The intellectual property of each submission included in this process remains the property of the authors as indicated on the submissions. The conference is a place to present and discuss the current development of the theory and practice of teaching English as a foreign language with a special emphasis on the development of materials and design. The keynote speaker and 4 invited speakers from 5 different countries made the conference truly international; prof.
In the call for papers, in addition to materials design and development, we specified 15 different areas of English language teaching to cater for a wider range of interests of the participants who wish to contribute to the conference. We received 219 manuscripts for review and of those submissions, 147 papers were ultimately accepted on a single blind review process by two reviewers who are experts in the field. All these contributions can be found in the following contents of these proceedings arranged in alphabetical order.
The keynote speaker's speech and the presentations by the invited speakers highlighted the conference and were much anticipated by the conference participants. Last but not least, support from the students of UAD was absolutely essential for the conference. Self-editing technique to improve students' ability in Indonesian-English translation: An experimental research at the English Department of Muhammadiyah.
The Importance of the Lead-In Activity Method in Improving the Motivation of English Speaking Ability among Non-English Students of the Department of Applied Graphics, Sculpture and Painting, Department of Fine Arts, Faculty of Art.
Developing EFL Teacher Education Curriculum: A Needs Analysis-based Study
At an Indonesian Private Teacher Training College
Introduction
- Inputs from the alumni of the department
- Inputs from the instructors of the department
- Discussion
However, these skills were found to differ only in terms of the frequency with which they should be required. In addition, the last course, Literature for Education, was chosen by six students as essential, while two others felt that the course was unnecessary. Then two students chose the methods 'Introduction', 'Community Language Learning (CLL)' and 'Teaching Practice' which are also very well executed.
In addition, one student thought that the quality of the methods used by the lecturers was quite good in 'Discussion' and 'Project-based', and two others also considered 'CLL' to be quite good in the classroom service quality. In addition, one student considered 'quiz' very well done by the lecturers, six others (three students of each quality) thought it was well done, and one student made no comments. Two students thought that the current curriculum was effective and eight others considered it to be fairly effective.
The second question sought to answer the question about some values that should be developed by the English department to make it easy for the graduates to get a good job. Two participants thought that communication skills, behavior and knowledge as well as horizons are the values needed to develop. The next participant mentioned skills, passions, responsibilities and honesty as the things that need to be developed.
Then another argued that only language knowledge, general knowledge and also behavior are three values that should be developed by the English department. Another argued that the skills to communicate fluently in spoken and written language and also to teach students how to communicate well are the important things (competencies) to develop. The latter then established the ability to communicate in both written and spoken language as the only thing necessary to be preserved.
Then, the things that were considered quite sufficient were the knowledge of the students' characteristics and reflective actions to improve learning quality (voted by 2 participants), curriculum and material development (voted by 3 students), using information and communication technology ( voted by 4 participants), and theory and principal of teaching and learning also assessment and evaluation (voted by one student each). It can be concluded that most of the students thought that all subs, except the use of information and communication technology, were adequately performed by the English department, because only 1 to 2 participants voted that that professional competence was quite was sufficient or insufficient. When asked about which aspects of technique or method used by the lecturers should be improved, four participants mentioned that the lecturers should be more innovative in the teaching and learning process.
One participant mentioned 'Portfolio' as an aspect to be improved, another suggested that the teachers should create an evaluation tool that can assess students' creativity. Subsequently, the last two competences: the attention of the teachers to the students' progress and their attitude in communication with the students were performed as 'good' by 5 participants, as 'average' and as 'poor' by 2 participants. from one participant.
Conclusion and Recommendation
The study has indicated the empirical evidence intended to support the institutional decision to change the existing curriculum. The present study has outlined two main phases in the development of the institute's curriculum. The first took place in the July-December 2013 survey to get input from the stakeholders to revise the existing curriculum and develop them based on the KKNI (Indonesian Qualification Framework) framework.
The draft of the new curriculum was tested between January and April 2014 to gain input from educators as they were involved in curriculum development and experienced in implementing their new curricula. As the questionnaire data suggests, there was input to change old subjects labeled I, or II, etc, for example, Speaking I, to 'General Communication Speaking'. All types of speaking skills subjects increase students' communicative competences in global networks, as Curriculum 21 suggests.
Subjects include critical discourse analysis, functional grammar, intercultural communication and literary criticism, all of which improve critical thinking and reading skills. Relevant to Kusumoto's (2008) study, needs analysis plays an important role in an effort to revise and develop EFL teacher education program/curriculum. The study also offers newly designed format and sequence of the courses in a Bachelor Degree (Sarjana/S1) Degree of TEFL.
In relation to the suggestions of Graves (2009), KKNI Guidelines, Indonesian Government Laws (UU No, the newly revised curriculum promotes the four competencies: personal, social, pedagogical and academic/professional. The subjects/courses of study are designed based on of such sets of competencies as subjects that discuss what and how to teach, and to whom to teach (see Graves, 2009).the new curriculum as salient teaching pedagogy in order to provide pedagogical implications for practices the future of classroom teachers.
Linking Content Knowledge and Pedagogical Content Knowledge of Student Teachers to Curricular Demands in Schools: A Case Study in Tertiary Teacher Education and Selected Senior Secondary School in Tasikmalaya.
