Discursive Practice in Online Learning by Using Zoom Meeting On COVID-19

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COMMITTEE
ADVISORS : Prof. Dr. Hermawati Syarif., M.Hum.
Prof. Dr. Mukhaiyar, M.Pd.
Dr. Kurnia Ningsih, M.A.
Dr. Jufri, M.Pd.
Dr. Zul Amri, M.Ed.
STEERING COMMITTEE : Prof. Dr. M. Zaim, M.Hum.

Prof. Dr. Yenni Rozimela., M.Ed, Ph.D
Prof. Dr. Jufrizal, M.Hum.
Dr. Edi Trisno, M.A.
Dr. Refnaldi, S.Pd., M.Litt.
Dr. Hamzah, M.M., M.A.
Dr. Havid Ardi, S.Pd., M.Hum.
Desvalini A., S.S., M.Hum., Ph.D.
ORGANIZING COMMITTEE
Chairperson : Sitti Fatimah, S.S., M.Ed., Ph.D.
Vice Chairperson : Dr. Muhd. Al-Hafizh, S.S., M.A.
Secretary : Witri Oktavia, S.Pd., M.Pd.
Treasurer 1 : Dr. Yuli Tiarina, M.Pd.
Treasurer 2 : Meira Anggia Putri, S.S., M.Pd.
Secretariat and Administration Division

Coordinator : Rifky Oktoviandry, S.Pd., M.Hum.
Members : Hayati Effendi, S.Sos.
Ainul Addinna, S.Pd., M.Pd.
Nofrina Eka Putri, S.Pd., M.Pd.
Ririn Ovilia, S.Pd., M.Pd.
Syafitri Ramadhani, S.Pd., M.Pd.
Siti Rahimah Yusra, S.Pd., M. App.Ling
Lafziatul Hilmi, S.Pd., M.Pd.
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Funding and Sponsorship Division
Coordinator : Dra. An Fauzia Rozani Syafei, M.A.
Members : Fitrawati, S.S., M.Pd.
Nora Fudhla, S.Pd. M.Pd.
Leni Marlina, S.S., M.A.
Delia Fadila, S.E. Ak., M.M.
IT and Multimedia Division

Coordinator : Devy Kurnia Alamsyah, S.S., M.Hum.
Members : Prisyanti Suciaty, S.Hum, M.Pd.
Dian Safitri, M.Pd.
Rahmi Oktayory Wikarya, M.Pd.
Muhammad Jaka, S.Kom.
Conference and Ceremony Division

Coordinator : Yati Aisya Rani, S.Pd., M.Pd.
Members : Damai Yani, M.Hum.
Delvi Wahyuni, S.S., M.A.
Dinovia Fannil Kher, M.Pd.
Senorica Y.S., S.Pd., M. TESOL.
Honesty Yonanda Ayudhia, S.Pd., M.Pd.
Abstract and Proceeding Division

Coordinator : Dr. M. Affandi Arianto, M.Pd.
Members : Dra. Yetti Zainil, M.A., Ph.D.
Dr. Ratmanida, M.Ed.TEFL
Nur Rosita, S.Pd., M.A.
Carbiriena Solusia, S.Pd., M.Pd.
Rizaldy Hanifa, S.Pd., M.Pd.
Catering Division
Coordinator : Dra. Aryuliva Adnan, M.Pd.
Members : Nova Yulia, S.Hum., M.Pd.
Rita Arni, M.Pd.
Desi Fitria, S.Kom.
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Inolla Octarina, A. Md.
Sri Ana Ningsih, A. Md.
Equipment and Logistics Division

Coordinator : Maulluddul Haq, S.Hum., M. Arts.
Members : Dr. Rusdi Noor R., S.S., M.Hum.
Hendri Zalman, S.Hum., M.Pd.
Andi Muhammad Irawan, S.S., M.Hum., Ph.D.
Aret Vernando, A.Md.
Ferdiansyah, S.Kom., M.Pd.T.
Satria Juneidi, S.E.
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WELCOMING WORDS
Committee Chairperson
Honorable Rector of Universitas Negeri Padang

Honorable Dean of Faculty of Languages and Arts
Honorable Head of English Language and Literature Department
Respected Keynote and Invited Speakers
Presenters and Participants
Ladies and Gentlemen
Assalamu’alaikum warahmatullahi wabarakatuh,
Good morning,
On behalf of the organizing committee, I am proud to virtually welcome everyone to

joint conference of the 10th ICOELT international conference and the 4th ELTAR national
conference. As previous year’s events, this annual conference is hosted by the
Department of English Language and Literature as well as the Graduate Program of
English Education of Universitas Negeri Padang, which is located in Padang Indonesia.
This is such an honour for us to welcome you all. Through this conference, we expect
that the researchers and practitioners can share academic knowledge and experience
that may lead to increasing and improving English language and teaching.
This year’s theme “Reflecting on Online and Technology-Based English Language,

Teaching, and Research” and its 18 sub-themes have attracted 64 presenters and 78
participants from various universities in Indonesia and Thailand to join the conference.
We are also proud to announce that our keynote and invited speakers in their
respective expertise will share their knowledge and or practices within these two full
days and we are looking forward to hearing a variety of perspectives in English
Language Teaching, Literature and Linguistics. Then, we cordially welcome our keynote
speaker from Nanyang Technological University, Singapore, Assistant Prof Victor Lim
Fei, and the eight invited speakers from the University of Melbourne, Australia, Dr. Bella
Nitza Illesca, from the University of Sheffield, Dr. David Read and the University of Salford,
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Dr. Ursula Hurley, both of them are from the United Kingdom, from Sunway University
Malaysia, Assoc. Prof. Tamas Kiss, from the Hong Kong Polytechnic University, Dr. Julia
Chen, from Universitas Negeri Semarang, Prof Issy Yulasri, and from Universitas Negeri
Padang, Dr. Yetty Zainil and Dr. Ratmanida.
Allow me to express my high appreciation and gratitude to all of the committee

members who have worked hard and given their dedication to prepare this event. I’d
also like to deliver my sincere thankfulness to the Head and Secretary of English
Language and Literature Department and Coordinator of the Graduate Program of
English Education, Faculty of Languages and Arts for their endless support.
Finally, we would like to thank all presenters for their willingness to share their
research results, experiences and ideas. We would also like to extend our thankfulness
to all participants for their keen and active participation. Your involvement and
attendance have made this conference happen.
Distinguished guests, ladies and gentlemen.
Although conducted virtually, we hope that you can enjoy the conference and can learn
from one another to gain priceless knowledge in English language, teaching, and
literature.
Thank you
Wassalamu’alaikum warahmatullahi wabarakatuh.
Sitti Fatimah
Organizing Committee Chair
10th ICOELT and 4th ELTAR
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FOREWORDS
The Head of English Department
Assalamualaikum W.W.
Honorable Guests!
It is my great pleasure to welcome all of you to our 10th International Conference on

English Language Teaching (ICOELT 10th) hosted by the English Department of
Universitas Negeri Padang.
ICOELT 2022 is aimed at providing lecturers, researchers, teachers and students from
all over the world a scientific forum of discussion s to exchange ideas and the research
results in the field of English, as to develop new scientific discoveries in these areas of
interests. The 10th ICOELT 2022 is organized in parallel with the ELTAR 2022 (English
Language Teaching and Research) as the two conferences share similar concern
regarding reflections of the implementation of online and technology in English
language teaching and research.
With respect to the hard work of the committee, I would like to express my deep
appreciation and gratitude to all the committee members, the steering committee
members, and the reviewers who have made this conference a success.
Last but not least, I would like to thank all the invited speakers, the plenary speakers
and fellow researchers who have been willing to share their research knowledge and
experiences to all of us in this prestigious conference.
Once again, welcome to ICOELT 10th. I wish you all the best!
Sincerelly Yours
Desvalini Anwar, S. S, M.Hum, PhD
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TABLE OF CONTENT
Contents
COMMITTEE .......................................................................................................................................1
WELCOMING WORDS ......................................................................................................................4
FOREWORDS ......................................................................................................................................6
TABLE OF CONTENT ........................................................................................................................7
THE SCHEDULE AND TIMETABLE OF THE TENTH INTERNATIONAL CONFERENCE
ON ENGLISH LANGUAGE AND TEACHING (ICOELT-10) 2022 ........................................ 11
Assoc. Prof. Victor Lim Fei .....................................................................................................24
Assoc. Prof. Tamas Kiss ..........................................................................................................25
Dr. Balazs Huzska .....................................................................................................................26
Dr. David Read ...........................................................................................................................27
Dr. Julia Chen ............................................................................................................................. 28
Dr. Ratmanida, M.Ed.TEFL .................................................................................................... 29
Dr. Bella Nitza Illesca ..............................................................................................................30
Dr. Ursula Hurley ..................................................................................................................... 31
Prof. Dr. Issy Yuliasri .............................................................................................................. 32
Dra. Yetty Zainil, MA., Ph.D. .................................................................................................. 33
Adinda Puteri Zulaika, Ririn Ovilia ................................................................................... 34
Afrahul Fadilah, Hafid Hardi ................................................................................................35
Ali Makmur, Edi Trisno .......................................................................................................... 36
Anna Riana Suryanti Tambunan, Fauziah Khairani Lubis ........................................ 37
Annisa Purnama Sari, Witri Oktavia ................................................................................. 38
Benjamart Tanthong, Jirutthitikan Pimvichai ...............................................................39
Berkah Hasudungan Nasution, Ratmanida .....................................................................40
Caca Yunisari, Aryuliva Adnan ............................................................................................ 41
7
Desta Wulandari, Hamzah Hamzah ...................................................................................42
Dimas Ashariyadi, Senorica Yulia Sari, Sitti Fatimah ..................................................43
Diniyati Kesuma Sari, Ahmad Latif Mahruf .................................................................... 44
Evi Aisyah, Devi Lusiana ........................................................................................................ 45
Fadilah Habibul Hasna, Sitti Fatimah, Senorica Yulia Sari ........................................46
Fadilah Zunuaris, Yetty Zainil ............................................................................................. 47
Fatma Muhriza, Yunita ........................................................................................................... 48
Febri Yendoris ...........................................................................................................................49
Fiolina Elfajri, Yuli Tiarina ................................................................................................... 50
Fitra Rakhmayani. Kh, Refnaldi .......................................................................................... 51
Fitrawati, Ririn Ovilia, Syafitri Ramadhani .................................................................... 52
Fuad Nabil Adzanil, Ratmanida ...........................................................................................53
Hanifah Ummul Khairah, Sitti Fatimah ............................................................................ 54
Hanna Fadilla Rusdi, Nofrina Eka Putri ........................................................................... 55
Husnatun Nisa, Dinovia Fannil Kher ................................................................................. 56
Ikhlimah, Refnaldi ................................................................................................................... 57
Irma Juwita, Sennya Nurditasari ........................................................................................ 58
Julia Anggraini, Nofrina Eka Putri ......................................................................................59
Lafziatul Hilmi ...........................................................................................................................60
Mayuree Wiangkham, Khajornsak Buaraphan ............................................................. 61
Meisyani Gustri Fadila, Fitrawati ....................................................................................... 62
Mella Fauzia, Zul Amri ............................................................................................................63
Metta Sanmanit, Jirutthitikan Pimvichai .........................................................................64
Meutia Herza Putri, Ratmanida .......................................................................................... 65
Muflihatuz Zakiyah, Yuli Tiarina ........................................................................................ 66
Muhd Al Hafizh, Desvalini Anwar .......................................................................................67
Nada Nabilah, Yenni Rozimela ............................................................................................ 68
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Norsaleeha Chemi, Khajornsak Buaraphan ....................................................................69
Nur Maulina Putri, Desvalini Anwar ................................................................................. 70
Nurwahidah, Sitti Fatimah ....................................................................................................71
Panumas Chansri, Khajornsak Buaraphan ..................................................................... 72
Paramee Wachiraphap Hummut, Jirutthitikan Pimvichai ........................................73
Pattama Impong, Khajornsak Buaraphan .......................................................................74
Puji Arifti Hanifah, Leni Marlina .........................................................................................75
Puput Anipon, Yenni Rozamela ...........................................................................................76
Putri Laila Ramadhani, M. Zaim ..........................................................................................77
Rattana Chongkham, Jirutthitikan Pimvichai ................................................................78
Reny Rahmalina, Aceng Ruhendi Syaifullah, Muh. Ardian Kurniawan, Wawan
Gunawan ............................................................................................................................... 79
Reza Wijayani Ervian, Hamzah Hamzah .......................................................................... 80
Rini Hendrita ............................................................................................................................. 81
Riyanti Aulia Putri, Yuli Tiarina ......................................................................................... 82
Sarah Madina, Desvalini Anwar ..........................................................................................83
Senorica Yulia Sari, Sitti Fatimah ....................................................................................... 84
Silfia Helmi, Yuli Tiarina, Yetti Zainil ................................................................................85
Suchi Nirana, Desvalini Anwar ............................................................................................86
Tatu Zakiyatun Nufus ............................................................................................................. 87
Tiffany, Yetti Zainil .................................................................................................................. 88
Uchy Mukho Adrianty, Muhd Al Hafizh ............................................................................ 89
Wen Wahyudi, Jufrizal ............................................................................................................90
Widia Anmolita, Sitti Fatimah ............................................................................................. 91
Widya Nirmalawati, Andrik Purwasito, Warto, Sri Kusumo Habsari ....................92
Widya Syafitri, M. Zaim, Havid Ardi ...................................................................................93
Winda Setia Sari ........................................................................................................................94
9
Yelsa Astuti A.R, Delvi Wahyuni ..........................................................................................95
Yenni Rozimela, Sitti Fatimah, Nora Fudhla ...................................................................96
Yunita Widyaningsih ...............................................................................................................97
Yupin Tamiya, Khajornsak Buaraphan ............................................................................ 98
Zahara Azura, Carbiriena Solusia .......................................................................................99
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THE SCHEDULE AND TIMETABLE OF THE TENTH
INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE AND
TEACHING (ICOELT-10) 2022
10th ICOELT and 4th ELTAR SCHEDULE
Wednesday, 26 October 2022
Western Indonesia
Time (WIB)
Description
Time zone in
Jakarta (GMT+7)
OPENING CEREMONY
1. Preparation
2. Tari Pasambahan “The Welcome Dance”
3. The National Anthem of the Republic of Indonesia
“Indonesia Raya”
09.00-10.00 4. Holy Quran Recitation
5. Welcoming speech by the Conference Chair
8. Welcoming speech by the Head of English Language and
Literature Department
9. Opening speech by the Rector of Universitas Negeri Padang
10. Du’a recitation
PLENARY 1: MAIN ROOM
10.00-10.45 Asst Prof Victor Lim Fei
11.00-11.45 SGT (Nanyang Technological University, Singapore)
10.45-11.30 Dr. Balazs Huszka
11.45-12.30 BNT (Universiti Brunei Darussalam, Brunei Darussalam)
Moderator: Delvi Wahyuni, S.S., M.A
Parallel Session 1
11.30-12.30
(3 Presenters x 5 Breakout Rooms)
12.30-13.30 Break time
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13.30-14.15 Assoc. Prof. Tamas Kiss
14.30-15.45 MYT (Sunway University, Malaysia)
14.15-15.00 Yetti Zainil, Ph.D
(UNP, Padang, Indonesia)
15.00-15.45 Prof. Dr. Issy Yuliasri, M.Pd
(Universitas Negeri Semarang)
Moderator: Dr. Havid Ardi, S.Pd., M.Hum.
Parallel Session 2
16.00-17.00
Thursday, 27 October 2022
Western Indonesia
Time (WIB)
Description
Time zone in
Jakarta (GMT+7)
09.00-09.45 Dr. Bella Nitza Illesca
13.00-13.45 AEDT (The University of Melbourne, Australia)
09.45-10.30 Dr. Ratmanida
(Universitas Negeri Padang, Indonesia)
Moderator: Desvalini Anwar, SS, M.Hum, Ph.D
Parallel Session 1
10.30-11.30
Parallel Session 2
11.30-12.30
13.30-14.15 Dr. Julia Chen
14.30-15.15 HKT (The Hong Kong Polytechnic University)
14.15-15.00 Dr. Ursula Hurley
08.15-09.00 WEST (The University of Salford, UK)
15.00-15.45 Dr. David Read
09.00-09.45 BST (The University of Sheffield, UK)
Moderator: Salam Mairi, S.Pd., M.Sc. TESOL.
12
CLOSING CEREMONY
1. A Report by the Chair of the Committee
16.15-16.45
2. Information about the ICOELT Proceeding
3. Closing speech by Dean of the Faculty of Languages and Arts
13
10th ICOELT and 4th ELTAR PRESENTERS TIMETABLES
Wednesday, 26 October 2022

*in Western Indonesia Time (WIB), Time zone in Jakarta (GMT+7)
** Link ZOOM: ID 882 3728 5603 Passcode: 838131
VIRTUAL
TIME* DESCRIPTION
VENUE**
09.00-10.00 OPENING CEREMONY

1. Preparation
2. Tari Pasambahan “The Welcome Dance”
3. The National Anthem of the Republic of
Indonesia
“Indonesia Raya”
4. Holy Quran Recitation
09.00-10.00 Main Room
5. Welcoming speech by the Conference Chair
8. Welcoming speech by the Head of English
Language and Literature Department
9. Opening speech by the Rector of Universitas
Negeri Padang
10. Du’a recitation
PiC: Master of Ceremony
10.00-11.30 1st PLENARY SESSION
10.00-10.45 Asst Prof Victor Lim Fei
11.00-11.45 SGT (Nanyang Technological University, Singapore)
Literacy in the Digital Age
10.45-11.30 Dr. Balazs Huszka
Main Room
11.45-12.30
(Universiti Brunei Darussalam, Brunei Darussalam)
BNT
Enhanced Foreign Language Education – through
OBE
Moderator: Delvi Wahyuni, S.S., M.A
11.30-12.30 1st PARALLEL SESSION
14
Julia Anggraini, Nofrina Eka Putri
An Analysis of the Second-Year Students' Ability
in Identifying Parts Of Speech at the English
Language Education Program Universitas
Negeri Padang
Reny Rahmalina, Aceng Ruhendi Syaifullah, Muh.
Ardian Kurniawan, Wawan Gunawan Breakout
A Multimodal Study: Room 1
Exploring Research On Multimodality In The
Classroom
Annisa Purnama Sari, Witri Oktavia
English Students' Difficulties with Parallel
Structure in the Structure and Written
Expression Section in TOEFL Test
Anna Riana Suryanti Tambunan, Fauziah Khairani
Lubis
Understanding Plagiarism Checker:
Institutional Policies on Plagiarism in
Indonesian Private Higher Education Context
Tatu Zakiyatun Nufus
Utilizing Technology as an assessment tool in Breakout
teaching English as a foreign language (EFL) In room 2
Indonesia; Challenge and strategy
Benjamart Tanthong, Jirutthitikan Pimvichai
Integrating Technological Pedagogical and
Content Knowledge (TPACK) with Gamification:
Emerging Pedagogical Approach for Developing
Creative Skills in English Language
Panumas Chansri , Khajornsak Buaraphan
Technological Pedagogical Content Knowledge
Creative Situation-Based Learning (TPACK-
CSBL) for Teaching Creativity Writing in English
for Grade 5 students
Breakout
Hanifah Ummul Khairah, Sitti Fatimah room 3
Students’ Writing Anxiety Levels, Types, And
Causes In Writing Undergraduate Thesis
Proposal: A Study At English Language And
15
Uchy Mukho Adrianty, Muhd. Al Hafizh
The Difficulties of EFL Graduate Students in
Writing a Scientific Article
Mella Fauzia, Zul Amri
Lecturer Challenges in Teaching English
Pronunciation
Nurwahidah, Sitti Fatimah
Lecturers’ Challenges on YouTube Video as
Media in English Language Learning and Breakout
Teaching: A Descriptive Study at STBA Persada room 4
Bunda Pekanbaru
Suchi Nirana, Desvalini Anwar
The Teacher's Strategies in Appropriating the
Cultural Contents to Teach English within EFL
Context in Jambi
Yupin Tamiya, Khajornsak Buaraphan
The Development of Area-based Multicultural
Learning for Achievement, Creative writing, and
Cultural conservation Awareness Grade 7
Ethnic Groups Students in Thai language
Breakout
Rini Hendrita
room 5
Students Interferences in Writing a News Item
Text at Public Senior High School in Padang
Fatma Muhriza, Yunita
Improving Reading Comprehension by Using
Extensive Reading Recount Text
Fadilah Habibul Hasna, Sitti Fatimah, Senorica
Yulia Sari
The Practice of Online Peer Observation in
Paragraph Writing Class: A Study at English
Education Program of UNP
Meutia Herza Putri, Ratmanida
The Analysis of Classroom Interaction in Breakout
International Class of Biology Department at room 6
Universitas Negeri Padang
Fiolina Elfajri, Yuli Tiarina
An Analysis of Students' Speaking Ability
Through Role-play Technique in New Normal
Era at Grade 8 of SMPN 13 Padang
16
12.30-13.30 BREAK TIME
13.30-15.45 2nd PLENARY SESSION
13.30-14.15 Assoc. Prof. Tamas Kiss
14.30-15.45
(Sunway University, Malaysia)
MYT
Identity and creativity in the EFL classroom
10.45-11.30 Yetti Zainil, Ph.D
(UNP, Padang, Indonesia)
Teacher’s Competence in Constructing Main Room
HOTS Questions: A Self Reflection
15.00-15.45 Prof. Dr. Issy Yuliasri, M.Pd
(Universitas Negeri Semarang)
Reflecting on Online Undergraduate Translation
Class:
Does Machine Translation Tool Help?
Moderator: Dr. Havid Ardi, S.Pd., M.Hum.
16.00-17.00 2nd PARALLEL SESSION
Ali Makmur, Edi Trisno
Improving Students' Speaking Ability by Using
Role Play at Grade V of SDIT NURUL 'ILMI
PADANG SIDEMPUAN
Sarah Madina, Desvalini Anwar
Students' Communication Strategies based on
Breakout
Speaking Proficiency Level: are they similar or
Room 1
different?
Febri Yendoris
The Effect of Practice Rehearsal Pair toward
Students Speaking Ability and Motivation at the
Second Year Students of Polytechnic LP3I
Padang
Putri Laila Ramadhani, M.Zaim
Pisa Reading Literacy Assessment for tenth
grade students
Yunita Widyaningsih, Ratmanida Breakout
room 2
Using Context Clues Strategy Toward Students’
Reading Achievement of the Multimodal
Descriptive Text in “Kurikulum Merdeka”
17
Paramee Wachiraphaphummut, Jirutthitikan
Pimvichai
Developing Grade12 students Critical Reading
and Metacognition in Thai language using the
Displacement of Mae Chan Fault Situation-
based learning Integrated with Metacognition
Reza Wijayani Ervian, Hamzah Hamzah
The Level and Type of Teachers’ Spoken
Feedback in the Classroom Activity
Desta Wulandari, Hamzah Hamzah
How the EFL Teachers' View of their Language Breakout
Assessment Literacy? room 3
Fitra Rakhmayani. Kh, Refnaldi
Performance Assessment Used By Teacher In
Students’ Writing Skill At Grade X Senior High
School Of Lingga Kepulauan Riau
Yenni Rozimela, Sitti Fatimah, Nora Fudhla
A Contextualized Reflective Practice Model:
Responding to EFL Teachers’ Needs
Senorica Yulia Sari, Sitti Fatimah
Breakout
Peer Observation in ELT: Can We Do It Online?
room 4
Caca Yunisari, Aryuliva Adnan
Exploring Junior High School English Teachers’
Pedagogical Knowledge in Solok Regency
Diniyati Kesuma Sari, Ahmad Latif Mahruf
Challenges in Teaching Speaking at English
Course, Kampung Inggris, Pare
Yelsa Astuti A.R, Delvi Wahyuni, S.S, M.A
Comparing Female/Male Pictorial/illustrations
in Textbooks Published by Indonesian Ministry Breakout
of Education and Culture and Erlangga room 5
Afrahul Fadilah, Hafid Hardi
Efl Leaners’ Emotional Intelligence and Writing
Attitude Towards Writing Skill of Third Grade
Students at Ar Risalah Islamic Senior High
School Padang
18
Dimas Ashariyadi, Senorica Yulia Sari, Sitti Fatimah
The Practice of Online Peer Observation in
Intermediate Reading Class
Fuad Nabil Adzanil, Ratmanida
Analysis of Classroom Interaction in
International Class of Chemistry Department at Breakout
Universitas Negeri Padang room 6
Husnatun Nisa, Dinovia Fannil Kher
The Correlation between Students’ Habit in
Listening to English Songs and Their Listening
Comprehension at the Second Grade of SMAN 1
Bangko
Thursday, 27 October 2022

*in Western Indonesia Time (WIB), Time zone in Jakarta (GMT+7)
** Link ZOOM: ID 882 3728 5603 Passcode: 838131
VIRTUAL
TIME* DESCRIPTION
VENUE**
9.00-10.30 3rd PLENARY SESSION

09.00-09.45 Dr. Bella Nitza Illesca
13.00-13.45
(The University of Melbourne, Australia)
AEDT
Learning from Virginia Woolf’s A Room of One’s
Own Main Room
09.45-10.30 Dr. Ratmanida
(Universitas Negeri Padang, Indonesia)
Maintaining Interaction and Input in ELT
Moderator: Desvalini Anwar, SS, M.Hum, Ph.D
10.30-11.30 3rd PARALLEL SESSION
Widya Nirmalawati, Andrik Purwasito, Warto, Sri
Kusumo Habsari
A Virginity Auction As a Ratifying Ritual for Breakout
Becoming a Dancer Room 1
19
Evi Aisyah, Devi Lusiana
Dysfunction of Native Language as Result of
Acculturation (Java Language in Binjai)
Puji Arifti Hanifah, Leni Marlina
Analysis Of Gender-Based Compliments Used By
Judges In Asia’S Got Talent 2019
Irma Juwita, Sennya Nurditasari
The Effect of Reward and Punishment in
Students speaking Skill at grade X SMK Putra
Jaya Stabat
Widia Anmolita, Sitti Fatimah
The Effect of Implementing Process Drama on
Students' Ability in Doing Storytelling: An Breakout
Experimental Research at SMA N 01 Gunung room 2
Tuleh, Pasaman Barat District
Metta Sanmanit, Jirutthitikan Pimvichai
Challenging in Using Whole Language Approach
and Brain based Learning to Develop English
Communication Skills in Thailand 4.0
Pattama Impong, Khajornsak Buaraphan
The Development of School-based Management
for Innovation Organization Model for
Implementation in Small-sized Primary Schools
Wen Wahyudi, Jufrizal
The Need of English Specific Purposes for the
First Grade of Electronic Industrial Engineering Breakout
Study Program at SMK Semen Padang. room 3
Widya Syafitri, M. Zaim, Havid Ardi
Expert Appraisal On Need Analysis Instrument
To Develop Instructional Material For
Economics Faculty Students Based On
Technological Pedagogy Content Knowledge
(TPACK)
Muflihatuz Zakiyah, Yuli Tiarina
An Evaluation of Texts in Merdeka Curriculum-
Breakout
based English Textbooks for Tenth Graders
room 4
Based on the Criteria of PISA Reading Text
20
Ikhlimah, Refnaldi
An Analysis of Task Presented in English Course
Book Published by The Ministry of Education
and Culture of Indonesia Used For 10th Grade
of Senior High school
Fitrawati, Ririn Ovilia, Syafitri Ramadhani
Evaluation of Students’ Workbook in English
Proficiency Course at English Department of
Nur Maulina Putri, Desvalini Anwar
An Analysis Of Students Level Of Language
Anxiety Based On Gender Differences During
Online (Zoom Meeting) And Offline Class
Towards English Department Students At
Zahara Azura, Carbiriena Solusia Breakout
Students' Perception on Synchronous and room 5
Asynchronous Learning at Indonesian English
Translation class of English Education
Department at Universitas Negeri Padang
Lafziatul Hilmi
Spoken English Activities (SEA) course:
Students’ self reflection and perception
11.30-12.30 4th PARALLEL SESSION
Winda Setia Sari
The Design Frames My Micro Poem: Exploring
Students’ Critical Reflection on Using Design
Graphic In the Digital Literature Classroom
Norsaleeha Chemi, Khajornsak Buaraphan
Developing the Multi-Cultural Literature
Learning with Technological Pedagogical and
Breakout
Content Knowledge Model for Grade 11
Room 1
Students: A New Challenge
Muhd Al Hafizh, Desvalini Anwar
Building Student’S Literacy Awareness Through
Children Literature
21
Mayuree Wiangkham, Khajornsak Buaraphan
The Development of Communication Language
Teaching Integrated with SQ4R Model for
Developing Grade7 Students’ Creative Writing
Ability and Attitudes towards Learning English
Meisyani Gustri Fadila, Fitrawati, S.S., M.Pd
Breakout
The Effect Of Using Digital Sequence Pictures
room 2
On Students’ Ability In Writing An Explanation
Text
Riyanti Aulia Putri, Yuli Tiarina
An Analysis of Students’ Writing Ability on
Writing Descriptive Texts in New Normal Era at
Grade Eleven of SMAN 10 Padang
Nada Nabilah, Yenni Rozimela
The EFL Teachers' Technology-Integration
Practices in Junior High School
Puput Anipon, Prof.Dra. Yenni Rozamela, Ph.D
The Efl Teachers’ Barriers In Designing High Breakout
Order Thinking Skills (HOTS) Exercise room 3
Berkah Hasudungan Nasution, Ratmanida
An Analysis of Initiation, Response, and
Feedback used by Students and Teacher at
Prospect Learning Centre Medan
Adinda Puteri Zulaika, Ririn Ovilia
Analysis of Factors Influencing Students'
Willingnes to Speak English in English
classroom interaction
Rattana Chongkham, Jirutthitikan Pimvichai
The Development of Context-based Learning
Model Emphasizing the Special Economic Zone
Breakout
and Thailand 4.0 Contexts to Improve Grade 4
room 4
Students’ English Communication Skills
Hanna Fadilla Rusdi, Nofrina Eka Putri, M.Pd
Teachers' Speech Acts and Students' Response
during English Class on the Third Year at SMPN
29 Padang
22
Silfia Helmi, Yuli Tiarina, Yetti Zainil
The implementation of English as Medium of
Instruction: Teacher Perception in Senior High
School
Tiffany, Yetti Zainil Breakout
Students’ Perceptions toward English as room 5
Language Output in EFL Classroom
Fadilah Zunuaris, Yetty Zainil
How Do EFL Students Acquire Input Outside the
Classroom?
13.30-15.45 2nd PLENARY SESSION
13.30-14.15 Dr. Julia Chen
14.30-15.15
(The Hong Kong Polytechnic University)
HKT
Blended learning in action: Design and research for
increased student engagement
14.15-15.00 Dr. Ursula Hurley
08.15-09.00 Main Room
(The University of Salford, UK)
WEST
Complex embodiment in the virtual classroom –
reflections on delivering online writing workshops
15.00-15.45 Dr. David Read
09.00-09.45 BST (The University of Sheffield, UK)
Is Virtual Reality the future of EFL?
Moderator: Salam Mairi, S.Pd., M.Sc. TESOL.
15.00-16.00 CLOSING CEREMONY
1. A Report by the Chair of the Committee
2. Information about the ICOELT Proceeding
15.00-16.00 Main Room
3. Closing speech by Dean of the Faculty of
Languages and Arts
23
Literacy in the Digital Age
Assoc. Prof. Victor Lim Fei
Nanyang Technological University, Singapore
Abstract
What does it mean to be literate today? In our digital age, we are living in a media-
saturated and multimodally-charged world, where our senses are constantly stimulated
though a repertoire of semiotic modes online and on our digital devices. We now hardly
ever only read linguistic texts; instead, we regularly view and represent with digital and
multimodal texts, with language, images, videos, and other semiotic modes (Jewitt &
Kress, 2003). In this talk, I will reflect whether the sole focus on language learing in
literacy education is sufficient to prepare our students to engage with digital
multimodal texts. I also discuss how educators can respond to the changing literacy
demands on our students by shifting their identities from language teachers to literacy
educators. Students learning to view and represent with digital and multimodal texts
has been described as multimodal literacy (Lim, 2021). Multimodal literacy refers to the
expanded notion of literacy beyond language learning to include the digital and
multimodal practices in the contemporary communication environment (New London
Group, 1996; Cope & Kalantzis, 2015). It involves a codified set of knowledge and skills,
as well as a semiotic awareness demonstrated in students through their viewing and
representing with digital and multimodal texts in contextually appropriate ways (van
Leeuwen, 2017; Lim & Tan-Chia, 2023). I conclude by drawing from my experience and
findings from a research project on integrating multiliteracies in the English classrooms
in Singapore (Lim, et al. 2022) to discuss strategies on how we can develop multimodal
literacy in our students.
Bio.
Fei Victor Lim is Assistant Professor at the National Institute of Education, Nanyang
Technological University, Singapore. He researches and teaches on multiliteracies,
multimodal discourse analyses, and digital learning. He is an editor of Multimodality and
Society and an associate editor of Asia Pacific Journal of Education, and Designs for Learning.
He also serves on several editorial boards including Computers and Composition, Journal of
Adolescent and Adult Literacy, and Visual Communication. He is also author of the
book, Designing Learning with Embodied Teaching: Perspectives from Multimodality, and lead
author of a forthcoming book, Designing Learning for Multimodal Literacy: Teaching Viewing
and Representing, both published in the Routledge Studies in Multimodality.
24
Identity and creativity in the EFL classroom
Assoc. Prof. Tamas Kiss
Sunway University, Malaysia
Abstract
The pandemic has forced EFL teachers to be open to and embrace technology mediated
language learning. Although this shift has presented numerous challenges, it also
offered opportunities which, if exploited, can develop learners’ creativity and help them
express their identities. I am using the word ‘identity’ in the plural to reflect the
multifaceted and colourful sociocultural realities that our students experience in
Southeast Asia. How can technology help us move beyond a simplistic and functional
language teaching approach to create classrooms which reflect the students’ realities,
encourage their expression of identities in creative ways, and ultimately, contribute to a
higher language learning motivation? In this talk I will discuss how EFL teachers can
provide a voice to learners and encourage creative expression and language use. We
will look at the use of digital stories (including TikTok videos and reels) and short films,
creating memes, and other activities which not only engage learners in creative
activities that are based on current popular media, but which also provide a meaningful
learning environment for language acquisition.
Bio.
Tamas Kiss works as an Associate Professor at Sunway University, Centre for
English Language Studies, in Malaysia. He has been involved with language
teacher education programmes in Europe, the Middle East, South Asia, Latin
America and South East Asia. He has delivered one-off talks and directed longer,
intensive teacher development courses in more than 20 countries including
Hungary, the Philippines, Lithuania, Pakistan, Iraq, Hong Kong, Singapore,
Ukraine, Mexico, Nepal, etc. by invitation of universities, language teacher
organizations, cultural institutions, or international publishing houses. His
main research interests include language pedagogy, language teacher
education, creativity, intercultural communication, the link between complex dynamic systems and
education, and the role of culture in language teaching materials. He co-authored Creativity and English
Language Teaching: From inspiration to implementation (2018, Palgrave Macmillan) with Alan Maley. His
latest projects include Developing intercultural learning materials (forthcoming, Routledge) with Freda
Mishan.
25
Enhanced Foreign Language Education – through OBE
Dr. Balazs Huzska
Universiti Brunei Darussalam
Abstract
Although Outcome-Based Education (OBE) is not a new concept, there is still a lot of
hearsay about its core ideas, benefits and limitations. It has to be stressed that OBE is
certainly not for every subject, and definitely not a magical one-size-fits-all solution to
the educational challenges of our fast-paced world. One of the educational fields,
however, where OBE infused methodological changes could have a rather positive
impact is foreign language teaching. That being said, language teachers themselves, who
are supposed to benefit from the opportunities that come along with OBE, have
oftentimes a solely superficial grasp of its fundamentals, and are reluctant to revisit
their approach to teaching and its different elements (materials, time, curriculum, goals,
methods, etc.). In my conference talk, I am going to give a concise overview about why a
re-orientation in education is necessary and about its problems facing the expectational
challenges from parents and employers. Furthermore, ten major problems with the
current systems of education will be highlighted that stand in the way of successful
foreign language teaching, and upon elaborating the core ideas of OBE, it will be shown
how OBE can respond to these challenges effectively. In addition, I will discuss the
detrimental effects of calendar-centeredness and “content chunking” in language
classes, and OBE’s solution to them. In the end, I will argue that OBE does not
necessarily have to replace traditional or current practices, rather it is for re-organizing
and optimizing them – according to the needs of our foreign language learners.
Bio.
Dr. Balazs Huszka is an assistant professor in Universiti Brunei Darussalam.

He had finished his college and university degree in University of Szeged,
German. He was a senior lecturer in Universiti Malaysia Kelantan and
Universiti Malaysia Pahang before joining Universiti Brunei Darussalam. His
research interests are German linguistics (mainly experimental phonetics and
formal theories of grammar), Austronesian linguistics (Indonesian and Malay,
languages of the historical Nusantara), Cognitive metaphor theory
(conceptualization of abstract nouns in Indonesian), and Old Indonesian and
Malay literature, and their translatability into German.
26
Is Virtual Reality the future of EFL?
Dr. David Read
The University of Sheffield, United Kingdom
Abstract
Virtual Reality (VR) seems like a technology built for language learning. By immersing
students in authentic situations and getting them to interact with others via an avatar,
it’s a perfect vehicle to encourage fluency and build confidence. And yet it has not been
adopted widely in EFL and is still seen as a gimmick or novelty, possibly because of the
cost of the headsets and the complexity of setting them up.
Yet, this might be about to change. We are beginning to see mass adoption of VR
through easy-to-use headsets such as the Oculus Quest and the development of apps
and software that offer a range of language learning options for EFL students and
teachers.
In this talk I will provide an overview of the current state of VR for English language
learning, review the current research, look at the hardware and software available and
explore what opportunities these offer.
I will also share our experience of running an innovative English course in VR for
Japanese students through an app called Immerse. You will be able to see short video
clips from some of the lessons as well as hear some of the student feedback.
Bio.
David Read is Director of Technology-Enhanced Learning at the ELTC,

University of Sheffield. He has worked in EFL for over twenty-eight years as a
teacher, teacher trainer and educational technologist, working in countries such
as Greece, Morocco, Serbia, Korea and Kyrgyzstan. His research interests include
technology education and virtual reality.
27
Blended Learning in Action: Design and Research for Increased
Student Engagement
Dr. Julia Chen
The Hong Kong Polytechnic University, Hong Kong
Abstract
The COVID pandemic has accelerated the adoption of online and blended learning
across the globe. After the initial phase of emergency remote learning that caught
academia rather unprepared, education institutions around the world are examining
ways to enhance the effectiveness of blended learning after face-to-face classes resume.
One practical concern is the design of blended learning components to ensure that they
achieve their purposes, including alignment with, and strengthening of, the in-class
learning components; increasing student interest in learning; offering timely and
targeted learning support; and helping students achieve the intended learning
outcomes of the courses. This talk will present practical considerations on the design of
blended learning components that engage students, such as activity type, timing, and
minimum requirements, while taking into account teacher and student workload.
Concrete ways of increasing student participation in the blended activities and
enhancing the quality of blended learning courses will be explained with support from
research evidence. Cautions against one-size-fits-all implementation will be discussed.
These will be followed by an exploration of involving students as partners in the design
and implementation of flipped classroom activities to enhance their learning experience.
Bio.
Julia Chen, PhD FTCL PFHEA, is the Director of the Educational Development
Centre at The Hong Kong Polytechnic University and courtesy Associate Professor
at the Department of English and Communication. She holds a PhD in Applied
Linguistics and is a Principal Fellow of Advance HE (PFHEA). Her research
interests include leveraging technology for advancing learning, English Across the
Curriculum, and using learning analytics for quality assurance and enhancement.
She is the principal investigator of several large-scale inter-university projects on
English Across the Curriculum and using technology for literacy development. A
two-time recipient of her university’s excellent performance awards, Julia was
recently awarded Distinguished Fellow by the Association for Writing Across the
Curriculum in the USA, First Prize of the Best Paper in Learning Analytics (LA) Award organised by her
university’s LA Community of Practice, and the prestigious Hong Kong University Grants Committee
Teaching Award as the team leader in the Collaborative Team category.
28
Maintaining Interaction and English language Use in ELT
Dr. Ratmanida, M.Ed.TEFL
Universitas Negeri Padang, Indonesia
ratmanida@fbs.unp.ac.id
Abstract
Interactions are very important in English language teaching and learning. It is a mean
for a teacher and students to exchange their ideas, feelings, opinions, insights, and etc. It
is believed that students will acquire the input of the English language from the product
of collaboration with a teacher and their friends. Therefore, the role of teachers is
significantly important in providing input of the language and opportunities for
students to use English language in the classroom. The purpose of this paper is to
discuss conceptualization of classroom interaction, and highlights the pedagogical
implications for maintaining interaction and English language Use in ELT.
Key Words: interaction, input, English Language Teaching
Bio.
Dr. Ratmanida, M.Ed.TEFL. is a lecturer in Universitas Negeri Padang. She earned

her Diploma degree in Applied Linguistics at RELC – SEAMEO, Singapore, and her
master degree from Sidney University majoring TEFL (Teaching English for
Foreign Language). She holds a Doctoral degree from Universitas Pendidikan
Indonesia. Her research interests include classroom interaction. She is also a
member of KERIS (Kelompok Riset Bahasa Inggris).
29
Learning from Virginia Woolf’s A Room of One’s Own
Dr. Bella Nitza Illesca
The University of Melbourne, Australia
bella.illesca@unimelb.edu.au
Abstract
This paper explores how Virginia Woolf’ A Room of One’s Own might speak to English,
language and literature teachers who are committed to exploring the complexities of
their professional practice whether teaching online or face-to-face. The literary
theoretical resources that were important to them when they were students of
literature can provide an immensely valuable spiritual and intellectual resource for
them when they become teachers. This is to affirm what English, language and
literature teachers are good at – namely their capacity to nurture a heightened
awareness of language, of the way that language mediates experience and the formation
of an identity. Re-visiting Woolf’s A Room of One’s Own serves as a prompt for reflecting
on the centrality of language to the everyday work of English and literature teachers.
Keywords: Storytelling, English, experience, language, literature, professional learning,

professional ethics, professional knowledge.
Bio.
Dr Bella Illesca is a lecturer in secondary languages and literacies education
in the Melbourne Graduate School of Education at Melbourne University,
Australia. She works with secondary pre-service and in-service English
teachers and has extensive teaching experience in secondary school English
and literature. She was born in Chile and has published in English language and
literacy learning, professional identity, professional ethics and storytelling.
30
Complex Embodiment in the Virtual Classroom – Reflections on
Delivering Online Writing Workshops
Dr. Ursula Hurley
University of Salford, United Kingdom
Abstract
Successive lockdowns in the UK from March 2020 – March 2021 required all University
teaching to move online and therefore imposed radical changes on the way that creative
writing workshops were delivered. Pedagogical assumptions about workshop practices
were variously challenged, reaffirmed, or recalibrated. Referring to experiences with a
mixed group of Level 7 (Master’s) learners, some of whom were educated in the UK as
first language speakers and some of whom were international students with English as
an additional or foreign language, this paper offers experiential reflections on what we
learned, what changed, and how we choose to do things now that in-person and hybrid
delivery are once again possible. Considering how students and tutors inhabit and
interact with the virtual classroom, I use the concepts of complex embodiment (after
Liat Ben-Moshe, 2013) and poetic knowledge (after Ivan Brady, 2004) to unfold some
strategies and approaches for building rapport in the virtual world, helping students to
bring their whole selves into the online classroom, and offer some suggestions for
practical techniques that build cohort identity while acknowledging students’ individual
challenges and experiences of disconnection.
Bio.
Ursula Hurley is a Professor of Life Writing at the University of Salford, UK. She
is Equality, Diversity and Inclusion Lead for the School of Arts, Media and
Creative Technology. Her research and teaching interests centre on inclusive
practices, cocreation, and experimental writing techniques to enable wider
participation in learning. Her latest student and community projects can be
seen here: Home | Salford University and Community Creative Exchange
(salfordcreativecommunity.org)
31
Reflecting on Online Undergraduate Translation Class:
Does Machine Translation Tool Help?
Prof. Dr. Issy Yuliasri
Universitas Negeri Semarang, Indonesia
issy.yuliasri@mail.unnes.ac.id
Abstract
As what happened worldwide, education in Indonesia had to adjust the teaching
learning mode into online during the Covid-19 Pandemic. Reflecting on the
undergraduate Translation class, one of the courses I taught, the emergency remote
learning had resulted in less teacher’s control of what was happening with the students’
learning and with the assessment. A particular concern was with the students’ use of a
machine translation tool. There were some advantages and disadvantages of the use of
such tool in the Translation class. On the part of the students, such tool could be a great
help in their execution of translating tasks. When used appropriately, they could save
time in looking for equivalent words or phrases, and they could also enhance their
vocabulary from the search of the equivalence. For the lecturer, however, there were
challenges, particularly in assessment. The assessment was problematic as there was
always a potential that some students relied heavily on the machine translation tool
instead of using it just as a helping tool. This presentation will give my reflection on
how I dealt with students’ use of the tool and how to make sure that such tool was used
appropriately for the sake of assessment.
Keywords: machine translation tool, online translation class.
Bio.
Issy Yuliasri is a Professor at the English Department of the Faculty of Languages
and Arts, Universitas Negeri Semarang (UNNES), Indonesia. She has been
teaching at UNNES since 1990. Her research interests cover translation and ELT.
Among her research was a collaborative research with Assoc. Prof. Pamela Allen
of the University of Tasmania (on the Indonesian Translation of Humor in Harry
Potter and the Sorcerer’s Stone). In 2013 she was awarded the International
Visitor Leadership Program (IVLP) by the Department of States, USA. She has
also contributed in the writing of a book entitled “Alice in a World of Wonderlands”, edited by Jon Lindseth,
published in New Castle, USA (2015).
32
Teacher’s Competence in Constructing
HOTS Questions: Teacher’s Self-Reflection
Dra. Yetty Zainil, MA., Ph.D.
Universitas Negeri Padang, Indonesia
Abstract
Although teachers’ competence has received a great deal of focus during the last few
years, its investigation on self-reflection using a stimulated recall interview is rather
limited, especially at the junior high school level. Taking as a basic premise that the
types of questions teachers ask during classroom interaction can influence students’
cognitive processes, this paper presents the findings of a study on actual classroom
practices in junior high schools in Padang, West Sumatra. It focused on investigating the
ability to formulate higher-order thinking (HOT) questions in the classroom among the
teachers and getting their reflections about applying HOTS questions in their classes.
Six junior high schools in Padang were involved in this study. All questions used by the
teachers in the classroom, collected through classroom observations, and documents
(lesson plan) analysis were analyzed using Bloom Taxonomy. All teachers participant
were then interviewed using the stimulated recall interview. The results of the analysis
revealed that LOTS questions were asked more than HOTS questions. Stimulated recall
interviews helped the teacher reflect on their questioning strategy. It suggested that
what teachers believed was different from their practices.
Bio.
Dra. Yetty Zainil, MA.,Ph.D is a lecturer at Universitas Negeri Padang. She earned her
Sarjana degree in Teaching English at IKIP Padang, her MA degree from La Trobe
University, Australia, and her Ph.D. degree from Deakin University, Australia, in 2017.
She began teaching English in 1989 at the English Department of Institut Keguruan
dan Ilmu Pendidikan Padang. She has presented language teaching papers in local and
international seminars/workshops in Indonesia and oversea. She also has delivered
her research findings in teaching English in such seminars.
33
Analysis of Factors Influencing Students' Willingnes to Speak English
in English classroom interaction
Adinda Puteri Zulaika
Ririn Ovilia
adindazulaikaaa@gmail.com
Abstract
The practical elements determining success in learning a foreign language are
willingness to communicate (WTC) factors (McIntyre, Clement, Dornyei, and Noels,
1998). This research aimed to determine students' willingness to speak English in
classroom interaction. This study utilized questionnaires and interviews conducted
using the Focus Group Discussion (FGD) method, with an explanatory research design.
The information was gathered through the distribution of a questionnaire and
interviews. The population of this study was the tenth student class of SMAN 10 Padang.
6 students were interviewed through focus group discussions, and 72 students used the
questionnaire. Furthermore, the researcher summarized the interview results and used
descriptive statistics to analyze the questionnaire. The research found that situational
and individual factors influenced students' willingness to communicate in class.
The majority of students willing to use English in class interactions was at a high level,
and the following factors influenced such: Communication Behavior factor, Behavioral
Intention, Situated Antecedents, Motivation Propensities, Affective-Cognitive context,
and Social-individual context.
Keywords: Willingness to communicate, Classroom interaction, tenth student class of

SMAN 10 Padang.
34
Efl Leaners’ Emotional Intelligence and Writing Attitude Towards
Writing Skill of Third Grade Students at Ar Risalah Islamic Senior
High School Padang
Afrahul Fadilah
Hafid Hardi
amirsyarifuddinharahap5@gmail.com
Abstract
This study aimed to find out whether or not there was significant correlation between
students’ writing attitude, emotional intelligence and their writing performance, and
the predictor variables and the criterion variable. It involved 30 students of the third
students AT AR RISALAH Islamic Senior High School Padang. The data were collected
through the use of Writing Attitude Questionnaire, Emotional Intelligence
Questionnaire and a writing test. The data were analyzed by using the Pearson Product
Moment correlation coefficient and partial correlation analysis. The results showed that
there were significant correlations in a row of the writing attitude and writing
performance with r-obtained was 0.342. There results showed there were significant
correlations of emotional intelligence and writing performance because the value
of.028 with the correlation coefficient of .140. And the results of the partial correlation
showed that writing attitude, emotional intelligence, and writing performance had a
significant correlation with r value of .280 and p-value of and p-value of <.001.
Keywords: writing attitude; emotional intelligence; writing skill.
35
Improving Students' Speaking Ability by Using Role Play at Grade V of
SDIT NURUL 'ILMI PADANG SIDEMPUAN
Ali Makmur
Edi Trisno
alimakmurkp@gmail.com
Abstract
Speaking is a part of communication that need to be mastered all of people, from the
young till the adult one. The communication will run well, if the speaker and the listener
can understand each other. This study aimed to examine improving students’ speaking
ability by using role play at grade v of sdit nurul ilmi padang sidimpuan. The method
that used in this study is classroom action research where the researcher collected the
data by teaching the students in the class. The participants of this study comprised fifth
elementary school student of Nurul Ilmi Padang sidimpuan. The data are collected by
using qualitative research method and those are obtained by using an observation sheet
and also speaking test distributed to the students. meanwhile to measure the students’
speaking skill improvement in using English language through implementing the role
play, the researchers employed the quantitative research method. The result of data
analysis shows that most of students improve their speaking skill by implementing role
play in the class. Based on the research results obtained, this study can be concluded
that implementing role play to improve students’ speaking skill are attractive and also
effective way t implement in the class. Using role play in improving students’ speaking
skill make the teaching and learning process more attractive.
Keywords: Speaking ability, role play, elementary school.
36
Understanding Plagiarism Checker: Institutional Policies on
Plagiarism in Indonesian Private Higher Education Context
Anna Riana Suryanti Tambunan
Fauziah Khairani Lubis
Universitas Negeri Medan
annatambunan@unimed.ac.id
Abstract
Plagiarism is a big challenge for institutions worldwide. It has become a constant source
of concern in higher education, and it is a major problem for universities all over the
world. Previous research in the context of Indonesian education has concentrated on
student attitudes, knowledge, and plagiarism involvement. Despite similar research
being conducted elsewhere, little attention has been paid to institutional plagiarism
policies in the Indonesian context. Previous study has focused on Indonesian students’
views regarding knowledge and plagiarism in Indonesia and abroad, and there is also
rising research on Indonesian teachers’ understanding and attitudes concerning
plagiaristic practices. In Indonesia, however, little research has been done on
institutional policies on plagiarism, despite similar research elsewhere. This research
examines Indonesian universities’ plagiarism rules. This university policy statement
was assessed for institutional awareness, attitudes, and consequences against
plagiarism. Despite institutional differences, policy documents are dominated by moral
and regulatory discourse and lack an educational approach to plagiarism. We propose
that institutional anti-plagiarism policies are unlikely to work because they fail to
encourage students’ academic literacy and intertextual practices.
Keywords: Indonesian context, plagiarism, plagiarism-checker text-matching software.
37
English Students' Difficulties with Parallel Structure in the Structure
and Written Expression Section in TOEFL Test
Annisa Purnama Sari
Witri Oktavia
annisapurnamasr@gmail.com
Abstract
Many types of English proficiency tests can be used to measure students' ability in
English. One of the most well-known in Indonesia is TOEFL. Many universities in
Indonesia use the TOEFL score as a graduation requirement for students who want to
continue their education to a higher level. The TOEFL has several sections – listening,
speaking, grammar or structure, reading, and writing, depending on the type of TOEFL
taken. Many students have difficulties answering the TOEFL Test. One of the difficulties
is with the structure and written expression section. Based on the results of the
researcher's observations on the findings of some previous studies, parallel structure is
the most frequent topic where students have difficulty in the structure and written
expression sections. There are three skills related to parallel structure that must be
mastered by the examinees in the TOEFL test: using a parallel structure with
coordinating conjunctions, paired conjunctions, and comparisons. The purpose of this
study is to investigate English students' difficulties with parallel structure in the TOEFL
test. Descriptive research with a qualitative approach is used in this study. The subject
of this research is English education students at Universitas Negeri Padang in the 2019
academic year. To collect data, the researcher conducts a test. In this study, the data will
be analyzed in several steps, including classifying student responses as correct or
incorrect, calculating student test scores, determining the level of difficulty in each
question, and identifying which skills are challenging for students.
Key Words: TOEFL, Structure and Written Expression, Parallel Structure, Difficulties.
38
Integrating Technological Pedagogical and Content Knowledge
(TPACK) with Gamification: Emerging Pedagogical Approach for
Developing Creative Skills in English Language
Benjamart Tanthong
Jirutthitikan Pimvichai
Bandu School, Prangku District, Srisaket Province, Thailand
j.pimvichai@gmail.com
Abstract
In this article, the researchers reviewed the literature related to Gamification and
Technological Pedagogical and Content Knowledge (TPACK) in order to develop
creative sills in teaching English language for Grade 8 students. The researchers came
up with the key characteristics of Gamification. Then, the researchers synthesized
Gamification and TPACK and reached five teaching steps: a) Present the situation and
set learning goals; b) Learn through gamification features; c) Present learning outcomes
and reinforce them with rewards; d) Summarize and Discuss; and e) Evaluate. TPACK
was integrated into every teaching steps in the appropriate manners. At the end, the
authors raised one lesson plan on Occupation in English language teaching that applied
the TPACK-Gamification model in teaching English for Grade 8 students. This example
may trigger other teachers’ ideas in the application of TPACK-Gamification in other
subjects, topics or grade levels.
39
An Analysis of Initiation, Response, and Feedback used by Students
and Teacher at Prospect Learning Centre Medan
Berkah Hasudungan Nasution
Ratmanida
berkahhasudungan22@gmail.com
Abstract
The context for the study was the researcher's observation of interactions between
teachers and students in a classroom at the Prospect Learning Center in Medan, which
revealed the employment of an IRF pattern. This study aims to investigate the IRF
pattern in the classroom, including how the instructor begins, how the students react,
and how the teacher provides feedback. In order to perform this research, descriptive
methodologies were combined with an applied linguistics discourse analysis strategy.
The contact that takes place between teachers and students at Prospect Learning
Centre Medan constitutes the study's data. Six methods of initiation are utilized,
according to the study's findings: teacher elicit, teacher direct, teacher inform, teacher
listing, re-initiation I and re-initiation (ii). The reactions include nonverbal, quiet, silent-
av, bewildered, confused work-oriented, laughing, open-ended, and particular student
replies. Feedback comes in a variety of forms, including repetition, acknowledgment of
a right response, expansion or modification, identification of a wrong answer,
summarizing, and praise. The examination of the data yielded the conclusion that the
teacher employed a variety of initiation techniques depending on the circumstance.
Keywords: Initiation, Response, Feedback, Interaction
40
Exploring Junior High School English Teachers’ Pedagogical
Knowledge in Solok Regency
Caca Yunisari
Aryuliva Adnan
cacayunisari9@gmail.com
Abstract
Teachers are the leader who systematically plans, organize, and evaluate the class
activity, focusing on students’ skills. This role has to be mastered by teachers as
theoretical and practical pedagogical knowledge. then, this research aimed to find out
junior high school English teachers’ pedagogical knowledge. to obtain the data, the
researcher used descriptive qualitative design. In this research, there were four
teachers involved as participants of the research. each participant was selected based
on a purposive or judgmental sampling technique. They were a teacher from SMPN 1
Lembang Jaya, SMPN 2 Danau Kembar, SMPN 2 Gunung Talang, and SMPS Al Madinah.
In collecting the data, the researcher collected the data from school documents and
observations. Then, the researcher analyzed them through content analysis and theme-
based analysis. The result of the research was teachers already presented their
pedagogical knowledge in lesson plans and teaching performances. However, in
preparing the lesson, teachers less understand about deciding on teaching approaches
and methods that aimed for conducting teaching procedures. Furthermore, in
implementing and evaluating the lesson based on the lesson plans, teachers primarily
did not teach their students based on the lesson plans. the data presented those 3
teachers did not reflect the teachers’ sub-major components of pedagogical knowledge
during their teaching performances as written in their lesson plans. hence, junior high
school English teachers still need more training their pedagogical knowledge for
preparing, implementing, and evaluating the lesson.
Keywords: Teachers, Pedagogical Knowledge, Preparation of Class Activity,

Implementation of Class Activity, and Assessment
41
How the EFL Teachers' View of their Language Assessment Literacy?
Desta Wulandari
Hamzah Hamzah
wdesta19@gmail.com
Abstract
As a great important part of language teaching and learning, assessment enables the
teachers to acquire the information related to the process of students’ learning that
allows them to make decisions for their future instructional practices. In consequence,
the language teachers need to be proficient in assessment literacy. Language
assessment literacy (LAL) is the combination of the teachers' knowledge and skill in
order to apply the procedures and principles of language assessment. Thus, this paper
is aimed to investigate the senior high school teachers’ language assessment literacy
practices in constructing the language assessment. Twenty-four senior high school
teachers were involved in this study, then they were asked to fill the questionnaire from
five indicators with thirty-one items regarding to their practices in applying the
principles of language assessment to the teacher-made tests. Descriptive statistic was
used in order to analyze the data with the help of SPSS 17 for the windows program.
The result showed that the teachers’ practices in applying the principles of language
assessment literacy were categorized into “very high level” which was proved by 85%
of the teachers perceived that they have applied the principles of language assessment
to teacher-made test. It means that the language teachers are able to understand the
concept of language assessment, enhance their instructional practices, use the
knowledge in practice, and comprehend how the test can help their students to improve
the students’ learning.
Keywords: Teachers’ View, Language Assessment Literacy, Principles of Language
Assessment
42
The Practice of Online Peer Observation in Intermediate Reading
Class
Dimas Ashariyadi
Senorica Yulia Sari, Sitti Fatimah
ashariyadi15@gmail.com
Abstract
The pandemic of COVID-19 spread around the world forced the educational institution
to transform the process of learning from offline learning to online learning. The
implementation of online learning becomes a challenge for educational instructors such
as teachers and lecturers. Professional development for lecturers is a program done in
order to maintain lecturers’ teaching quality and overcome the problems that exist in
conducting online learning. The practice of online peer observation aims to support the
sharing of practice and builds self-awareness about the impact of one’s teaching
practice in order to affect change. The aim of this research is to figure out the observed
lecturers’ perception towards the practice of online peer observation in intermediate
reading class at English Language Education of UNP. This research used descriptive
study with a qualitative approach. Through purposive sampling, the lecturers who were
currently conducting intermediate reading class were selected. Data were collected
through 3 stages of teaching observation using observation sheets and interview
session. The results showed that the practice of online peer observation could be
implemented in a synchronous way through virtual meeting platform. Through teaching
observation, the peer was able to observe the lecturer’s teaching process by referring to
appropriate aspects of online teaching. Other results are the perceptions of observed
lecturers towards the practice of online peer observation in intermediate reading class.
The practice of online peer observation was able to be conducted in English Language
and Literature Department as a teaching developmental activity. However, there are
some aspects of teaching that were missed when conducting peer observation in online,
so that there are needed different criteria of observation between the online teaching
and the offline one.
Keywords: online learning, peer observation, intermediate reading.
43
Challenges in Teaching Speaking at English Course, Kampung Inggris,
Pare
Diniyati Kesuma Sari

Ahmad Latif Mahruf
Universitas Islam Malang
diniykesumas@gmail.com
Abstract
Teachers play complex roles in schools. It requires them to treat their students as
consumers of knowledge as torturing, caring and developing minds or talents.
Somehow, some problems may attack their fight to reach the goals. It could be from
internal and external factor which should be taken into account. Managing a class will
not the same between handling formal school and informal school. Some teachers have
different perspectives depend on the circumstances. In this term, teaching speaking in
Kampung Inggris Pare, specialize in English speaking course, has some challenges that
faced by the teachers due to the background of students, diversity of age, or motivation.
Focus of the study is observing ten teachers of three English Courses in facing the
problems in teaching speaking. Design of this study is descriptive qualitative. The
sources the data is events, information, and documents. The writers gathered the data
from classroom observation, interview and checked the trustworthiness in the form of
triangulation. The results are the teachers faced the problems at class are (1) from
students such as unconfident students, students’ lack vocabulary, low motivation of
students, bad pronunciation and homogeneity of students’ background knowledge, and
(2) from teacher like classroom language, classroom arrangement and classroom
control. The problem solving used by teachers are build motivation, giving a task, giving
example, or direct correction. The conclusion is teaching speaking in informal school
has some challenges and solving problems based on its need.
Keywords: Teaching speaking, English course, challenges in teaching speaking
44
Dysfunction of Native Language as Result of Acculturation (Java
Language in Binjai)
Evi Aisyah
Devi Lusiana
eviaisyah30@gmail.com
Abstract
This research was aimed to analyze the language change in Binjai. This research was
conducted by using qualitative method. The data of this study were the most common
thirty Javanese words found in Binjai. Most of Binjai people use and understand
Javanese language even their ethnic is not Javanese. The researchers took this
phenomenon as the problem. The data was analyzed through 4 steps, finding 30
commonly Javanese words changing in Binjai, translating into Indonesia and English
and examining the reason of words changing in Binjai. Based on the data analysis
conducted, it was found that the Javanese are become commonly use in Binjai because
of Javanese displace in Binjai. Furthermore, language change is caused by the
assimilation and acculturation of Javanese in Binjai.
Keywords: Dysfunction, Native, language, Acculturation, Binjai.
45
The Practice of Online Peer Observation in Paragraph Writing Class: A
Study at English Education Program of UNP
Fadilah Habibul Hasna
Sitti Fatimah
Senorica Yulia Sari
hasnahabibul@gmail.com
Abstract
Online learning has become the solution for lecturers in conducting the teaching
process since Covid-19 occurred two years ago. Subsequently, lecturers are required to
adapt and improve the online teaching practice. Peer observation is one of professional
developmental activities which can be applied as the mean of learning process and
improving teaching practice for lecturers. This research employed qualitative method
to analyze how the observed lecturers conducted the online learning and teaching in
Paragraph Writing Class and to explore the observed lecturers’ perception on the
practice of online peer observation practice. Two lecturers teaching in Paragraph
Writing class participated in this study. There are two conclusions gained by researcher.
Firstly, lecturers still need to improve the teaching practice especially in learning
strategy and IT skill aspects. Secondly, lecturers defined peer observation as a useful
collaborative learning activity in improving teaching practice; getting feedback, learning
new skills and mutual collaboration between lecturers.
Keywords: online learning, peer observation, professional development
46
How Do EFL Students Acquire Input Outside the Classroom?
Fadilah Zunuaris
Yetty Zainil
fadilahzunuaris7@gmail.com
Abstract
According to a survey conducted by EF English Proficiency Index (EF EPI) 2021,
Indonesian students have low level of English proficiency. Providing Comprehensible
Input (CI), which is invented by Stephen Krashen about forty years ago, can be one of
ways to help increasing the students’ target language (TL) ability. It implies that during
the language lesson, the teachers need to deliver language input to the students.
However, it does not mean that the students rely only on their EFL teachers. They need
to obtain it themselves outside of the classroom. The students of reputable senior high
schools (SHS) are assumed to possess their own methods to obtain CI out of school.
Ergo, this paper aims to show how the students from reputable SHS acquire
extramural—or out-of-school—exposure. In order to gain the data, a close-ended
questionnaire was spread to the students. The questionnaire consisted of twelve
questions in total. Ten students in total of a reputable senior high school (SHS) in
Padang Panjang participated in the current study. The students’ answers were analysed
using a certain formula to see which methods that are utilised the most. Out of four
major activities that can be used by the students to improve their language input, most
of the students always listen to English songs (M=5.1). They sometimes watching TV
(M=3.28) and using computer (M=3) to gain language input. However, they rarely read
English language books (M=2.17). To conclude, EFL students of a reputable SHS in
Padang Panjang listen to English songs the most in order to acquire language input.
Keywords: Comprehensible input, Out of school exposure, Reputable senior high school.
47
Improving Reading Comprehension by Using Extensive Reading
Recount Text
Fatma Muhriza
Yunita
fatmamuhriza05@gmail.com
Abstract
The purpose of this research was to examine the extent of Extensive Reading (ER)
whether it improves students' reading comprehension at grade X of SMA IT Darul
Hasan Padangsidimpuan or not. Actually, students only used GTM (Grammar Translate
Method) in learning process, as a result; students knew a few about the vocabulary. So,
based on the Kemmis and McTaggart design was used by the researcher to perform
classroom action research. The researcher employed two cycles in this study, with two
encounters in each cycle. The information came from both quantitative (the average
score on pupils' reading assessments) and qualitative sources (observation notes and
interview). The mean score in the second cycle was greater than the mean in the first
cycle. The result the Extensive Reading (ER) can increase students' reading
comprehension in SMA IT Darul Hasan Padangsidimpuan's grade X. According to
observation notes, the pupils appeared more engaged and eager to learn reading
comprehension.
Keywords: reading comprehension, extensive reading, teaching reading.
48
The Effect of Practice Rehearsal Pair toward Students Speaking
Ability and Motivation at the Second Year Students of Polytechnic
LP3I Padang
Febri Yendoris
Padang State University
febriyendoris@gmail.com
Abstract
Speaking is one the English skills. It needs more application or practical instead of the
theory. Some the second years students of Polytechnic LP3I Padang get problem with
speaking ability and motivation. This happens because of speaking English was still low
and big problem for students. Students have problem with learning motivation or
speaking motivation. There are some good methods to overcome the problem of
students’ speaking ability and motivation, one of them is by using the practice rehearsal
pair. It is assumed that this method has the effect toward students’ speaking ability and
motivation. This research will be conducted at the Polytechnic LP3I Padang for the
second-year students. It is assumed that the practice rehearsal pair has effect toward
the students’ speaking ability, and motivation and as well as it has the effect toward
both the students’ speaking ability and motivation.
Key Words: practice rehearsal pair, speaking ability and motivation.
49
An Analysis of Students' Speaking Ability Through Role-play
Technique in New Normal Era at Grade 8 of SMPN 13 Padang
Fiolina Elfajri
Yuli Tiarina
fiolinaelfajri@gmail.com
Abstract
Covid-19 pandemic has impacted many sectors in life of many countries in the world.
English as one of the subjects studied in schools also experiences various difficulties
and challenges in its teaching. The ability to speak as an ability that must be mastered
has experienced challenges since the new normal era in Indonesia began. The purpose
of this study is to analyze and obtain empirical data on students' speaking ability
through role-play technique in new normal era at grade 8 of SMPN 13 Padang. This
research used quantitative descriptive methods. The informants in this study were 46
grade 8 students and three 8th grade English teachers at SMP Negeri 13 Padang. The
data collection technique used in this study was a speaking test using a role-play
technique which was assessed based on speaking indicators and packaged in the form
of an assessment rubric and an interview with one of the grade 8 English teachers at
SMP Negeri 13 Padang. The results of this study show that the speaking ability of
students in grade 8 of SMP Negeri 13 Padang is at the average level with the mean score
of 57. The highest component is comprehension with a percentage of 63%. In addition,
the results of interviews with the English teacher show that there are several problems
in speaking teaching, namely the lack of student confidence, the stigma of students who
think that English lessons are difficult, and lack of knowledge to pronounce the words
in English. Online learning carried out before the new normal era also affects students'
self-confidence. Therefore, teachers apply various methods and strategies in English
PBM, especially speaking. These methods and strategies such as always using English in
class, reminding students to always speak using English, using interactive topics when
teaching speaking, using the punishment to make the students want to speak in English,
using the repeat-after-me strategy, and also giving the example before asking the
students to perform a speaking activity. In this new normal era, teachers use media
such as video, audio, song, flashcards, realia, and others in teaching speaking.
Keywords: Speaking, Speaking Ability, Role-play, New Normal Era.
50
Performance Assessment Used by Teacher in Students’ Writing Skill
at Grade X Senior High School of Lingga Kepulauan Riau
Fitra Rakhmayani. Kh
Refnaldi
fitrarakhmayanikh94@gmail.com
Abstract
The aims of this study are: (1) to describe the types of scoring rubric of performance
assessment for students’ writing skills; (2) to know problem faced by the teacher in
using performance assessment for writing skill; (3) to know causes faced by the
teachers in using performance assessment for writing skill. This study used descriptive
qualitative method. Furthermore, the data are collected by interview and document
analysis. The respondents of this study are three English teachers at grade X of senior
high school in Lingga Kepulauan Riau. The result of this study shows that: First, the
English teachers used holistic scoring which are consist of some aspects that will be
assessed in performance assessment students’ writing skill. Second, the teachers faced
some problem in using performance assessment for students’ writing skill which are
teachers difficult to make identifying, placement, and monitoring. The teachers also get
the problem in making grading and scoring to students’ task. Third, the cause of the
problem faced by teachers are come from external factor which are teachers’ training,
crowded classroom, time consuming, students’ low skill level, students’ low motivation,
and lack of school facilities. Based on the result research obtained, this study can be
concluded that the teachers have been implemented performance assessment in
students’ writing skill by using holistic scoring rubric. Besides that, teachers also faced
difficulties in identifying, placement, monitoring as the problem. It is caused by external
factors.
Keywords: Performance Assessment, Writing Skill
51
Evaluation of Students’ Workbook in English Proficiency Course at
English Department of Universitas Negeri Padang
Fitrawati
Ririn Ovilia
Syafitri Ramadhani
fitra_bing@fbs.unp.ac.id
Abstract
The objective of this research is to evaluate the quality of Student’s workbook used in
English Proficiency course at English Language Department UNP. The research applied
Cunningsworth theory on material evaluation. The researchers used descriptive
quantitative method using content analysis design as their way to analyze student’s
workbook. The instruments of this research were rubric assessment and questionnaire
with Likert scale to see the compatibility of the research. The questionnaire with
seventy questions was distributed to eight lecturers who taught English proficiency
course by using the workbook. The results showed that the workbook only reached
mean= 2.62 (fair) which means the workbook has not met the standard criteria of good
book. The following is the detail of each aspect of the evaluation. (1) the Aims and
Approaches was categorized as “good’ (mean=3.41), (2) the Design and Organization
was categorized as “fair” (mean=2.94), (3) Language Content was categorized as “Good”
(mean= 3.1), (4) Skills use was categorized as “fair” (mean=2.7), (5) the Topics was
categorized as “Fair” (mean= 3.00), (6) Methodology was categorized as “fair”
(mean=2.8), and (7) Practical Considerations was categorized as “good” (mean=3.1).
Overall, the quality of this material was categorized as “Fair” with the total was 65%. It
still needs improvements in several areas for example: the coverage of the materials
based on what is needed, the usage of different teaching and learning styles, the made-
up components of materials package, the organization of the materials (according to the
structures, functions, topics, and skills).
Keywords: Material Evaluation, Workbook, English Proficiency.
52
Analysis of Classroom Interaction in International Class of Chemistry
Fuad Nabil Adzanil
Ratmanida
fuadnabil77@gmail.com
Abstract
The term "classroom interaction" describes some behaviours that a lecturer and the
students conduct in the classroom. The interaction that takes place during classroom
activities is crucial in science classes, especially Chemistry because it encourages
students' involvement and engagement in the learning process, which promotes
students' knowledge during the learning process. The purpose of the research is to find
out the interactions that take place in the classroom between the lecturer and the
students, the students and the lecturer, and among the students. This research involved
27 students of the International Class in Chemistry Department UNP. The design of the
research was using descriptive qualitative. The data was collected by video recording.
The data were analyzed qualitatively. The result revealed that the dominating category
of each pattern, such as Lecturer-Students indicated the questioning category, Students-
Lecturer indicated the response category, and Student-Student indicated the response
category.
Keywords: Classroom Interaction, International Class, Classroom Interaction Pattern.
53
Students’ Writing Anxiety Levels, Types, And Causes in Writing
Undergraduate Thesis Proposal: A Study at English Language and
Hanifah Ummul Khairah
Sitti Fatimah
hanifal.ummul@gmail.com
Abstract
Anxiety in recent years has become a hot issue discussed by many people one of them is
foreign language anxiety which includes various anxiety in foreign language aspects. In
terms of writing, this anxiety is known as writing anxiety. The aim of this research is to
describe the level, type and causes of writing anxiety of English language and literature
department students at UNP in writing Thesis Proposal. This research used descriptive
study involving 70 fourth year students that have already taken Thesis Proposal
Writing class and are currently writing their thesis proposals. Through random
sampling technique 14 students (20% of the population) were selected. Data were
collected through the SLWAI (Second Language Writing Anxiety Inventory)
questionnaire adapted from Cheng (2004) and interview session. The results showed
that students experienced anxiety at the medium level with cognitive anxiety being the
most dominant type. Other results are four main factors that cause writing anxiety in
writing a thesis proposal. They are low of self-confidence, language difficulties,
insufficient writing technique, and pressure for perfect work. Besides that, researcher
also found other causes of writing anxiety, such as the possibility of being accused of
plagiarism and insufficiently writing a thesis correctly.
Keywords: Writing Anxiety, Thesis Proposal.
54
Teachers' Speech Acts and Students' Response during English Class on
the Third Year at SMPN 29 Padang
Hanna Fadilla Rusdi
Nofrina Eka Putri
hannafadilla77@gmail.com
Abstract
This study aims to find out the types of speech acts and the students’ response toward
the utterances used by English teachers during teaching and learning process. This
study employed descriptive qualitative method. The participants of this research were
five English teachers. They were chosen using the purposive sampling technique. The
criterion for choosing the sample was the teachers who teach English on the third year
at SMPN 29 Padang. The instruments of this research were observation sheet and video
recording. The study used Searle’s theory to analyze the data. The findings reveal that
there are four types of illocutionary acts performed by the teachers, including
representative (35,87%), directive (56,52%), expressive (7,61%), and commissive
(1,09%). Overall, the results of this research show that the use of directive speech acts
apparently allow them to understand what the teachers’ meant during teaching and
learning activities. However, by looking on how the students’ response toward the
teachers’ utterances, the students are more responsive when the teachers used
expressive speech act during teaching and learning process.
Keywords: Teachers’ Speech Acts, Illocutionary Acts, Students’ Response, Teaching
English.
55
The Correlation between Students’ Habit in Listening to English Songs
and Their Listening Comprehension at the Second Grade of SMAN 1
Bangko
Husnatun Nisa
Dinovia Fannil Kher
husbler9@gmail.com
Abstract
The research aimed at examining the correlation between students’ habit in listening to
English songs and their listening comprehension. This research used correlational
design. In this research, the population of this research was all eleven grade students at
SMA N 1 Bangko. Then, there were 31 students as the sample and the sample was
decided by using cluster random sampling. In collecting the data, the researcher gave a
questionnaire and listening test as the instruments of this research. Questionnaire was
used to get the score of students’ listening habit, meanwhile listening test was used to
get the score of students’ listening comprehension. After that, the data were analyzed
by the Pearson Product moment. Based on the data analysis, it was found that the sig.
(2-tailed) value was 0.000. It’s smaller than 0.05 sig (2-tailed) alpha value and r = 0.603
which was at a high level. It means that null hypothesis (H0) is rejected and the
alternative hypothesis (Ha) was accepted. From the research finding, it can be
concluded that there was significant correlation between students’ habit in listening to
English songs and their listening comprehension achievement.
Keywords: Correlation, Students’ listening habit, Students’ listening comprehension.
56
An Analysis of Task Presented in English Course Book Published by
The Ministry of Education and Culture of Indonesia Used For 10th
Grade of Senior High school
Ikhlimah
Refnaldi
imacaniago395@gmail.com
Abstract
Task presented needs to be examined so that the teacher can check whether a
material already has relevant task and also to find out how far the quality of course
books that they use in teaching learning process to improve student understanding by
relevant tasks to determine students’ abilities and one of the components in task is
activities. Activities specify what learners will actually do with the input which forms
the point of departure for the learning task. This phenomenon challenges the writer to
conduct research-based article concerning coursebook evaluation to analyze the tasks
and the distribution tasks presented in English coursebook used in senior high school.
This study employed a qualitative descriptive methodology and a case study as the
research design. The data were collected through document analysis through checklist
criteria and interview. The results demonstrate that the course book written by
ministry of education and culture and used for senior high school's 10th grade offers
intriguing tasks that satisfy the curriculum's objectives and a good allocation of tasks
throughout chapters and the entire book. The course book was classified as good
based on the checklist criteria got 95% based on fulfillment average proposed by
Likert-type scale.
Key Words: English course book, task presented.
57
The Effect of Reward and Punishment in Students speaking Skill at
grade X SMK Putra Jaya Stabat
Irma Juwita
Sennya Nurditasari
irmajuwitatanjung@gmail.com
Abstract
This research was intended to find out the effect of Reward And Punishment on the
Students’ Speaking Skill at Grade X at SMK Jaya Stabat. The population of this research
were the class X - 1 ( Tata Busana ), X - 2 (Otomatisasi dan tata kelola perkantoran), X-3
(Tehnik sepeda motor), X - 4 (tehnik kendaraan ringan 1) , X-5 (tehnik kendaraan
ringan 2), X-6 ( tehnik audio dan video), and X-7 (tehnik permesinan) . The samples of
this research were taken from 35 students of experimental group (class X–1) and 35
students of control group (class X-2). The data obtained were quantitative.The
instrument for collecting data were pre-test and post-test. In the finding, researcher
analyzing by t-test. After analyzing the data, the researcher got; (1) the students
learning by Reward and Punishment on the Students’ Speaking Skill got the mean 80
and standard deviation was 208,2; (2) The students’ learning by conventional method
on Speaking Skill got the mean 63,71 and standard deviation was 140,1. The value of
tobserved was 5.523 and that of ttable was 1,56. So the value of tobserved was higher
than that of ttable. It means that there was significant effect of Reward and Punishment
on the students’ speaking skill.
Keywords: Reward, punishment, Reward and punishment, students speaking skill.
58
An Analysis of the Second-Year Students' Ability in Identifying Parts of
Speech at the English Language Education Program Universitas Negeri
Padang
Julia Anggraini
Nofrina Eka Putri
anggrainijulia99@gmail.com
Abstract
This study aims to analyze the ability of second-year students in identifying parts of
speech and the most frequent mistakes made by students in the English Education
Program, at Universitas Negeri Padang. This research is descriptive quantitative
research. The population in this study were all students of the English Education Study
Program for the 2020 academic year, which consisted of five classes with a total of 137
students. Researchers took 20% of the total population using a random sampling
technique with a sample of 27 students. The results of this study indicate that students
are still confused in identifying parts of speech because some words can function in
different parts of speech. Students tend to be careless in identifying parts of speech and
only remember one word that plays a role in the function of parts of speech. Therefore,
students' ability in identifying parts of speech is included in the medium category. In
other words, the ability to identify parts of speech has not been maximized. Thus, it can
be seen that the average achievement of all components of a part of speech is 64.3,
which can be categorized as sufficient. In addition, the most common mistakes made by
students are in adjectives and nouns. It requires serious attention from the lecturers
and the students themselves.
Keywords: Students’ Ability, Identifying, Parts of Speech
59
Spoken English Activities (SEA) course: Students’ self reflection and
perception
Lafziatul Hilmi
lafziatul.hilmi@fbs.unp.ac.id
Abstract
The study aims to investigate the students’ self-reflection and perception on Spoken
English Activities (SEA) course. It was designed in qualitative research method. The
research subject was the fourth semester students of non-educational English students
in English department of Universitas Negeri Padang. The data were obtained by online
questionnaire containing speaking rubric and reflection sheet. The data were analyzed
through content analysis. The result showed that most students confirmed that SEA
course help them promote their vocabulary, reduce their anxiety, develope speaking
fluency, motivate the students to speak and enable them to fix their mistakes. It also
revealed that the students had positive perception of SEA course in terms of fun and
enjoyable, improving speaking and listening skill, enriching vocabulary and gaining new
knowledge and experience of speaking activities.
Keywords: Spoken English Activities, Speaking skill, reflection, perception
60
The Development of Communication Language Teaching Integrated
with SQ4R Model for Developing Grade7 Students’ Creative Writing
Ability and Attitudes towards Learning English
Mayuree Wiangkham
Khajornsak Buaraphan
Srinagrindra The Princess Mother School, Thailand
mayuree3045@gmail.com
Abstract
The purposes of this research were: a) to develop the Communication Language
Teaching (CLT) Integrated with SQ4R Model for teaching English as a Foreign Language
(EFL) for Grade 7 Students; and b) to examine the effects of the Communication
Language Teaching Integrated with SQ4R Model on students’ creative writing ability
and attitudes towards learning English. The authors reviewed and analyzed the
literatures related to CLT and SQ4R and, later, synthesized the 3P1R Model that was
consisted of four teaching steps: a) Presentation (Lead-in, Elicitation, Explanation,
Function); b) Practice (by using SQ4R: Survey, Question, Read, Record, Recite, and
Reflect); c) Production; and d) Reflection. The 3P1R Model was applied in writing the
lesson plans for teaching English for Grade 7 students. The 3P1R model and their
associated lesson plans was subsequently evaluated by a panel of five experts. The
evaluation results confirmed that the 3P1R model and their associated lesson plans
were qualified. Then, the author applied the 3P1R lesson plans for teaching English for
Grade 7 students at Srinagarindra the Princess Mother School, Phayao Province,
Thailand. The research design was a Quasi-experimental research design. The sample
was 36 Grade 7 students from one classroom that came from the Cluster Random
Sampling. The instruments used to collect data were the Creative Writing Ability
Measurement and the Attitudes towards Learning English Questionnaire. The data were
analyzed by mean, standard deviation, one-sample t-test and paired sample t-test. The
results indicated that the 3P1R model could help the participating students significantly
develop their creative writing ability at the .01 statistical level. In addition, the students
expressed their positive attitudes towards learning English more than a high level with
the .01 statistical significance level.
61
The Effect of Using Digital Sequence Pictures on Students’ Ability in
Writing an Explanation Text
Meisyani Gustri Fadila
Fitrawati
meisyanifadila@gmail.com
Abstract
The purpose of this research was to find the effect of using digital sequence pictures on
students' ability in writing explanation text. In accordance with the purpose of the
research, the research used a true experimental design. In this research, there are two
classes would be compared which were the control class and the experiment class.
Then, the population of this research was all eleven grade students at SMA N 1
Lengayang and the sample was decided by using cluster random sampling. Within this
context, XI.IPA 1 became the experiment class and XI.IPA 2 became the control class. In
collecting the data, the researcher gave writing explanation test as the instrument of
this research. After that, the data were analyzed by paired sample t-test and the result
of paired sample t-test stated that the value of sign 2-tailed is 0.000 which means that
the value of the sign. 2-tailed lower than 0.05 so that the alternative hypothesis or the
first hypothesis could be accepted. In conclusion, based on the results of the data
showed that there was a good effect on students’ writing skills quantitively. This result
proved that the use of digital sequence pictures had a good impact on students when
they were given a test to write explanation text such as the students could develop
ideas very well and arrange them with correct grammar usage. As the result, the digital
sequence pictures were suggested to use for improving students’ ability in writing
explanation text.
Keywords: Writing, Explanation Text, and Digital Sequence Pictures.
62
Lecturer Challenges in Teaching English Pronunciation
Mella Fauzia
Zul Amri
mellafauzia10@gmail.com
Abstract
In mastering English speaking, a correct pronunciation is very important because
different pronunciations may have different meanings, and wrong pronunciation can
create misunderstandings in conversation. To help their students to be able to speak
English correctly, the lecturers must have good English-speaking skills. English
pronunciation learning, especially for students majoring in English, is important
because it can help the students to have good pronunciation skills. However, with the
condition of facilities, students, and themselves, the lecturers may have challenges in
teaching pronunciation in class. The challenges can come from internal and external
challenges. Internal challenges in teaching pronunciation such as lack of confidence,
lack of knowledge and training, and pedagogical issues. Time constraints, lack of
priority, and lack of teaching and material resources included in the external challenges.
This paper focuses to describe the challenges might the lecturer face in teaching English
pronunciation. A pronunciation lecturer at Universitas PGRI Sumatera Barat was asked
to get the data for this research. The data reveals that the facilities are lacking and
teaching and learning materials focus only on existing books. In addition, there are
other challenges that come from the students’ side such as students’ low concentration
and motivation and students’ ability in pronouncing word. Therefore, the lecturer tries
to create a class that can make the students active during the teaching and learning
process in the classroom by providing various kinds of pronunciation exercises. This
article is expected to be useful for any related education practitioners to improve or
give more attention to better English pronunciation teaching.
Keywords: Challenge, Pronunciation, Teaching English Pronunciation
63
Challenging in Using Whole Language Approach and Brain based
Learning to Develop English Communication Skills in Thailand 4.0
Metta Sanmanit
Surasakmontree School, Thailand
msanmanit@gmail.com
Abstract
Using Whole Language Approach and Brain based Learning to Develop English Communication
Skills in Thailand 4.0 Learning proposed as a way to solve the problems of learners to study
English more effective by focusing on self - learning, individual differences and brain
development. This article aims to describe the idea and process in developing English
Communication Skills in Thailand 4.0. The authors began with the intensive review of Whole
language Approach and Brain-based Learning. After that, both conceptual ideas were integrated
into Whole language Approach and Brain-based Learning Model. Whole language Approach and
Brain-based Learning Model is consisted of 6 instructional steps: 1) Warm up and Stimulate
brain, the teacher warms up by exploring and reviewing the learners’ prior knowledge as
asking the questions or pre-test, then stimulates the learners’ left and the right brain with
various activities and the learners respond to their own experiences. 2) Present new knowledge,
the teacher prepares the activities by linking learners’ old knowledge and new knowledge
according to content and using the interesting activities and sorting of easy content to difficult
content. 3) Construct new knowledge and Practice, Learners construct new knowledge by
themselves and practices language skills; listening, speaking, reading and writing to get new
knowledge. Using various activities as individual activities, pair work activities and group
activities. 4) Present and exchange learning, the learners present new knowledge, experience
and/or works to class about language skills; listening, speaking, reading and writing. Stimulate
learners by questioning, discussing, exchanging learning and giving suggestions to improve
learning. 5) Summarize and apply new knowledge, the learners summarize knowledge and
language skills: listening, speaking, reading and writing together by correcting knowledge and
suggesting misconceptions or more researching. 6) Evaluate, the teacher evaluates learning
through various methods such as observing, evaluating language skills; listening, speaking,
reading and writing, questioning, presenting, summarizing, correcting. The research utilized
Whole Language Approach and Brain based Learning in designing the one lesson plan for
teaching Festival topic for Grade 10 students as on example for other English teachers.
64
The Analysis of Classroom Interaction in International Class of
Biology Department at Universitas Negeri Padang
Meutia Herza Putri
Ratmanida
meutiaherza@gmail.com
Abstract
An essential thing that is considered to occur in the teaching and learning process is
interaction that commonly called classroom interaction. Classroom interaction is
defined as an interaction between the teacher and learners, and amongst the learners in
the classroom including in an International Class, especially in Biology Department. The
research aims to find out how classroom interaction takes place between lecturer-
students (L-S), students-lecturer (S-L), and student-student (S-S). This is a descriptive
qualitative research conducted in the International class of Biology Department at UNP
involving 2 Lecturers and 41 Students. The instruments of this research were an
observation sheet and video recordings. Video recording was used to collect the data. In
addition, data analysis was transcribed and analyzed by categorizing each category of
the patterns from FIAC (Flanders Interaction Analysis Category). From the five-meeting
observation, the finding of the research revealed that dominant category of each
pattern; explaining for L-S pattern, response for S-L pattern, and questioning for S-S.
Keywords: Classroom Interaction, International Class, Interaction Patterns
65
An Evaluation of Texts in Merdeka Curriculum-based English
Textbooks for Tenth Graders Based on the Criteria of PISA Reading
Text
Muflihatuz Zakiyah
Yuli Tiarina
muflihatuzzakiyah@gmail.com
Abstract
Indonesian students’ mean-performance in PISA reading tests always score low. Issues
dealing with unfamiliarity with the assessment are one of the causative factors. As a
step to improve the quality of education, a new curriculum known as Merdeka
curriculum was developed. The new curriculum is claimed to give the students more
opportunities to acquire basic knowledge and skills such as literacy and numeracy. To
support the implementation of the curriculum, new textbooks as one of the main
teaching and learning sources were also opened. However, to what extent these
textbooks have supported to make PISA reading tests familiar to the students does not
defined yet. Three major characteristics build PISA reading tests, namely texts,
processes, and scenarios (including contexts and tasks). Hence, this article aims at
presenting the evaluation of texts for reading found in two English textbooks for tenth
graders, that were developed based on the Merdeka curriculum. Content analysis was
used to evaluate the texts based on the latest characteristics of texts and contexts used
in PISA reading literacy assessment. The results revealed that the texts were not yet
fully PISA-characteristic. Therefore, some recommendations were proposed as to the
textbooks that can better represent texts used in PISA reading tests.
Keywords: Reading, PISA reading test, Merdeka curriculum, English Textbook, Text.
66
Building Student’s Literacy Awareness Through Children Literature
Muhd Al Hafizh
Desvalini Anwar
muhammadalhafizh1979@gmail.com
Abstract
Literacy awareness and reading interest must be nurtured from early age. Elementary
school is the most appropriate schooling to cultivate literacy awareness. A
comprehensive effort made by all school members and community as part of the
educational ecosystem is needed to support the emergence of literacy awareness
among children. The results of observations about literacy awareness at YPI Buah Hati
school in Padang found that there were 3 main problems; First, the students' reading
interest is relatively low. This phenomenon can be seen during break time when many
students prefer to hang out in the school canteen. Only a few students were found in the
school’s library Second is the lack of adequate programs and support facilities to
improve literacy culture. Third, the teacher's lack of role in providing role models. After
conducting research for about three months it was found that children literature texts
were effective in improving children's literacy culture. Literature-based learning can
develop the ability to understand texts and relate them to personal experiences, think
critically, and cultivate creative communication skills through responding to children's
literary texts.
Keyword: literacy, children's literature, reading interest.
67
The EFL Teachers' Technology-Integration Practices in Junior High
School
Nada Nabilah
Yenni Rozimela
nadanabila211@gmail.com
Abstract
In the 21st century, which has entered this digital era, the world of education must
respond to educational disruptions that demand the integration of technology in the
teaching and learning process, including Language Teaching and Learning (LTL). In
Indonesia, being able to utilize technology in the learning process is one indicator of
professional teacher competence. For this reason, teachers must be able to integrate
technology into the classroom. While the majority of researches focus on the beliefs,
practices, difficulties, advantages, and opportunities of teaching using technology, this
article surveys how English as a foreign language (EFL) teachers’ ability in integrating
technology into their instruction. The type of research that conducted is qualitative case
study. It is because the goal of the research is to define, explain, and establish the
technology-based English learning activities and teachers’ roles while integrating
technology into EFL classrooms. Four junior high school English teachers who have
integrated technology into their classrooms participated in the study as respondents. In
the meantime, the data for this study gathered from the lesson plans analysis,
interviews and observational data. The results of this research are revealed the
information about teachers’ technology integration level based on SAMR model where
the most of teachers are still at the substitution level. It means that the teachers still use
technology assistance to replace traditional materials into digital. Besides that, the
teachers also have been classified as being at the second level, namely augmentation. It
is because teachers use digital in the classroom to give presentations or exercises
through multimedia. On the other hand, there is a shift of teacher's role in teaching that
is integrated with technology such as teacher as manager, teacher as professional, and
teacher as technology promoter.
Keywords: Technology-Integrated Instruction (TII), English as a Foreign Language (EFL),

Instructional Process, Teachers’ Roles, Junior High School.
68
Developing the Multi-Cultural Literature Learning with Technological
Pedagogical and Content Knowledge Model for Grade 11 Students: A
New Challenge
Norsaleeha Chemi
Narathiwat School, Thailand
norsaleehachemi@gmail.com
Abstract
Students in the three southern border provinces including Narathiwat Province come
from different areas with different cultures as well as languages. The learning culture
for them is, therefore, multi-cultural learning in nature. In addition, in the 21st century,
technology plays very important part in teaching and learning especially in the COVID-
19 era. So, this research aimed to develop the Multi-Cultural Literature Learning with
Technological Pedagogical and Content Knowledge Model (TPACK-MCLL) for teaching
Grade 11 students. The researchers analyzed and then synthesized the TPACK-MCLL
model which was consisted of five teaching steps: a) Learning language through
literatures, b) Linking and understanding multi-culture, c) Creating social experience, d)
Creating positive values, and e) Communicating with styles. After that, the researchers
created six lesson plans on Malay Literature. A panel of five experts was asked to
validate the Index of Item-Objective-Congruence (IOC) of these six lesson plans. The
overall IOC of TPACK-MCLL lesson plans on Malay Literature was acceptable with the
value higher than 0.80. The example of one lesson plan was raised by the researchers as
a concrete example of translating the TPACK-MCLL model into classroom practice. The
implications of TPACK-MCLL in three southern border provinces and other areas in
Thailand having similar multi-cultural contexts are finally discussed.
69
An Analysis of Students Level Of Language Anxiety Based On Gender
Differences During Online (Zoom Meeting) And Offline Class Towards
English Department Students At Universitas Negeri Padang
Nur Maulina Putri
Desvalini Anwar
English Department, Universitas Negeri Padang
nurmaulinaputri01@gmail.com
Abstract
Indonesian ELT process still cannot be avoid from language anxiety matters. During the
transition of offline class to online class due to the pandemics have given new
experience on Educational sector either for teachers or students. Especially for students,
almost some of their activities in learning process had to be followed by via online. As
the time goes by, the new era have raised and today the activities have been growing up
to be recover day by day. Students just come back to school and teaching and learning
process have run as usual in each institutions. This study aimed to explore the students
level of language anxiety based on gender differences either in online and offline class.
The design of the study was descriptive quantitative study. The participants of this
study was the second year students of English Department of Universitas Negeri
Padang. The participants was chosen by using stratified random sampling technique.
The data was gathered by using FLAS (Foreign Language Anxiety Scales) questionnaire.
And the data was analysed by using SPSS. Based on the results of the questionnaire, the
students frequencies on English language anxiety, male students was acquired 65% and
55% for female students while in online class. However, male students in offline class
showed 88% and 75% for female students. Therefore, it can be concluded that male
students is getting more anxious than female students during the process of ELT either
on online class via zoom meeting and offline class at campus.
Keywords: EFL students, Language Anxiety, Level of Anxiety, Gender differences, Online
and Offline class
70
Lecturers’ Challenges on YouTube Video as Media in English Language
Learning and Teaching: A Descriptive Study at STBA Persada Bunda
Pekanbaru
Nurwahidah
Sitti Fatimah
hidahnurwa33@gmail.com
Abstract
YouTube has overtaken all other video-sharing platforms in terms of user traffic.
Lecturers have access to a wide variety of video content on YouTube, which they can
watch. This study examines the challenges are faced by the lectures’ when using
YouTube video as media in English language learning and teaching at STBA Persada
Bunda Pekanbaru. The aspects of students’ challenges are dealing with a technical
problem on the power failure and the internet connection, choosing appropriate videos,
and time-consuming material on selection. These aspects are seen in lecturers’ learning
experiences in classes. The study sample comprised seven lecturers of STBA Persada
Bunda Pekanbaru. The data were collected using qualitative research methods and the
data were obtained using interview. Based on the research results obtained, this study
can be concluded that all of the elements should be evaluated by the lecturers before
dealing with the challenge of selecting better videos from YouTube so that it would be
able to produce the most appropriate media for English language learning and teaching
at every level eventually.
Keywords: Lecturers challenges, YouTube video, Teaching and Learning media
71
Technological Pedagogical Content Knowledge Creative Situation-
Based
Panumas Chansri
Bannonghuachangdonpanchad School, Thailand
panumas.chansri1982@gmail.com
Abstract
This article aims to review, analyze and synthesize the literature related to Situation-
based Learning (SBL), Creativity-based Learning (CBL) and Technological Pedagogical
Content Knowledge (TPACK) in order to develop a TPACK Creative Situation-based
Learning (TPACK-CSBL) learning model for teaching English. From analysis, TPACK-
CSBL consisted of seven teaching steps: 1) Stimulating creativity through interesting
situation; 2) Identifying the problem in situation; 3) Investigating, solving problem and
creating products; 4) Presenting creative products; 5) Applying knowledge; 6)
Explaining and summarizing; and 7) Evaluating learning. At final, the authors raised one
example of a lesson plan that applied the TPACKCSBL learning model to teach English
for Grade 5 students. This is a concrete example of how to implement the TPACK-CSBL
learning model into real classroom practice.
72
Developing Grade12 students Critical Reading and Metacognition in
Thai language using the Displacement of Mae Chan Fault Situation-
based learning Integrated with Metacognition
Paramee Wachiraphap Hummut
Maechanwittayakhom School, Thailand
parameetan@gmail.com
Abstract
The purposes of this research were: a) to explore the current state, problems, and needs of teachers in learning
management by using the displacement of Mae Chan fault situation-based learning integrated with metacognition for
grade 12 students; b) to explore the current state, problems, and needs of grade 12 students for learning
management by using the displacement of Mae Chan fault situation-based learning integrated with metacognition for
grade 12 students; c) to explore learning management by using the displacement of Mae Chan fault situation-based
learning integrated with metacognition suitable for the development of metacognitive thinking among students in
grade 12; d) to develop high skills of metacognition in grade 12 students by using the displacement of Mae Chan fault
situation-based learning integrated with metacognition. The writer analyzed the literature on the displacement of
Mae Chan fault situation-based learning integrated with metacognition steps as follows: Step 1: Introduce the real-
life context; Step 2: Understand the context; Step 3: Identify the problem and plan for an investigation; Step 4:
Practice is constructing new knowledge; Step 5: Transfer knowledge to new contexts; Step 6: Summarize and reflect
learning. The research methodology was Research and Development (R&D). The samples consisted of eighty-six
teachers and one hundred sixty-five grade 12 students in their Second semester of the 2020 academic year. The data
collection tools used were: a) A questionnaire on current conditions, problems, and needs of teachers and students
regarding contextual learning management as a base for integrated education for teachers and student
entrepreneurship; b) The teacher and student conversation questionnaires; c) IOC evaluation form; d) critical
reading evaluation form; e) creative writing evaluation form; f) metacognition evaluation form. The researchers
analyzed the quantitative data for average, standard deviation (SD), and T-test. The results showed as follows 1)
Regarding the current state, problems, and needs of teachers in learning management by using the displacement of
Mae Chan fault situation-based learning, integrated with metacognition for grade 12 Thai language students. An
overview of teachers of the Mae Chan Wittayakom school expressed a high level of current state (µ = 4.20, σ= 0.774),
a high level of problems (µ = 4.24, σ = 0.768), and a high level of needs (µ = 4.21, σ = 0.776). In addition, the students
expressed a high level of current state (µ = 4.38, σ = 0.676), a high level of problems (µ = 4.30, σ = 0.650), and a high
level of needs (µ= 4.27, σ = 0.559). 2) The result the IOC evaluation form using the displacement of Mae Chan fault
situation-based learning integrated with metacognition for grade 12 students has a qualified index of Item-Objective
Congruence (IOC) that in terms of suitability, correspondence, feasibility, and usefulness; is equal to 1.00, which is at
an acceptable level. 3) Learning management by using the displacement of Mae Chan fault situation-based learning
integrated with metacognition for grade 12 students had the E1/E2 efficiency at 85.12/85.28, which was higher than
the 80/80 threshold. 4) Learning management by using the displacement of Mae Chan fault situation-based learning
integrated with metacognition could develop Grade 12 students’ critical reading, creative writing, and metacognition
skills with a statistical significance at the 0.05 level in all lesson plans and overall, as well as promoting students’
statistically significant at the 0.05 level.
73
The Development of School-based Management for Innovation
Organization Model for Implementation in Small-sized Primary
Schools
Pattama Impong
Wat Takhianthong School (Petcharopatham), Thailand
998pattama@gmail.com
Abstract
School-based management (SBM) is widely accepted as one effective administration
approach that emphasizes a school as a center of management. In addition, innovation
organization (IO) is set as a major goal for schools in the 21st century and Thailand 4.0
era that demands creativity and innovation-driven economy. The authors reviewed and
analyzed SBM and IO and synthesized the School-based Management for Innovation
Organization (SBM-IO) model. The components of SBM-IO model include: Preparation,
Set goal, Operation, Human research development, Environment and culture,
Monitoring, and Knowledge Management (KM). The SBM-IO model was implemented to
design the associated projects in small-sized primary school. The SBM-IO model and
associated projects were sent to five experts to validate their quality through the
calculation of index of item-objective congruence (IOC) of appropriateness,
correspondence, possibility, and advantages. The overall IOC of SBM-IO model and
associated projects were qualified at over 0.60. In addition, the SBM-IO model and
associated projects were qualified regarding their appropriateness, correspondence,
possibility, and advantages. The implications of SBM-IO model in different types of
schools are finally discussed.
Keywords: School-based management, innovation organization, school administration,

innovation.
74
ANALYSIS OF GENDER-BASED COMPLIMENTS USED BY JUDGES IN
ASIA’S GOT TALENT 2019
Puji Arifti Hanifah
Leni Marlina
pujiarifti.hanifah@gmail.com
Abstract
People convey their messages using a variety of methods, including apologies, requests,
complaints, and compliments. Communication styles differ between males and females.
There are variations in how they express compliments as a result of the differences in
their communication styles. Culture and language are inextricably linked. The
compliment cannot be separated from culture as a component of language. Their
cultural background has a significant impact on compliments. The study's analysis of
the judges' complimenting styles during the 2019 Asia's Got Talent shows its main focus.
The topic, methods, purposes, and syntactic structure of compliments are all covered in
the study. In this study, a qualitative descriptive methodology utilized. The statistics
were the compliments the judges gave to each candidate in their remarks. 75
compliments were obtained from Asia's Got Talent. The results indicate that male
judges were more likely to give compliments than female judges. When it came to
compliments, the performances of the finalists received more compliments from both
male and female judges than any other subject. Male judges utilized explicit techniques
more often than female judges to convey compliments, whereas female judges utilized
implicit techniques more often than male judges. Male judges often use compliments to
indicate respect or approval of someone's work, looks, or taste, but female judges
typically substitute compliments for thanks, greetings, congrats, and apologies. And last,
both male and female judges utilized the expression PRO is (really) a) ADJ NP and PRO
is/are/was/were more often when making compliments. They are more likely to use
impersonal compliments. In summary, due to the topic, techniques, purpose, and
grammatical structure of compliments, there are some variances and similarities in the
complimenting behaviors of men and women.
75
The EFL Teachers’ Barriers in Designing High Order Thinking Skills
(Hots) Exercise
Puput Anipon
Yenni Rozamela
puputanipon5@gmail.com
Abstract
Rapid changes in global education influence aspects of education, especially in
Indonesia high order thinking skills (HOTS) become a current educational issue. As we
know, In Indonesia the curriculum 2013 is concerned about high order thinking skills
(HOTS) because it provides students with critical thinking. This descriptive research
has the purpose to identify the EFL teacher barriers in designing high order thinking
skills (HOTS) exercises at the senior high school level. In this case, the researcher is
concerned about teachers' barriers faced in designing their exercises for assessment.
This study is the qualitative method and made use of the stimulated interview to collect
the data. The research participant is an EFL teacher at a senior high school. The finding
describes there are some factors that teacher barriers in designing high order thinking
skills (HOTS) exercise namely teacher, students and supported aspect. Hence the
conclusion teachers must upgrade their self with the new HOTS test that attract
students and improve their concept and understanding about HOTS tests. Then for
government must support teachers experience and knowledge by more training and
socialization.
Keywords: High order thinking skills (HOTS), EFL Teachers’ barriers, High order thinking
skills exercise.
76
PISA Reading Literacy Assessment for tenth grade students
Putri Laila Ramadhani
M. Zaim
p.elramadhani31@gmail.com
Abstract
Programme of International Students Assessment (PISA) is one of international reading
assessments to measure students’ ability in reading because of the weak of English
reading skill in international reading assessment. This condition pushed the
international to develop the model of PISA reading assessment as an international
model. The aim of this study is to develop PISA reading literacy assessment for tenth
grade students. As the sample of the research, the researcher analyse the reading skill
that teacher used for tenth grade students. This research uses descriptive method to
find the result of the research. By focusing analyse the reading question text that used
in some school in west Sumatra and also investigated students understanding to do the
reading test. There are three stages that researcher did for this research such as
analysis, design and evaluation. Researcher tries to make the design of the reading
assessment model at school and compare it with some expert who has discussed about
PISA reading assessment. For the reading assessment usually the teacher will focus to
the student’s fluency, and understanding. As the result of this study, researcher found
that most of the students only used to read the text and still hard to understand the text.
And the most of the teacher still cannot do the reading assessment based on PISA.
Keywords: PISA Reading Assessment, developing PISA reading assessment. High School
Student
77
The Development of Context-based Learning Model Emphasizing the
Special Economic Zone and Thailand 4.0 Contexts to Improve Grade 4
Students’ English Communication Skills
Rattana Chongkham
Bankiang School Chiang Khong, Thailand
rattacho22@gmail.com
Abstract
This article aimed to analyze the literature related to Context-based Learning (CBL).
The contexts used in CBL in this study were the Chiang Khong Special Economic Zone
(in Chiang Rai province located in the Northern region of Thailand) and Thailand 4.0.
The authors reviewed and analyzed the literature related to CBL, Chiang Khong Special
Economic Zone and Thailand 4.0 and then synthesized seven teaching steps: 1) Set a
learning context for “Stability, Wealth and Sustainability”, 2) Understand context, 3)
Identify a problem in the targeted context, 4) Construct knowledge through the practice
of Principles of the Sufficiency Economy Philosophy, 5) Share knowledge and link with
environmental conservation, 6) Conclude and reflect, and 7) Transfer knowledge to
new context. At the end, the authors concretely presented the example of lesson plan
using the CBL emphasizing Chiang Khong Special Economic Zone and Thailand 4.0 to
teach English for Grade 4 students in order to help them develop ehtir communication
skills.
78
A Multimodal Study: Exploring Research on Multimodality in The Classroom
Reny Rahmalina
Aceng Ruhendi Syaifullah
Muh. Ardian Kurniawan
Wawan Gunawan
Universitas Pendidikan Indonesia
renyrahmalina@upi.edu
Abstract
Due to the increasing diversity of cultures and languages in today's classrooms,
more and more research continues to explore various methods, media, and modalities
for the sake of harnessing the academic and linguistic strengths of students. In an
attempt to apprehend the empirical landscape of the evolving research, the authors
systematically reviewed the literature on multimodal composition occurring in
classrooms across various conditions and situations. Through an inductive study, the
authors analyzed 37 articles published in international journals indexed by Scopus Q1
and Q2 in the last five years (2017-2021) to comprehend the findings of keywords and
characteristics of the existing studies. This study revealed that most studies supported
students in terms of learning success, but did not examine the expression, the
emergence of ideas, and the communication taking place. Second, many studies
demonstrated how the language emerged and developed through the unique semiotic
resources of several modes as they occurred in the classroom. Third, this literature
study discovered how multimodal composition offered the opportunity to expand the
linguistic state in the classroom. Finally, this literature study illustrated the potential of
multiple modes to mediate the learning during the learning process in the classroom.
The authors provided the implications of the themes acquired and critical new direction
for future research on multimodality in the classroom.
Keywords: multimodality, classroom, literature.
79
The Level and Type of Teachers’ Spoken Feedback in the Classroom
Activity
Reza Wijayani Ervian
Hamzah Hamzah
rezawijayaniervian05@gmail.com
Abstract
In classroom activities, feedback is essential and provided by the teacher because the
teacher maintains the language used by students. In order to fulfil the expectations, the
teacher must provide appropriate levels and types of feedback to students. Thus,
students can focus on their deficiencies. The purposes of this study is to look into (1)
the level and type of spoken feedback used by English teachers and (2) the dominant
level of feedback and type of corrective feedback used by English teachers during junior
high school classroom activities. There were four English teachers who participated in
this research. The teachers’ utterances in the classroom were as a data used in this
research. In this qualitative study, the spoken feedback of four teachers has been
analyzed based on levels of feedback and types of corrective feedback. The results
revealed all levels feedback has been used in the classroom, where the task level was
the most dominant level of feedback used by the English teacher. On the other hand, the
types of corrective feedback found were immediate recast, delayed recast, clarification
request, metalinguistic feedback, explicit correction, repetition, re-ask, translation,
asking direct question and directing question to other students. Explicit correction was
the most dominant type used by the teachers in giving corrective feedback to students.
Keywords: Level feedback, types of corrective feedback and teacher’s spoken feedback.
80
Students Interferences in Writing a News Item Text at Public Senior
High School in Padang
Rini Hendrita
Universitas Muhammadiyah Sumatera Barat
rinihendrita06@gmail.com
Abstract
This research focuses on interference of the students in writing a news item text. The
aim of this research was to find out the students interference in writing a news item
text. Descriptive qualitative method was applied in this research. The data were
obtained from news item text written by grade XI students of Public Senior High School
in Padang. The result of this research shows that the most common interference faced
by the students in writing a news item text was incorrect verb tenses (53,37%),
followed by incorrect word orders (37,54%), and the last problems with singular and
plural nouns (9,09%). From the result of the research, it can be said that students still
got interference in writing a news item text.
Keywords: Interferences, news item text, writing.
81
An Analysis of Students’ Writing Ability on Writing Descriptive Texts
in New Normal Era at Grade Eleven of SMAN 10 Padang
Riyanti Aulia Putri
Yuli Tiarina
riyantiaulia.putri14@gmail.com
Abstract
The Indonesian government implemented an online-based learning system in all
schools as a result of the Covid-19 pandemic. Shifting from face-to-face schools to
online learning-based systems creates its own set of issues, particularly for students’
writing ability. The aim of this research is to analyze the ability of students to write
descriptive text in the new normal era through five aspects of writing (content,
organization, vocabulary, language use, and mechanical) for students grade eleven of
SMAN 10 Padang. This research used quantitative descriptive methods to analyze the
students' writing ability. The sample was taken by using simple random sampling of 57
respondents who were students. Data was obtained from writing tests done by the
students in grade eleven and interviews with the English teacher of SMAN 10 Padang.
The data is analyzed by combining Heaton's theory of assessment and Jacob's scale of
writing. The result of this research concluded that students' ability on writing the
descriptive text was at a good level with a mean score of 67. Meanwhile, students'
ability in writing content, language features, and mechanics were fairly poor. Then,
students' ability on writing organization and vocabulary was good to average with
scores of 75 and 74. In addition, the interview result with the English teacher explains
some problems faced by the students on writing such as difficult to organize the text
because they do not understand the component of descriptive text and difficult to make
a sentence. In line with the findings above, it is suggested to the teacher to teach with
various strategies for writing skill and using various media for teaching.
Keywords:Writing Ability, New Normal Era, Online Learning, Descriptive texts.
82
Students' Communication Strategies based on Speaking Proficiency
Level: are they similar or different?
Sarah Madina
Desvalini Anwar
sarahmadina98@gmail.com
Abstract
Communication is believed by many experts can overcome the breakdowns in the
communication and help to attain the communication goal. This present study aimed at
investigating the similarity and differences of communication strategies based on
students’ speaking proficiency level. Qualitative research was used as an approach to
capture what actually happened in classroom setting. This study engaged 34 English
departments students at fifth semester in one university in Padang, West Sumatera. The
data were the transcript from the video recording of the utterances performed by the
students in their speaking task. The findings of the study revealed that learners at the
low level of oral proficiency tended to prefer "transfer" and "avoidance" types of CSs
while learners with more proficient at oral communication required more complicated
types of communication strategies. This kind of knowledge could be extremely helpful
in educational settings where communicative and learner-centered teaching
approaches are becoming more popular since it could inform the educators about the
precise communication difficulties their learners have.
Keywords: Speaking, Communication strategies, Proficiency Level.
83
Peer Observation in ELT: Can We Do It Online?
Senorica Yulia Sari
Sitti Fatimah
senorica.ys@fbs.unp.ac.id
Abstract
Peer observation is a common practice in many educational fields, including ELT. Prior
studies have demonstrated and modeled different rubric criteria of peer observation
and provided evidence that peer observation promotes many benefits for observed and
observer instructors in universities. Yet, most of these practices and criteria have been
applied in offline teaching situations and only a dearth of research on online practice of
peer observation and corresponding criteria. In fact, the demand for online learning at
higher education levels has proliferated, resulting in university instructors providing
online classes. To address this gap in the literature, this study explored three aspects
related to the implementation of peer observation and the possibility of doing this
practice online, especially in ELT situations. In particular, we investigated the following:
1) the benefits of offline peer observation based on individual lived experiences both as
observed lecturers and/or observer; 2) the challenges and opportunities if the
implementation of the PO is conducted online; and 3) the potential criteria of the online
practice of peer observation. Using a qualitative approach, we invited some lecturers to
participate in the interviews then triangulation method was applied in this study to
validate the results. From the findings, we can conclude that lecturers acknowledged
many benefits from the practice of offline PO, as they shared the story of their live
experiences as observers and observed for over a decade. The benefits include
cognition, language proficiency, classroom practices, and management. Second, we
found that lecturers put high hope on online PO in the future due to the advancement of
technology and the urge for digital teaching and learning. Finally, some considerations
should be considered as new criteria for online peer observation. This study is expected
to provide significant insights into the development of online peer observations. For
practical purposes, this study contributes to the development of criteria for online peer
observation practice. Some challenges and opportunities are also discussed to broaden
insights in this area of study.
Keywords: Peer Observation, Online learning, ELT.
84
The implementation of English as Medium of Instruction: Teacher
Perception in Senior High School
Silfia Helmi
Yuli Tiarina
Yetti Zainil
silviahelmi64@gmail.com
Abstract
Globalisation leads people to learn more than they mother tongue or second language.
In order to follow the world with rapid change, people force to learn English as
international language. For foreign language learning, it becomes problem when the
learner face another language and it is taught in school or university in order to
encourage them academically better. Combination of subject and language learning
becoming better use of English is high frequency and supported by language input of
the teacher. In Indonesia, English is taught for normal school and the school that
intentionally expected to reach international standard. There is Qualified senior high
school as government decision to push citizen support national development. The
students are preparing to face the learning not only subject, but also language in that
subject. In English language learning, the class should serve with dominant foreign
language exposure, hence it will encourage student vocabulary, proficiency in the end,
beside others activities that students do out of class. EMI in language learning can be
solution for internationalised education in Indonesia. The study discussed EMI
implementation in Senior High School from teacher perception. The participants are
English teachers that teach more than three years. Based on the analysis for those
teachers, there some fact about EMI in teacher point of view. First, teacher realised that
EMI is positive instruction in language learning and it will give benefit in
implementation. Second, teacher have enough competency and skill to implement EMI,
however the situation cannot support that EMI to standout as instruction to tach
foreign language. Third, student competence if EMI is implemented still low. English is
not common to the students and therefore proficiency affect they response to EMI. Last,
impact to student still low and EMI has to implemented more than qualified school to
see effect to the learner and follow globalisation.
Keywords: EMI, foreign language, teacher perception.
85
The Teacher's Strategies in Appropriating the Cultural Contents to
Teach English within EFL Context in Jambi
Suchi Nirana
Desvalini Anwar
suchinirana7@gmail.com
Abstract
This study aimed to analyze the teacher’s strategies in appropriating the cultural
contents to teach English within EFL context in Jambi. Qualitative research was used to
examine this research. Interviews were used to collect the data. Six English teachers in
Jambi were the participants of this research. There were three main strategies by the
teachers in appropriating cultural contents to teach English within EFL context in Jambi.
They were introducing cultures as a site of contested identity, appealing interests by
introducing history of the cultures and bringing in technology to bring up the cultures.
Keywords: Cultural content, Internationally-published textbook, Appropriating, EFL
Context.
86
Utilizing Technology as an assessment tool in teaching English as a
foreign language (EFL) In Indonesia; Challenge and strategy
Tatu Zakiyatun Nufus
Atmajaya University
tatuzakiyatun2@gmail.com
Abstract
Technology has changed the way how teacher teaches students in classroom and it also
impact to the way how teacher assessed students in learning, and a wide of
technologies has developed the ability of teachers’ assessment in classroom. The
present study is aimed to examine the use of technology in assessing students English
as a foreign language, and find out the challenge that the student found in using
technology in learning, and proposed strategy to deal with technology as assessment
tool in teaching EFL. The case study that occurred in a private institution in Tangerang
show that the use of technology in assessing students’ learning is giving useful impact
to student’ improvement, because they can check the feedback of teachers directly and
they use the digital tool wherever. This kind of assessment is effective when it gives the
language learners a chance to use what they have learnt. On the contrary, traditional
methods of assessment fail to show what learners can do with their acquired language.
Keywords: Technology, Assessment tool. EFL, Teacher’s strategy.
87
Students’ Perceptions on English As Language Input in Efl Classroom
Tiffany
Yetti Zainil
tiffany3796@gmail.com
Abstract
As non-native English speaking teachers, there is an issue which has been debatable
until the present time. It is the multi languages which are used by teachers when they
are teaching foreign language in the classroom. It is suggested that teachers should
employ English as language input for students. It has found many cases that teachers
use Bahasa Indonesia and Bahasa Minang in the classroom which is definitely opposite
with Krashen’s theory. This following research aims to explore students’ perceptions of
the English used by teacher as language input for students. Ten selected students were
chosen as participants from well-accredited Senior High School 1 Padang Panjang. This
research utilized a set of questionnaires which were distributed to students. A set of
questionnaires consisted of 30 statements. Students’ answers presented a variety of
perceptions. Some participants highly perceived that English as language input is
enough for them. They assumed that teacher used English much in the classroom. In
contrast, some participants perceived that they have lack of capability in
communicating English as language output in the classroom. Participants felt they
needed Bahasa Indonesia and Bahasa Minang to help them understanding English so
that they may use it. To conclude, there are still different perceptions on English as
language input. Therefore, the participants cannot maximally use English as language
output because of some reasons.
Keywords: Perceptions, Language Input, EFL Classroom
88
The Difficulties of EFL Graduate Students in Writing a Scientific
Article
Uchy Mukho Adrianty
Muhd. Al Hafizh
uchymukhoadrianty@gmail.com
Abstract
Reflecting on the previous conditions during the COVID-19 pandemic, many students
face serious problems with English as a foreign language skills in online learning. EFL
students find it challenging to comprehend and communicate, even in spoken or written
form. Research on students' difficulties in writing scientific articles in English as a
foreign language is scarce. Most researchers focus on students' problems in writing
generally. The current research aimed to identify and write about the writing
difficulties faced by graduate students in scientific articles who are studying in the
English Education Graduate Program. The researcher applied descriptive quantitative
research as the research method. The sample of this research is graduate students who
wanted to complete scientific articles as one of the requirements for passing the
master's degree. The instruments used were closed-ended questionnaires. There are
ten areas of difficulty in writing a scientific article. Based on the research findings, the
researcher found that some students still face various difficulties in writing scientific
articles in each category of common issues, which consists of 10 classifications of
difficulties. The study concluded that the most prevalent high difficulties faced by
students in writing a scientific article were using grammar (72%), structuring an
argument (70%), textual organization (68,5%), relating the text to the audience and
reader (64%), making knowledge claims (64,5%), revealing and concealing the author's
view (65%), use of "hedges" to indicate caution (67%). The last category at a high level
is “interference” of different cultural views (68%).
Keywords: Covid-19, EFL, scientific article, writing difficulties.
89
The Need of English Specific Purposes for the First Grade of Electronic
Industrial Engineering Study Program at SMK Semen Padang.
Wen Wahyudi
Jufrizal
wenwahyudi7@gmail.com
Abstract
This research focus on the Need Analysis components which are Target Situation
Analysis (TSA) Learning Situation Analysis (LSA) Present Situation Analysis (PSA)
based on students and English teacher at first grade Electronic Industrial Engineering in
learning English for Specific Purpose at SMK Semen Padang academic year 2022/2023.
The research presents in mixed method. The participant is the first grade students and
their English teacher at Electronical Industrial Engineering class Semen Padang
Vocational School with total 12 students and 1 English teachers. The instruments are
questionnairre and in-depth interview. The result of this research shows that course
preferences 64% % want to learn English accordance with the material they need in
engineering. In students‟ results regarding the language aspects of the English language
course, more than half of students (67 %) want to learn English more specific, it means
they wanted English lesson associated with their department of engineering that can be
useful as in the job. Then, they also know that they are weak in speaking (38% students)
and grammar (22,6%) so that they need to enhance in order to meet major and job
occupation in the future. This result also supported by their teacher that she has
problem in preparing the appropiate material because she only follows previous
teaching, then students is weak in speaking aspect, and they need to learn more of
speaking and listening for the future needs. The conclusion is that the school need to
fulfill students needs.
Keywords: English for Specific Purpose, Need Analysis, Target Situation Analysis,
Learning Situation Analysis Present Situation Analysis.
90
The Effect of Implementing Process Drama on Students' Ability in
Doing Storytelling: An Experimental Research at SMA N 01 Gunung
Tuleh, Pasaman Barat District
Widia Anmolita
Sitti Fatimah
wwidiaanmolitaa@gmail.com
Abstract
The aim of this research is to see the effect of Process Drama on students’ ability in
doing story telling at grade 10th students of SMA N 1 Gunung Tuleh in 2021/ 2022
academic year. Pre-experimental with one group pre and post-test design was the
design that used in this research. The population was the tenth grade students at SMA N
01 Gunung Tuleh in 2021/ 2022 academic year that consisted of six classes. The
samples were chosen by using purposive sampling. The samples were X science 1
students as the experimental class and control class. There were 30 students (15
students as experimental class and others as control class). Telling two stories entitled
Bawang Merah & Bawang Putih and Malin Kundang were the instrument of this
research which the test was carried out twice; pre and post-test. Students’ score of the
pre and post-test were analyzed by using IBM SPSS statistics 26 software. The finding of
the research showed that Process Drama gave a significant effect on students’ ability in
doing storytelling than conventional classroom; they were more confident in expressing
and making gestures based on the situation in the story that they told, and their
pronunciation were also better. In conclusion, Process Drama gave a significant effect
on students’ ability in doing story telling.
Keywords: speaking, story telling, narrative text, process drama.
91
A Virginity Auction As a Ratifying Ritual for Becoming a Dancer
Widya Nirmalawati
Andrik Purwasito
Warto
Sri Kusumo Habsari
Universitas Muhammadiyah Purwokerto
widya.nirmalawati@gmail.com
Abstract
The importance of the "Bukak Klambu" rite as part of the culture of becoming a
"Ronggeng" in Banyumas society is depicted in Ahmad Tohari's novel Ronggeng Dukuh
Paruk (RDP). He showed "Bukak Klambu" as a significant cultural artifact of becoming a
ronggeng through his remarkable novel, which was translated into various languages.
The goal of this research is to describe the symbols in the novel Ronggeng Dukuh Paruk
that surround the "Bukak Klambu" ceremony in order to comprehend the meaning or
notion of the ideas behind the symbolic artifacts depicted in the novel. The work's
scientific uniqueness stems from the discovery of at least three symbols in literary-
cultural rites in the RDP, particularly the names "bukak-klambu," "contest," and "white-
bed." First, the "bukak klambu" symbol refers to a "open" bed, which is associated with
the concept of a "ronggeng" declaring his readiness to serve his society by contesting
her virginity. Second, the "contest" relates to the price of "ronggeng," a gold coin, which
represents a competition for male self-esteem; a true man is one who can support
women and their families. Finally, there's the "white-bed," which alludes to the
sacredness of a "ronggeng" that hasn't been touched by man. It symbolizes the pride of
a Javanese woman, who knows that if she can offer it to a quality guy, she will be
valuable. A submission like this is a way of expressing gratitude for the woman's
"worth."
Keywords: Ronggeng Dukuh Paruk, ritual, symbolic meaning, virginity, culture.
92
Expert Appraisal on Need Analysis Instrument to Develop English
Instructional Material for Economics Faculty Students Based on
Technological Pedagogy Content Knowledge (TPACK)
Widya Syafitri
M. Zaim
Havid Ardi
widyasyafitri260780@gmail.com
Abstract
This article was to evaluate the need analysis instrument which will be used to develop
English instructional material for economics faculty students based on Technological
Pedagogical Content Knowledge (TPACK). Need analysis is a requisite when a teacher
holds English for Specific Purposes (ESP) course. It needed to judge if the instrument
were valid and reliable or not. The need analysis instruments of this study were
validated through expert judgments. They were elaborated the theory of ESP and
TPACK to develop the instruments. The ESP concept was from theory of Basturkmen
which was published in 2010 and 2018, and TPACK theory was adopted from Koehler
and Mishra issued in 2009. The study was quantitative method since there was
questionnaire and completed with interview. Those instruments were addressed to
students, alumni, lecturers, and the head of economics study program. There were four
experts involved to evaluate the instrument; they were two experts for language and
the rest to examine the content. The findings reveal that this need analysis instrument
was very valid and only one item achieved valid. The mean score was 0,89. The experts
suggested specifying some items in case of economics faculty field which developed in
to English skills and language component needed.
Keywords: Expert appraisal, need analysis, TPACK, economics faculty,

instructional material.
93
The Design Frames My Micro Poem: Exploring Students’ Critical
Reflection on Using Design Graphic In the Digital Literature
Classroom
Winda Setia Sari
windasetiasari@unimed.ac.id
Abstract
Students frequently feel helpless to write a poem. However, the emergency of online
classes during the pandemic period opens up space for students to cultivate the use of
the internet and digital platforms to enhance their poetry writing. This research
explores students’ critical reflection when using online design graphics as a tool for
practicing to write micro poetry. The study involved thirty students in the second-year
English department. The tasks are divided into three stages of the creative writing
process: investigation, drafting, and reflection. Following a social media exploration, the
curiosity to dive into different kinds of online patterns and figures increases classroom
activity engagement. The result of the research pointed to the improvement of students'
critical thinking, reflective practices, and micro-poetry-writing abilities. Students are
becoming accustomed to the connection between the pictures and the language used
during the drafting process. The reflection revealed an unusually objective and critical
reflection; they said, "my design fits into my micro poetry, it frames my words."
94
Comparing Female/Male Pictorial/illustrations in Textbooks
Published by Indonesian Ministry of Education and Culture and
Erlangga
Yelsa Astuti A.R
Delvi Wahyuni
yelsaastuti02@gmail.com
Abstract
Gender equality is one of the characteristics of a good teaching source. In light of this, it
is necessary to investigate how school textbooks portray gender. The aim of this
qualitative research was to analyze gender representation in English textbooks for
senior high school students. This research employed content analysis to analyze two
English text books: Bahasa Inggris, published by the Indonesian Ministry of Education
and Culture and Pathway to English, published by Erlangga. The former is a mandatory
book, while the latter is supplementary in nature. In addition, Pathway to English is also
widely used across Indonesia. Logsdon’s (1985) theory of gender representation was
utilized to analyze the gender representation in both books. Males/female pictures or
illustrations in both books were analyzed by using Logsdon’s theories. The results
showed that overall there are 441 pictures comprising 168 female pictures and 273
male pictures in both books. In Bahasa Inggris, there are 159 pictures, consisting of 88
female pictures and 71 male pictures. In Pathway to English, there are 282 pictures
consisting of 80 female pictures and 202 male pictures. Based on the data, it can be seen
that male dominance prevails in both books. However, Bahasa Inggris gives more space
for female pictures. On the contrary, Pathway to English shows a more dominant
appearance of male pictures. It can be concluded that Bahasa Inggris gives more
visibility towards females, while Pathway to English follows the pattern of dominant
male visibility. Suggestions on how to deal with this gender inequality is discussed.
Keywords: Keywords: text book, gender representation, Logsdon (1985).
95
A Contextualized Reflective Practice Model: Responding to EFL
Teachers’ Needs
Yenni Rozimela
Sitti Fatimah
Nora Fudhla
yenni.rozimela@fbs.unp.ac.id
Abstract
Conducting an investigation on the needs and experiences of doing Reflective Practice
(RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers’
needs for RP model, their previous experiences of conducting RP, and a proposed RP
model with the integration of Lesson Study (LS) principles. All data were collected
through a closed and open-ended questionnaire, semi-structured interview and focus
group discussion involving 125 EFL teachers, 3 school principals and 3 supervisors. The
data reveal that the majority of teachers, principals, and supervisors admitted that RP
in EFL context is highly needed to evaluate the lesson plans and its instructional
documents as well as the teaching and learning processes that can be carried out before,
during and after the class ends. However, their understandings and also previous and
present practices of teaching reflection are quite contextual. For example, reflection-
after-lesson only requests the students to give comments on the teacher’s performance.
While peer collaboration is highly recommended, it is the principal and supervisor’s
visit/supervision that is frequently considered collaborative reflection. Hence, a holistic
and integrative RP model with LS principles for EFL classrooms needs to be specifically
designed and developed that would be appropriate with Indonesian cultural teaching
context.
Key words: reflective practice model, EFL teachers’ needs, Indonesian context.
96
Using Context Clues Strategy Toward Students’ Reading Achievement
of the Multimodal Descriptive Text in “Kurikulum Merdeka”
Yunita Widyaningsih
Ratmanida
excellencegift.nita@gmail.com
Abstract
The research is intended to find out whether there is any significant difference
improvement of reading achievement between students who are taught by using
context clues to comprehend the multimodal descriptive text and the students who are
not taught by using context clues. This research is experimental research. The research
population is students at 8th grade of SMPN 38 Padang in the academic year 2022-2023.
The sample was taken randomly by cluster random sampling. This study involved 60
students; 30 students in Class VIII.B and 30 students in Class VIII.D. In this research
Class VIII.B was chosen as the experimental group and Class VIII.D as the control group.
The experimental group was given treatment with context clues to comprehend the text
as a reading strategy whereas the control group was not taught by the strategy. Multiple
choice test was used to measure students’ reading comprehension in the pre-test and
post-test. The t-test was used to know whether the hypothesis was accepted or not.
Findings show that students who are taught by using context clues in reading
multimodal descriptive text have better reading comprehension than the students who
are taught by using dictionary to infer meaning of difficult words and comprehend the
text. To comprehend difficult words, students are easier in determining the clues from
example, definition and synonym. In other words, teaching reading by using context
clues has a significant effect compared to one taught by using dictionary. The conclusion
is that the results of reading achievement between experiment and control class is
different.
Keywords: Context Clues, Multimodal Descriptive text, Reading achievement, “Kurikulum

Merdeka”
97
The Development of Area-based Multicultural Learning for
Achievement, Creative writing, and Cultural conservation Awareness
Grade 7 Ethnic Groups Students in Thai language
Yupin Tamiya
Pongnamron School,Doi Hang, Thailand
khajornsak.bua@mahidol.ac.th
Abstract
The purposes of this research were: a) to explore the current state, problems, and needs of Thai language
teaching for ethnic groups students; b) create an Area-based Multicultural Learning (AML) model; and c)
to examine the effects of AML on Grade 7 ethnic groups students’ learning achievement, creative writing,
and cultural conservation in Thai language. The researchers analyzed the literature on multicultural
learning for ethnic groups and synthesized AML teaching steps as follows: Step 1: Identify areas for
learning, focusing on local connection; Step 2: Determine learning objectives; Step 3: Integrated learning
through hands-on practice; Step 4: Build knowledge and language skills; Step 5: Apply language in real
cultural context; Step 6: exchanging knowledge and building friendship, and Step 7: Summarize and
reflect on local awareness. The research methodology was Research and Development (R&D). The
samples consisted of nine Thai language teachers teaching ethnic groups students and 30 Grade 7 ethnic
groups students. The data collection tools used were: a) the current state, problems, and needs of Thai
language teaching for ethnic groups student’s questionnaire; b) AML evaluation form; c) Learning
achievement test; d) Creative writing assessment; and e) the student cultural conservation awareness
questionnaire. The researchers analyzed the quantitative data for average, standard deviation (SD) and t-
test. The results showed as follows. 1) Regarding the current state, problems, and needs of Thai language
teaching for ethnic groups students in Chiang Rai Primary Educational Service Area Office 1, the teachers
expressed a high level of current state (µ = 4.28, σ=0.661), a high level of problems (µ = 4.26, σ=0.747),
and a high level of needs (µ = 4.39, σ=0.658). In addition, the students expressed a high level of current
state (µ =4.33, σ=0.693), a high level of problems (µ =4.32, σ=0.725) and a high level of needs (µ =4.49,
σ=0.524). 2) The AML model had a qualified Index of Item-Objective Congruence (IOC) in terms of
correspondence, suitability, feasibility and usefulness. 3) The AML had the E1/E2 efficiency at
82.85/86.41, which was higher than the 80/80 threshold. 4) The AML could develop Grade 7 ethnic
groups students’ creative writing skills statistically significance at the 0.05 level in all lesson plans and
overall and promoted students’ cultural conservation awareness statistically significant at the 0.05 level.
98
Students' Perception on Synchronous and Asynchronous Learning at
Indonesian English Translation class of English Education
Zahara Azura
Carbiriena Solusia
zaharaazura1001@gmail.com
Abstract
Synchronous and asynchronous learning are type of online learning mode that
commonly used in online learning. The purpose of this research was to find outs
students’ perception on synchronous and asynchronous learning during classroom
discussion at Indonesian English Translation class of English Education Department at
Universitas Negeri Padang. The sixth semester students taking Indonesian English
Translation class of English Education Department at Universitas Negeri Padang in
academic year of 2021/2022 was as the population of this research. There were 40
students who were selected as the sample using total sampling. This research used a
descriptive research design. A closed-ended questionnaire was used to gain the data for
this research. Based on the findings and discussion, it was indicated that almost all of
the students had positive perception on the advantages of synchronous learning and
asynchronous learning at Indonesian English Translation class during classroom
discussion. It was also found that the students were more active to participate in a
discussion forum on e-learning because they felt more confident about sharing ideas
using text rather than speaking directly.
99

Discursive Practice in Online Learning by Using Zoom Meeting On COVID-19

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1

STEERING COMMITTEE : Prof. Dr. M. Zaim, M.Hum.

Secretariat and Administration Division

IT and Multimedia Division

Conference and Ceremony Division

Abstract and Proceeding Division

Equipment and Logistics Division

Honorable Rector of Universitas Negeri Padang

Assalamu’alaikum warahmatullahi wabarakatuh,

On behalf of the organizing committee, I am proud to virtually welcome everyone to

This year’s theme “Reflecting on Online and Technology-Based English Language,

Allow me to express my high appreciation and gratitude to all of the committee

Distinguished guests, ladies and gentlemen.

Wassalamu’alaikum warahmatullahi wabarakatuh.

It is my great pleasure to welcome all of you to our 10th International Conference on

Desvalini Anwar, S. S, M.Hum, PhD

10th ICOELT and 4th ELTAR SCHEDULE

Wednesday, 26 October 2022

Thursday, 27 October 2022

Wednesday, 26 October 2022

09.00-10.00 OPENING CEREMONY

Thursday, 27 October 2022

9.00-10.30 3rd PLENARY SESSION

Dr. Balazs Huszka is an assistant professor in Universiti Brunei Darussalam.

David Read is Director of Technology-Enhanced Learning at the ELTC,

Key Words: interaction, input, English Language Teaching

Dr. Ratmanida, M.Ed.TEFL. is a lecturer in Universitas Negeri Padang. She earned

Keywords: Storytelling, English, experience, language, literature, professional learning,

Keywords: Willingness to communicate, Classroom interaction, tenth student class of

Keywords: writing attitude; emotional intelligence; writing skill.

Keywords: Speaking ability, role play, elementary school.

Keywords: Indonesian context, plagiarism, plagiarism-checker text-matching software.

Keywords: Teachers, Pedagogical Knowledge, Preparation of Class Activity,

Keywords: online learning, peer observation, intermediate reading.

Diniyati Kesuma Sari

Keywords: Dysfunction, Native, language, Acculturation, Binjai.

Keywords: online learning, peer observation, professional development

Keywords: reading comprehension, extensive reading, teaching reading.

Key Words: practice rehearsal pair, speaking ability and motivation.

Keywords: Material Evaluation, Workbook, English Proficiency.

Keywords: Classroom Interaction, International Class, Classroom Interaction Pattern.

Keywords: Writing Anxiety, Thesis Proposal.

Keywords: Correlation, Students’ listening habit, Students’ listening comprehension.

Key Words: English course book, task presented.

Keywords: Students’ Ability, Identifying, Parts of Speech

Keywords: Spoken English Activities, Speaking skill, reflection, perception

Keywords: Writing, Explanation Text, and Digital Sequence Pictures.

Keywords: Challenge, Pronunciation, Teaching English Pronunciation

Keywords: Classroom Interaction, International Class, Interaction Patterns

Keyword: literacy, children's literature, reading interest.

Keywords: Technology-Integrated Instruction (TII), English as a Foreign Language (EFL),

Keywords: Lecturers challenges, YouTube video, Teaching and Learning media

Keywords: School-based management, innovation organization, school administration,

Keywords: Interferences, news item text, writing.

Keywords:Writing Ability, New Normal Era, Online Learning, Descriptive texts.

Keywords: Speaking, Communication strategies, Proficiency Level.

Keywords: Peer Observation, Online learning, ELT.

Keywords: EMI, foreign language, teacher perception.

Keywords: Technology, Assessment tool. EFL, Teacher’s strategy.

Keywords: Perceptions, Language Input, EFL Classroom

Keywords: Covid-19, EFL, scientific article, writing difficulties.

Keywords: speaking, story telling, narrative text, process drama.

Keywords: Ronggeng Dukuh Paruk, ritual, symbolic meaning, virginity, culture.