will somehow take some specific characteristic of the students into account so that the assessment will bring no discrimination for the students with disability.

LTA13 A Preliminary Research to Develop a Customized Set of Vocabulary Size Test

20 Minute Paper Laurentia Sumarni This is a preliminary research to investigate useful words to function effectively in academic contexts, vocabulary size, the first-year students‟ word list, and the steps to design the customized set of entry-level vocabulary size test. This research was a library research. To find out the ELESP students‟ current vocabulary size, a vocabulary size test designed by Paul Nation was administered. The results show that useful words were (1) high-frequency words


containing 2,000 word families, (2) academic words specified in the Academic Word List (Coxhead:2000), (3) technical

words, (4) low-frequency words. The result of the test shows that the students‟ scores range between 33 and 96 words, with the mean score of 66. It means that the students‟ vocabulary size ranges between 3,300 and 9,600 word families. The average 6,600 word families imply that most ELESP students are ready to read authentic texts containing 88.7% word coverage. To increase vocabulary size by 10,000, they need to learn technical words and low-frequency words of a specialized subject area. Using Nation‟s specifications for making the test, some procedures of test design are: Sampling the words for the items, Making the Stem, Writing the choices, The Order of the items in the Test, Piloting, Administering the Test. The decisions on curriculum, materials and teaching strategies should be based on the results of vocabulary size to gain optimum learning outcome. LTA14 Collaborative Learning in Dramatizing Narrative Text: Does It Really Assess

Students’ Speaking Performance 20 Minute Paper Lestari Ambar Sukesti This study aimed at assessing students‟ speaking performance in terms of dramatizing narrative text. The study also explored the students‟ creativity in modifying drama from narrative text. Students created drama scenarios from a narrative text then performed it in from of the classroom. The subjects of the study were students of year X consisting of 29 females and 7 males. The data were collected from oral production of utterance of the students in drama performance. Their responses were analyzed by using a rubric based on fluency, accuracy, pronunciation, and grammar. Students worked in groups. The findings showed that most of the students utilized collaborative learning in modifying the drama performed, the students were able to create a drama performance based on their imagination, students were also able to produce utterances and interact with their counterparts by using English. LTA15 The Use Of Paper-Based TOEFL As A Gate Keeper For Graduation: A Case Study at

English Department Universitas Mataram 20 Minute Paper Ni Wayan Mira Susanti This study aimed at providing information regarding the perception of students and lecturers at the English Department Faculty of Teacher Training and Education Universitas Mataram towards the use of Paper-Based TOEFL (PBT) as a requirement for graduation. The issue that was investigated concerned with the students‟ attitude in relation to the influence of PBT on their learning and how the lecturers felt about the “wash-back or back-wash” (Alderson & Hamp-Lyons, 1996; Hughes, 2003) towards their teaching. This qualitative study involved 30 students of English Department semester three and 3 English lecturers that taught subjects designed to prepared students for TOEFL, namely; Listening Comprehension III, Reading Comprehension III, and English Grammar III. The data were collected through questionnaires. The findings showed that, firstly, the majority of English Department students and lecturers agreed that the use of TOEFL give positive wash-back effect in term of increasing the quality of English graduates. Secondly, most of the students and lecturers felt that the materials given during the three subjects were helpful in coping with the real PBT and have increased the average scores of English Department students in general. LTA16 English Teacher’s Perspective on Authentic Assessment Implementation of

Curriculum 2013 20 Minute Paper Novia Trisanti Assessment is an important part of teachinng and learning as it enhances the process of students learning improvement (Brown, 2004). Now, the curriculum 2013 in Indonesia has brought authentic assessment as part of teaching and learning process which all teachers from elementary to secondary levels have to implement it in schools.

While, the term authentic assessment for many teachers seems to be something new for them. Whereas, they need to understand and be able to apply it which many students will rely on their way of designing and administering it. Authentic assessment itself usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated (Muller, 2014). Therefore, this paper gives findings on the English secondary school teachers‟ perspective of the term authentic assessment. The findings comprise into two perspectives, the positive and negative ones which mean the teachers‟ ability in designing it and their difficulties in facing it. The teachers who are involved in this case study are from Central Java and secondary schools English teachers partners of Semarang State University (UNNES). They usually involve in observing teacher trainees of UNNES. Explanatory case study is used here as the description and explanatory on the questionnaires and teachers‟ lesson plans are applied to explore more the teacher‟s perspective on authentic assessement for curriculum 2013. the findings of this case study could be as underpinning ways to get future solution for teachers knowledge and ability on authentic assessment dealing with the implementation of curriculum 2013.

LTA17 The Effects of Time Constraints on Students’ Writing Performance

20 Minute Paper Nur Ainani Fitria, Feny Martina, Sadiatul Khairiyani

Most of the standardized tests that are administered today exist with time constraints for completion. However, these prescribed time constraints are often not allowing test takers enough time to do the test calmly and rationally. Rooted in the phenomenon, this study was conducted. By using factorial design as the design of this study, the objective of this study was specifically to find out whether or not time constraints significantly affected on students‟ writing performance. This study was conducted among EFL learners of English Education Study Program at STKIP Siliwangi Bandung. They were asked to write two equivalent types of an argumentative essay writing based on a certain topic under varied testing conditions, a standard time constraint (90 minutes) and under an extended time constraint (120 minutes). To collect the data, the instruments used in this study were a writing test and semi-structured interview. To achieve the objective of this study, the one-sample Wilcoxon signed-rank test and Mann-Whitney U test were used. The findings of the study showed that there was any difference on the students‟ writing performance between students


with 90 minute test taking time and 120 minute test taking time. In short, time constraints affected the students‟

writing performance. LTA18 Exploring Vocational Secondary School EFL Teachers’ Perceptions and Practices of

Formative Assessment 20 Minute Paper Pangkuh Ajisoko, Anissa Fauziah Wati Assessment is an integral part of instruction and an important source of reflection for students and their educators. Significant efforts to integrate assessment to teaching can be traced across world nations that bring about „a growing awareness of the centrality of teacher-based assessment in the learning process‟ (Shohamy, 2008:7). The 2013 National Curriculum requires Indonesian EFL school teachers to integrate formative assessments in their classroom practices. Many teachers have been reported to have problems performing this task (Kompas.com, 2014). This can be due to their lack of understanding of the concept of formative assessment that may affect the quality of their assessment practices in the classroom and, eventually, their students‟ learning. This study aims at obtaining better insights into EFL teachers‟ conceptual understanding of formative assessment in EFL teaching. For this purpose, fifty Vocational Secondary School EFL teachers from East Jakarta area will be involved as survey respondents to seek answers to the following research questions: 1) How do Vocational Secondary School EFL teachers understand the concept of formative assessment in English Language Learning? 2) How do the teachers practice formative assessment in their classrooms? and 3) What is the influence of teachers‟ perceptions on their classroom practices?

LTA19 Translation Techniques Applied by Students in Translating Explanation Text

20 Minute Paper Rahmanti Asmarani, Dyah Nugrahani Translating text is an activity done by students to explore and improve their skill in transferring the idea of the source text into target text. The activity as conducting the process of translation is not only changing one language into others but sending the author‟s message to the target readers. There are some techniques maybe applied in transferring the idea into target text in order to get the work of translation acceptable, readable and natural for the target readers. This study is aimed to investigate how the students do in transferring the idea of the English explanation text into Indonesian. To obtain the data, the students were required to do the assignment and the classroom observation was also conducted. When the students have finished their project, the focus group discussion was also conducted to investigate the translation techniques based on Molina and Albir‟s theory (2002:509) applied in translating Explanation Text. The result of the research reveals that most of the students applied literal translation.

LTA20 Redefining Criteria and Standards for Composition Classes

30 Minute Teachers Session Richard Manuputty Applying criteria in essay writing classes has been acknowledged as an important teaching and learning reference of evaluation; however, many students at lower level classes are experiencing difficulty in internalizing the conventional writing criteria and standards fully. As the result, many students produced insufficient pieces of composition and they continue depending on instructors to assess their work. In an attempt to address the situation, several criteria that students commonly encountered difficulties were redefined as supplementary writing criteria applied in planning and developing their essay compositions. Two projects writing of Argumentative essay in Writing 3 class were assigned, observed and evaluated throughout process writing approach, steps and activities. A survey of students‟ attitudes was conducted and administered after completion of the second writing project. The results of study show an increase in student‟s writing performance demonstrated after the course. Students' products of writing (N=20) were developed particularly on the organizational aspects. Students‟ perceptions about the learning system were reported to be high. Some positive feedback and constructive comments were given for better future writing instructions.

LTA21 Anxiety on the Presentation or Oral Examination in Learning ESL

20 Minute Paper Singgih Widodo Limantoro The problem of this applied research is that learners of English often feel anxious when speaking English during presentations or oral examinations in the ESL (English as a Second Language) classroom. In this preliminary research, the writer would like to know the psycholinguistic problems of the language students who learn English as a Second language. Therefore, he would like to choose Business English students of Politeknik Ubaya Surabaya as the respondents. There are two purposes of this research - first, to find out the causes of their anxiety during the oral examinations/ presentations, and second, to know some strategies used by ESL teachers to reduce the language anxiety of their students. In this study, the writer expects to help ESL students reduce their language anxiety during the oral examinations/ presentations and provide some practical strategies for their teachers to minimize their students' anxiety during the oral examinations/presentations. Therefore, the writer would like to conduct a survey by using questionnaires and interviews in order to gain the descriptive qualitative results of this research. LTA22 The English Subtest of In-House University Entrance Examination: What Can It

Inform the English Department? 20 Minute Paper Sintha Tresnadewi This study focused on the high-stakes English subtest of 2012 in-house university entrance examination (UEE) administered in one of the state universities in Indonesia. It sought the subtest‟s characteristics, especially the item and person reliability, argument-based validity, and the effectiveness of the items. Besides, it also inquired to what extent the newly-accepted students‟ knowledge aligned with the English department‟s standards, and tried to find as well what the selected students‟ strengths and weaknesses. The results showed that the true item reliability coefficient


of the 2012 in-house UEE lies between .76 and .78 and the true person reliability lies between .45 and .50. The in-

house UEE was valid if seen from the most important arguments for a selection test, i.e. the content, construct, and predictive validity. The effectiveness of the items was seen from different points of view. When seen from the item and person map analysis, it was found that the in-house UEE was too difficult for the candidates; while, when seen from the item and person fit, it could be said that the items fitted the Rasch model (Bond & Fox, 2007) except one item on „Purpose of the writer‟. English Departments will benefit from this research because they will get valuable data about the selected students with which they can prepare a remedial program for those who have weaknesses before they sit in the real classes.

LTA23 Some Effective Ways to Give Feedback to the Students in Their Writing

20 Minute Paper Sri Sarjiyati An important part of assessment for learning is giving feedback to the students, both to show their current achievement and to indicate what to do next. Effective students feedback in their writing is increasingly recognized as a key to students‟ writing progress. Giving effective feedback to the students will help them to improve their writing skill. The aim of giving feedback to the students in their writing is to encourage them to write further. Teachers need to pay attention to the most important aspect while giving feedback. While marking mechanically, teachers often only

show students‟ mistakes instead of showing the students how to do better. If the students receive only negative feedback, they may easily be discouraged and frustrated. However, feedback sessions can be a pleasant experience for the students if the teachers show their good points as well. A teacher also needs to consider the amount of showing mistakes. This paper will deal with what to be done by a teacher in giving feedback to the students in their writing. It explores on the purpose for giving feedback, the amount of time available, and the preferred communication style. Some techniques of giving feedback by using a special code for proofreading, and editing students‟ papers through planning and drafting stages will be introduced. By providing constructive feedback to the students, teachers may encourage students to write more, not the other way around. LTA24 Writing Rubrics Construction ConstructedUsed by Secondary School Teachers of

English in Assessing Students’ English Achievements in English Subject in State Senior High Schools Pekanbaru

20 Minute Paper Syahdan, Husna Haiaty The purpose of this research was to identify investigate how Englishthe construct of writing rubric made by teachers constructed writing rubrics to in assessingstudents‟ writing skillat the state Senior High Schools Pekanbaruin the secondary school context. The findings of this research hopefully become a consideration for English teachers in reconstructing better writing rubrics, so then it can assess students‟ achievement in writing text types based on national curriculum. The design of this research was survey design. The population of this research was fourteen writing rubrics of state Senior High Schools in Pekanbaru. The sample was taken by cluster random sampling by selecting ten state Senior High Schools in Pekanbaru. The data were in form of documentation and interviewwhich was analyzedto know whether or not the rubrics were appropriate to assess students‟ skill in writing various text types. The result of the analysis showed that nine of ten schools have used writing rubrics and one school has not used writing rubric. Five out of the nine schools, using writing rubric, have used appropriate writing rubrics to assess students‟ achievement in writing various text types. The other four schools have not used rubrics to assess text types. LTA25 The Implementation of Self-Assessment in Writing Class: A Case Study

at STBA LIA Jakarta 60 Minute Colloquium Theresia Tuti Purwanti Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted by involving students to make judgment about their performance. When encouraged to be morw aware of their learning process, the students grow to be independent learners. With regard to this point, this qualitative case study aims at investigating the implementation of the self-assessment as a learning tool in a writing class at STBA LIA Jakarta. The pupose of this study is to examine the students‟s reaction towards the use of self-assessment activity and how it helps them revise their essays. The study employed qualitative research techniques. Data included the following: (1) students‟ essays; (2) students‟ self-assessment checklist; (3) students‟ responses to the questionaires on their attitudes towards self-assessment activity. Nine students were involved in the study. The findings revealed that most students welcomed the use of self-assessment checklist to help them revise their essays. Most students found the process of reflecting on one‟s own learning to be helpful. After the implementation of self-assessment, the students show that they can revise the essays at the phrase level, surface level, content level, and lexical level.

LTA26 A Measure of Attitude toward Peer Assessment: Reliability and Validity

20 Minute Paper Venny Karolina Peer assessment is a kind of assessment that involves students in assessment activity. This research aims to investigate reliability and validity of a measure of attitude toward peer assessment which consists of three sub constructs: giving feedback, receiving feedback and peer learning. The research used cross-sectional survey to 72 undergraduate students of Tanjungpura University. The researcher adopted 5-option Likert Scaling. The items of measure were derived from people‟s opinion toward peer assessment and the definition of peer assessment from literature. The data was analysed with SPSS program by using Cronbach‟s Alpha. The findings are that both the „giving feedback‟and „peer learning‟ scales have low reliability and validity. Meanwhile, the „receiving feedback‟ scale has good reliability and high construct validity. However, due to the low response rate, the researcher cannot make assertions of reliability and validity of the scale. Further analysis with large number of respondents and cognitive interviewing is


needed for future research. This scale will be beneficial for teachers, educational researchers and academic staff to

investigating students‟ attitude toward peer assessment. LTA27 The Implementation of Self-and Peer-Assessment for EFL Learners In Writing

Activity 20 Minute Paper Yunias Monika This study investigated the use of self-assessment and peer-assessment in writing activity. The issues addressed in this research include: (1) students‟ perceptions toward self-assessment and peer-assessment; (2) the learning benefits which progress gradually as students perceive both assessments as part of the learning process; and (3) differences of perceived weaknesses and strengths between high-achieving students and low-achieving students. The participants of this study were 33 university students in Indonesia, who had never done self- and peer- assessment activity in their academic life. Hence, prior to the data collection time, students were given training in self- and peer-assessment. This research is descriptive in that the data collection method involved mainly questionnaires, field notes, and students‟ reflective writings that showed their point of views of the two assessments. T-test was used to explore the difference of students‟ preference in using self- and peer assessment. Data analysis shows findings that support other studies that promote self-assessment and peer-assessment.

LTA28 Corrective Feedback In Writing Class

20 Minute Paper Ni Luh Nyoman Seri Malini, Ni Luh Ketut Mas Indrawati The students will study more effectively when they know what they are doing in their writing subject. They expect feedback about the score they have gained they have received, for their achievement, and suggestions for how they can improve their language. Teachers are often suggested giving learners the opportunity to self-correct or invite other students to correct their work. However, a number of problems with learner self-correction will arise such as learners typically prefer the teacher doing/correcting their works or students can only correct their own works is they have the necessary linguistic knowledge. Therefore, we have clear grounds to motivate self-correction. The teachers can offer another alternative that is peer-correction, when that fails.The presentation will start discussing about the concepts of assessment including oral and written corrective feedback. Next, the step and the task will be elaborated. This paper is designed to give description on how learners can improve their linguistic accuracy.

LTA29 Teacher’s Corrective Feedback On Students’ Spoken Errors In An Efl Classroom

20 Minute Paper Anit Pranita Devi

Many EFL students encounter spoken errors repeatedly. In this sense, corrective feedback on students‟ errors might be useful since the errors that are not corrected for too long, might be fossilized (Harmer, 2012). A case study is utilized to examine the types of corrective feedback used by teacher on the students‟ spoken errors and the students‟ responses toward the corrective feedback. This study takes place in a general English class in an English course in Bandung. Through classroom observation and interview, it is discovered that recast is the most frequent strategy employed since it is considered more appropriate by the teacher. The students respond positively to the teacher‟s corrective feedback and feel that it can improve their English skill. It can be concluded that the corrective feedback strategies can help teachers deal with student‟ spoken errors. Practically, this study is expected to contribute some informative inputs for teachers to use corrective feedback on students‟ spoken errors. Theoretically, it is hopefully able to enrich literature in corrective feedback topic. Further research in larger setting is recommended to provide more comprehensive result that helps teachers support the improvement of students‟ speaking ability. LTA30 Yarsi University Program to Meet the Demand of Student’s English Fluency with

TOEIC as The Assessment Tool 20 Minute Paper Nanda Octavia A test is only a measurement tool of a learning process. The important part is the learning process itself; how the process can help learners acquire English as a foreign language that enables them to compete in the working environment. To measure the process, TOEIC with all its parts was meant to measure learners‟ ability to communicate in English. Teachers should not be focusing on the test but more on the approaches that allow the students to have adequate and sophisticated listening, reading, and writing skills to exchange information and to negotiate meaning in real life. Many university level English teachers are trapped within the rules that students should achieve a 550 or 605 TOEIC score to graduate. Instead of helping the students to acquire the language as a communication tool, they tend to focus more on getting the students to master the test. This is what teachers should deal with, not only facilitate students to learn the language but at the same time help them to do the test well. Despite the challenge of facing students who lack motivation and have very basic English skills, Yarsi University Language Lab is setting up several programs and approaches that allow students to acquire the language and enable them to communicate in the target language which is eventually measured by an instrument called TOEIC.


IX. LANGUAGE PROGRAM EVALUATION

LPE01 Implementation of Policy of SMA School-Based Curriculum of Public Senior High

Schools in Banyu Asin District of South Sumatra Province 20 Minute Paper Bambang A. Loeneto, Mardianto This study aims to determine the Implementation of the School-Based Curriculum (SBC) of Public Senior High Schools in Banyuasin District. The problem of the study refers to the phenomena that many teachers are not really well-informed on the SBC that results in their confusion. Another teachers‘ problem is concerned with their learning set such as lesson plan, syllabus, learning materials, etc. This is a qualitative study. The data were gathered using interview guide triangulated with the data derived from observation and relevant documents. The result of the study shows that the SBC has been implemented by the schools. However, the schools face some constraints resulting from the human resource, insufficient facilities and infrastructures for supporting teaching and learning process, and lack of funding for school routine operation. The following suggestions need to be considered: raising teachers‘ awareness about the advantages of applying SBC, build students' interest in learning and developing their potential and equipping enough facilities and infrastructures for the sake of teaching and learning process improvement of the schools.

LPE02 Models of Good English Language Teacher Education Programs

20 Minute Paper Christine Lewis Are the English language education teacher programs in Indonesia fully developing the nation‘s future teachers or are there some areas they could strengthen more? Two different models for English language teaching education divide the skills a teacher needs into two parts: Foundations (Knowledge, Abilities, and Disposition) and Application (Practices). These two parts are then subdivided into more specific areas such as language, culture, instruction, and assessment. After analyzing these parts in depth, this paper evaluates the curriculum of 5 different English teacher education programs across Indonesia based on the standard in these models. The results demonstrate that there is an imbalance in teacher preparation in some University English language education teacher programs across Indonesia. There is an emphasis on the foundations of language teaching and a deficit in the application of this knowledge. This paper encourages Indonesian administrators and curriculum developers to reexamine their programs and consider restructuring the courses they offer.

LPE03 Does the 2013 Curriculum make a different?

20 Minute Paper Imam Ghozali The 2013 Curriculum has been implemented to the 7th and 10th graders in selected piloting schools nationwide since the 2013/2014 academic year. The curriculum suggests or prescribes a set of teaching procedures consisting of students observing, questioning, associating, experimenting and networking stages. The procedure called ‗scientific approach‘ is believed to bring some improvement to the teaching of English in secondary schools. This paper reports a study on the implementation of the 2013 Curriculum in some English classes in junior high schools in Bantul regency based on two-semester observation to some English teachers. The study was designed to reveal patterns of teacher-students classroom interaction to reveal the extent to which the real interactions in classroom reflect the theory stated in the curriculum. Further, the pattern of teacher-students interaction is used to reveal the extent to which the 2013 Curriculum brings some improvement to the teaching of English in junior high schools. LPE04 Internally Driven Program Evaluation Research In Enhancing Curriculum

Development In Teaching Grammar 20 Minute Paper Indah Winarni This paper reports qualitative program evaluation research (2012, 2013) and its implication (2013, 2014) on the curriculum development of the study program of English. Based on theory and purposive sampling, the case being investigated is one out of ten classes of Grammar, based on its heterogeneity in the students‘ GPA. The focus of the evaluation is on the content, methodology, and the outcome of the curriculum development. The researcher, historically part of the site, is the main instrument in data collection through participant and non-participant observation, serving the role as an insider. Classroom events were observed and video recorded. Students and instructors were interviewed, and documents were collected and scrutinized. The result of the research was

disseminated, and mechanism has been developed for on-going evaluation of the curriculum development through learning organization.

LPE05 Evaluation Of English Foundation Course In The Output Character Building Program

20 Minute Paper Ista Maharsi This paper reports on the implementation and evaluation of an English Foundation Course at the Accounting Study Program Islamic University of Indonesia. This foundation course is a part of the Output Character Building Program—an integration of three required subjects (English 1, English 2, Business Communication) which is specially designed and aimed to prepare students to become academically and psychologically successful in the undergraduate program. This project is aimed to help provide data for the department and course designers to make necessary changes on the program. With totally 403 student participants from 15 parallel classes and 10 teachers, this study opted for the mixed-method design. Data were collected from pre-test, post-test, focus group discussion, observations, and questionnaires. The result of t-test on the pre-test and post-test indicates that students‘ academic reading and writing skills generally improved (n = 403; Mean Difference = 12.25; Standard Deviation = 13.16). Students‘ perceptions on


teachers‘ roles, modules, classroom activities, and language ability is reflected by the mean score 3.26 out of 4 scales.

The results of Focus Group Discussion with the teachers show that the module requires some revisions and learning activities should be varied. This study shed lights on alternative designs of an English foundation program which can be customized to meet particular needs of the faculty. LPE06 The Implementation of Character Education In English Language Teaching (ELT) In

Indonesia 20 Minute Paper Muhalim This article starts the discussion by mapping the implementation of character education (CE) in the area of curriculum that directs the integration of character values in English content subject. It argues that new curriculum—in term of CE values, needs some betterment. The course of integration to some extent contradictory to those established standards. The next domain elucidates the readiness of ELT practitioners in the level of praxis, instead of conceptual, and displays some possible impediments contributing to the immature implementation. Teachers‘ quality, teaching and learning load, and evaluation are some obstructing factors that are exhibited. The third area to be discussed is some stories of the integration of character values into classroom context. It delineates several stages that can be accomplished, what worth noticing, and what might influence during the implementation. LPE07 Evaluation and Development in English Language Teaching Programs (A Survey

Study) 20 Minute Paper Muhamad Ahsanu, Agus Sapto Nugroho This paper aims to report the survey results attained from several institutions in Purwokerto pertaining to their English language Teaching Program implementations. The paper signifies two main points: evaluation and development in English language teaching programs in some institutions, ranging from junior high school to university, that exist in Purwokerto. The data of this paper are gathered by utilizing the survey method that covers five aspects: the teaching context, the teachers, the teaching process, the learners, and the learning process. These five respects are wrapped in the two broad cocepts: evaluation and development.The results of this survey partially reflect the current practices of English teaching programs and elementally portray the power of evaluation in developing the quality of English language teaching program as a whole. The working hypothesis presumes that the majorities of the institutions that run the English language teaching programs in Purwokerto have poor evaluation and generate insignificant development of their respective programs.

LPE08 Teachers Pedagogical and Personality Competencies : Between Theory and Reality

20 Minute Paper Vera Syamsi Sampoerna School of Education – now transformed into Faculty of Education, Universitas Siswa Bangsa Internasional (USBI) - was established in 2009 with the vision of ―To be Indonesia‘s premier English Language Teaching institution creating high quality English teachers who are prepared to face Indonesia‘s 21st Century educational challenges‖. To achieve that, SSE prepared its curriculum that became the students‘ guideline in going through their educational process. In 2013, the first cohort graduated already, and most of them were employed even before they graduated. This research aims at finding out the conformity between the teachers‘ qualities and competencies possessed by SSE graduates and the real requirements demanded by the users (school principals, teachers coordinator or supervisorsin school) by referring to the Teacher‘s Standard of Competencies issued by the Ministry of National Education and Culture, the Republic of Indonesia (Standar Kompetensi Guru -PERMEN DIKNAS N0:16 TH 2007). From the four standards, namely Pedagogical, Personality, Social and Professional, the research will focus on the Pedagogical and Personality competencies .In the end, the result of this research can be an input for SSE curriculum revision. Then hopefully this can be beneficial for curriculum designers in Teachers Colleges. LPE09 Coherence and Cohesion Analysis in the Research Thesis Written by Students of

English Literature Program at One State University in Bandung Indonesia 20 Minute Paper Wahyu Mardhatillah This study aims to investigate coherence and cohesion in the background section of theses written by students of English Literature program. 12 background sections were analyzed using SFG textual analysis with the synthesis of three major theories; CARS Model (Swales and Feak, 1994; Paltridge and Starfield, 2007), Thematic Progression (Eggins, 1994, 2004), and Cohesive Terminology (Halliday and Matthiessen, 2004). There are three findings from this study. First, the data reveal that students had ability to write a background section based on its schematic structure but some background texts did not establish obligatory Move elements of background section schematic structure. The absence of Move element can affect generic coherence of the text. Second, the data from thematic progression analysis indicate that students employed Reiteration and Zig Zag pattern. Both patterns can promote coherence and cohesion in the text. Besides, the data reveal that Reiteration was the most prominent pattern in the background

section. This suggests that students presented a clear focus in their writing but lack in developing information in their thesis. Third, the data from cohesive devices analysis indicate that Reference is the most prominent cohesive devices employ in the background section. One background sections in this study, text #11(33.67%) has employed dense reference ties. This means that student has provided Reference chains to link elements in the text which can create a more cohesive background section. In sum, suggestions from this study are students need regular practice to write a research paper using schematic structure of research paper and thematic pattern. Besides, lecturers and supervisor should provide assistance and guidance. Direct telling and explicit teaching about CARS Model, Thematic Progression, and Cohesive Devices can also enhance students‘ capability to create a coherent and cohesive background text.


LPE09 Students’ Perception on the Usefulness of ICT Language Program

20 Minute Paper Wiyaka This paper presents the result of a small-scale survey on the usefulness of a software ICT-based program named DynEd Courseware. This program was utilized by English Departement of IKIP PGRI Semarang as a complementary software in Integrated Course offered to the first semester students. The research adopted Technology Acceptance Model (TAM) by Davis (1989) which focuses on the process of using technology. However, since the program was already provided and the students had no choice to use another, the survey was focused only on the perceived usefulness of the program, disregarding the individual‘s intention to use a technology.An online questionaire was used to get the data of the students perception on the usefulness of the program. 236 students participated in the survey. The collected data were tabulated and interpreted descriptively. The findings show that 90 % of respondents have positive perception on the use of ICT; however, 35 % of them say that the program is not effective for Integrated Course. It implies that the independent learning should be accompanied with the lecturer‘s presence in the classroom. LPE10 The Nature Of Interlanguage Errors: A Study Of Indonesian School Students

Learning English As A Foreign Language 20 Minute Paper Endang Fauziati

Interlanguage errors are an inevitable sign of human fallibility; therefore, they always exist in foreign language learning. They are very significant since they become the source for studying the system of the learners‘ second language (interlanguage). Adjemian states that as a language system, interlanguage has at least three major characteristics, namely, systematicity, permeability, and fossilization. This study deals with the issue of error fossilization (in a sense that they are static). In particular, this tries to investigate the nature or behavior of the learners‘ grammatical errors (whether they are dynamic or static). This study used Indonesian high school students learning English as the research subjects. The data were collected from the students‘ free compositions written prior and after an error treatment. The error treatment was carried out for one semester. The data were analyzed using quantitative and qualitative method. The result indicates that the learners‘ grammatical errors were dynamic. At a certain period of the learning course, some grammatical errors emerged. As a result of the error treatment, some errors were fluctuating; some became stabilized; while others were destabilized. The fluctuating errors tended to be destabilized while the stabilized errors were also likely to be destabilized. Error treatment was proved to have significant contribution to the destabilization process; that is to say, it


X. TEACHER PROFESSIONAL DEVELOPMENT ABSTRACT

TPD01 Reformation in Teachers’ Recruitment in the Effort of Developing Teachers’

Professionalism 20 Minute Paper Abdul Muth’im The quality of Indonesian education tends to decline in the last recent years. The results of study carried out by PISA on mathematics, natural sciences and language in 2009 and the study conducted in 2007 and 2011 by TIMSS on mathematics and natural sciences may justify this claim. PISA‘s study uncovered that Indonesian students were only in level 3 (out of 6 levels). Whereas, TIMSS‘ study revealed that around 95% of Indonesian junior high school students could only reach intermediate level (among five levels). The question is: what is wrong with our education? Unfortunately, we cannot precisely point out what the cause(s) is/are. The results of UKA and UKG held by the Ministry of Education and Culture in 2012 may be the answer. The mean scores of the two tests were respectively lower than the passing grade of UN: 42.25 and 45.82. The low level mastery of the students on those subjects and the low level of teachers‘ competence are believed to be correlated. If we want the quality of our students to be better, the quality of teachers must be developed. One of the ways of developing teachers‘ professionalism is by reforming the way of teachers‘ recruitment. TPD02 Strategies of Learning Listening Skill Employed by Indonesian EFL Learners in Relation

with Gender and Proficiency 20 Minute Paper Alfan Zuhairi, Ika Hidayanti This paper reports the findings of listening strategies employed by Indonesian EFL learners. Two objectives are

addressed here: 1) identifying the difference in the use of strategies in learning listening skill between males and females, and 2) investigating the contribution of the strategies to the listening proficiency. The data were collected from 609 second year senior high school students from eleven institutions in East Java Indonesia. They were required to complete an 85 item questionnaire of fourteen categories of strategies to learn listening skill and a 10 item self-assessment of listening proficiency. The results of the analysis revealed that there is a statistically significant difference in the use of ten types of strategies by males and females, including resources-processing, interaction-based, scanning, metacognitive, selective attention, self-monitoring, compensation, input-output processing, self-negotiating, and context-based strategies. The analysis also indicated that the use of three types of strategies of learning listening skill, resources-processing, compensation and input-output processing strategies, contributed to the students‘ listening proficiency significantly. Thus, strategies-based instruction focusing on the use of three most important strategies should be carried out in the teaching of listening skill. TPD03 Teacher Study Group: Impact of Professional Development Model on Enhancing English

Language Teachers Sense of Efficacy in Indonesia 20 Minute Paper Bachtiar Despite theoretical differences between the effect of professional development (PD) and teacher self-efficacy (TSE), there is a lack of empirical knowledge about how and to what extent effective PDs such as teacher study group (TSG) impact the level of TSE. Based on the theoretical framework on effective professional development (Garet, et al., 2001; Ingvarson, Meiers, & Beavis, 2005) and teacher self-efficacy (Bandura, 1986, 2001; Tschannen-Moran & Hoy, 2001), this study aims to explore about the effect of PD on teacher self-efficacy from the perspectives of EFL teachers sharing practical experiences, collaborative learning and networking in Indonesia. Data were gathered through initial and follow-up questionnaire, teacher study groups (TSG) observations and semi-structured interviews. Results showed that there is a significant difference level of teachers‘ self-efficacy between those who attend TSG actively and those who do not. In its current form, this model offers a powerful framework to support the analyses of those studying teacher self-efficacy and teacher changes in practice, and the planning of those responsible for teacher professional development. TPD04 TEFL Students’ Language Learning Strategies: A Study at State Islamic College of

Kerinci, Indonesia 20 Minute Paper Dairabi Kamil, Suhaimi, Rodi Hartono, Aridem Vintoni The purpose of this quantitative study was to examine the language learning strategies of TEFL students at State Islamic College of Kerinci. The data were collected through a survey to 51 respondents using the Indonesian version Oxford‘s (1990) Strategy Inventory for Language Learning. The data were analyzed through the Rasch Analysis. The results revealed that Metacognitive Strategy and Social Strategy are the most and the least frequently used strategy respectively. Considerable differences exist in the second most frequently used strategy across the variable of gender. For male respondents it is the Compensatory Strategy, while for female respondents it is the Affective Strategy. In addition, Cognitive Strategy, the third most frequently used strategy by male respondents, is the last for their female counterparts. The first three most frequently used strategies by male respondents are dominated by the direct type of strategies, while for female respondents these are dominated by the indirect ones. TPD05 Students’ Perceptions of English Teachers’ Performances in English Language Courses

in Indonesia 20 Minute Paper Dian Kustyasari

There will be no good education without a good teacher quality for teaching effectiveness is the education core mission. This paper analyzes on how students‘ perceptions on English teachers‘ performances. The research questions are based on students‘ perceptions on a) what kinds of English is effective as the medium of instruction, b) how the ability


of teachers in transferring knowledge is, and c) what is the native or non-native speaker dichotomy influence in

teaching. The research applies qualitative approach. The data are obtained from questionnaires administered to 50 students from the English language centers, in-depth interviews and classroom observations. The results reveal that the students believe that native speakers are more effective in teaching speaking. On the other hand, they prefer local teachers using a combination of English and their own language to explain on grammar. Some teachers‘ teaching performances are misleading for the students. Therefore, standardization of teaching methods, choice of strategies in English language courses and teacher training programs for tutors is needed.

TPD06 Models of EFL Teachers’ Professional Development

20 Minute Paper Dini Kurnia Irmawati The essential role of teachers in contributing to the students‘ success in learning the target language has called researchers to conduct research concerning on teachers‘ professionalism. This seems on the contrary with what Lee (2010) says that more attention has been out on the students learning rather than teacher learning. In fact, researchers have put their attention on investigating teachers‘ professionalism. A number of studies about English teachers‘ professional development have given the same highlight that Professional Development (PD) is ongoing and lifelong learning done by teachers to develop professionally (Fisher, Schumaker, Culbertson, and Deshler, 2010; Vo &

Nguyen, 2010). The purposes of this article are then two-fold: (1) to review kinds of models of PD for English teachers, and (2) to identify how those models contribute to the teachers‘ professionalism. The review shows that kinds of models of PD have assisted teachers in improving their professionalism in different aspects: linguistic competence, teaching instruction, teacher-research skill, material development skill, and teamwork skill. This review paper is expected to give fruitful insight for teachers teaching English for General Purposes (EGPs) in developing their professionalism by either adapting or adopting models of professional development from previous research studies. TPD07 Translation Accuracy, Acceptability, And Readability of Harry Potter Novel Series Into

Indonesian (Appropriate Example for Teaching Translation Subject) 20 Minute Paper Dwi Harjanti This paper aims at describing (1) the translation strategies of English simple sentences into Indonesian found in the novel of Harry Potter series (2) the translation accuracy, acceptability, and readability, and (3) weather or not the translation can be used as the suitable examples for teaching and practice translation to the students. This is a result of descriptive-qualitative research. The data are English simple sentences and their Indonesian translation. The data were obtained through content analysis and opened questionnaire and interview to three readers. The data are analyzed with Spreadly‘s four analysis steps, namely (1) domain; (2) taxsonomi; (3) componensial, and (4) cultural theme. First finding indicates that the translators used eight strategies: deletion, addition, adoption, adaptation, catagory shift, intra-system shift, level shift, and structural shift. The second finding shows that the translations have very good accuracy, acceptability, and readibility. Finally, it can be concluded that the research results can be used as the appropriate examples of the teaching translation subject for students. TPD08 The Interactive Relationship between Pedagogical Practices and Professional

Development of EFL Teachers’ in Written Cycle 20 Minute Paper Dwi Winarsih Several researchers have revealed their findings of teachers‘ professional practice, that is, how they plan their lessons, the decision they make, and the applied teaching methodology in their classrooms. The qualitative present study aims, first, to explore factors that responsible for EFL high school teachers‘ pedagogical practices in the context of written cycle and second, to examine the extent to which the pedagogical practices impact teachers‘ professional development. The researcher utilized document analysis taken from syllabuses, schemes of work, lesson plans, and worksheets, recording, questionnaire, structured open-ended interviews, classroom observations, and stimulated recall from five senior high school English teacher to get the data. The finding indicated teachers‘ knowledge and beliefs affect pedagogical practices in written cycle of English teaching. The results also show that the stance of enabling teachers to see knowledge and beliefs in pedagogical practices allows them to have professional development. Based on the result of analysis, teachers are recommended to be open in changing and willing to trial new practices in order that successful change can occur.

TPD09 The Implementation of Curriculum 2013: What The Teachers- Educators Voice

20 Minute Paper Dwiyani Pratiwi Curriculum 2013 has been implemented. Several programs to socialize this new curriculum also have been done by the government and other institutions, like Board of Teachers Association and Teachers Training College (LPTK). The main targets of the programs are teachers, teacher-educators, and students-teachers. Yogyakarta State University as one of the LPTKs prepares the students to be teachers who will also apply this curriculum in their future teaching career. Because teachers- educators are responsible for explaining this new curriculum to the students, they have to have a good understanding on this curriculum. According to Richards and Lockhart, the teachers‘ actions in the classroom reflect what they know and believe (1996: 29). Many of them still have different perceptions and understanding on Curriculum 2013. Based on data collected through interviews and questionnaire, this paper will provide the description how the educators in Yogyakarta State University understand and perceive Curriculum 2013.


TPD10 Pre-service Teachers’ Perception on Teaching Features: A Case Study at Mulawarman University

20 Minute Paper Dyah Sunggingwatii Since teaching and learning process in the classroom has great influence on students, teaching knowledge of pre-service teachers has important role to generate classroom atmosphere as learning input for students. Therefore, in this paper, I would like to present the perception of pre-service teachers of English department of Mulawarman University towards aspects of teaching. The audience for this presentation could be academics or faculty members as the language program is English for adult learners The data gathered from the given questions to 22 pre-service teachers prior to Micro Teaching course. The questions focused on the features of teaching and learning process such as preparation before teaching, teaching strategy, the use of media, and assessment. The responses were analyzed based on the theme emerged from the data. The findings show that the responses signify the importance of each feature for teaching, highlight what students‘ desire from their teachers, and broaden expectation what teachers need to do in the classroom. The respondents were able to signify each feature. This implies that the pre-service teachers are aware of teaching attributes they need to have in the teaching process. It is expected that the results from this study would be beneficial to improve the quality of teacher education particularly in the teaching knowledge that could improve the quality of students. TPD11 The Analysis of American Vs. Indonesian Cosmopolitan Magazine’s Transnational

Cultural Values And Its Contribution To English Language Teaching 20 Minute Paper Ekawati Marhaenny Dukut Upon opening up a magazine, a large portion of advertisements is usually encountered. In offering products advertised in magazines, a Caucasian woman model with English language texts is popularly found even though the magazine is published in a non-English speaking country. Why do advertisements like these appear in Indonesia? Through a selection of magazine advertisements from the American and Indonesian version of Cosmopolitan, a content analysis by use of semiotic approach finds that Cosmopolitan‘s ideology (McMahon, 1990) and globalization of cultural values has become the reason behind the popularity. Through a socio-cultural perspective, the presentation intends to share an on-going research result on cultural values found in the advertisements, which are regarded transnational (Fishkin, 2005) or having the crossing borders of diverse cultures (Park, 2004), thereby those that were originally made for the U.S. readers be readily accepted also by the Indonesians. With an analysis on the transnationality of cultural values, the kinds of methods advertisers use to attract the readers‘ attention from both the U.S. as a representative of the Western culture and Indonesia as one from the Eastern culture will also be shared. Hopefully, the analysis becomes a valuable contribution to the professional development of English language teaching in Indonesia. TPD12 Teachers’ Nature of Language Teaching: Revisiting the Importance of Doing Continuing

Professional Development for English Teachers 20 Minute Paper Emma Malia This paper posits that professional development for language teachers has become an essential element to encourage teachers to maintain the curiosity of teaching, identify significant interests in the teaching and learning process, and seek dialogue with experienced colleagues as a source of support in the analysis of classroom situations. A teacher doing continuing professional development is very much needed to achieve better nature of language teaching performance in the classroom and to become more effective language teacher. The purpose of this paper is to probe teachers‘ three main perceptions on: (1) how well they know about the professional development they need to do in

either teacher training or teacher development (Richards, 2002), (2) the need of conducting classroom observations as reflective approach to learn from reflecting on the teaching practice itself (Farrell, 2011), and (3) what actions the teachers need to execute for being developing their professional competence as some reflections on effective teachers in language education (Burns, 2010; Harmer, 2006). Briefly, teachers‘ nature of language teaching can perform a wide range of activities related to the enhancement of teaching as a profession, the improvement of well-conducted language learning in the class, and the reflection of doing professional development as responsibility of professional practice.

TPD13 The Profile of Students’ Critical Thinking Through Their Argumentative Essay Writing

20 Minute Paper Esti Kurniasih Critical thinking is different from thinking. It is further a higher order of thinking since it needs a practice of using a number of different advanced thinking skills in various complex ways. It focuses more on thought; this means it looks at how facts are proven, arguments are formed, conclusions are reached, not just what the facts, argument or conclusion may be. Due to its importance, critical thinking is therefore fundamental and needed in all fields and disciplines. Critical thinking can actually be trained and developed through many ways, one of them is through writing,

since it promotes critical thinking by requiring the students to organize their thoughts, synthesize and logically analyze their thoughts, and then present them and their conclusions in written form. Concerning with writing, critical thinking is best applied in writing essays, particularly in writing argumentative essay. This research-based article further investigated and described the profile of students‘ critical thinking, especially the English department students of UNESA in class 2012B, through their argumentative essay writing. The result of the research in general showed that from the students‘ argumentative writing results on the first and second task, it can be concluded that in writing argumentative essays most students applied their critical thinking and critical analysis and it was shown clearly in all parts of their argumentative essays (introduction, body, and conclusion). In the introduction, mostly the students took their stand/position which was stated in the form of clear thesis. Next, in the body of the essay, most students gave and described various kinds of evidence which are relevant and support the thesis and conclusion. Those various kinds


of evidence (which are in the form of stories, experiences, statistics, examples, and surveys) were given by the

students to make their argumentative essays look impressive, reliable, and convincing. The last, in the conclusion, most students stated their conclusion at the end of the essay by using either ‗trigger‘ words or imperatives.

TPD14 Feedback Provision In Improving Preservice Teachers’ Competence

20 Minute Paper Fazri Nur Yusuf, Teguh Sulistyo Feedback provision (henceforth FB) in general and in Indonesia in particular has not been well researched. Therefore its potentials have not been revealed yet especially in order to improve preservice teachers competence, pedagogical content knowledge in particular. The present study investigates whether FB can improve preservice teachers‘ pedagogical content knowledge and to what extent it can improve the preservice teachers competence. Twenty five preservice teachers serve as respondents in companion with two lecturers. Four preservice teachers were assigned to play their role as a teacher for their peers in two microteaching sessions. The data were collected through questionnaires in a form of four-scale teacher observation form and open questionnaires and interviews. The data were analyzed by using statistic computation and categories proposed by Brown (2001). The results show that after FB provision, preservice teachers got improvement significantly on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management including classroom language. But the

results do not indicate that they perform well on assessment and classroom monitoring. Moreover, the results evince that FB provision can improve preservice teachers‘ pedagogical competence when it is given systematically and in various ways. TPD15 Challenge(s) Encountered by Novice English Teachers to Develop Their

Professionalism; A Preliminary Research Report for Further Research in Lampung Province

20 Minute Paper Feni Munifatullah This paper presents preliminary analysis of challenges encountered by novice English teachers teaching in secondary schools in Lampung province. This study was a modified-TALIS survey targeted to novice English teachers to identify professional challenge(s) encountered by novice teacher working in regencies of Lampung province. Their responses were analyzed using non-inferential statistics. The result showed that English teachers in rural and urban area were isolated from source of information, support from school and other related parties, and experienced misperception on their needs to their classroom practice. However, their plan to be professional remained strong. TPD16 Analysis of PPG Students' Peer Teaching in Applying Their Lesson Plans based on

Kurikulum 2013 20 Minute Paper Frimadhona Syafri, Galuh Kirana Dwi Areni The newest curriculum in Indonesia is Kurikulum 2013. It implements scientific approach and focuses on student-centered learning. Based on Permendikbud Nomor 54/2013, it consists of four basic competences, i.e. religious competence (KI1), character building competence (KI2), knowledge competence (KI3), and skill competence (KI4). In applying lesson plans, teachers are supposed to do the following steps of learning: observing, questioning, experimenting, associating, communicating, and creating. The goal of the study is to analyze the teaching learning process conducted by PPG (Pengembangan Profesi Guru/Education for Teaching Profession) students in their peer teaching activities based on Kurikulum 2013. PPG students are undergraduate students who join Dikti program of SM3T (Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal). In this program, they practice teaching in remote areas for one year before having in-service training in chosen universities. In this training, they are supposed to do micro teaching as their simulation. One of them to be a teacher, and the rest of them are his/her students. The method of this study is descriptive qualitative. The instruments used in this study include observation sheet and interview. The result of the study describes the problems of English PPG students in applying their lesson plans in their peer teaching. The significance of this study can be both for Unnes and for English PPG students. For Unnes, this study can give some input to improve the PPG program in implementing kurikulum 2013. Whereas, for students, this study can improve their understanding of kurikulum 2013 so that they can implement it well in their real teaching classes. TPD17 Prospective English Teachers’ Vocabulary Knowledge And Their Reading Skills In A

Private University Context 20 Minute Paper Furqanul Aziez, Novan Andrianto The aims of this research were to find out (1) the students‘ vocabulary knowledge, (2) their skimming skill, (3) their scanning skill, (2) the correlation between students‘ vocabulary knowledge and scanning skill, and (3) the correlation between students‘ vocabulary knowledge and their skimming skill. The population of research were students of the fifth semester at the English Department at Muhammadiyah University of Purwokerto, Indonesia. It randomly took 53 (50%) out of 106 students of the semester. This research was correlational in nature. The data were obtained through

two kinds of test, namely Vocabulary Size Test and reading test. The results show that (1) the vocabulary knowledge of the average students was 2800 words, which shows that they can only cover 86% of the running words in average texts, (2) the skimming score of the average students was 6.64 at the scoring range of 1 – 10, (3) the scanning score of the average students was 6.3, (4) there was a significant correlation between vocabulary knowledge and skimming skill (0.443 > 0.279), and (5) there is no significant correlation between the vocabulary knowledge and the scanning skill of the students (0.182 < 0.279). One of the most important findings here is that vocabulary knowledge influences scanning skill more than skimming skill.


TPD18 Optimizing The Use of Edmodo Based Questioning Technique to Improve Students’

Creativity And Writing Achievement 20 Minute Paper Giyatno The purpose of this study was: (1) Through the implementation of edmodo based Questioning technique to improve students‘ creativity, (2) Through the implementation of edmodo based Questioning technique to improve students‘ writing achievement and (3) Through the implementation of edmodo based Questioning technique to improve students‘ creativity and writing achievement. This research was conducted in SMP N 2 Sumberlawang, Sragen from April to October 2013. The subjects of the research were thirty eight students of grade VIIIA SMP N 2 Sumberlawang, Sragen. This research was conducted in two cycles each of which consists of three meetings. Each cycle consists of four stages, namely planning, acting, observing, and reflectiing. In collecting the data, the researcher used observation and tests. To analyze data of creativity and writing achievement, researcher used a descriptive comparative technique: (1) comparing (in description) creativity data and writing achievement of the initial conditions with the creativity data and writing achievement of cycle 1, comparing the creativity data and writing achievement of cycle 1 with the creativity data and writing achievement of cycle 2 and comparing the creativity data and writing achievement of the initial conditions with the creativity data and writing achievement of cycle 2. Reflections of making conclusions were based on those comparatisons then the researcher give review to the conclusion. The results showed some important points on the students‘ creativity in the initial conditions 42 per cent improved to 51 per cent in the first cycle and improved to 60 in the second cycle. Student‘s writing achievement also improved from average score of 59 before research to 73 in cycle 1 and 70 in cycle 2. TPD19 Profiling The Vocabulary of News Texts: Capacity Building For Language Teachers In

The 21st Century 20 Minute Paper Gusti Astika The importance of vocabulary in reading has been discussed extensively in the literature. Researchers claim that vocabulary is essential and has a central role in comprehension. This importance is even amplified by the need to understand current global issues which can be acquired only through listening or reading world news. Development in ICT and easy access to information from the internet necessitate language teachers to have relevant knowledge and skills to utilize pedagogical tools to manipulate authentic online materials for learning purposes. One of such a tool is the Vocabulary Profiler that can be used to categorize lexical words in a text into different frequency levels: high, low, and academic word list. This paper discusses how to use the Vocabulary Profiler to classify words in a text into the different categories with special focus on those words identified as academic words. The utilization of this tool can significantly alleviate the work load of teachers in selecting difficult words from a reading text which is conventionally based on teachers‘ prediction and their perception. The sample texts in this paper will be selected from VOA website featuring topics of current world news about education, economy, agriculture, arts, science, etc. which may not be found in the textbooks currently used at schools. The paper will end with some implication for teaching with regard to vocabulary selection and grading of the texts.

TPD20 Using Grounded Theory Procedure In TEFL Research Studies

60 Minute Workshop Haryanto Atmowardoyo Basic of Qualitative Research: Grounded Theory Procedures and Techniques developed by Strauss and Corbin (1990) has inspired me to modify language learning narration into theoretical descriptions through the process open coding, axial coding, selective coding, story line development, and theoretical construction. In 1999, I made an effort to apply this procedure as a research approach to develop a substantive theory of language learning. Through a case study towards an Indonesian good EFL learner, Indra, I found out the interplay of a number of factors influencing the success in EFL learning. Motivation and learning strategy are evidenced as the core categories; whereas parents‘ role, school policy, and teachers‘ role revealed as the peripheral categories. From the search of the later references, I found that some other researchers have also made similar attempts. Petrie (2003) used it to elaborate teachers‘ views on visual language; Kim (2008) used it to explore ESL/EFL teachers‘ perceptions on the role of computers; Kim (2009) used it to explain the dynamics of learning motivation of Korean EFL student; and Namaghi (2010) used it to elaborate teachers‘ views on error correction. This workshop provides training for adapting the grounded theory procedures in the research studies of TEFL. Participants will participate in the demonstration of open coding, axial coding, selective coding, story line development, and theory construction. TPD21 Improving The Student’s English Vocabularies Understanding Trough The Contextual

Learning Teaching Approach 20 Minute Paper Herlina The purpose of this research is increase the English vocabularies understanding of the four grade students in elementary school using contextual learning teaching approach. This research used classroom action research carried

out in two cycles with acting, implementing, observing and continued with reflecting to the plan for the next cycles. The research was collaboration research to the lecturer and the class teacher. The subjects of this research, students of the four grade of elementary school in Lab school Setiabudi South Jakarta. The data was collected using the vocabulary understanding test instrument, non-test instruments that demonstrate the learning active creative effective enjoyable approach. Focus of this research is learning English at elementary schools to increase the students‘ speaking skill and their vocabularies understanding in an easy effective and enjoyable learning activity where students are actively involved in the learning and teaching process. The result of the research, the data of the vocabulary test instruments showed that a significant increase from the first cycle to the second cycle. First cycle, the percentage of the students who got the score of the vocabulary understanding test only 62,16%, but had increase significantly in the second cycle to 95%, that means there was a significant increase in the vocabulary understanding


obtained by the students. The data from the non – test instruments, the implementation of the Learning Active

Creative Effective Enjoyable (CLT) approach in the process of teaching and learning had also increased from the first cycle to the second cycles It can be concluded that the implementation of the Learning Active Creative Effective Enjoyable (CLT) approach in the process of teaching and learning of the English subject could increase the English vocabulary understanding of the four grade of elementary school students.

TPD22 Using Blog and Cloud Computing for Teacher Professional Development

20 Minute Paper Idwan Deshira Teacher personal development is a never-ending process in a teacher‘s career. There are many ways teachers can do to keep up with their professional development. With all the advantages of information and communication technology, the education world has also benefited so much from this technology since it has become more indispensable in our surrounding. It is with the help of technology, we can make the teaching and learning process accessible anywhere through the Internet connection by means of online learning. Furthermore, the use of this virtual learning environment has enabled teachers to connect with each other and share ideas and problems dealing with teacher professional development from many different areas of the country. Although there are a number of learning management systems available to help manage this effort for teacher training and development, we do not have to subscribe to a certain

LMS platform because we can make our own LMS by combining several Web 2.0 features. Therefore, the writer would like to introduce you BCL—the integration of Blog and Cloud Computing as a Learning Management System. Although it seems very simple, this ―makeshift‖ LMS is capable enough handling needs for LMS activities such as data collection, collaborative working and even webinar. On top of all that, it‘s free! TPD23 EFL Teachers’ Perceptions on The Use of Indonesian in the Classroom and Its

Correlation to Teachers’ Competence Test 20 Minute Paper Irmayani The use of L1 in L2 classes has always been a matter in teaching foreign language. It has been a debate as different theories of L2 acquisition provide different hypotheses about the value of L1 use in L2 classes. Some theories have advocated a monolingual approach, believing in the resemblance of the process of L2 and L1 learning, and arguing that maximum exposure to L2 and least exposure to L1 are very essential because interference from L1 knowledge obstructs L2 learning process (Atkinson, 1987). However, some language scholars have argued against the complete elimination of L1 from L2 classes (e.g., Nation: 2003; Larsen-Freeman: 2000) and have reiterated that a judicious and well-planned use of L1 can yield positive results (Cook: 2001). In Indonesia, as English is taught from elementary school to university level, the use of L1 (henceforth Indonesian) seems to be a medium of instruction rather than a facilitation to assist students‘ understanding a target language. This paper therefore aims to investigate: 1) how are the teachers‘ perceptions toward the use of Indonesian in EFL classroom?, 2) Is there any difference perceptions between EFL teachers who teach at privileged school and less privileged school?, and 3) Is there any correlation between EFL teachers‘ perceptions and teachers‘ competence that will be indicated by the result of UKG (Teacher‘s Competence Test). The questionnaires will be distributed to some teachers who belongs to teachers‘ organization. The result will be beneficial to be a picture of how EFL teachers in Indonesian apply and perceive the use of Indonesian their classroom and its correlation to the teachers‘ competence. TPD24 Strategies of Learning Speaking Skill by Indonesian Learners of English and Their

Contribution to Speaking Proficiency 20 Minute Paper Junaidi Mistar, Atik Umamah This paper presentation was drawn from a subset report part of a larger research project on skills-based English learning strategies by Indonesian EFL learners in a speaking class or under what context?. It The present research study focuses on the attempts to reveal: examine (1) the individual differences in the use of strategy use strategies of learning speaking skill by male and female learners while learning a speaking skills, and (2) the contribution implications of strategies of learning speaking skillthe strategy use on for the learners‘ speaking proficiency as a whole. The Empirical data were collected through a 70-item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency distributed to from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency.. The statistical analysis revealed reveals that gender provided significant effects impacts significantly on the intensity of use of six types of strategies ofstrategy use in learning a speaking skill. These strategies embrace – interactional -maintenance, self-evaluation, fluency-oriented performance, time gaining, compensation, and interpersonal strategies. While deploying these strategies, – with female learners reporting reported on higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – were found to greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering involving the four most influential strategies, is essential needs to be explicitly integrated explicitly taught in

the EFL speaking classrooms to help learners, particularly male learners,cope with problems in learning speaking skill. TPD25 Integrating Technology in EFL Curriculum: Determining EFL Teachers’ Level of

Technology Literacy 20 Minute Paper Karmila Machmud This topic is brought into concern because English as a Foreign Language (EFL) teachers should be prepared to teach students who are born in technology era. The long target of this research is specifically designed to discuss and determine a certain level of technology literacy that should be mastered by EFL teachers. Technology in teaching and learning process has gained a significant attention. Studies in technology field have developed significantly in


determining the effect of the technology use in language learning (Kessler, 2005, 2007; Fotos & Browne, 2004;

Hegelmeimer, 2006). Therefore, it is important to integrate technology literacy in EFL curriculum in a Teacher Education program. The basic design of technology implementation will be based on studies in CALL (Computer-Assisted Language Learning).

TPD26 Boosters and Hedges in Abstract Research Paper

20 Minute Paper Lilia Indriani According to Hyland (1998:236-238), boosters create an impression of certainty, conviction and assurance, and they can be used to instill trust and confidence in academic readers. Hedges, on the other hand, are used to withhold the writer‘s commitment in order to protect him or her from too strong assertions, which may later prove to have been made in error. Boosters or certainty markers allow writers to project a credible image of authority, decisiveness, and conviction in their views, while hedges help them to demonstrate personal honesty and integrity through willingness to address hard realities albeit behind a shield of mitigation. It is concluded that there needs to be a balance between these two metadiscourse markers of credibility. In reality, non-native students who are required to write their research paper in English are not always aware of the impacts of the amount of hedges and boosters. This results in a tipped scale between the use of hedges and booster. This is apparent especially in the writing of abstract, where writers stake

claim over their research. Too many booster will result in an inaccurate interpretation of a finding, while too many hedges will give the appearance of uncertainty. TPD27 Improving The Quality of Teaching Learning Process of Writing Class Through Lesson

Study 20 Minute Paper Lina Mariana, Diani Nurhajati Lesson Study (LS) is a professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective. In the application teachers or lecturers must always improve the quality of teaching learning process that covers preparing syllabus and lesson plan, creating conducive classroom atmosphere and carrying assessment. They can do by cooperating with their colleagues to reach better results. Many teachers are satisfied with the results of teaching learning process. In fact, there are many weaknesses that they do not realize. This research was carried out to answer the question: How does LS improve the quality of teaching learning process of writing class? The results prove that there are a lot of improvements on writing class, e.g. the materials are more challenging, the students are more actively involved during the interaction, the lecturer has more open to receive critics from her colleague, and the students get better achievement in writing.

TPD28 English Teacher Education Program: Toward A Translingual Approach

20 Minute Paper Luciana As English continually spreads around the globe, it does not necessarily retain its hegemony. Multilingualism or bilingualism, rather than monolingulism has been an emerging voice, promoting an ecological language paradigm. This perspective would certainly impact on how English teacher education programs (ETEPs) prepare their students to encounter language teaching discourse community. In relation to this challenge, I argue for a translingual approach which cultivates language differences as resources for students to develop their English. Underlying the argument is student self identity. Language learning should empower students to be global citizens rooted in their own identity. In particular, I suggest two levels of conceptualization. At the theoretical level, teacher educators should convey the language teaching discourse embodied in the discipline literature beyond a mere transmission of representations of language and teaching. They should help students become informed and ctitical users who can transform practice. At the internship level, students should work based on local interactional and the social ideological of classroom ecology. As such, ETEPs would produce novice teachers who have functional awareness of language teaching realities in classrooms as a distinct community. TPD29 Learning Figurative Expressions Collaboratively to Support UNS BIPPA Program I the

Natural Setting 20 Minute Paper M. Sri Samiati Tarjana The globalization in this era has made a tremendous change in human communication and interaction. This makes possible the changes of languages, including the use of figurative expressions. Figurative language is unique in that its lexemes have meanings usually different from their ordinary meanings. Figurative expressions are coined to develop ―new meaning‖. Abrams (1981: 63 ) stated that figurative expressions are actually figures of speech , and in everyday language indicating expressions that are deviating from the standard language. The common people use them to develop new meaning or arrive at a new meaning when meanings are compared. Furthermore, they can be used to increase awareness in cross-cultural material development in the language program (Deignan et.a. ELT Journal. 1997). Social and psychological phenomena arise when a foreigner enters to live in a new surrounding like Indonesia. This is very relevant considering that Indonesia is a country with many ethnic groups having various different languages and cultures. It is difficult to imagine how a foreigner can survive in a foreign setting if he does not understand the language and relevant cultures. Due to this case, UNS has set up a BIPA Program, teaching foreign students who intends to study in the university the Indonesian language and culture. Before learning the academic programs (Samiati, 2009, 2010, 2011, 2012). In addition, they also need the support of the common language in the society that enables them to participate actively in their daily communication. This is the language which might contain expressions quite different from the standard language. This will be further discussed in this paper.


TPD30 Language Teacher Profesional Development in 21st Century: A Theoritical Review

on 21st Teachers’ Competence Farmwork 60 Minute Workshop M. Mukhroji, Dian Fadhilawati, Patrisius Djiwandono It is important for us as a teacher or lecturer who lives in 21st century to develop a common understanding of knowledge, skills, and values that twenty-first century teachers should have. 21 Century Skills suggests that education must be upgraded for learners to thrive in the new global economy. Success in today‘s world requires the ability to access, synthesize, and communicate information; to new knowledge through the innovative use of multiple technologies. Therefore, the teachers‘ competences which able to facilitate the learners succeed are really needed. This paper presents the overview of six keys area to determine the teachers‘ competences in 21st century (1) Learner and Learning, (2) Teacher Assessment. (3) Learning Environment, Professional Development and Responsibility, (5) School, family, Community Cooperation and (6) School Development and Improvement of Education Systems. Moreover, this paper also present list of indicators that reflect the teacher‘s competences as teacher in 21st century that the language teachers should know and the language teachers should have. TPD31 Motivation and Confidence of Indonesian Teachers of Non-English to Learn and to

Use English as the Medium of Instruction 20 Minute Paper Mangasa Aritonang This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as the medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environments. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken as an interpretive research paradigm and used a case study approach. Qualitative research data was collected from multiple sources such as in-depth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitative data was collected through surveys to add meaning to the qualitative data. The research revealed various increase in the levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic motivations appeared to occur. Contributing factors to the increase of the motivation and confidence are discussed in the presentation as well as in this paper. TPD32 Experimenting Jeremiadic Approach as an Alternative for TEFL in Meeting the

Demand of the 2013 Curriculum 20 Minute Paper Mister Gidion Maru This research paper aims at sharing the application of Jeremiadic Approach in the attempt to arrive at the competencies prescribed in the 2013 Curriculum. The application of this approach serves as an alternative to respond toward teachers‘ need for more approaches in dealing with the goals of TEFL in Indonesia. Being inspired by the Jeremiad tradition in American literature, the jeremiadic approach implies three phases of dealing with the use of text in teaching activity which seems to be in line with the frame of text-based learning of the current curriculum. The phases consist of text explanation as suggested by the jeremiad‘s lamentation of the present, text examination as implied by jeremiad‘s evocation of the past, and text expectation as framed by jeremiad‘s calling for renewal. As a preliminary experimentation, this approach is applied in the teaching of short story in the class of the sixth semester in the English Department, Unima. The evaluation used for this experiment is carried out in qualitative method by analyzing students‘ notes accompanied by doing interview. The results of the experimentation show that the

jeremiadic or T-Ex approach had creatively and interactively provided students the opportunities to involve in active sharing and discussion within which they observed, questioned, tried, associated, comprehended, analyzed, created, presented, implemented, respected, experienced, and accepted as well as evaluated as summarized in the 2013 Curriculum as the skill, knowledge and attitude competence.Further, the use of the students‘ intellectual diaries, a kind of daily note, did not only contribute to monitor the advantage of the approach to the class activities but also alternatively to assess authentically students‘ absorption as well as competency outputs.

TPD33 EFL Pre-Servive Teachers: A Study on Student Teachers’ Teaching Competence

20 Minute Paper Muhammad Handi Gunawan, Retno Wiyati Bailey and Kamhi-Stein ( as cited in Richards, 2011) suggest that in order to be competent, teachers at least need to be aware of how much of a language does one need to know to be able to teach it effectively, and how does proficiency in a language interact with other aspects of teaching. Thus, the researchers conducted a descriptive study on the EFL pre-service teachers‘ competence to evaluate what needs to be done further regarding the problems that might appear and to outline the possible recommendations pertinent to the study. The data were collected through giving out questionnaires, conducting classroom observations and interviews in the form of student teachers‘

reflections. The data suggest that student teachers still lack the language proficiency urgently needed in the teaching process and the pedagogical content knowledge of subject matters to support the teaching and learning activities. This study has revealed the real problems faced and exprerienced by student teachers that provide valid data for teachers, lecturers and authorities in universities as to what further steps need to be taken to deal with the problems and to outline possible best guidelines for future teacher training programs. why you ended the class without conducting reflections with the students?


TPD34 How Are Non Native Teachers of English!

20 Minute Paper Nining Ismiyani Non-native teachers of English tend to face a challenge of either their identity or their English competence which is often connected to their competence in teaching English. Are non-native teachers of English, especially those coming from expanding circle, really incompetence? This paper is elaborating that the identity of the teachers of English shall no longer be problematic in a matter of English Language teaching profession and the focus of teaching English must emphasize more on teacher‘s qualified English teaching competence rather than the irrelevant nonnative identity.

TPD35 Targeting Learning Focus Under the Trees

20 Minute Paper Nisa Aulia Azam, Riza Weganofa Teaching English, such as reading or writing, is commonly carried out in a classroom setting. Despite this condition, however, some circumstances have made teachers have outdoor classes which require more preparations. The previous studies on outdoor class mostly focus on students‘ life skill development. They reveal that outdoor class brings behavioral impact toward the students. In further, there is a study on language and science inquiry in a high school immersion program which results in series of learning activities. Yet, the present paper is an attempt to present an understanding on teachers‘ professional development along with previous studies on how teachers design the outdoor class activities. This includes the adjustment of the strategies and the class management which may encounter unexpected nuisance. It will only cover the reading class. Under the context of English for adult learners, the proposed idea will be applicable for other learning contexts.

TPD36 Teachers’ Professional Empowerment through Team Teaching

20 Minute Paper Nur Endah Sulistyorini A teacher as a professional needs developing himself to keep pace with the dynamics in the classroom, the need to better the students‘ achievement, and the need to meet the changing of the challenge from time to time. The professional development is urgently needed by the teacher to update his knowledge, to improve his teaching skill which in turn to increase the students achievement (Vrasidas and Glass, 2004: 2). There are three variables indicating the impact of the teacher‘s professional development e.g. changing on the attitudes and beliefs of teachers, improvement in the classroom practices, and improvement of the learning outcomes of the students (Yoon, et.al, 2007:4, Guskey, 2002 :383).The significance of professional development is also supported by Darling-Hammond & Mc. Laughlin ( 1995 ) in Vrasidas& Glass (2004:3) by stating that innovative professional development for teachers will involve opportunities for teacher to share their expertise, learn from peers, and collaborate on real-world projects. Regardless the double function of teachers in teaching and school administration which most of the teachers are delegated to perform in task force of school administration, teachers should perform three kinds of jobs. They are designing the instruction, planning, organizing, and evaluating the classroom practices, and motivating, counselling, and mentoring the students to solve their personal problem that interfere the learning process. Under the mandatory 24 class hours a week, the teacher‘s jobs are really abundant. There seems no time for teachers to have activities outside the daily routine. Moreover, most of the teachers are female which have house hold jobs at home. It means that leaving the school to go home means moving from one battle field to another. Teachers have no opportunity to empower themselves through professional development program outside the school. In this seminar, the writer would like to share her experience in conducting teachers‘ professional development among her abundant jobs in her school. How does team teaching handle instructional design and classroom practices to pursue better result? Not only conducting the mandatory jobs but the teachers also conduct their professional development because in their team teaching,opportunities are open for teachers to share their expertise, learn from peers, and collaborate on real-world projects. TPD37 Improving Reading Comprehension of XI Social Science 2 Students of Sman 7 Malang

through Two Stay Two Stray Technique 20 Minute Paper Nur Henik Sukriawati This action research was basically based on the experience when the researcher or teacher taught reading spoof texts at eleventh grade of social science 2 of SMAN 7 Malang. The students were inactive, felt bored, had low motivation, and had difficulties in getting the meaning and understanding information. This research was planned to improve the skill of reading spoof texts of the eleventh grade students of SMAN 7 Malang through Two Stay Two Stray Technique. The Classroom Action Research (CAR) design is employed. The subjects of this research are 30 students of eleventh grade of social science 2 of SMAN 7 Malang in 2013-2014 academic year. This research was conducted in 2 cycles. To get the data, observation, test, and questionnaire were used. After the data were analyzed, it was found that the students score means increased from cycle 1 up to cycle 2. It was consecutively 74 (9%) and 81 (19%). This research reveals that the application of Two Stay Two Stray Technique improves the students‘ reading comprehension. TPD38 Equipping English Education Graduates with the Core Competence of English

Teachers for Young Learners Through Optional Package of Courses 20 Minute Paper Nury Supriyanti The discussion of whether to offer English to our children in elementary schools seems to cease lately. Now English has been pushed in the corner by the Indonesian government policy in the in the lementary school curriculum. Elementary schoolchildren in most public schools now no longer enjoy English lessons. Private schools, however still keep English for their children. It means English is still learnt by some Indonesian children in elementary schools. Parents are also still enthusiastic in sending their children to non formal language schools for children. Therefore,


English teachers for young learners are still needed in Indonesia. Following what has been recommended by the

TEFLIN board‘s focused group discussion, English teaching to children should be done by teachers who has the knowledge and skills for the job. Therefore, there must be some kind of a pre-service training for teachers of English for young learners. The English Education Study Program of Yogyakarta State University has provided students who are interested in TEYL through an optional package of courses. The paper will explain in a detailed way how the core competence is developed among the students to make them professional English teachers for young learners.

TPD39 A Case Study of English Articles Acquisition of Two Indonesian English Teachers

20 Minute Paper Parawati Siti Sondari This study attempts to look into the article choice of a/an, the, and Ø and their acquisition by two Indonesian English teachers. The participants of this study, i.e. teacher 1 and teacher 2, are two experienced Indonesian English teachers with different proficiency levels, i.e. upper-intermediate and advanced respectively. The primary data collection instrument was a 160-item forced-choice elicitation task (Ionin, Ko, and Wexler, 2004; Snape, 2005; Pongpairoj, 2007; White, 2009) controlled in its semantic contexts of definiteness [+def] and specificity [+spec] and video-taped observation of article use in the class. Based on the findings, both teachers have acquired definite article the yet have shown variability in their use of a/an and Ø as suggested by both the forced-choice elicitation task and the observation

data. They could consistently indicate accuracy of the in most cases yet the uses of a/an and Ø were contrastingly different in the two sources of data. In addition, teacher 1 substantiated the-flooding (Chaudron & Parker, 1990; Huebner, 1983; Master, 1987; Young, 1996 in White, 2009) and more omission errors of a/an, while teacher 2 demonstrated more comission errors of overusing a/an instead of omission errors. Such findings contribute to the growing body of article choice research and the pedagogical practice of teaching articles. TPD40 Voices of English Pre-Service Teachers: Reflecting Identity and Professional

Development during Practicum Learning 20 Minute Paper Paulus Kuswandono After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning, frequently used in various terms as ‗reflective teaching‘, ‗critically reflective practice‘, and ‗reflection in action‘ (Moon, 2004). Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers‘ classroom experiences and their endeavour to develop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise PSTs‘ lack of content knowledge, which they claim should be ‗prioritised‘ during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against this odds, this research paper addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs‘ reflective journals, questionnaires, individual interviews, and group reflection. The study examines problems encountered by PSTs, such as their motivation to become teachers and their struggle to make meaning of the expected image of a teacher which operates in Indonesian societies. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs‘ identity and professionalism. TPD41 English Teachers’ Professional Development At Hulu Sungai Selatan, South

Kalimantan 20 Minute Paper Puji Sri Rahayu, Nani Hizriani This research is conducted to find out the efforts, supports and also obstacles obtained by certified English teachers in Hulu Sungai Selatan to pursue their professional development. The subjects of this research are 35 English teachers from Hulu Sungai Selatan. Specifically they are teachers from Islamic Secondary Schools (MA, MTs) who have been certified. Questionnaire, and in depth- interview were used to gather the data . The result showed that there are three kinds of efforts done by the teachers to pursue professional development, namely Ongoing development, developing through reading and further study and further development. In addition, the research found that there was a little support given from the headmaster and school related to teachers‘professional development. The obstacles faced by English teachers were also varied among others, they found difficulties to access new information and internet since they lived in remote areas, few seminar or workshop hold in HSS and no fund provided to join national workshop or enroll postgraduate study.

TPD42 Students’ Noticing of Corrective Feedback on Writing (Case Study for Low Learners)

20 Minute Paper Restu Mufanti This study investigated low-proficient students‘s notices towards teacher‘s indirect corrective feedback that focused on lexis, grammar, and content. Observation on the students‘ noticing towards the revised versions of the essay and interviews to six subjects were conducted to reveal the phenomena. This study revealed that low-proficient students were weak in noticing errors, failed to recall their knowledge, tended to make unintended changes in processing the feedback, guesses the problem, reordered the sentence, rephrased the sentence structure by using simpler words, and avoided the use of the complicated words, and removed the idea when they got difficulties in revising the sentence.


TPD43 Mentoring in Pre-service EFL Teachers’ Teaching Practice in Indonesia

20 Minute Paper Rinjani Bonavidi The quality of mentoring, including the assistance given by mentors (Hennissen et al. 2011) in a teaching practice plays an important role in the development of teaching competencies among pre-service teachers (PSTs) (Cohen et al. 2010; Johnson 2011). This paper reports on a study of pre-service EFL teachers‘ perceptions on mentoring during their teaching practice in six Indonesian high schools. 29 PSTs doing a two month teaching practice under different mentors were involved in interviews and written questionnaire responses. With an a priori and grounded approach to research, qualitative analysis resulted in three main themes: the PSTs‘ expectations of, experiences of, and responses to the mentoring. The PSTs expected not only positive emotional and task-related support, but also general support. Each PST experienced different mentoring in that some were closely supported before, during and after their teaching session, while others were not, resulting in off track teaching. In addition, several PSTs reported being under pressure from the tasks the mentor gave them. To cope with these and other problems, the PSTs tended to seek help from other PSTs and teachers, but not from their university supervisors. The paper concludes with some implications for mentor training and for preparation of PSTs. TPD44 Lesson Study as an Alternative Strategy to Develop Teachers Professionalism at

Higher Education 20 Minute Paper Roghibatul Luthfiyyah Lesson Study, as one of the opportunities for teachers‘ professional development, is a process in which teachers progressively endeavor to improve their teaching by collaborating with other teachers. Lesson Study is not a novel program, but it provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. The learning community will work collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. Accordingly, this paper presents the study on the use of implementing Lesson Study at English Education Department of Swadaya Gunung Jati University. Particularly, it reveals the activities of lesson study and teachers‘ responses towards their entanglement in the research. Furthermore, in this study, the presenters employ descriptive qualitative investigation which focuses on speaking classes. The primary data are taken from the classroom observation, interview, and community discussions. This paper brings over the fact that Lesson Study can be a possibility way to increase students‘ achievement through teachers‘ professional development.

TPD45 Making Students Love English and English Teacher to Improve Learning Outcomes

30 Minute Teachers Session Rustiani Widiasih English subject is an example of subjects that have a tendency to less favor by students. English contains material grammar, vocabulary and tenses are complex and difficult to memorize without practice. Departing from these facts, precise and accurate solution may be difficult to find. However, there are some important notes to keep us underline. The expectations and desires of all teachers are to be liked by her students. Teacher who is loved by the students always waited their presence. If he is not coming in the class, students will try to find or ask. When the clock expired student still feels lacking to be taught, and so forth. We believe that teachers have a lot to read, to know, how the solution so that students interested in a particular subject. However, we also understand, apply a multitude of solutions to problems in the theory of learning is not as easy as we imagine. That teachers face dynamic students that live and thrive in the midst of the development of increasingly sophisticated science. It might, knowledge of students over compared with the teacher, in the case of certain sciences. Ideally, every student should be interested in all the subjects in school. At a certain level of education, the subjects have been arranged for various disciplines as listed in the curriculum structure. But the fact is not as ideal concepts that we want. There are students who are less or even not interested in a particular subject. The reason is quite diverse, as the lesson is hard to understand, a lot of formulas, many calculations, a lot of memorization, and many others. Not impossible that the cause of the lack of student interest in a particular subject, starting from the factors subject teachers administer these subjects. Being a teacher who also preferred doesn‘t mean to obey all the students want or desire. If the teacher wishes to obey all students may actually make out the objectives and activities of the learning process. Then how to become a teacher who is loved by his students? My presentation will talk about how to be favorite teacher. Educate or teach is not only regarded as a job or profession, more than that also interpreted as devotion and worship. My description can be used to know whether or not one is favored teacher. Teachers should also conducting teaching and learning more meaningful. At the end of each school year, should seek input from students, according to what we as a shortage of teachers and what they want. TPD46 Indonesian Argument Style: An Analysis on the Ways Indonesian Writers Argue for

Their Research Project in Their Research Article Introductions 20 Minute Paper Safnil Arsyad, Dian Eka Chandra Wardhana The introduction is a very important section in a research article (RA) because here the writers must argue for the importance of their research topic and their research project. This study is aimed at analysing Indonesian RA introductions written by Indonesian authors in the disciplines of social sciences and humanities particularly on the ways they justify their research topic and research project. A corpus of two hundred research articles in Indonesian were chosen (50 articles from each of the four disciplines) representing RAs in the field of social sciences and humanity. The analyses were conducted using genre-based analysis of text communicative purpose of ‗move‘ and ‗step‘ to examin whether or not problem justifying project (PJP) model as suggested by Safnil (2001) is applicable. The results show that PJP model is effective enough to capture macro and micro communicative units in the Indonesian RA


introductions. It can be concluded that the ways Indonesian authors justify their research topic and research project

are different from the ones in English RAs by international authors.

TPD47 The Learning of English as a Foreign Language: What EFL Teachers Should Know

20 Minute Paper Santi Chairani Djonhar English as a Foreign Language (EFL) is usually learned and used in the classroom. So the learning of EFL may not really happen. However, there are preconditions that make learning a (foreign) language possible such as sufficient exposure to and opportunities to use the language. This is in line with Chomsky‘s (1999) statement ―…….. language learning is not something that a child does; (but) it is something that happens to the child placed in an appropriate environment‖. This study investigates Indonesian boy (six years old) who learns and uses English in Indonesia/Jakarta inside and outside the classroom. These child regularly reads English books and watches English movies from cabled TV at home. They frequently communicate in English with members of the family at home and their friends at school and other places outside the school. The data of this study was collected for eighteen months by recording the boy‘s spontaneous speech at home and other places. The data was then analyzed to see the development of this child‘s English: his constructing conjoined-clauses, the relative clauses, and the infinitival and sentential complements. These types of constructions are chosen since it is not always easy for many other EFL learners to learn. The findings of this

study shows that the development of this child‘s English is similar to that of English children. Definitely, this child shares the principles (i.e. exposure to and opportunities to use English) of learning English. Therefore, it is essential for EFL teachers provide activities for students to gain exposure to and to practice English sufficiently in their learning the language. TPD48 A Vignette on Reflective Teaching: Potential Challenges Faced by Future ESP

Practitioners 20 Minute Paper Sari Hidayati As ESP (English for Specific Purposes) is designed to meet specific needs of learners (Dudley-Evans & St. John, 1998), developing such a course will involve compex procedures of, as proposed by Hutchinson and Waters (1987), among others, Language Descriptions, Theories of Learning, and Needs Analysis. In line with this, Dudley-Evans and St. John (1998) claims that an ESP practitioner, thus, plays the roles as a teacher, course designer and materials provider, collaborator, researcher as well as evaluator. This paper presents a vignette based on teaching experiences gained from the course of ESP taken by six-semester students of an English Education Study Program. It will highlight some hindrances, in particular, met by the students in their project on ESP course design. The potential challenges faced by the students, as future ESP practitioners, in developing ESP courses will therefore be discussed. It is expected that the discussion will be of beneficial contribution to students wishing to work in ESP area, teachers of vacational schools, as well as lecturers of ESP-related courses on future practice of ESP as an approach to course design. TPD49 The Reflective Story So Far : An Investigation of Pre Service English Language

Teacher Trainees’ Reflective Practice In A Teacher Education Programme 20 Minute Paper Shubashini Suppiah Reflective practice is a crucial facet in the personal and professional development of teachers. Dewey (1993) postulates that learning from experience is enriched by reflecting on experience. On that note however, the capability of reflecting on teaching practice is not automatically subject to growth. Based on the body of research, there appears to be an urgent need for teacher education programmes to address and initiate the process of helping pre service teacher trainees‘ to learn the knowledge and skills of reflective practice. This paper seeks to understand 3 critical questions which are (1) what is the perception of pre service English language teacher trainees‘ of reflective practice (2) what is the level of reflective engagement of pre service English language teacher trainees and (3) what are the issues and concerns of pre service English language teacher trainees of reflective practices. The participants of this study are 30 pre service English language teachers on a 12 week teaching practice phase. Data was gathered via an open ended questionnaire and interviews to address questions 1 and 3 respectively. The teaching journals of the pre service teacher trainees‘ were analysed based on Van Manen‘s (1977) level of reflectivity framework to address question 2.The findings of the study indicate that while all the participants agreed that reflective practice is crucial in improving classroom practices, a majority are of the opinion that reflecting critically would require a more structured/guided approach. The teaching journals revealed that the level of reflective engagement remain merely at the technical and practical level. The implications therefore point to the need for improvement of reflective content and thinking.

TPD50 A Study of the English Reading Habits of EFL Students of Baturaja University

20 Minute Paper Silfi Sanda This study investigated of the English reading habits of EFL students OF Baturaja University in 2013. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 542 EFL college students of Baturaja University in Ogan Komering Ulu, South Sumatra. Based on the statistical analysis of the data only a few of them are identified to have time to read English text. They read because of the need of their subjects. They also have difficulties to have English reading sources in their hometown. It can be concluded that most of Baturaja University EFL students do not indicated to have good English reading habits.


TPD51 Professional Development in Integrating Technology into Teaching and Learning: EFL

Teachers’ Perspectives and Experiences 20 Minute Paper Siti Kustini, Evidoyanti Technology development in the beginning of 21st century has provided exciting opportunities for language teaching and learning. Despite the gradual growth in the use of technologies by language teachers, integration of technology into language classroom pedagogy still seems to be fairly limited (Guichon & Hauck, 2011 cited in Karabulut, 2013). The purpose of this study was to investigate English teachers‘ perspectives on their professional development and technology experiences they participated in and whether or not the professional development they participated positively affected their classroom practice. This research employed mixed method design integrating quantitative and qualitative approaches by using open-ended and close-ended questionnaires. The quantitative data from the close-ended questionnaires were analyzed descriptively. The qualitative data from open-ended questions were identified, named, and categorized to do the analysis. The findings indicated that teachers perceived the professional development training they received had positive impact on their instructional activities and that integrating technology into classroom was considered important in today‘s era. Despite the overall positive feelings associated with their professional development experiences, the partcipants also highlighted a number of challenges or difficulties. The major challenge was the availabilty of facilites at schools.

TPD52 Professional Teacher: What, Who and How

20 Minute Paper Siti Mafulah Nowadays, becoming teacher is not as easy as cooking noodle, teachers confronted with a mixture of expectation. Based on law no. 14 of 2005 about teacher and lecturer, teacher should be professional educators whose main duties are to educate, teach, supervise, train and evaluate learners. As professional educator, teacher should have four competencies. From competencies they know what their duties are. Moreover teachers are acknowledged by colleagues, students, parents and school principal. The heavy description make teachers should consider their selves to be a professional teacher. This paper describes definition of professional teacher, who considered as professional teacher, what elements that contributes the teacher professionalism and how to be a professional teacher. Therefore, as a teacher, they have to know who they are, they have to know what they should do and how to reach their professionalism. TPD53 Teaching Quality of English Student Teacher; The Case of UIN Syarif Hidayatullah

Jakarta 20 Minute Paper Siti Nurul Azkiyah This study is intended to understand teaching quality of English student teachers in UIN Syarif Hidayatullah Jakarta when they conduct their teaching practicum (in the 7th semester). Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. These principles are in line with the scientific approach of teaching introduced in the newly launched 2013 curriculum. The study used mix-methods: a survey on students‘ perception on the teaching quality of their teacher (the student teachers) and classroom observation. The study was conducted in Tangerang Selatan and involved 7 student teachers and 199 students. The findings suggested students rated the teaching quality of the student teachers higher than the observer, which is common in Indonesian context. According to the observation data, the teaching quality of student teachers is still low (1.94 out of 5 rating scale). Some recommendations include examining curriculum or syllabus related to pedagogical skills to make sure that they have sufficient training before they undergo teaching practicum. In addition, it is beneficial to study the possibility to send student teachers to school earlier not only for the teaching practicum but also for other purposes related to the other courses offered in the university.

TPD54 Presenting Esp Using Authentic Materials

20 Minute Paper Slamet Wiyono There are three types of competencies of the graduates of Sekolah Tinggi Pertanahan Nasional which can be mapped. They are administrative, legal and technical competencies. The first two are mostly carried out in Bahasa Indonesia while the last one, technical competency, is usually written in English. The use of English can be seen in the Instruction Manuals of the measuring instruments. Technically they are called SURVEYING instruments. From the above needs analysis, English for Specific Purposes (ESP) is to be taught to students of the above institute. This is due to the fact that the graduates, sooner or later, e face the newest surveying instruments in their work. Therefore, authentic materials are supposed to be able to make the students aware of the importance of learning English as it is closely related to their work. Besides, the students know the real life use of the English language. In other words, it can be said that the authentic materials are able to prevent the learners‘ artificial language use. The authentic materials can also make other skills promoted (Berardo, 2006:61) TPD55 The Relationships among Teacher Effectiveness, Self-Efficacy and Academic

Achievement of English Education Study Program Students in Three Universities in Palembang

20 Minute Paper Sri Endah Kusmartini This current research investigated the relationships among teacher effectiveness, self-efficacy and academic achievement of English education study program students in three universities in Palembang with 110 teacher samples and 329 student samples. Three questionnaires were used to measure three independent variables and cumulative GPA was used to measure dependent variable. The hypotheses were tested by using Pearson Product Moment, Multiple


Linear Regression, Independent Sample T-Test and Anova One Way. The result revealed that teacher effectiveness as

perceived by the teachers themselves added to teacher effectiveness and self-efficacy as perceived by their students related significantly towards students‘ academic achievement (R = 0.694) with the contribution of 48.2%. The results also revealed that there was a significant difference in terms of teacher effectiveness as perceived by the teachers themselves and as perceived by their students; there was no significant difference in terms of gender and study duration towards students‘ self-efficacy; and there was no significant difference in terms of gender but there was a significant difference in terms of study duration of the students towards students‘ academic achievement. Therefore, it is suggested that future studies investigate the relationships of other factors which may contribute to students‘ academic achievement. TPD56 An Inappropriate Use of Linguistic Components Found in The Composition of the

Students at the Master Level 20 Minute Paper Susanto As far as English as a second language is learned in a foreign language setting, inappropriate use of linguistic components, in both oral and written, is common at the beginning and intermediate levels. A recent study indicated that inappropriate use of linguistic components was still remarkably found in the undergraduate students‘ theses. In response to this, the present study was conducted to investigate the inappropriate use of linguistic components found in the master students‘ research proposals to see whether the same phenomena existed. The investigation was not only limited to the types of inappropriate use of linguistic components, but also the causes, i.e., whether they are errors or mistakes. A number of master students‘ research proposals were randomly selected as the source of data. Observation and interviews were employed for data collection. Results of the analysis of the data indicated that the inappropriacies covered morphological, lexical, and syntactical. Further, the results indicated that most of the inappropriate use of these linguistic components were due to the results of slip, lack of attention, or carelessness in utilizing the language system (thus, mistakes). Others belonged to errors—a result of lack of knowledge. TPD57 English Teachers’ Professional Development Gained by Participating in Academic

Arisan: Participants’ Perception 20 Minute Paper Tutus Soewarno Professional development for English teachers in Indonesia is considered inadquate similar to the situation in other non-English speaking countries in Asia (Cabansag, 2012). Many researches pointed out the needs of professional development for English teachers in Asia who have less opportunities in using English in their daily life. As English teacher in Indonesia, we are aware of this situation and the need to improve our English teaching skills. Therefore, the presence of Academic Arisan (AA), a gathering of English Teachers in Great Jakarta area, became a popular activity for English teachers, student teachers and alike to get together and learning from each others‘ experiences. The main activities of AA gathering are workshops, talks and sharing sessions which focuse on teaching English that caters all levels. The paper will look at the benefits of Academic Arisan for professional development gained by its members in the area of pedagogical content knowledge and it will gain insights from the members on how the knowledge from AA gives impact on their own teaching practices and whether they become aware of their own strengths and weaknesses to further improve their teaching skills. This Academic Arisan gathering as a means of promoting continues self-professional development that the members may improve from time to time. TPD58 Learning through PLPG: English-Language Teachers’ Learning Experiences

Associated with Instructional Practices and Classroom Management 20 Minute Paper Umar Abdullah

Like many other countries, Indonesia is well aware of the critical role played by teachers in improving the standards of its education and thus began the implementation of an in-service teacher certification program in 2007. This study aims to find out teachers‘ general perception about their learning experiences associated with instructional practices and classroom management earned from the Education and Training of Teaching Profession, more commonly known as PLPG. 149 English-language teachers pursuing the 2013 PLPG in the University of Sriwijaya Palembang completed a survey questionnaire (Marzano, 2003; Owings et al., 2006) consisting of an instructional practices scale (17 items) and a discipline and classroom management scale (4 items). Descriptive statistical measures were used to analyze the survey items. Finding evidence that differs from previous research, this study shows that the majority of the teachers perceive PLPG to have provided them experiences to learn research-based instructional practices and classroom management. This study provided evaluative information for the Indonesian government regarding its current teacher certification program. TPD59 Being Aware of Student Teachers’ Problems in Teaching Practicum: Preparing

Problem-Solving Based Teaching Training 20 Minute Paper Wakhid Nashruddin Teaching practicum is a very important component in shaping and moulding teachers as professionals. It has been regarded as one of the most influential elements in language teacher training program (Farrell, 2008, p. 226). As a part of teachers‘ training, teaching practicum provide prospective teachers time to work in a ―real‖ atmosphere of their future work. Being trained well, teachers can raise their employment opportunities and enhance their self-confidence when handling classes (Camenson, 2007, pp.15-16). This study is qualitative in nature that it explores student teachers‘ problems by observing student teachers‘ teaching practicum and interviewing 10 students and 3 mentor teachers involved in teaching practicum program. The results of observations and interviews show that students have at least six problems; problems in language mastery, problems in content or material mastery, problems in methods of teaching, problems in mental sides, problems in communication, and problems in social life. These findings can be very useful for English Language Education Department in setting up a more down-to-earth training program and


providing student teachers‘ better training based on what actually occur in the real teaching and learning English at

schools.

TPD60 The Rise and Fall of Novice and Experienced Teachers for Professional Development

Poster Presentation Winda Hapsari Teaching is a learning profession and like any other professionals teachers are expected to be life-long learners (Padwad and Dixit, 2011).This study aims at (1) looking into factors that motivate English teachers to be and to stay in the profession, (2) uncovering the dynamics and challenges the teachers face in their professional trajectory, and (3) dissecting teacher‘s autonomy and institutional supports for professional development. Participants were novice and experienced English teachers from different branches of LBPP LIA in Indonesia. It‘s a well-established private institution that requires certain standard quality for their English teachers in terms of hard and soft competencies. Teachers‘ portfolio and result of interviews became the source of data analysis which was done qualitatively. This narrative-based inquiry revealed the different motivation of individuals to be English teachers by joining teacher recruitment/selection and pre-service teacher training. This chapter explores the struggle of both novice and experienced teachers to meet the standard that the institution has set. In search of effective ways to develop professionally, novice and experienced teachers employ different kinds of teacher development practices. They rise

and fall along the way as they await more for institutional and other external assistance for them to walk through their professional path.

TPD61 Teachers’ Cognitive Coaching on Students’ Reading Comprehension

20 Minute Paper Yayu Heryatun This paper was mainly to explore the process of teachers‘ cognitive coaching on students‘ reading comprehension, starting from pre observation conference, classroom observation to post observation conference. It was a case study involving 2 less-experienced EFL teachers who were facilitating reading classes at one state Islamic university. In-depth observation, portfolio and interview play as instrument for collecting data. The result of this research indicated that both EFL teachers showed the significant chancing related to their belief in facilitating reading classroom before and after cognitive coaching. Before teachers‘ cognitive coaching, both EFL teachers tend to teach based on their own learning experience. After teacher‘s cognitive coaching, both EFL teachers are aware to provide the direct and explicit reading instruction in order to students be easy to acquire reading strategies. In turn, EFL students achieve their reading comprehension. In addition, both EFL teachers claim that they have obtained progress in teaching, starting from attractive designing material, enjoying time in class to giving explanation more systematically.

TPD62 The Roles of English Teacher Working Group (MGMP) to Support Teacher

Professional Development 20 Minute Paper Yusawinur Barella Professional development (PD) is one of the key determinants in improving knowledge, attitudes, and skills of a teacher. The roles of MGMP in improving the teacher‘s professionalism is becoming more important when the government is implementing new curriculum. This research aims at finding out the roles of English Teacher Working Group (MGMP Guru Bahasa Inggris) to Support Teacher Professionalism Development to Junior High Schools in Kota Pontianak in the academic year of 2013/2014. The population was the English teachers of SMP, students, the board of management of English MGMP of Junior High School, and Vice-Principles of Curriculum from State Junior High School in Kota Pontianak. The method used is descriptive qualitative. Sampling is done by purposive sampling. Techniques of data collection is done through in-depth interviews, direct observation, document analysis. Data analysis techniques in the form of interactive analysis techniques. Further data have been obtained are done by triangulation method to obtain truly valid data. Based on research data analysis it can be concluded that; (1) English MGMP for Junior High School in Kota Pontianak contribute greatly to the development of Junior High School English teacher professionalism in Kota Pontianak in terms of developing the syllabus, annual and semester program, and lesson plan, developing teaching method and the innovative learning model, developing the use of teaching media and the evaluation system and improving the teachers professional competence; (2) English MGMP in Kota Pontianak still found obstacles in its implementation so that it is needed for solving the problems in order the activities of English MGMP run better for the following years. TPD63 English Teachers’ Teaching Performance :A Study on the teaching competence and

skill of the Junior High School English Teachers 20 Minute Paper Abdul Asib The result of research data analysis on the teaching of recount-text writing done by 3 English teachers reflects a teacher centered process. The students are passive and the teachers dominate the class such as by giving explanation about recount text, the procedures of writing recount text, providing students with topics and a list of vocabulary, and giving explanation about sentence patterns, verb forms, agreement, tense markers, etc. They tend to focus on the teaching of grammar rather than on writing a text. The students are not encouraged to develop their own ideas and how to organize them into a good text. In this case, the teachers seem ignoring the principle of learning psychology, such as ignoring the students‘ learning styles, students‘ schemata, and learning principle for young learners. The result of the questionnaire shows that they lack in accessing the latest teaching-learning information from internet, books, and other sources. Furthermore, though they have more than 4 years teaching experience and they get information disseminated by their colleagues in MGMP, it is still difficult for them to implement the new knowledge in their teaching. To change this condition, it is suggested teachers use multimodal learning strategies in teaching writing to create student centered learning, make students active, interact to each other, able to incorporate new knowledge with their


schemata, and able to activate the use of their visual, aural, cognitive and kinesthetic capability to access learning.

Advantages of implementing multimodal learning strategies are first, multimodal learning which utilizes learning strategies, such as outlining, mapping, diagramming, and using graphic organizers is able to encourage students develop vocabulary creatively. They are able to connect words from various sources so that new given words are easily understood and they will be longer retained by the students. Second, multimodal learning helps students express their ideas easily. They are required to develop and create new concepts based on their existing knowledge and experiences and they incorporate the new concepts, assimilating and accommodating the new concepts, with what they have learned. Third, multimodal learning helps students develop a writing organization easily. By using diagram, mapping and webbing, for instance, students are able to perceive major and minor information and the related details, and to understand the relationships and patterns of all of those components. This then facilitates the students to determine the main idea, supporting ideas and the details for their writing. This article will also provide audiences with examples and details of learning activities in writing suitable for different learning styles.

TPD64 Teacher Empowerment through MGMP

20 Minute Paper Agustin Hartati The focus of this study is the teacher empowerment through MGMP (Musyawarah Guru Mata Pelajaran: teacher

organization based on the subject matter found at schools in cities or regencies). The aim is to identify and describe the empowerment of teachers carried out by English MGMP in Bandung . The method used is qualitative. The findings: the teacher empowerment hasn‘t run according to the function of management and the empowerment elements -- conducive situation, motivation, potential, opportunity, protection, and awareness. The empowerment steps-- enabling, facilitating, consulting, collaborating, mentoring, and supporting haven‘t been followed well, so it hasn‘t been able to improve the teachers‘ competencies optimally. Recommendation: 1. The function of management, the elements and the steps of teachers‘empowerment should be implemented consistently and thouroughly. 2. The presence of management, who are smart, dedicated, knowlegable, entrepreneurial, and have strong leadership. 3. The reward to value the position of chair and secretary equal to eight and four teaching hours. Suggestion: “Model Pemberdayaan Guru Melalui MGMP” should be implemented. TPD65 English Literacy Education in Primary Schools:

Opportunities and Challenges in Global Competitiveness 20 Minute Paper Chuzaimah Dahlan Diem The current issue of significant concern among literacy educators is whether English as a foreign language (EFL) literacy needs to be maintained as a local content or a compulsory subject in Indonesian primary schools. In fact, the learning of English literacy has become a trend in many major cities in Indonesia, including in Palembang, South Sumatra. Various experimental studies and surveys on learning EFL literacy have been carried out with varying results. Some researchers reported success but others claimed that they have not been able to make a difference in terms of the learners‘ achievements due to the minimum fulfillment of the specified criteria. This paper highlights the importance of EFL literacy learning for young learners both as opportunities and challenges to live in the global era and to have ownership of literacy skills from young age for the nation‘s competitiveness in the future. TPD66 Responding To The Newly Launched National Standards Of Higher Education

Requiring S-2 And S-3 Students To Publish Articles In Reputable Scholarly Journals For Graduation

20 Minute Paper Ali Saukah The Decree of the Minister of Education and Culture of the Republic of Indonesia on National Standards of Higher Education has just been launched (Permendikbud No. 49/2014). The Standards, which cover three main areas: education, research and community services, should be used as the main references for higher education institutions to develop their curriculum and for the higher education accreditation institutions to develop their accreditation instruments. Higher education institutions are required to have implemented the Standards by the year 2016. The presentation, however, will be more focused on proposed alternative strategies to implement the Standard of Graduate Competence (Standar Kompetensi Lulusan) requiring students of Master‘s and Doctoral Programs to publish articles in reputable scholarly journals. The Standard of Graduate Competence is considered to be the most important standard in the National Standard of Education for Higher Education. It should be used as the reference for the implementation of the other 7 national standards of education for higher education institutions: Standards of Instructional Content, Process, Evaluation, Lecturers and Educational Personnel, Infra-structure, Management, and Budget. The scholarly journal publication requirement is relatively new for the students of the Master‘s and Doctoral Programs. Therefore, it may not be easy for the students to fulfill the requirement without special arrangements and/or facilities provided by the Programs. Alternative strategies will be proposed and described in the presentation, which include some modification of the curriculum of the Master‘s and Doctoral Programs, setting/improving the standards of the quality of thesis/dissertation, provisions of academic facilities, and improvement of academic services provided by the

thesis/dissertation supervisors. Apart from the potential debate among those who are for and against the relatively new policy, it is time to do some actions to improve the quality of the graduates of the Master‘s and Doctoral Programs in Indonesia.


TPD67 Writing from Personal Experience: A Malaysian Teacher’s Journey of Learning as an

Education Columnist. 20 Minute Paper Nithya Sidhhu As teachers grow in professional development, their KEW (Knowledge, Experience and Wisdom) factors increase. They can put these to good use to enhance the quality of their own pedagogical practices or share them with others to inspire, motivate or spur their fast-track learning. One good way to do so is to record or write an honest account of their trials, tribulations and achievements. While it takes passion, effort, talent and skills in order to write well, writing about teaching matters, be they be based on research or real-life experience, does have an impact on society. When positively influenced, parents, students and other teachers go on to become enlightened individuals capable of realising their full potential in life. The true essence of good writing (and of course, effective teaching) is to reach out and touch lives in a meaningful, purposeful manner.


TEFLIN BOARD 2011-2014

Board Members

ADVISORY BOARD

Coordinator : Drs. Setyadi Setyapranata, MPd. Universitas Negeri Malang, Malang

Members : Prof. Dr. Suwarsih Madya Universitas Negeri Yogyakarta, Yogyakarta

Prof. E. Sadtono, PhD

Universitas Ma Chung, Malang

Prof. A. Chaedar Alwasilah, Ph.D.

Universitas Pendidikan Indonesia, Bandung

Prof. Dr. Wuri Andhajani Soedjatmiko

Universitas Katolik Widyamandala, Surabaya

Prof. Dr. Mukhaiyar

Universitas Negeri Padang, Padang

Prof. Ali Saukah, PhD

Universitas Negeri Malang, Malang

EXECUTIVE BOARD

President : Prof. Fuad Abdul Hamied, PhD


Vice President I : Prof. Dr. Joko Nurkamto, MPd.

Universitas Sebelas Maret, Solo

Vice President II : Sisilia Setiawati Halimi, PhD

Universitas Indonesia, Jakarta

Secretary : Dr. Didi Sukyadi, MA


Vice Secretary I : Prof. Utami Widiati, PhD Universitas Negeri Malang, Malang

Vice Secretary II : Dr. Lusiana Universitas Katolik Atma Jaya, Jakarta

Treasure : Dra. Rahmi Andayani, MPd

Universitas Negeri Yogyakarta, Yogyakarta

Treasure I : Dr. Safrina Noorman, MA


Treasure II : Dr. Dwi Anggani LB, MPd

Universitas Negeri Semarang, Semarang

REGIONAL COORDINATORS

Aceh : Dr. Sofyan A. Gani

Universitas Syiah Kuala, Banda Aceh Dra. Ina Rezkina, MPd

MAN 2 Banda Aceh, Aceh

West Sumatra : Dr. Kusni Askar, MA

Universitas Negeri Padang, Padang Deswiyanti, SPd.

SMP Negeri 1 Pariaman, Pariaman


South Sumatra : Prof. Dr. Chuzaimah D. Diem, Ed.D.

Universitas Sriwijaya, Palembang

Dra. Yusfardiah, MPd.

SMP Negeri 33 Palembang, Palembang

West Java and Banten : Prof. Dr. Nenden Sri Lengkanawati

Universitas Pendidikan Indonesia, Bandung Dr. Wachyu Sundayana, MA


DKI Jakarta : Itje Chodijah, M.A. Universitas Dr. Hamka, Jakarta

Vera Syamsi, MHum STKIP Kebangkitan Nasional, Jakarta

DI Yogyakarta : Dra. Anita Triastuti, MA Universitas Negeri Yogyakarta, Yogyakarta

Ag. Hardi Prasetyo, SPd., MA Universitas Sanata Dharma, Yogyakarta

Central Java : Dr. Suwandi

IKIP PGRI, Semarang Dra. Ekawati Marhaeny Dukut, M.Hum

Unika Soegijapranata, Semarang

East Java : Prof. Dr. Susanto, MPd.

Universitas Negeri Surabaya, Surabaya Dr. Gunady Harry Sulistyo, MA. Universitas

Negeri Malang, Malang

South Sulawesi : Etty Bazergan, PhD. Universitas Hasanudin Makassar, Makassar

Dr. Muhammad Yusran SMA Negeri 9 Makasar, Makassar

North Sumatra : Sri Juriati Ownie, MPd. Universitas Negeri Medan

Dra. Siti Zulfa SMA Negeri 3 Medan, Medan

East Kalimantan : Surya Sili, Ph.D.

Universitas Mulawarman Rabiatul Adawiyah

SMA Negeri 3 Samarinda, Samarinda

West Kalimantan : Dr. Regina Petronella

Universitas Tanjungpura, Pontianak Dra. Fransiska Dwi Mulyani Wijayanti SMK Negeri

1 Pontianak, Pontianak

Bali : Dr. Nih Luh Nyoman Seri Malini, SS, M.Hum

Universitas Udayana, Denpasar Drs. I. Nyoman Sudiana, MPd. LPMP

Propinsi Bali, Bali

DIVISION

Cooperation : Setyadi Setyapranata, MPd. (Koordinator)


Dr. Emalia Iragiliati, MPd.


Diana K. Jahja, S.S. M.App. Ling

Institute of International Education Foundation, Jakarta

Lulu Laela Amalia, SS., MPd.



Publication : Dr. Suharmanto Ruslan, MPd. (Koordinator)


Evi Eliyanah, S.S., MA


Nur Hayati M. Ed Universitas Negeri Malang, Malang

Quality Assurance : Emi Emilia, PhD (Koordinator)


Drs. Suharno, MA

Universitas Diponegoro, Semarang

Agustin Hartati, MPd.

SMA Negeri 8, Bandung

Evaluation and

Assessment

: Prof. Dr. Suwarsih Madya (Koordinator)


Prof. Dr. Patrisius Istiarto Djiwandono, MPd. Ma Chung University, Malang

Drs. Suharso, MPd.


Professional Development

: Prof. Dr. Joko Nurkamto (Koordinator) Universitas Sebelas Maret, Solo

Dra. Sri Sulastini, MA Universitas Negeri Jakarta, Jakarta

Tri Kartika Rina, SPd. SMP Muhammadiyah I, Pundong, Bantul, Yogyakarta

Heli Setiawati, S.Pd

SMP Negeri 13, Bandung.

Ika Lestari Damayanti, SPd., MA


Drs. Tri Suko Bambang Wiyono,

SMKN 2 Depok, Sleman, Yogyakarta

Information & Communication

Technology

: Dr. Gumawang Jati, MA (Koordinator) Institut Teknologi Bandung, Bandung

Nurhidayanto, SPd. Universitas Negeri Yogyakarta, Yogyakarta

Pupung Purnawarman, M.Ed., Ph.D Universitas Pendidikan Indonesia, Bandung

Non-formal Education

Development

: Selestin Zainuddin, S.Si, M.Hum

(Koordinator) Yayasan LIA, Jakarta

Dra. Erni Rismayanti ILP Jakarta, Jakarta


THE COMMITTEE OF THE 61st TEFLIN INTERNATIONAL CONFERENCE UNS Solo, 7 – 9 October 2014

1. Advisory Committee

a. Patron : Prof. Dr. Ravik Karsidi, M.S.

(Rector of Sebelas Maret University) b. Advisors : Prof. Drs. Sutarno, M. Sc., Ph. D. (Vice Rector I)

Prof. Dr. Jamal Wiwoho, S.H., M. Hum. (Vice Rector II) Drs. Dwi Tiyanto, S.U. (Vice Rector III)

Dr. Widodo Muktiyo, M. Com. (Vice Rector IV) Prof. Fuad Abdul Hamied, Ph.D. (TEFLIN President)

Sisilia Setiawati Halimi, Ph.D. (TEFLIN Vice President) Drs. Setyadi Setyapranata, MP.d. (TEFLIN Advisor)

Prof. Suwarsih Madya, M.A., Ph. D. (TEFLIN Advisor) Prof. Ali Saukah, M. A., Ph. D. (TEFLIN Advisor)

2. Steering Committee

a. Chairperson : Prof. Dr. M. Furqon Hidayatullah, M.Pd. (Dean of FKIP) b. Secretary : Prof. Dr. rer.nat. Sajidan, M.Si. (Vice Dean I of FKIP)

c. Members : Drs. Sugiyanto, M. Si. (Vice Dean II of FKIP) Drs. Amir Fuady, M. Hum. (Vice Dean III of FKIP)

Dr. Muhammad Rohmadi, M. Hum. (Head of Language and Art Department) Handoyo Puji Widodo, S. Pd., M. A. (University of Adelaide South Australia)

3. Organizing Committee

a. Chairperson : Prof. Dr. Joko Nurkamto, M. Pd. b. Secretaries : Drs. Teguh Saroso, M.Hum

Dewi Cahyaningrum, S. Pd., M. Pd. c. Treasurers : Hefy Sulistyawati, S.S., M.Pd

Dewi Sri Wahyuni, S. Pd., M.Pd Drs. Rohman Agus Pratomo

d. Divisions 1) Papers and Sessions

a) Drs. Martono, M.A b) Ellisa Indriyani P. , S. Pd. M.Pd.

2) Ceremony and Entertainment

a) Dra. Diah Kristina, M. A. Ph.D b) Drs. Gunarso Susilohadi, M.Ed., TESOL

3) Secretariat a) Kristiyandi, S.S., M.A.

b) Drs. Muh. Asrori, M.Pd c) Dwi Ellyono, M.A., Ph. D.

4) Proceedings and Publications a) Dr. Ngadiso, M.Pd

b) Drs. Suparno, M. Pd. 5) Fund Raising and Public Relations

a) Dr. Hersulastuti, M.Hum. b) Drs. Ahmad Dahlan Rais, M.Hum

c) Dr. Nur Arifah Drajati, M. Pd. 6) Transportation and Accommodation

a) Dr. Abdul Asib, M.Pd b) Dr. Sumardi, M. Hum.

7) Documentation and Properties a) Drs. Handoko Pudjobroto

b) Drs. Siswantoro, M.Hum. 8) Food and Beverages

a) Dra. Dewi Rochsantiningsih, M. Ed., Ph. D. b) Endang Setyaningsih, S. Pd., M. Hum.

9) ICT a) Arief Fajar Nursyamsu, S. Si.

b) Ihsan Budi Raharjo, A, Md. c) Bagus Wicaksono Joko Prasetyo, A. Md

4. Supporting Committee

1. Adam Megatantra

2. Andhika Oktafatria P.

3. Dimas Adhiguna Putra Bahari 4. Hanif Ari Rahmatika

5. Muhammad Hamam Abdurrohman 6. Raditya Mohamad


7. Asterifani Az Zahra

8. Bhagas Nur Ramadhantya 9. Chrisna Haryoputro

10. Citra Kurnia Devie 11. Cycas Rifky Yolanda Kurniawan

12. Dani Puspitasari 13. Denty Marga Sukma

14. Aprin Wahyu Wijayanti

15. Diwangga Eko Vianto 16. Dona Achlia

17. Eleonora Padmasta E.W. 18. Ferusta

19. Firdaus Zulfikar 20. Gedis Wiranur Putri

21. Ariawati Susiandari 22. Hanova Satria Priyambada

23. Harwan Indirastama 24. Ikhsan Budi Raharjo

25. Indra Setiawan 26. Indriyana Saputri

27. Irawansyah 28. Kurnia Fitri Arifah

29. Listiyanti

30. Maulana Yusuf Aditya

31. Melina Anggraeni 32. Mia Febriana

33. Aries Utomo 34. Muhammad Mahmud Alhushori

35. Eda Surya 36. Arum Prasastiwi

37. Rahmania Amirawati 38. Resa Indri Noor A.

39. Ristiawan Sadono 40. Rizki Febri Andika Hudori

41. Romadhoni Dwi Prihatin 42. Roslida Yosintha

43. Sugeng Widodo 44. Witria Kusuma Dewi

45. Yanita Ika Forsiana 46. Yeni Karlina

47. Yeni Suprihatin 48. Yosafat Christiantono

49. Yulia Nur K. 50. Yuniarta Ita Purnama, S.Pd.


INVITED SPEAKERS

No Name Email Address Affilation

1 Professor Jack C. Richards [email protected] University of Sydney, Australia

2 Professor Anne Burns [email protected]

University of New South Wales,

Australia

3 Professor Lawrence Zhang [email protected]

Auckland University, New

Zealand

4 Professor John Macalister [email protected]

Victoria University of Wellington, New Zealand

5 Professor Rodney Jones [email protected]

City University of Hong Kong, Hong Kong

6 Professor Hayo Reinders [email protected] Anaheim University, USA

7 Dr. Peter Mickan [email protected] University of Adelaide, Australia

8 Professor Fuad Abdul Hamied [email protected]

Indonesian Education University, Indonesia

9 Professor Bambang Yudi Cahyono [email protected]

State University of Malang, Indonesia

10 Dr. Chairil Anwar Korompot [email protected]

State University of Makasar, Indonesia

11 Dr. Helena I. R. Agustien [email protected]

State University of Semarang,

Indonesia

12 Dr. Setiono Sugiharto [email protected]

Atmajaya Catholic University, Indonesia

13 Dr. Dimitrios Michael Hadzantonis [email protected] University of Malaya, Malaysia

FEATURED SPEAKERS


1 Prof. Eun-Ju Kim [email protected]

Hanyang Women's University, South Korea

2 Prof. Unchalee Sermsongswad [email protected] Rose Marie Academy, Thailand

3 Prof. Nopporn Sarobol [email protected]

Thammasat University,

Thailand

4

Jennifer Uhler [email protected]

Regional English Language

Office (RELO), U.S. Embassy Jakarta

5 Richmond Stroupe [email protected]

The Japan Association For Language Teaching (JALT)

6 Colm Downes [email protected] British Council Indonesia

LIST OF SPEAKERS


1 A.A. Raka Sitawati, Dra., M.Pd. [email protected] State Polytechnic of Bali

2 Aan Erlyana Fardhani, Dr., M.Pd. [email protected] State University of Jember, East Java

3 Abdul Asib, Dr., M.Pd Sebelas Maret University, Surakarta, Central Java

4 Abdul Hanip, S.Pd. [email protected] STKIP PGRI Jombang, East Java

5 Abdul Kamaruddin, S.Pd., M.Ed. [email protected] Tadulako University, Palu,

Central Sulawesi

6 Abdul Muth'im, Dr. Lambung Mangkurat University,

Banjarmasin, South Kalimantan

7 Achmad Yudi Wahyudin, S.Pd. [email protected] Indonesia University of Education, Bandung, West Java

8 Adila Jefiza, S.Pd. [email protected] Indonesia University of Education, Bandung, West Java

9 Adnan Latief, Prof., Ph.D. [email protected] State University of Malang, East

Java

10 Adnan Zaid, Dr., MSc [email protected] Technology University of Yogyakarta

11 Adrefiza, Drs., MA, PhD [email protected] University of Jambi

mailto:[email protected]
























12 Adriadi Novawan, S.Pd., M.Ed. [email protected] State Polytechnic of Jember,

East Java

13 Afif Ikhwanul Muslimin [email protected] Maulana Malik Ibrahim State Islamic University of Malang,

East Java

14 Afifah Linda Sari, S.S, M.Pd [email protected] Islamic University of

Kalimantan (Uniska) Muhammad Arsyad Al Banjary

Banjarmasin

15 Afifah Muharikah, [email protected] State Polytechnic Jakarta

16 Agis Andriani, S.Pd., M.Pd. [email protected] Siliwangi University of Tasikmalaya, West Java

17 Agnes Widyaningrum, SE, S.Pd, M.Pd

[email protected] University of Stikubank (Unisbank) Semarang, Central

Java

18 Agus Gozali, S.Pd. [email protected] Brawijaya University, Malang

19 Agus Sapto Nugroho Soedirman University, Purwokerto, Central Java

20 Agus Widyantoro, Dr., M.Pd. [email protected] Yogyakarta State University, Yogyakarta

21 Agustin Hartati, M.Pd. SMA N 8 Bandung, West Java

22 Agustinus Hardi Prasetyo, S.Pd.,

M.A.

[email protected] Sanata Dharma University,

Yogyakarta

23 Ahmad Affandi, S.Pd. [email protected] Indonesia University of Education, Bandung, West Java

24 Ahmad Dadang Pramusinta, S.Pd., M.Pd.

[email protected] SMA N 2 Sukoharjo, Central Java

25 Ahmad Ghufran Ferdiant, [email protected] University of Madura, East Java

26 Ahmad Saifudin, S. Pd. [email protected]

27 Ahmad Zamzam, S.Pd., M.Hum. [email protected] Mataram University, West Nusa

Tenggara

28 Alfan Zuhairi, Dr., M.Pd. [email protected] Maulana Malik Ibrahim State Islamic University of Malang

29 Alfiyati, S.Pd. [email protected] SMK Negeri 1 Wonorejo Kabupaten Pasuruan, East Java

30 Alfred Inkiriwang, Ir., M.Si. [email protected] Institut Bisnis & Multimedi asmi

31 Ali Mustofa, Dr., S.S., M.Pd. [email protected] State University of Surabaya,

East Java

32 Ali Saukah

33 Alma Prisilya, S.Pd. [email protected] Indonesia University of Education, Bandung, West Java

34 Amalia Hasanah, [email protected] State Islamic Institute of Raden Fatah, Palembang, South

Sumatra

35 Ammang Latifa, S.Pd., M.Hum. [email protected] Muhammadiyah University of

Parepare, South Sulawesi

36 Amriyati, Dra., M.Pd., SH. MH. [email protected] Trisakti University, Jakarta

37 Ana Susilawati Universitas Islam Ogan Komering Ilir, South Sumatra

38 Anam Sutopo, [email protected] Muhammadiyah University of Surakarta, Central Java

39 andik tohari, [email protected] SMK N 1 Palang Pasuruan, East

Java

40 andjarwati Sadik, Dr., M.Ed. [email protected] Hasanuddin University,

Makassar

41 Anissa Fauziah Wati, S.Pd. [email protected] State University of Jakarta

42 Anit Pranita Devi, [email protected] Indonesia University of Education, Bandung

43 Anita Kurniawati, M.Hum [email protected] Satya Wacana Christian University, Salatiga

44 Anita Triastuti, Dra., M.A. State University of Yogyakarta

45 Annisa astrid, M.Pd. [email protected] State Islami Institute of Raden

Fatah Palembang, South

Sumatra

46 Annur Rofiq [email protected] State University of Jember, East Java

47 Antonius Herujiyanto, Dr., M.A [email protected] Sanata Dharma University of Yogyakarta




48 Antonius Suratno, Ph.D. [email protected] Soegijapranata Catholic

University, Semarang, Central

Java

49 Ardianna Nuraeni, S.S., M.Hum. [email protected] Sebelas Maret University

Surakarta, Central Java

50 Arfan Fahmi [email protected] Sepuluh November Institute of

Technology, Surabaya, East Java

51 Aries Utomo, S.Pd. [email protected] Borneo University, Tarakan, North Kalimantan

52 Arina Rohmatika, S.S., M.Pd. [email protected] STKIP PGRI Ponorogo, East Java

53 Arina Shofiya [email protected] State Islamic Institute of

Tulungagung, East Java

54 Ariyati, S.Pd. [email protected] SMPN 3 Pulau Hanaut, Central

Kalimantan

55 Arnis Silvia, [email protected] State Islamic University of

Syarif Hidayatullah Jakarta

56 Arum Wulandari, S.Pd. [email protected] State University of Jakarta

57 Aschawir Ali, S. S., M. Pd. [email protected] State College of Islamic Studies of Watampone, South Sulawesi

58 Asep Dudi Kurnia, S.Pd., M.Pd. [email protected] Galuh University of Ciamis,

West Java

59 Asih Wahyuni, M.Pd [email protected] Pakuan University, Bogor, West Java

60 Asrori, S.S., M.Pd. [email protected] State University of Surabaya,

East Java

61 Astri Hapsari, S.S., M.TESOL [email protected] Indonesian Islamic University,

Yogyakarta

62 Atik Umamah Maulana Malik Ibrahim State

Islamic University, Malang, East Java

63 Atiqah Nurul asri, M.Pd. [email protected] State Polytechnic of Malang, East Java

64 Atri Nadia astarina, S. Pd [email protected] Indonesia University of

Education, Bandung, West Java

65 Aunurrahman, [email protected] STKIP PGRI Pontianak, West

Kalimantan

66 Ayu Fatmawati, M.Pd. [email protected] Kadiri Islamic University, Kediri,

East Java

67 B. Yuniar Diyanti [email protected] State University of Yogyakarta

68 Bachrudin Musthafa, [email protected] Widyatama University, Bandung

69 Bachtiar, Mr. [email protected] Palmerston North, New Zealand

70 Badaruddin, S.Pd., M.Pd [email protected] Muhammadiyah University


71 Bambang Apriady Loeneto, Drs. M.A.

[email protected] Sriwijaya University, Palembang, South Sumatra

72 Bayu Hendro Wicaksono, [email protected] University Of Muhammadiyah Malang, East Java

73 Besse P. Syarif Hassanudin University, Makassar, South Sulawesi

74 Betty Sekarasih Hadi Yani, M.Pd.B.I.

[email protected] SMA N 2 Playen, Gunungkidul, Yogyakarta

75 Bhul Vindar Kaur [email protected]

76 Brigitta Septarini Rahmasari,

S.S., M.Pd.

[email protected] Teacher Traning and Education

Institute PGRI, Madiun, East Java

77 Budi Purnomo, Dr. [email protected] Sahid Tourism Institute Of Surakarta, Central Java

78 Budi Setyono, Dr., M.A. [email protected] University Of Jember, East Java

79 Bukhori [email protected] Sultan Syarif State Islamic

University, Riau

80 Burhanudin Syaifulloh, M. Ed. [email protected] State College of Islamic Studies of Kediri, East Java

81 Cholimatus Zuhro [email protected] State Polytechnic of Jember, East Java

82 Chrisna Irmawan Suseno, S.Pd. [email protected] State of Malang University, East Java




83 Christina Lhaksmita Anandari,

M.Ed.


Yogyakarta

84 Christine Lewis [email protected] Brunei-English Language Fellow, Brunei Darussalam

85 Chuzaimah Dahlan Dien, Prof.,

M.Ed., Ph.D.

Universitas Sriwijaya,

Palembang, South Sumatra

86 Cintya Oktaviani [email protected] Galuh University, Ciamis, West Java

87 Claudius Bona, S.S, M.M. [email protected] State Polytechnic, Surabaya, East Java

88 Concilianus Laos Mbato, Drs.,

M.A., EdD

[email protected] Sanata Darma Universitas of

Yogyakarta

89 Dadan Jauhara, M.Pd. [email protected] Universitas Galuh, Ciamis, West

Java

90 Dairabi Kamil [email protected] State College of Islamic Studies

of Kerinci, Jambi

91 Dang Arif Hartono [email protected] Michigan State University, USA

92 David Anthony Persey

93 David James Townsend [email protected] Shujitsu University, Okayama,

Japan

94 Debora Tri Ragawanti [email protected] Satya Wacana University of

Salatiga, Central Java

95 Dede Kuswandi [email protected] Bandung Institute of Tourism,

West Java

96 Dedy Kurniawan [email protected] Universitas Jambi

97 Deisyi Anna Batunan [email protected] Manado State University, North Sulawesi

98 Dendi Wijaya, S.Pd. [email protected] Language Office of Bengkulu

99 Desi Tri Cahyaningati, S.S, M.Pd [email protected] State Polytechnic of Surabaya,

East Java

100 Destiani Rahmawati, M.Pd. Muhammadiyah University

Tangerang, West Java

101 Desy Khrisdyanti, S.S., M.Pd. [email protected] Sebelas Maret University,


102 Devinta Puspita Ratri, M.Pd [email protected] Brawijaya University of Malang, East Java

103 Dewi Anggraeni Semarang State Polytechnic, Central Java

104 Dewi Kencanawati, Dra., M. Pd. [email protected] PGRI Kediri, East Java

105 Dewi Rochsantiningsih, Dra.,

M.Ed., Ph.D.

[email protected] Sebelas Maret University,


106 Dewi Sartika [email protected] Universitas Islam Ogan

Komering Ilir, South Sumatra

107 Dian Fadhilawati Islamic University of Blitar, East

Java

108 Dian Inayati Brawijaya University, Malang,

East Java

109 Dian Kustyasari [email protected] Malang, East Java

110 Dian Maya Kurnia,M.Pd. [email protected] Abdurachman Saleh University, Situbondo, East Java

111 Diani Nurhajati, Dra., Hj., M. Pd. PGRI Nusantara University of

Kediri, East Java

112 Didih Faridah, S.Pd. [email protected] Galuh University of Ciamis,

West Java

113 Didik Rinan Sumekto, S.Pd.,

M.Pd.

[email protected] Widha Dharma University of

Klaten, Central Java

114 Dina Hanif Mufidah, S.Pd. [email protected] SMP Muhammadiyah 12 GKB

Gresik, East Java

115 Dini Kurnia Irmawati, S.Pd.,

M.Pd.

[email protected] Vocational Program University

of Brawijaya, Malang, East

Java

116 Dodi Mulyadi [email protected] Muhammadiyah University of

Semarang, Central Java

117 Dominicus Yabarmase, S.Pd, [email protected] Pattimura University, Ambon,

Maluku

118 Doni Alfaruqy, S.Pd., M.Hum. [email protected] Magister Program, Sebelas

Maret University, Central Java

119 Dora Angelina Aruan [email protected] Atma Jaya Catholic University

of Indonesia, Jakarta






120 Dwi Astuti Wahyu Nurhayati,

S.S., M.Pd.

[email protected] Institute of State Islamic

Studies Tulungagung

121 Dwi Fita Heriyawati [email protected] Kanjuruhan University, Malang, East Java

122 Dwi Harjanti, Dr., M. Hum [email protected] Muhammadiyah University of


123 Dwi Rosita Sari,M.Pd. [email protected] IKIP PGRI Madiun, East Java

124 Dwi Winarsih, Dr., M.Pd. [email protected] Universitas Tidar Magelang,

Central Java

125 Dwi Wulandari, S.S.,M.A [email protected] Diponegoro University,


126 Dwiyani Pratiwi [email protected] Yogyakarta State University,

Yogyakarta

127 Dyah Kusumastuti, S.Pd., M.Hum.

[email protected] Universitas Muhammadiyah Purwokerto, Central Java

128 Dyah Nugrahani, S.Pd., M.Hum. [email protected] PGRI University, Semarang, Central Java

129 Dyah Sunggingwati, Ph.D. [email protected] Mulawarman University, Samarinda, East Kalimantan

130 Een Enoh Kariyawati, S.Pd., M.Pd.

85220345762 UNSWAGATI Cirebon, West Java

131 Eka Afrida Ermawati, S.Pd [email protected] State University of Malang, East

Java

132 Eka Herdiana Susanto, S.Pd. [email protected] Indonesia University of

Education, Bandung West Java

133 Ekaning Dewanti Laksmi [email protected] State University of Malang, East

Java

134 Ekawati Marhaenny Dukut, Dra.,

M.Hum.

[email protected] Soegijapranata Catholic

University, Semarang, Central Java

135 Ekfindar Diliana [email protected] Diponegoro University, Semarang, Central Java

136 Eko Setyo Humanika, Dr., M.Pd. [email protected] Universitas Teknologi Yogyakarta

137 Ella Masita [email protected] University of Auckland, New

Zeland

138 Ellisa Indriyani P.H., M.Hum. Sebelas Maret University,


139 Elvina Arapah, M.Pd. [email protected] Lambung Mangkurat University,


140 Elys Rahayu Rohandia

Misrohmawati, M.Pd.

[email protected] STKIP PGRI Ponorogo, East

Java

141 Emalia Iragiliati State University of Malang, East

Java

142 Emi Emilia, Ph.D. Indonesia University of Education, Bandung, West Java

143 Emilia Ninik Aydawati, S.P., M.Hum.

[email protected] Soegijapranata Catholic University, Semarang, Central

Java

144 Emma Malia, M.Pd. [email protected] STKIP Pasundan Cimahi, West

Java

145 Emmi Naja, M.Pd. [email protected] Tulungagung, East Java

146 Endang Fauziati [email protected] Muhammadiyah University of Surakarta, Central Java

147 Enik Rukiati, S.Pd. M.Pd. [email protected] Jember, East Java

148 Erikson Saragih, S.Pd, M.Hum. [email protected] University of Prima Indonesia,

Medan, North Sumatra

149 Erlin Estiana Yuanti, S.S., M.A. [email protected] Gajah Mada University,

Yogyakarta

150 Erna Iftanti, Dr., S.S., M.Pd. [email protected] State Islamic Institute of

Tulungagung

151 Ernadewi Kartikasari, S.Pd., M.Pd.

[email protected] Slamet Riyadi University, Surakarta, Central Java

152 Ervan Johan Wicaksana, S.Pd.,

M.Pd.I.

[email protected] Ngawi, East Java

153 Erwin Rahayu Saputra [email protected] Siliwangi University, Tasikmalaya, West Java

154 Erwin Suhendra [email protected] State University of Malang, East Java








155 Ery Iswary Hassanudin University,

Makassar, South Sulawesi

156 Esti Junining [email protected] Brawijaya University, Malang, East Java

157 Esti Kurniasih, S.Pd., M.Pd [email protected] State University of Surabaya,

East Java

158 Etty Bazergan, Ph. D. Hassanudin University, Makassar, South Sulawesi

159 Eulis Rahmawati, M.Pd. [email protected] Indonesia University of Education, Bandung, West Java

160 Evi Puspitasari [email protected] Yogyakarta

161 Evidoyanti, S.Pd. [email protected]

162 Evy Nurul Laily State University of Malang, East Java

163 Failasofah, SS., M.Pd. [email protected] Universitas Jambi

164 Faradillah Saputri [email protected] State Tourism Academi of

Makasar, South Sulawesi

165 Fareeha Javed [email protected] Massey University, New

Zealand

166 Farikah [email protected] Tidar University, Magelang,

Central Java

167 Fathur Rahman

168 Fathur Rahman Machmud, S.S [email protected] State University of Malang, East Java

169 Fatimah Hidayahni Amin, M.Pd.,

M.A.

[email protected] State University of Makassar,

South Sulawesi

170 Fatimah, M.App.Ling. [email protected] Brawijaya University, Malang,

East Java

171 Fauris Zuhri, S.Pd., M.Hum [email protected] Universitas Negeri Surabaya,

East Java

172 Fauziah [email protected] Indonesia University of


173 Fauzul Aufa [email protected] State University of Padang,

West Sumatra

174 Fazri Nur Yusuf [email protected] Indonesia University of Education, Bandung, West Java

175 Febronia Lasi [email protected] Universitas Timor, Kefamenanu, East Nusa Tenggara

176 Feni Munifatullah [email protected] University of Lampung/ Indonesia University of

Education, West Java

177 Fenty Kusumastuti, S.S, M.Hum. [email protected] Sebelas Maret University,


178 Fenty Lidya Siregar [email protected] Victoria University of Wellington/ Maranatha

Christian University Bandung, West Java

179 Feny Martina, M.Pd. [email protected] STIKES Dehasen Bengkulu

180 Feny Martina, M.Pd. Teacher Training and Education

Institute of Siliwangi, Bandung, West Java

181 Fernandita Gusweni Jayanti [email protected] State University of Malang, East Java

182 Ferry Hidayat [email protected] LBPP-LIA Harapan Indah Bekasi, West Java

183 Fibriani Endah Widyasari [email protected] Widya Dharma University, Klaten, Central Java

184 Fida Chasanatun [email protected] IKIP PGRI Madiun, East Java

185 Fikri Asih Wigati, S.S. M.Pd. [email protected] UNSIKA, Karawang, West Java

186 Finita Dewi Institute Technology of Bandung, West Java

187 Firman, Drs., M.Pd. [email protected] State Islamic College of Parepare, South Sulawesi

188 Fitra Pinandhita, S.Pd., M.Pd. [email protected] IKIP PGRI, Madiun, East Java

189 Fitriani [email protected] STKIP Muhammadiyah,

Blangpidie, Aceh

190 Flora Debora Floris [email protected] Petra Christian University,

Surabaya, East Java


191 Fortunasari, S.S, M.A. [email protected] University of Jambi

192 Frimadhona Syafri [email protected] State University of Semarang, Central Java

193 Furaidah [email protected] State University of Malang, East Java

194 Furqanul Aziez, Dr. [email protected] Muhammadiyah University of

Purwokerto, Central Java

195 Galuh Kirana Dwi Areni State University of Semarang,

Central Java

196 Gede Primahadi Wijaya [email protected] Universitas Udayana, Bali

197 Giyatno, M.Pd. [email protected] SMP N 2 Sumberlawang, Kabupaten Sragen, Central

Java

198 Gracia Sudargo, S.S, M.Hum. [email protected] Pelita Harapan University,

Surabaya, East Java

199 Guk Sueb [email protected] State University of Malang, East

Java

200 Gumawang Jati [email protected] TEFLIN-Institute Technology of

Bandung, West Java

201 Gunarso Susilohadi, Drs., M.Ed. Tesol

[email protected] Sebelas Maret University Surakarta

202 Gusti Astika [email protected] Satya Wacana Christian

University, Salatiga, Central

Java

203 Gusti Nur Hafifah [email protected] Muhammadiyah University,

Surabaya, East Java

204 Hafilia R. Ismanto

205 Hanifatul Hijriati [email protected] SMA N 1 Sukodono Sragen, Central Java

206 Hari Prastyo [email protected] College for Islamic Education 'Uluwiyah, Mojokerto, East Java

207 Hartono [email protected] Sultan Agung Islamic University

(UNISSULA), Semarang, Central Java

208 Harumi Manink Ayu Yamin [email protected] State University of Malang, East Java

209 Haryanto Atmowardoyo, Prof., Dr., M.Pd

[email protected] State University of Makassar, South Sulawesi

210 Hasan Zainnuri, M.Pd [email protected] Sebelas Maret University Surakarta, Central Java

211 Hasti Rahmaningtyas, S.Pd., M.A. [email protected] State University of Malang, East Java

212 Hendra Tedjasuksmana, Dr.,

M.Hum.

[email protected] Catholic University Widya

Mandala, Surabaya, East Java

213 Herlina, Dr., M.Pd. [email protected] State University of Jakarta

214 Herman Khunaivi [email protected] SMA Islam Sultan Agung 3 Semarang, Central Java

215 Hermayawati, Dr., M.Pd [email protected] University of Mercu Buana Yogyakarta

216 Hersulastuti, Dr., M.Hum Widya Dharma University, Klaten, Central Java

217 Hesti Wijaya [email protected] State University of Yogyakarta

218 Hiroko Matsuura [email protected] Fukushima University, Japan

219 Husna Haiaty Lancang Kuning University, Pekanbaru, Riau

220 I Gusti Agung Sri Rwa Jayantini [email protected] STIBA Saraswati Denpasar, Bali

221 I Gusti Ayu Gde Sosiowati, Dr.,

M.A

[email protected] Udayana University, Denpasar,

Bali

222 I Made Rajeg [email protected] Udayana University, Denpasar,

Bali

223 I Nyoman Suka Sanjaya, S.S.,

M.TESOL, Ph.D.

[email protected] Politeknik Negeri Bali

224 I Putu Ngurah Wage Myartawan,

S.Pd., M.Pd.

[email protected] Ganesha University of

Education, Singaraja Bali

225 I Wayan Dana Ardika [email protected] State Polytechnic of Bali

226 Ida Bagus Putra Yadnya Udayana University, Denpasar, Bali



227 Ida Zuraida Supri [email protected] Widyatama University,

Bandung, West Java

228 Idwan Deshira, M.Pd [email protected] LBPP LIA, Jakarta

229 IGA Paramitha [email protected] State University of Malang, East Java

230 Ika Fitriani [email protected] State University of Malang, East

Java

231 Ika Hidayanti, S.Pd., M.Pd. [email protected] State University of Malang, East

Java

232 Ika Puspitasari, S.S, S. Pd. [email protected] Brawijaya University, Malang,

East Java

233 Ilham, S.Pd.,M.Pd [email protected] Muhammadiyah University,

Mataram, West Nusa Tenggara

234 Imam Ghozali, Dr., M.Sc [email protected] University of Sarjanawiyata Tamansiswa, Yogyakarta

235 Indah Okitasari, S.Pd. [email protected] Indonesia University of Education, Bandung, West Java

236 Indah Winarni, Dr., M.A. [email protected] Brawijaya University, Malang, East Java

237 Indrawati, M.Pd. [email protected] State Islamic College Syaikh Abdurrahman Siddik Babel,

Pangkal Pinang, Bangka

Belitung

238 Indrawaty Asfah, S.Pd., M.Ed. TESOL-Int.

239 Indri Kustantinah, S.S., M.Hum [email protected] IKIP PGRI Semarang, Central

Java

240 Inggrit Olivin Tanasale [email protected] Pattimura University, Ambon,

Maluku

241 Intan Kusumawardhani, S.Pd. [email protected] State University of Malang, East

Java

242 Intan Pradita, S.S., M.Hum [email protected] Indonesia Islamic University,

Yogyakarta

243 Intan Satriani, S.Pd. [email protected] Indonesia University of

Education (UPI), Bandung,

West Java

244 Irene Trisisca Rusdiyanti, M.Pd. [email protected] Kanjuruhan University, Malang,

East Java

245 Irma Windy astuti [email protected] Indonesia Islamic University,

Yogyakarta

246 Irmayani [email protected] UNISDA Lamongan, East Java

247 Irvan Al Rajab, S.Pd., M.Hum. [email protected] Muhammadiyah University Parepare, South Sulawesi

248 Ismail Petrus [email protected] Sriwijaya University, Palembang

249 Issy Yuliasri, Dr. [email protected] State University of Malang, East Java

250 Ista Maharsi [email protected] Indonesia Islamic University,

Yogyakarta

251 Istianah Ramadani, S.Hum [email protected] University of Indonesia, Jakarta

252 Istiqlaliah Nurul Hidayati, MPd. [email protected] Pakuan University, Bogor, West

Java

253 Iswahyuni [email protected] Brawijaya University, Malang, East Java

254 Itje Chodidjah, M.A. [email protected] TEFLIN - UHAMKA University, Jakarta

255 Ive Emaliana [email protected] State University of Malang, East Java

256 Ivonne Susan, S.Pd. [email protected] Bandung, West Java

257 Janet Long [email protected] English Language Fellow,

Florissant USA

258 Jasmi, S.Pd. [email protected] Indonesia University of


259 Jeannet Stephen, Ph. D. [email protected] University Malaysia Sabah,

Malaysia

260 Jennifer Zirbes, M.A. [email protected] English Language Fellow, Andalas University, Padang,

West Sumatera




261 Jeremy Beal, M.A. [email protected] English Language Fellow

Program/ Sam Ratulangi

University, Manado, North Sulawesi

262 Jhems Richard Hasan [email protected] State Islamic Institute of Sultan

Amai, Gorontalo, North

Sulawesi

263 Johanes Leonardi Taloko, S.Pd,

M.Sc.

[email protected] Widya Mandala Catholic

University Surabaya, East Java

264 Joko Nurkamto, Prof. Dr. M.Pd. [email protected] Sebelas Maret University

Surakarta

265 Joko Priyana, Ph.D. [email protected] State University of Yogyakarta

266 Josefa J. Mardijono, Dra. M.Pd. [email protected] Petra Christian University, Surabaya, East Java

267 Jozef Bambang Tri Joga, Drs., MPd.

[email protected] State Polytechnic of Semarang, Central Java

268 Julia Eka Rini [email protected] Petra Christian University,

Surabaya, East Java

269 Junaedi Setiyono, M.Pd. [email protected] English Language Education,

Purworejo, Central Java

270 Junaidi Mistar, Ph.D. [email protected] Maulana Malik Ibrahim State

Islamic University, Malang, East

Java

271 Junjun M. Ramdani M.Pd. [email protected] State University of Malang, East Java

272 Kamaludin Yusra, Ph.D. [email protected] Mataram University, West Nusa Tenggara

273 Karmila Machmud, M.A., Ph.D. [email protected] State University of Gorontalo,

North Sulawesi

274 Karmila Mokoginta Hassanudin University,


275 Karunia Purna Kusciati, S.S.,

M.Si.

[email protected] Sebelas Maret University


276 Katharina Rustipa [email protected] STIKUBANK University

(UNISBANK) Semarang, Central Java

277 Khoiriyah, M.Pd. [email protected] MTs Negeri Kota Pasuruan, East

Java

278 Kiky Soraya, S.Pd. [email protected] Sebelas Maret University


279 Kisno [email protected] Del Institute of Technology

Laguboti, North Sumatera

280 Kornellie L. Raquitico [email protected] St. John's Catholic School,

Cainta, Philippines

281 Kun Aniroh [email protected] Merdeka University, Malang,

East Java

282 Kusumarasdyati, Ph.D. [email protected] State University of Surabaya, East Java

283 Lailatus Sa'adah, M.Pd. [email protected] STKIP PGRI Jombang, East Java

284 Laksmi Mayesti Wijayanto Pelita Harapan University,

Jakarta

285 Lanny Hidajat, P.hD. [email protected] UNIKA Atma Jaya, Jakarta

286 Lasim Muzammil, S.Pd. M.Pd. [email protected] Universitas Kanjuruhan Malang, East Java

287 Laurentia Sumarni, S.Pd., M. Trans. St.

[email protected] Sanata Dharma University, Yogyakarta

288 Lavinia Disa W.A. [email protected] State University of Malang, East Java

289 Lestari Ambar Sukesti [email protected] SMA Negeri 1 Bergas, Ambarawa, Central Java

290 Lestari Sukartiningsih, Dra., M.Pd.

[email protected] Pakuan University, Bogor, West Java

291 Lia Agustina M.Pd. [email protected] State Polytechnic of Malang,

East Java

292 Like Raskova Octaberlina [email protected] Maulana Malik Ibrahim State

Islamic University, Malang, East Java

293 Lilia Indriani, S.Pd., M.Pd. [email protected] Tidar University, Magelang, Central Java









294 Lilik Ulfiati [email protected] Universitas Jambi

295 Lina Mariana, S.S., M. Pd. [email protected] Universitas Nusantara PGRI Kediri, East Java

296 Linda Nurjati [email protected] UIN Sunan Gunung Djati Bandung, West Java

297 Linda, S.Pd., MHum. [email protected] UNSWAGATI Cirebon, West

Java

298 Lisa Armelia, M.Hum. [email protected] STKIP Kusuma Negara Jakarta

299 Listyani, M.Hum. [email protected] Satya Wacana Catholic University, Salatiga, Central

Java

300 Listyaning Sumardiyani, Dr.,

M.Hum.

[email protected] IKIP PGRI Semarang, Central

Java

301 Luciana, Dr. [email protected] Unika Atma Jaya, Jakarta

302 Luh Dyah Surya Adnyani Ganesha University of Education, Singaraja Bali

303 Lukman Hakim [email protected] Indonesia University of Education, Bandung, West Java

304 Lulus Irawati [email protected] Teacher Training and Education Institute of PGRI, Madiun, East

Java

305 Lusiana Dewi Kusumayati, S.Pd.,

M.Pd.

[email protected] SRAGEN, East Java

306 M. Ali Ghufron, M.Pd. [email protected] Teacher Training and Education Institute of PGRI, Bojonegoro,

East Java

307 M. Asfah Rahman, Prof. M.Ed.,

Ph.D.

[email protected] MAKASSAR, South Sulawesi

308 M. Hendri Warman, A. Md. [email protected] SIT Ash Shibgoh, Tangerang,

Banten

309 M. Iqbal Firdaus [email protected] State University of Malang, East

Java

310 M. Mujtaba Mitra Z. [email protected] State University of Surabaya, East Java

311 M. Mukhroji, M. Pd. [email protected] Islamic University of Blitar, East Java

312 M. Sri Samiati Tarjana, Prof. Dr. Dipl. TESOL

[email protected] Sebelas Maret University, Surakarta, Central Java

313 Made Budiarsa, Prof. Dr. M.A. [email protected] University of Udayana, Denpasar, Bali

314 Made Hery Santosa, P.hD. [email protected] Education University of Ganesha, Singaraja, Bale

315 Maemuna Muhayyang, Dr. M.Pd. [email protected] State University of Makassar,

South Sulawesi

316 Makmun Syaifudin Surakarta, Central Java

317 Malikatul Laila, Dra., M. Hum. [email protected] Muhammadiyah University of Surakarta, Central Java

318 Mangasa Aritonang [email protected] Hamilton, New Zealand

319 Mardiana [email protected] Sriwijaya University,

Palembang, South Sumatera

320 Margana, Dr., M.Hum., M.A. [email protected] State University of Yogyakarta

321 Maria Hidayati [email protected] State University of Malang, East Java

322 Maria Zakia Rahmawati, S.Pd., M.Hum.

[email protected] Universitas Respati Yogyakarta

323 Markus Budiraharjo, M.Ed., Ed.D. [email protected] Sanata Dharma University, Yogyakarta

324 Martin Kustati, Dr., M.Pd. [email protected] State Islamic Institute of Imam Bonjol, Padang, West Sumatera

325 Martono, Drs., M.A. Sebelas Maret University, Surakarta, Central Java

326 Martriwati, M.Pd. [email protected] University of Muhammadiyah

Prof. DR. Hamka, Jakarta

327 Marwito Wihadi [email protected] University of Kuningan, West

Java

328 Masaki Oda, Prof. [email protected] Tamagawa University, Tokyo,

Japan

329 Masbirorotni, S.Pd., M.Sc. RD [email protected] Jambi University









330 Masda Surti Simatupang, M.Hum. [email protected] Indonesia Christian University,

Jakarta

331 Maulidia Rachmawati Nur, S.Pd. [email protected] Ibn Khaldun University Bogor, West Java

332 Maulidia Rahmi [email protected] SMA LAB SCHOOL Jakarta

333 Maya Defianty [email protected] State Islamic University of

Syarif Hidayatullah, Jakarta

334 Mazlin Mohamed Mokhtar [email protected] University of Auckland, New

Zealand

335 Meghan Merwin [email protected] Udayana University, Denpasar,

Bali

336 Meiga Ratih Tirtanawati, M.Pd. [email protected] Teacher Training and Education

Institute of PGRI, Bojonegoro, East Java

337 Melania Wiannastiti [email protected] Bina Nusantara University,

Jakarta

338 Melati [email protected] University of Jambi

339 Melinda Roza [email protected] State Islamic Institute of Raden

Intan Lampung

340 Miho Fujieda [email protected] Kyoto College of Medical Science, Japan

341 Milawati, M.Pd. [email protected] STKIP PGRI Bangkalan, East

Java

342 Mister Gidion Maru, Dr., M.Hum. [email protected] Manado State University, North Sulawesi

343 Moedjito, Ph.D. [email protected] STKIP Hamzanwadi Selong, Lombok Timur, West Nusa

Tenggara

344 Mokhamad Sabil AA Sebelas Maret University, Surakarta, Central Java

345 Monica Ella Harendita, M.Ed. [email protected] Sanata Dharma University, Yogyakarta

346 Monika Widyastuti Surtikanti [email protected] Surakarta, Central Java

347 Muamaroh M.Hum.,Ph.D. [email protected] Muhammadiyah University of


348 Muchlas Suseno, Dr., M.Pd. [email protected] State University of Jakarta

349 Muhalim, S.Pd., M.Pd. [email protected] Muhammadiyah University of Malang, East Java

350 Muhamad Ahsanu, S.Pd., M.Sc., M.Hum.

[email protected] Soedirman University, Purwokerto, Central Java

351 Muhamad Hagi Firdaus, S.Pd [email protected] University of Muhammadiyah Prof. DR. Hamka, Jakarta

352 Muhammad Amin Rasyid State University of Makassar, South Sulawesi

353 Muhammad Handi Gunawan [email protected] Indonesia University of


354 Muhammad Zuhri Dj., S.S.,

M.Hum.

[email protected] STAIN Watampone, Bone,

South Sulawesi

355 Mujiono, Dr., M.Pd. [email protected] Kanjuruhan University of

Malang, East Java

356 Mushoffan Prasetianto [email protected] Brawijaya University, Malang,

East Java

357 MV Joyce Merawati BRR, Dr.,

M.Pd.

[email protected] State Polytechnic of Bandung,

West Java

358 Nanda Octavia TOEIC

359 Nani Hizriani, M.A. [email protected] State Islamic Institue of Antasari, Banjarmasin, South

Sulawesi

360 Naniek Kuswardhani [email protected] Bandung Institute of Tourism, West Java

361 Nanik Mariyati [email protected] State Polytechnic of Jember, East Java

362 Nastiti Primadyastuti, S. Pd. [email protected] State University of Malang, East Java

363 Ngadiso, Dr., M.Pd.

364 Ni Ketut Suciani, S.S., M.Pd. [email protected] State Polytechnic of Bali

365 Ni Luh Nyoman Seri Malini, Dr. S.S., M.Hum.

[email protected] Udayana University, Denpasar, Bali
















366 Ni Made Ratminingsih, Dr., M.A. [email protected] Ganesha University of

Education, Bali

367 Ni Wayan Mira Susanti, S.Pd., M.App.Ling (TESOL)

[email protected] Mataram University, West Nusa Tenggara

368 Ni Wayan Sukraini [email protected] State University of Malang, East

Java

369 Nia Kurniawati, M.Pd. [email protected] State Islamic University of Sunan Gunung Djati Bandung,

West Java

370 Nining Ismiyani [email protected] Tanjungpura University,

Pontianak, West Kalimantan

371 Ninit Krisdyawati, S.Pd. [email protected] Banjarmasin State Polytechnic, South Sulawesi

372 Nisa Aulia Azam, M.Pd. [email protected] University of Muhammadiyah Malang, East java

373 Nisrina Asfah, S.Pd., M.Pd.

374 NLK Mas indrawati Udayana University, Denpasar,

Bali

375 Noor Hanim Rahmat, Dr. [email protected] University Technology MARA

Johor Bahru, Malaysia

376 Noor Qomaria Agustina TOIEC

377 Novalita Fransisca Tungka, S.S.,

M.Pd

[email protected] Sintuwu Maroso University,

Poso, Central Sulawesi

378 Noverita Wahyuningsih [email protected] State Polytechnic of Malang, East Java

379 Novi Yanthi, S.Si., M.Pd. [email protected] Indonesia University of Education, Bandung, West Java

380 Novia Trisanti [email protected] State University of Semarang,

Central Java

381 Nunik Sugesti, M.Hum. [email protected] State University of Yogyakarta

382 Nunung Suryati, M.Ed., Ph.D. [email protected] State University of Malang, East Java

383 Nur Afifi [email protected] State Islamic Institute of Kediri, East Java

384 Nur Arifah Drajati SMA LABSCHOOL Jakarta

385 Nur Eka Yulia Ngestia, S.Pd. [email protected] ISLAMIC SCHOOL OF IBNU

ABBAS KLATEN, Central Java

386 Nur Endah Sulistyorini [email protected] SMKN 5 Yogyakarta

387 Nur Henik Sukriawati, M.Pd. [email protected] SMAN 7 Malang, East Java

388 Nur Rini Semarang State Polytechnic, Central Java

389 Nur Saptaningsih, S.Hum.,

M.Hum.



390 Nur Taslimah, M.Pd. [email protected] State University of Malang, East

Java

391 Nurainani Fitria, M.Pd. [email protected] Teacher Training and Education

Institute of Siliwangi, Bandung,

West Java

392 Nurfitriah, S.Pd., M.A. [email protected] Banjarmasin State Polytechnic, South Sulawesi

393 Nuriska Noviantoro, S.Pd. [email protected] Indonesia University of


394 Nurrahma Sutisna Putri, S.Pd. [email protected] State University of Malang, East

Java

395 Nurul Hasanah Fajaria, M.Pd. [email protected] Trunojoyo University, Madura,

East Java

396 Nurul Istiqomah [email protected] Sebelas Maret University,


397 Nury Suptiyanti [email protected] Yogyakarta State University

398 Paldy, S.Pd., M.Pd. [email protected] Cokroaminoto Palopo University, South Sulawesi

399 Pangkuh Ajisoko, S.Pd. [email protected] State University of Jakarta

400 Paramita Anggraini [email protected] Malang, East Java

401 Parawati Siti Sondari, M.Pd. [email protected] Teacher Training and Education Institue of Pasundan, Cimahi,

West Java

402 Paulus Kuswandono, Ph.D. [email protected] Sanata Dharma University,

Yogyakarta









403 Paulus Widiatmoko, M.A. [email protected] Duta Wacana Christian

University, Yogyakarta

404 Perwi Darmajanti [email protected] Politeknik Perkapalan Negeri Surabaya, East java

405 Peter Angkasa [email protected] Maranatha Christian University,

Bandung, West Java

406 Primanda Dewanti, S. Pd. Sebelas Maret University, Surakarta, Central Java

407 Pudiyono, Drs., M. Hum. [email protected] Muhammadiyah University of Purwokerto, Central Java

408 Puji Sri Rahayu, M.A. [email protected] State Islamic Institue of

Antasari, Banjarmasin, South Sulawesi

409 Puji Sumarsono, M.Pd. [email protected] University of Muhammadiyah Malang, East java

410 Puput Arianto, M.Pd. [email protected] The State Islamic Institute of Surakarta, Central Java

411 R.R Festi Himatu Karima, S.S., M.Hum.

[email protected] IKIP PGRI Semarang, Central Java

412 Rachmi, M.Pd. [email protected] Muhammadiyah University Tangerang, Banten

413 Rafi'ah Nur, Muhammadiyah University of


414 Rahmanti Asmarani, M.Hum. [email protected] Dian Nuswantoro Semarang,

Central Java

415 Rahmat Djunaedi [email protected] Siliwangi University,

Tasikmalaya, West Java

416 Rahmat, S.Pd., M.Hum [email protected]

417 Rahmati Putri Yaniafari, S.Pd. [email protected] State University of Malang, East Java

418 Rahmi Munfangati, S.S., M.Pd. [email protected] Ahmad Dahlan University, Yogyakarta

419 Raida Asfihana, M.Pd. [email protected] IAIN Antasari Banjarmasin,

South Sulawesi

420 Rani Yusnita [email protected] State University of Malang, East Java

421 Rasi Yugafiati Indonesia University of Education, Bandung, West Java

422 Rasuna Talib [email protected] Gorontalo State University, North Sulawesi

423 Ratih Yulianti, S.Pd. [email protected]

424 Ratna Andhika M, S.Pd., M.Hum. [email protected] UNSWAGATI Cirebon, West

Java

425 Ratna Nur'aini, M.Pd. [email protected] Malang, East Java

426 Ratnah, Dr., M.Pd [email protected] State Tourism Academi of Makasar, South Sulawesi

427 Refi Ranto Rozak [email protected] Teacher Training and Education Institute of PGRI, Bojonegoro,

East Java

428 Reisa Dewita Prima [email protected] UNIKA Atma Jaya, Jakarta

429 Rengganis Siwi Amumpuni, M.Pd [email protected] Teacher Training and Education Institute of PGRI, Madiun, East

Java

430 Reni Dian Oktaviani SMA 91 Jakarta

431 Restu Mufanti, M.Pd. [email protected] Muhammadiyah University of Ponorogo, East Java

432 Retno Wiyati, M.Ed. [email protected] Indonesia University of Education, Bandung, West Java

433 Ria Fitriersya Andalas University, Padang,

West Sumatera

434 Ria Jubhari, Dra., M.A., Ph. D. [email protected] Hassanudin University,


435 Riana Herlinda, S. Pd. [email protected] Indonesia University of


436 Riani Inkiriwang [email protected] Pelita Harapan University,

Jakarta

437 Ribut Wahyudi [email protected] Malang, East Java









438 Richard Manuputty, Drs., M.A. [email protected] Pattimura University, Ambon,

Maluku

439 Rick Arruda, Dr. [email protected] UNSW, Sydney, Australia

440 Riesky [email protected] Indonesia University of Education, West Java

441 Rin Cheep-Aranai [email protected] Chulalongkorn University,

Bangkok, Thailand

442 Rina Agustina, S.S., M.App Ling

(TESOL)

[email protected] The University of

Muhammadiyah Purwokerto, Central Java

443 Rina Rahmi, M.Ed (TESOL International)

[email protected] SMAN 1 Samalanga, Bireuen Regency, Aceh

444 Rina Sari, M. Pd. [email protected] UIN Maulana Malik Ibrahim Malang, East Java

445 Rini Intansari Meilani, M.Pd. [email protected] Indonesia University of

Education, West Java

446 Rini Susanti, S. Pd., M.A. [email protected] Muhammadiyah University of


447 Rinjani Bonavidi, Ph.D. [email protected] University of Muhammadiyah

Malang, East java

448 Risa Leynes Pangilinan [email protected] Philippine Normal University,

Manila Philippines

449 Risqi Ekanti Ayuningtyas Palupi,

M.Pd.

[email protected] Muhammadiyah University,

Ponorogo, East Java

450 Riza Weganofa [email protected] Kanjuruhan University of Malang, East Java

451 Rizka Safriyani [email protected] State Islamic Institute of Sunan Ampel Surabaya, East Java

452 Rizki Farani, S.Pd., M.Pd. [email protected] Islamic University of Indonesia,

Yogyakarta

453 Rizki Februansyah [email protected] Jenderal Soedirman University,

Purwokerto, Central Java

454 Rodi Hartono, M.Pd. [email protected] State College of Islamic Studies

of Kerinci, Jambi

455 Roger Palmer [email protected] Konan University, Nishinomiya, Japan

456 Roghibatul Luthfiyyah, S.Pd., M.Pd.

[email protected] UNSWAGATI Cirebon, West Java

457 Rohaniatul Makniyah, M.Hum. [email protected] MAN 1 Kota Tangerang and LBPP-LIA Cikokol, Tangerang,

Banten

458 Rudi Haryono, S.S. [email protected] STKIP Muhammadiyah Bogor,

West Java

459 Ruliq Suryaningsih, M.Pd. [email protected] STKIP PGRI Ponorogo, East Java

460 Rusdiana Junaid, Dr., M.Hum., M.A.

State Islamic College of Palopo, South Sulawesi

461 Rusiana, M.Pd. [email protected] Muria Kudus University, Semarang, Central Java

462 Rusman Roni, Prof., M.Pd. [email protected] Tridinanti University Palembang, South Sumetara

463 Rusnadi Ali Kasan [email protected] Statae Islamic Institute of Antasari Banjarmasin, South

Kalimantan

464 Rustan Santaria, Dr. [email protected] State Islamic College of Palopo, South Sulawesi

465 Rustiani Widiasih, M.Pd. [email protected] SMA Negeri I Badegan Ponorogo, East Java

466 Ryan Marina, S.Pd. [email protected] Universitas Negeri Semarang, Central Java

467 Sadie Maddocks [email protected] Oxford University Press, Ho Chi Minh City, Vietnam

468 Saffa Inayati, Dra. [email protected] SMA LABSCHOOL Jakarta

469 Safnil Arsyad, Prof. M.A., P.hD. [email protected] Bengkulu University, Bengkulu

470 Saiful Anwar Matondang [email protected] Muslim Nusantara University of AW Medan/ Universite de

Fribourg, Medan, North Sumatera








471 Sajidin, Dr., Drs., S.S., M.Pd. [email protected] Sunan Gunung Djati State

Islamic University, Bandung,

West Java

472 Samsul Arifin, S.Pd., M. Pd. [email protected] IKIP PGRI Madiun, East Java

473 Sandra Sembel, S.E., S.Pd.,

M.Pd.

Pelita Harapan University,

Jakarta

474 Santi Chairani Djonhar, Dr. M.A. [email protected] Muhammadiyah University of Prof. Dr. Hamka, Jakarta

475 Sari Hidayati, M.A. [email protected] Yogyakarta State University, Yogyakarta

476 Sari Karmina, M.Pd. [email protected] LBPP-LIA Semarang, Central Java

477 Sarlita D. Matra, M. Pd. [email protected] Pekalongan University (UNIKAL), Central Java

478 Saudin, H. [email protected] State Polytechnic of Bandung,

West Java

479 Senowarsito, Drs., M.Pd. [email protected] IKIP PGRI Semarang, Central

Java

480 Serliah Nur, S.Pd., M.Hum.,

M.Ed.

[email protected] Alauddin State Islamic

University, Makassar, South Sulawesi

481 Setyo Prasiyanto Cahyono, S.S.,

M.Pd.

[email protected] Dian Nuswantoro University,

Central Java

482 Setyo Rukmi Anggorowati [email protected] SMA 91 Jakarta

483 Shirly Rizki Kusumaningrum,

M.Pd.

[email protected] State University of Malang, East

Java

484 Shubashini Suppiah [email protected] KENT TEACHER TRAINING

INSTITUTE, Kota Kinabalu, Malaysia

485 Silfi Sanda [email protected] SMA Negeri 4 OKU, and

Baturaja University, South Sumatera

486 Silvi Listia Dewi [email protected] Malang, East Java

487 Simon Sitoto,Drs., M.A. Hassanudin University,


488 Singgih Widodo Limantoro, Drs.,

M. Pd.

[email protected] Polytechnic of Ubaya, East Java

489 Sintha Tresnadewi [email protected] State University of Malang, East

Java

490 Sisilia S. Halimi Indonesia University, Jakarta

491 Siti Aisyah, S.Pd. [email protected]

MAN Lumajang, West Java

492 Siti Asiyah, S.Pd., M.Pd. [email protected] Muhammadiyah University of Ponorogo, East Java

493 Siti Hajar, S.S., S.Pd., M.Hum. [email protected] Muhammadiyah University Parepare, South Sulawesi

494 Siti Kustini, S.Pd., M.Pd. [email protected] State Polytechnic of


495 Siti Mafulah [email protected] Kanjuruhan University of

Malang, East Java

496 Siti Muniroh, S.Pd., M.A. [email protected] State University of Malang, East

Java

497 Siti Nurul Azkiyah, Ph.D. [email protected] State Islamic University of

Syarif Hidayatullah Jakarta

498 Siti Rohani, M.Pd., Ph.D. [email protected] State Polytechnic of Malang,

East Java

499 Siti Rosmalina Nurhayati, S.Pd. [email protected] Indonesia University of Education, West Java

500 Siti Sudartini, M.A. [email protected] State University of Yogyakarta

501 Siti Umasitah, M.Pd. [email protected] Supervisor, Malang, East Java

502 Slamet Wahyudi Yulianto, S.Pd. [email protected] Indonesia University of

Education, Jl. Dr. Setiabudhi, West Java

503 Slamet Wiyono, Drs. M.Pd. [email protected] The National Land Institute,

Yogyakarta

504 Somariah Fitriani [email protected] Sekolah Tinggi bahasa Asing -

IEC, Central Java

505 Soviyah, S.Pd. [email protected] Ahmad Dahlan University

Yogyakarta














506 Sri Damayanti, S.S., M.Hum [email protected] Palopo, South Sulawesi

507 Sri Endah Kusmartini [email protected] State Polytechnic of Sriwijaya, Palembang, South Sumatera

508 Sri Handayani, S.Pd., M.Hum. [email protected] Slamet Riyadi University, Surakarta, Central Java

509 Sri Hardiningsih H.S., Dr.,

M.Hum.

[email protected] State Polytechnic of Semarang,

Central Java

510 Sri Lestari, S.Pd., M.Pd. [email protected] IKIP PGRI Madiun, East Java

511 Sri Sarjiyati, M.Pd.B.I [email protected] SMA N 1 Jetis Bantul, Yogyakarta

512 Sri Sarwanti, M.Hum. [email protected] Tidar University, Magelang, Central Java

513 Sri Sulastini, Dra., M.A. State University of Jakarta

514 Sri Suprapti, Dra., MPd [email protected] State University of Semarang,

Central Java

515 Sri Wahyuni Sachria, S.Pd. [email protected] LB LIA Buah Batu Bandung,

West Java

516 Sri Wahyuni, M.Pd [email protected] STAIN Kediri, East Java

517 Sri Wahyuni, M.Pd. [email protected] STKIP HAMZANWADI Selong,

Lombok Timur, West Nusa Tenggara

518 Srifani Simbuka [email protected] State Islamic College

(STAIN) Manado, North Sulawesi

519 Stella Prancisca [email protected] Tanjungpura University, Pontianak, West Kalimantan

520 Sudar, Dr., M. Pd. [email protected] Muhammadiyan University of Purworejo, Central Java

521 Sudarsono, Drs., MPd [email protected] Jember University, Jember, East Java

522 Sudiran, Dr., M.Hum [email protected] Muhammadiyah University of

Malang, East Java

523 Sugirin, Prof. P.hD. [email protected] State University of Yogyakarta

524 Suhaimi, M.Pd. [email protected] State College of Islamic Studies

of Kerinci, Jambi

525 Suharmanto [email protected] TEFLIN State University of Malang, East Java

526 Suharno, Dr., M.Ed. [email protected] Diponegoro University, Semarang, Central Java

527 Suhartono Diponegoro University, Semarang, Central Java

528 Sulistyani, M.Pd. [email protected] University of Nusantara PGRI Kediri, East Java

529 Sumarsih, Prof. Dr. M.Pd. [email protected] State University of Medan,

North Sumatera

530 Sunardi, S.S., M.Pd. [email protected] Dian Nuswantoro University,


531 Sunoko Setyawan, S.Pd. [email protected] State of Malang University, East

Java

532 Suparjan [email protected] Tanjungpura University,


533 Suparmi [email protected] State Islamic University of

Maliki Malang, East Java

534 Susanti Retno Hardini, M.Pd. [email protected] SMA Negeri 1 Bandung, West Java

535 Susanto [email protected] TEFLIN - State University of Surabaya, East Java

536 Susi Herti Afriani, S.S., M.Hum. [email protected] State Islamic Institute (IAIN) Radaen Fatah, Palembang,

South Sumatera

537 Susiati, S. Pd. [email protected] Muhammadiyah University,


538 Suwarsih Madya, Prof., Dr. Yogyakarta State University,

Yogyakarta

539 Suwartono, Dr., M.Hum, [email protected] Muhammadiyah University of Purwokerto, Central Java

540 Sya'baningrum Prihhartini, S.S [email protected] Indonesi Islamic University '45 Bekasi, West Java



















541 Syahara Dina Amalia [email protected] Muhammadiyah University,


542 Syahdan, M.Pd. [email protected] Lancang Kuning University, Pekanbaru, Riau

543 Syofia Delfi [email protected] Riau University

544 Tedi Rohadi, M. Pd, SE., Dipl.

TEFL

[email protected] State Islamic Institute (IAIN)

Syekh Nurjati Cirebon, West Java

545 Teguh Ariebowo [email protected] Center for Language Development Yogyakarta State

University

546 Teguh Sarosa, S.S., M. Hum. [email protected] Sebelas Maret University,


547 Teguh Sulistyo, M.Pd. [email protected] Kanjuruhan University, Malang,

East Java

548 Tety Mariana, S.Pd. SMK Taman Siswa 2 Kota Probolinggo, East Java

549 Thathit Manon Andini, Dra.,

M.Hum.

[email protected] University of Muhammadiyah

Malang, East java

550 Theresia Tuti, M. Hum [email protected] Sekolah Tinggi Bahasa Asing

LIA Jakarta

551 Tina Priyantin, M.Pd. [email protected] Pakuan Bogor University, West

Java

552 Titien Indrianti, S. Pd., M. Pd. [email protected] State Polytechnic of Malang,

East Java

553 Titik Rahayu [email protected] State University of Malang, East Java

554 Titis Agunging Tyas, S. Pd. [email protected] Teacher Training and Education Instituet PGRI of Madiun, East

Java

555 Titis Sulistyowati, SS., M. Pd. [email protected] Muria Kudus University,


556 Tjahjaning Giemwarudju, MBA.,

M.M.

STT Cahaya Surya Kediri, East

Java

557 Tjahjaning Tingastuti, Dr. [email protected] STT Cahaya Surya Kediri, East Java

558 Tri Wahyuni Chasanatun, S.S., M.Pd.

[email protected] Teacher Training and Education Instituet PGRI of Madiun, East

Java

559 Tribekti Maryanto Agustinus [email protected]

om

Semarang State Polytechnic,

Central Java

560 Truly Almendo Pasaribu, S.S.,

M.A.

[email protected] Sanata Dharma University ,

Yogyakarta

561 Tutus Soewarno [email protected] SMPN 47, Jakarta

562 Udin [email protected] Mataram, West Nusa Tenggara

563 Ujang Komara, M. Pd. [email protected] Siliwangi University,

Tasikmalaya, West Java

564 Umar Abdullah, M. Ed., M.A. [email protected] The Ohio State University;

SMAN1 Unggulan Muara Enim, Columbus, Ohio

565 Umar Fauzan [email protected] State Islamic College of Samarinda, East Kalimantan

566 Ummi Kultsum, M.Pd. [email protected] State Islamic University of

Syarif Hidayatullah, Jakarta

567 Uzlifatul Masruroh Isnawati [email protected] State University of Lamongan,

East Java

568 Venny Karolina, M.A. TESOL [email protected] Tanjungpura University,


569 Vera Syamsi [email protected].

id

Siswa Bangsa International

University, Jakarta

570 Veronica Triprihatmini, S.Pd.,

M.Hum., M.A.


Yogyakarta

571 Wahyu Kartika Wienanda, S. Pd. [email protected] State University of Malang, East

Java

572 Wahyu Mardhatillah [email protected] Indonesia University of Education, Sukoharjo, Central

Java














573 Wakhid Nashruddin [email protected] State Islamic Institute (IAIN) of

Syekh Nurjati Cirebon, West

Java-Indonesia

574 Widhiyanto [email protected] Universitas Negeri Semarang,

Central Java

575 Widiarini, S. Pd. [email protected] University of Nusantara PGRI

Kediri, East Java

576 Widya Caterine Perdhani, M.Pd. [email protected] Brawijaya University, Malang,

East Java

577 Winarno, M.Pd. [email protected] Borneo University, Tarakan,

North Kalimantan

578 Winarti [email protected] State Islamic University of Maulana Malik Ibrahim Malang,

East Java

579 Winda Hapsari, M. Si. [email protected] LBPP LIA Headquarters, Bekasi,

West Java

580 Winti Ananthia, M.Ed. [email protected]

581 Wiyaka, Drs., M. Pd. [email protected] IKIP PGRI Semarang, Central Java

582 Y.E.Budiyana, Drs., MA [email protected] Soegijapranata Catholic University, Semarang, Central

Java

583 Yani Darliani STKIP Pasundan Cimahi, West

Java

584 Yansyah, S, Pd. [email protected] State University of Malang, East

Java

585 Yayu Heryatun [email protected] State Islamic Institute (IAIN) of Sultan Maulana Hasanuddin

Banten

586 Yazid Basthomi, Dr. [email protected] State University of Malang, East

Java

587 Yohanes Heri Pranoto [email protected] STIKes Perdhaki Charitas


588 Yonathan Winardi, M. Pd. [email protected] UPH Lippo Karawaci, West Java

589 Yosep Bambang Margono Slamet, Drs., M. Si., M.A., Ph. D.

[email protected] Akaba 17 Agustus 1945 Semarang, Central Java

590 Yulia Hapsari, M.Pd. [email protected] Brawijaya University , Malang, East Java

591 Yulia indarti, M.A. [email protected] Airlangga University, Surabaya, East Java

592 Yulia Pasca Ispri Parmatasari, S.

Pd.



593 Yuliani Kusuma Putri [email protected] STBA Yapari-ABA Bandung,

West Java

594 Yulis Setyowati, S.Pd., M.Pd [email protected] Surabaya, East Java

595 Yulius Kurniawan, S.Pd, M.Pd [email protected] Widya Kartika University, Surabaya, East Java

596 Yuni astuti, S. Pd. [email protected] Brawijaya University, Malang, East Java

597 Yuni Budi Lestari [email protected] FKIP Mataram University, West Nusa Tenggara

598 Yunias Monika [email protected] Surya University, Tangerang,

Banten

599 Yunita Uswatun Khasanah [email protected] Indonesia University of


600 Yusawinur Barella [email protected] Tanjungpura University,


601 Yuseva Ariyani Iswandari, S. Pd.,

M. Ed.


Yogyakarta

602 Yusi Rahmawati [email protected] Sebelas Maret University,


603 Yusnita Febrianti [email protected] State University of Malang, East Java

604 Zainal 'Arifin, M.Pd [email protected] State Islamic Institute of


605 Zurriat Nyndia Rahmawati, S. Pd. [email protected] State University of Malang, East Java





PESERTA UMUM

NO NAMA EMAIL AFILIASI

1 Abidah, S.S. [email protected] Pondok Pesantren Putri

Salafiyah

2 Achmad Riwayadi [email protected] SMA Yayasan Pupuk Kaltim Bontang

3 Agnes Dyah Permatasari SMA Pangudi Luhur Surakarta

4 Agung Guritno, S.S., M.Pd. [email protected] IAIN Mataram, NTB

5 Agung Septian Hidayat, S.Pd. [email protected] S2 PBING UNS

6 Agus Taufikurrahman, Drs. SMA N 3 Boyolali

7 Ahmad Al Adib, Drs. [email protected] SMA N 6 Surakarta

8 Ajah Saputra S2 PBING UNS

9 Alfian Hadyan Noor [email protected] Institut Agama Islam Negeri

Surakarta

10 Alfrida Membala, M.Pd.K. [email protected] STAKN Toraja

11 Alvian Novi Arvianto S1 PBING UNS

12 Amalia Nurhasanah, S.Pd.,M.Hum. [email protected] IAIN Sulthan Thaha Saifuddin

13 An Nisa Nur Fatimah S2 PBING UNS

14 Ana Mariana [email protected] Universitas Negeri Gorontalo

15 Ananda Astri Muhammad

16 Anang Widodo, S.S. [email protected] S2 PBING UNS

17 Andrania Yusti Maharani [email protected] ELTI GRAMEDIA

18 Andreana Fita Suwarsanti, S.Pd. SMA N 8 Surakarta

19 Ani Meitikasari S2 PBING UNS

20 Anthony John McCormick [email protected] IELC English Course

21 Anto, S.Pd. SMA N 1 Sambi

22 Aprin Wahyu W S2 PBING UNS

23 Ardiyani Widya Permatasari S2 PBING UNS

24 Ari Purwani S2 PBING UNS

25 Ariandi Saputra [email protected] Universitas Negeri Gorontalo

26 Ariani Rosadi S2 PBING UNS

27 Ariawati Susiandari S2 PBING UNS

28 Arie Nugraheni, Dra. SMA N 1 Ampel

29 Arif Winarto, S.Pd. SMA N 1 Klego

30 Arin Arianti S2 PBING UNS

31 Ariska Anggraini S2 PBING UNS

32 Asni Syafitri S2 PBING UNS

33 Asri Diah Kumalawati, S.Pd. [email protected] LBPP-LIA Palembang

34 Asri Kartika Agusta S2 PBING UNS

35 Asrini Muslikati, Dra., M.Pd. SMA N 3 Boyolali

36 Atantio Aji [email protected] ILP BOGOR

37 Aulia Nizmah, S.Pd. [email protected] S2 PBING UNS

38 Avinta Ika Nurrahma S2 PBING UNS

39 Ayu Fitrianingsih S2 PBING UNS

40 Ayunda Siagian [email protected] RELO

41 Azaniyatul Muta'allimah [email protected]

42 Badrun, Drs. [email protected] SMA N 1 Teras

43 Bambang Wartomo [email protected] SMPN 1 Nguter

44 Berlinda Mandasari S2 PBING UNS

45 Bok Fransiska Linawati, M.Pd [email protected] Focus Independent School

46 Bradley Bryant [email protected] Binus University International

47 Bryan Holzer [email protected] RELO

48 Budi Santoso, S.E. [email protected]

49 Caecilia Rita Anggun [email protected] SMA Pangudi Luhur Surakarta

50 Catharina Avianita, S.Pd. S2 PBING UNS

51 Chairiawaty Hendar [email protected] UNISBA

52 Citra Kurnia Devie S2 PBING UNS

53 Colm Downes [email protected] British Council






54 Cynthia Laksmi Dewi, S.Pd. [email protected] SMA Batik 2 Surakarta

55 Damona Mayangsari, S.Pd. S2 PBING UNS

56 Dandi Retnowati [email protected] SMAN 5 Surakarta

57 Dangeroh Gizi Musiyati, S.Pd. SMAN Karangpandan

58 David Arzola RELO

59 Dea Silvani, S.Pd. [email protected] S2 PBING UNS

60 Defi Trisnasari, S.Pd. [email protected] S2 PBING UNS

61 Destian Afiana [email protected] S2 PBING UNS

62 Desy Awal Mar'an, S.Pd. [email protected] S2 PBING UNS

63 Devia Elva Natalia, S.Pd. [email protected] S2 PBING UNS

64 Dewi Mardhiyah Kurniasari, S.Pd. [email protected] S2 PBING UNS

65 Dewi Surani, S.S, M.Pd. [email protected] STIE BINA BANGSA

66 Dian Indah M.P S2 PBING UNS

67 Dian Safitri [email protected] RELO

68 Diana K. Jahja, S.S., M. App. Ling Institute of International Education Foundation, Jakarta

69 Diaz Innova Citra Arum S2 PBING UNS

70 Didi Sukyadi, Dr., M.A. Indonesia University of

Education, Bandung, West

Java

71 Dinar Dipta S2 PBING UNS

72 Dita Anggi Purbasari, S.Pd. [email protected] S2 PBING UNS

73 Diyah Nur Hidayati, S.Pd. [email protected] S2 PBING UNS

74 Dr. Imroatus Solikhah, M.Pd. IAIN Surakarta

75 Dr. Jolanda H.D. Pilongo, M.Pd. [email protected] Universitas Negeri Gorontalo

76 Dr. Usman Kasim, M.Ed. [email protected] Universitas Syiah Kuala

77 Dra. Elsje M. Sambouw, M.Hum. Universitas Negeri Gorontalo

78 Drs. Syamsul Bahri Ys, M.A. [email protected] Language Center, Syiah Kuala

University

79 Dwi Anggani LB, Dr., M.Pd. Semarang State University, Central Java

80 Dwi Daryati, S.Pd. SMA Muh 1 Karanganyar

81 Dwi Riyani, S.Pd. SMA N 5 Surakarta

82 Dwi Setiyadi [email protected]

83 Dwi Sosronegoro [email protected] Prasetya Mulia School of Business

84 Dwi Utari Wijayanti, S,Pd. SMA N 1 Karanggede

85 Dwi Wahdini S2 PBING UNS

86 Dwi Yuli Astuti [email protected] ELTI GRAMEDIA

87 Dyah Aminatun, S.Pd. [email protected] S2 PBING UNS

88 Dyah Setya Retnaningtyas [email protected] MUHAMMADIYAH UNIVERSITY

OF PONOROGO

89 Ediati S2 PBING UNS

90 Eka Margianti Sagimin, S.S, M.Pd. [email protected] Pamulang University, Banten

91 Eka Puteri Elyani, S.Pd. [email protected] S2 PBING UNS

92 Eko Prayitno, S.Pd. [email protected] SMA Negeri 2 Paringin

93 Eko Widodo S2 PBING UNS

94 Elfa Kusumaningrum S2 PBING UNS

95 Elfin Na'imatul Khafidhoh S2 PBING UNS

96 Elisabet Anita Sulistiyani, S.Pd [email protected] Focus Independent School

97 Elizabeth Bunga D.U S2 PBING UNS

98 Elok Putri N S2 PBING UNS

99 Elvira Rosyida S2 PBING UNS

100 Endang Setyorini, S.Pd. SMA N 1 Teras

101 Endang Susilowati, S.Pd. SMA N 1 Simo

102 Endang Warniati S2 PBING UNS

103 Endry Purwaningsih, Dra., M.Hum. SMAN 1 Karanganyar

104 Eny Syatriana, Dr., M.Pd. [email protected] STKIP YPUP

105 Erica Balazs [email protected] RELO

106 Erni Indriyastuti S2 PBING UNS



107 Erni Rismayanti ILP Jakarta

108 Esti Ermawati S2 PBING UNS

109 Evelina Kusumawardhani [email protected] ELTI GRAMEDIA

110 Fabio Coelho [email protected] RELO

111 Fajar Arif Herjayanto, S.Pd. [email protected] S2 PBING UNS

112 Farida Fahmalatief, S.Pd., M.Pd. [email protected] SMK Negeri Jambu

113 Farida Keni Nurhayati S2 PBING UNS

114 Fathulrezki, M.Pd. [email protected] SMKN 3 Banjarmasin

115 Fatimah Mulya Sari S2 PBING UNS

116 Fatma Indratama S1 PBING UNS

117 Febi Puspitasari, S.Pd. [email protected] S2 PBING UNS

118 Fitri Apriliana S S1 PBING UNS

119 Gunady Harry Sulistyo, Dr., M.A. Malang State University,

Malang, East Java

120 Hadi Sumarsono, Drs., M.M. [email protected] SMAN 1 Karanganyar

121 Hairudin, S.Pd. [email protected] SMA Negeri 1 Awayan

122 Hamid Asman S2 PBING UNS

123 Hamidin, Drs. [email protected] LBPP-LIA Palembang

124 Hana Yulinda Fithriyani, S. Pd. [email protected] S2 PBING UNS

125 Hangga Prasetya, S.S. [email protected] ELTI GRAMEDIA

126 Haris Tou [email protected] Universitas Negeri Gorontalo

127 Hariyanti Djafar [email protected] Universitas Negeri Gorontalo

128 Harum Natali [email protected] IELC English Course

129 Hasih Hikmawati, S.Pd. SMA N 8 Surakarta

130 Heli Setiawati, S.Pd. SMPN 13 Bandung, West Java

131 Heny Ratna Trihastuti, S.Pd. SMAN 2 Karanganyar

132 Herry Pranoto [email protected] IELC English Course

133 Hida Eliska F., S.Pd. SMAN Colomadu

134 Ida Kusumastuti, S.Pd. SMA N 1 Teras

135 Ign. Harjanto [email protected] Univ Widya Mandala Surabaya

136 Iin Ika Yeni S2 PBING UNS

137 Ika Putri Fitria Sari S2 PBING UNS

138 Ima Isnaini T.R. S2 PBING UNS

139 Imroatul Ma'fiyah S2 PBING UNS

140 Irawansyah S2 PBING UNS

141 Irene Brainita O S2 PBING UNS

142 Isharyanti Ningsih Sulila [email protected] Universitas Negeri Gorontalo

143 Isna Abbas [email protected] LPMP Sulawesi Tenggara

144 Isna Ningtyas S S1 PBING UNS

145 Isnaini Umi Nurhasanah, S.Pd. [email protected] S2 PBING UNS

146 Iswan Djati Kusuma, S.Pd., M.Si. [email protected] LBPP-LIA Palembang

147 Jennifer Roberts RELO

148 Jennifer Uhler [email protected] RELO

149 Joko Sumarsono, S.Pd., M.Pd. [email protected] SMA Batik 2 Surakarta

150 Joshua Behan [email protected] RELO

151 Julita Prayogo, S.Pd [email protected] Growing Kid School

152 Juwariah, S.Pd. SMA N 1 Ngemplak

153 Kardi, S.Pd. SMA N 1 Wonosegoro

154 Kartika Sugiantoro S2 PBING UNS

155 Katharina Anggraheni, Dra., M.Pd. [email protected] SMA N 7

156 Khusnul Vita Indraswari S2 PBING UNS

157 Kristina Widyastuti, S.S [email protected] Focus Independent School

158 Kristining Seva, S.S, M.Pd. [email protected] Universitas Katolik

Parahyangan

159 Kurnia Citra Dewi, S.Pd [email protected] S2 PBING UNS

160 Kurnia Fitri Arifah S2 PBING UNS

161 Kurnia Wulandari S2 PBING UNS

162 Lanjar Setyowati, S.Pd. SMA N 1 Cepogo

163 Latifah Ernawan Sari, S.Pd. SMAN Kerjo





164 Lenny Marzulina, M.Pd. [email protected] IAIN Raden Fatah Palembang

165 Leny Setiana S2 PBING UNS

166 Lia Elyani Sukawatie S2 PBING UNS

167 Lilies Agutine [email protected] Titian Buana Ilmu

168 Linda Septiyana, S.Pd. [email protected] S2 PBING UNS

169 Linda Tri Asmara, S.Pd. [email protected] S2 PBING UNS

170 Lodya Sesriyani S2 PBING UNS

171 LTC I Wayan Sumaryana [email protected] British Council

172 Lusi Mayangsari, S.Pd. [email protected] S2 PBING UNS

173 Lystiana Nurhayat Hakim [email protected] S2 PBING UNS

174 M. Rosyid Agus Supriyanto, Drs. [email protected] SMA N 6 Surakarta

175 Mahmud Layan Hutasuhut, S.Pd., M.Hum.

[email protected]

176 Maliqul Hafis, S.Pd. [email protected] S2 PBING UNS

177 Mardliya Pratiwi Zamruddin, MA. [email protected] Mulawarman University

178 Marhaban, S.Pd. SMAN 2 Karanganyar

179 Marheini Siwiraji, Dra. SMA N 1 Ngemplak

180 Maria Ollise Charisma Hanani, S.Pd. [email protected] SMA Pangudi Luhur Surakarta

181 Mariam Kartikatresni [email protected] Titian Buana Ilmu

182 Marisa Fran Lina, S. Pd. I manisriangbersahabat S2 PBING UNS

183 Mark Dever RELO

184 Mark Moloney [email protected] Binus University International

185 Martha Budiyanto, Dr. [email protected] Satya Wacana Christian

University

186 Marthaulina [email protected] ILP Cikini

187 Masitoh Oktavia S2 PBING UNS

188 Maya Amalia Oesman Palapah UNISBA

189 Maya Oktora, S.Pd., M.Hum. [email protected]

190 Maya Susilawati [email protected] UPT Pusat Bahasa Universitas Bangka Belitung

191 Megayani, S,Pd. [email protected] SDN Sungai Besar

192 Meita Dwi Astuti S2 PBING UNS

193 Melissa Sylvania Wada, S.Pd [email protected] Growing Kid School

194 Merry Montoliang [email protected] Universitas Negeri Gorontalo

195 Meta Listina Muharrami, S.Pd. [email protected] S2 PBING UNS

196 Moh. Rachmat, M.Pd. [email protected] SMP 1 Tarakan, Kal Utara

197 Mohamad Ibrahim Baliu [email protected] Universitas Negeri Gorontalo

198 Monika Putri A. [email protected] S2 PBING UNS

199 Muh. Hasyim, Drs., M.Pd. [email protected] SMA N 1 Surakarta

200 Muhammad Iskandar D S2 PBING UNS

201 Muhammad Rozi, S.Pd. [email protected] S2 PBING UNS

202 Muhammad Taubah Setiawan, S.Pd. [email protected] S2 PBING UNS

203 Mukti Suvi Subarkah, S.Pd. [email protected] S2 PBING UNS

204 Mulyadi J.M., Drs. SMA N 1 Musuk

205 Mun Monoarfa [email protected] Universitas Negeri Gorontalo

206 Mursidi, S.Pd. SMA N 1 Banyudono

207 Nadia Raifah Nawa Kartika S2 PBING UNS

208 Nani Kusmiyati [email protected] British Council

209 Nanie Khaerani [email protected] SMAN 8 Jakarta

210 Nenden Sri Lengkanawati, Prof., Dr. Indonesia University of Education, Bandung, West

Java

211 Niluh Putu Aquarisnawati, S.E. [email protected] Private English Teacher

212 Nina Wexler [email protected] IELC English Course

213 Ning Setio Wati, M.Pd. [email protected] STAIN Jurai Siwo Metro

Lampung

214 Nining Yulihastuti, S.Pd. SMAN Mojogedang

215 Novita Toding, M.Pd. [email protected] STAKN Toraja

216 Novitta, S.Pd. [email protected] SMPN 15 Banjarbaru

217 Nur Afiah, S.Pd.I.,M.Pd [email protected] MTs DD Polewali






218 Nur Hasanah, S.Pd. [email protected] S2 PBING UNS

219 Nur Hayati, M.Ed. Malang State University, Malang, East Java

220 Nur Mardiana Fitria Sari S2 PBING UNS

221 Nur Najibah Sukmawati S2 PBING UNS

222 Nur Susilowati S2 PBING UNS

223 Nurfie Ramadhani S1 PBING UNS

224 Nurhidayati, S.Pd. SMA N 1 Klego

225 Okeu Oktaviani [email protected] The British Institute

226 Ony Suhardiman [email protected] Universitas Negeri Gorontalo

227 Pandiya, Drs., M.Pd. [email protected] Politeknik Negeri Semarang

228 Perwito Rukmini, Dra. SMA N 2 Boyolali

229 Pipit Muliyah, S.Pd. [email protected] S2 PBING UNS

230 Prima Ardya S2 PBING UNS

231 Puji Saraswati, S.Pd, M.Pd. SMA N 1 Boyolali

232 Pujonirmolo, S.Pd. SMAN Jumapolo

233 Purwani Indri Astuti, M.Hum. Univet Sukoharjo

234 Puspita Dewi, S.Pd. [email protected] Yogyakarta State Univesity

235 Putri Novitasari S2 PBING UNS

236 Qomarudin, Drs., M.Hum. SMAN 1 Karanganyar

237 R. Tri Setyawati, Dra. [email protected] SMA N 5 Surakarta

238 Rahajeng Gienovita Anggraeni, S.Pd.

[email protected] S2 PBING UNS

239 Rahajeng Kuntororini, Dra. SMA N 8 Surakarta

240 Rahayu Winarni, S.Pd. SMAN Gondangrejo

241 Rahmaniah S2 PBING UNS

242 Rahmi Andayani, Dra., M.Pd. Yogyakarta State Univesity

243 Raisa Adyana S2 PBING UNS

244 Rani Ligar Fitriani S2 PBING UNS

245 Raudhatul Haura M., M.Pd., M.Pd. [email protected] Universitas Islam kalimantan

246 Regina Petronella, Dr. Tanjungpura University,


247 Reny Purnaningsih

248 Reski Novitasari S1 PBING UNS

249 Retno Purwaningsih, Dra., M.Pd. SMA N 2 Boyolali

250 Rina Herlina S2 PBING UNS

251 Ririn Herlina S2 PBING UNS

252 Riris Mutiara Simamora [email protected] STBA Buddhi- TANGERANG

253 Risna Saswati, M.Hum. [email protected] STBA LIA Jakarta

254 Ristiawan Sadono S2 PBING UNS

255 Rizki Febri Andika H S2 PBING UNS

256 Rizki Nurfida Pambayun, S.Pd. [email protected] S2 PBING UNS

257 Rochmad Catur S., S.Sn. SMA Muh 1 Karanganyar

258 Rolisda Yosintha S2 PBING UNS

259 Runing Agustinawati, S.Pd. SMAN Mojogedang

260 Safithri S2 PBING UNS

261 Safrina Noorman, Dr., M.A. Indonesia University of Education, Bandung, West

Java

262 Sahrawi, S.Pd. [email protected] S2 PBING UNS

263 Samar Aal [email protected] RELO

264 Santy Murdaningsih S2 PBING UNS

265 Sariwati Muhamad [email protected] Universitas Negeri Gorontalo

266 Sarni, S.Pd. SMAN Karangpandan

267 Saryati Purwanigara S2 PBING UNS

268 Satriawati Eka W S2 PBING UNS

269 Sean Ryan [email protected] RELO

270 Sean Stellfox RELO

271 Selestin Zainuddin, S.Si., M.Hum. LIA Jakarta

272 Sendy Eka Pratiwi S2 PBING UNS


273 Septita Seristyana ,S.S. [email protected] S2 PBING UNS

274 Serlita van Gobel UNG

275 Setyadi Setyapranata, Drs., M.Pd. Malang State University,

Malang, East Java

276 Shabrina Amajida S2 PBING UNS

277 Shenny Ayunuri Beata [email protected] STBA Buddhi- TANGERANG

278 Sheridan Honore RELO

279 Sigit Mukti Nugroho S2 PBING UNS

280 Silvester Goridus Sukur, S.S., M.Pd. [email protected] ELTI GRAMEDIA

281 Sisila Fitriany Damanik, S.S.,

M.Hum.

[email protected]

282 Siti Afifah, S.Pd. SMAN Mojogedang

283 Siti Amanah, S.Pd. SMAN Colomadu

284 Siti Fatimah Aprilia, S.Pd. [email protected] SMA Negeri 1 Paringin

285 Siti Sotyaradjni R [email protected] The British Institute

286 Siti Zulfa, Dra. SMAN 3 Medan, North Sumatera

287 Siwi Rudatin, S.Pd., M.Pd. SMAN Gondangrejo

288 Sofyan A. Gani, Dr. Syiah Kuala University, Banda

Aceh, NAD

289 Sono, S.Pd., M.Pd. [email protected] STEM Akamigas

290 Sri Agustina, S.Pd. [email protected] SMA Negeri 1 Paringin

291 Sri Hartayani, Dra. [email protected] SMK 3 Yogyakarta

292 Sri Haryati, S.Pd. [email protected] S2 PBING UNS

293 Sri Juriati Ownie, M.Pd. Medan State University, Medan, North Sumatera

294 Sri Murniwati, S.Pd. SMA N 1 Andong

295 Sri Purwani, S.Pd. SMAN Jumapolo

296 Sri Purwanti A.P., Dra., S.S. SMAN 1 Karanganyar

297 Sri Rahayu, S.Pd., M.Pd. [email protected] SMAN 1 Karanganyar

298 Sri Sugiastuti, Dra., M.Pd. [email protected] SMK Tunas Pembangunan 2 Surakarta

299 Sri Sugiyarto, S.Pd. SMA N 1 Boyolali

300 Sri Suratmi, S.Pd. SMA Batik 2 Surakarta

301 Sri Tilar Winarni, S.Pd. [email protected] SMA MTA Surakarta

302 Sri Wahyuni, S.Pd. SMAN Jumapolo

303 Sugiman, S.Pd. SMA N 1 Banyudono

304 Sugiyono, Drs., M.Pd. SMAN Colomadu

305 Suhandhini S2 PBING UNS

306 Sukarni, S.Pd. SMAN Gondangrejo

307 Sukasah Syahdan [email protected] Prasetya Mulia School of Business

308 Sukawi, S.Pd. SMA N 2 Boyolali

309 Sukma Septian Nasution, S.Pd. [email protected] S2 PBING UNS

310 Sulaiman S2 PBING UNS

311 Sultan Stover RELO

312 Sumpana, S.Pd., M.Pd. [email protected] SMAN Karangpandan

313 Sunardi, S.Pd. SMA N 1 Musuk

314 Sunarji, S.Pd. SMA N 3 Boyolali

315 Supriyani [email protected] UNIVERSITAS NEGERI

GORONTALO

316 Surahmat Hasjim [email protected] Universitas Negeri Gorontalo

317 Surya Sili, Ph.D. Mulawarman University

318 Sutarno, Drs., M.Pd. [email protected] SMAN Kebakkramat

319 Suwandi, Dr. IKIP PGRI Semarang, Central Java

320 Suwarno, Drs. SMA N 1 Boyolali

321 Syaipul Pomalango, S.Pd. [email protected] Universitas Negeri Gorontalo

322 Sylvia Boestami [email protected] SMA Negeri 3 Pekanbaru-Riau

323 Tentrem Hastinah, S.Pd. SMAN Karangpandan

324 Theandin Kurnias Y., S.Pd. [email protected] SMA Batik 2 Surakarta






325 Theresia Sri Nuryani, S.Pd. [email protected] S2 PBING UNS

326 Thyas Rahayu, S.Pd., M.Ed. [email protected] Pusdiklat Bahasa Badiklat Kemhan/British Council

327 Tiur Simanjuntak [email protected] ITC-TOEIC

328 Tommy Hastomo, S.Pd. [email protected] S2 PBING UNS

329 Tri Andari Setyaningrum, S.Pd. [email protected] SMA Muh 3 Surakarta

330 Tri Ningsih Kurniawati, M.Hum. [email protected] SMPN 1 Polokarto

331 Tri Rtna Krisnawati, Dra. [email protected] SMA N 5 Surakarta

332 Tri Wahyuni S2 PBING UNS

333 Trianda Fitria [email protected] LBPP-LIA Palembang

334 Turut, S.Pd. SMA N 1 Simo

335 Tutut Kumoro Wibowo [email protected] SMA MTA Surakarta

336 Ulul M S2 PBING UNS

337 Umi Sholihah, M.Pd. SMKN 2 Sragen

338 Urip Widodo S2 PBING UNS

339 Uswatun Hasanah S2 PBING UNS

340 Utami Widiati, Prof., Ph.D. Malang State University, Malang, East Java

341 Veronika Unun Pratiwi, M.Pd. Univet Sukoharjo

342 Wahyu Kurnia Lestari, S.Pd. [email protected] SMP N 6 Purworejo

343 Widayani S2 PBING UNS

344 Wiji Kurniasih, S.Pd. SMA N 1 Wonosegoro

345 Wirawan, S.Pd. [email protected] SMA N 6 Surakarta

346 Wiwik Sri Lestari, S.Pd. SMA Muh 1 Karanganyar

347 Wuji Anggraeni, S.S. [email protected] UPT P2B UNS

348 Wuri Andhajani Sowdjatmiko, Prof., Dr.

Widyamanggala Catholic University, Surabaya, East

Java

349 Yanita Ika Forsiana S2 PBING UNS

350 Yeni Suprihatin S2 PBING UNS

351 Yohana Indrawati S2 PBING UNS

352 Yudhi Widayanto S2 PBING UNS

353 Yuli Kuswandari,S.Pd. [email protected] UIN SUNAN KALIJAGA YOGYAKARTA

354 Yulian Ilham, S. Pd. [email protected] S2 PBING UNS

355 Yuline Monako, S.Pd., M.App.Ling. [email protected] Pusdiklat Bahasa Badiklat

Kemhan/British Council

356 Yunia Dwi Rohmatin [email protected] MUHAMMADIYAH UNIVERSITY

OF PONOROGO

357 Yunia Maharani Dewi [email protected] IELC English Course

358 Yuniarta Ita P S2 PBING UNS

359 Yunita Puspitasari S2 PBING UNS

360 Yusfardiah, Dra., M.Pd. SMPN 33 Palembang, South Sumatera

361 Yusup Priyasudiarja [email protected] ELTI Gramedia Yogyakarta

362 Zakaria, M.Pd. [email protected] ITC-TOEIC

363 Zetri Zainal [email protected] SMA 3 Teladan Bukittinggi






Melayani Negeri, Kebanggaan Bangsa

English Education DepartmentTeacher Training And Education Faculty

Sebelas Maret UniversityJalan Ir. Sutami 36 A Kentingan, Surakarta,

Central Java, Indonesia 57126Email: [email protected]

The 61st TEFLIN International Conference 2014. organized by English Department, Teacher Training and...

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Transcript of The 61st TEFLIN International Conference 2014. organized by English Department, Teacher Training and...