Celebrating Dies Maulidiyah of UIN Maulana Malik Ibrahim Malang that was held in May 2015, English Language Center held writing contest for all students who was joining the PPBI Intensive English program in the year. The writing contest was aimed to improve and proof students’ English writing competence by writing a rubric from various rubrics such as tourism, city spots, short story, technology, and around campus. The good and selected article would be published in English Magazine published by ELC namely Landscape. Since, this contest was beneficial a lot for students academic record, around 56 students joined the competition. The winner of the competition will be announced in Graduation Day of one year English program in October 2015. (aim)

 

 

English as global language is very important to be acquire by all youngsters in Indonesia who will face MEA (Asia Economic Community ) 2015 and AFTA (Asia Free Trade Association) 2016. All people in the region compete to catch their chances to gain money by challenging themselves in job interview and self-promotion. Where, the existence of English speaking, writing, reading, and listening abilities are very important or maybe absolutely essential to survive. That is why, the society awareness trigger Bululawang people to make cooperation with English Language Center of Maulana Malik Ibrahim State Islamic University, Malang to establish and civilize English in Bululawang district. The first step of it was the meeting for building mutual agreement from both sides. One of it to go there is the existence of MOU proposal that was delivered to the head of Rumah Belajar, Bululawang, Malang, East Java which was led by H. Mahmudi (the CEO of PT. Tantular). Since this program brings more goodness in the future, both sides believed to continue this cooperation which possible to be everlasting program. (aim)

Facilitator: Sarah Sutton
Theme:  Orientating Independent Language Learning
Content: Students’ autonomous language learning within healthy classroom environments has been argued that self-determination theory of intrinsic motivation, high perceived competence and academic achievement enable students to promote self-autonomy orientation. Researchers in social psychology and education have recognized the essential motivation as an unquestionable factor for successful second language learning. As a matter of fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been stated to be at least as important as language aptitude for promoting language achievement (Gardner, 1985). In line with Balcikanlı (2008), learner-centered, resource-based, technology-based, and communicative approaches have been clearly designated as students’ responsibility and proactive language learning in EFL particular environments so as to meet the necessary conditions of language learning efficacy.

Learners become perplexed when identifying themselves to be disadvantaged in classroom activities. This has been particularly indicated in ‘self-feeling introvert attitude’ towards classroom on-going learning processes. A teacher, on the other hand, may recognise the individuals in a large class, as they are mentally detached from classroom group work controls. Granger & Levine (2010) state that advisory control refers to advice or suggestions generated by learning that are intended to help guide learners through the course but which learners may adopt or not at their discretion.

As will be highlighted in Question and Answer session in the meeting (13 May 2015), control over these aspects of the learning environment are often expected or assumed to be advantageous for learners.

Learners’ control indicated by Granger & Levine above and the considerable fluctuation in learners’ motivational dispositions exhibited on an almost day-to-day basis, which led to attempts to reframe the concept in process-oriented terms (Dornyei, Henry & MacIntyre, 2014) shows that weaker students are highly likely to be involved in classroom activities since the activities enable themselves to actively play roles of communication exchanges, plan a learning-based groupwork, implement work-related individual’s roles, monitor one and another during activities, and evaluating learning orientation. As drawn by Karatas, H., Alci, B., Yurtseven, N., & Yuksel, H. G. (2015), their present study suggests that ELT classes must be designed to promote the facilitation of students’ perceptions of autonomy to promote students’ intrinsic motivation and academic achievement. In addition to increasing the comprehensiveness of autonomy and motivation theories, a better understanding of students’ perceptions of the sources of autonomy and intrinsic motivation and their relative importance can have applied benefits.